Georgia 6.T.T.3.a
The Standard
Recognize and explain argumentative techniques used to present and design content, including an author’s claim, supporting relevant evidence, an identified counterclaim, and a conclusion that logically follows the argument. (I)
Georgia's K-12 English Language Arts Standards · Texts (T) · Techniques
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students locate the main position, reasons and facts, opposing view, and ending in an argument. They explain the job each part does and how the parts fit together.
What Mastery Looks Like
- Students correctly label each part in a grade-level argument. They explain how the evidence supports the claim, how the counterclaim presents another view, and how the conclusion follows from the argument.
Common Misconceptions
- Students may confuse a topic with a claim or treat any detail as relevant evidence. They may also mistake a repeated claim for a conclusion or overlook a counterclaim because it disagrees with the author.
How to Assess It
- Give students a short argument and ask them to label the claim, strongest evidence, counterclaim, and conclusion, then explain one connection between two parts.
Lesson moves
Ways to Teach It
Give pairs four sentence strips from one argument; students arrange them and label the claim, evidence, counterclaim, and conclusion.
Ask, "Should sixth graders have homework?" Students write four sentences, one for each argumentative part, then explain how the parts connect.
Play Argument Sort: teams race to place projected sentences under claim, evidence, counterclaim, or conclusion, then defend one choice.
Examine a product review and identify the recommendation, proof, opposing view, and final judgment before deciding whether the review is convincing.
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