Subscribe

6th grade · English Language Arts · Unit 3 of 14

Make Your Case

Claims, evidence and counterarguments

What your child practices

Building an argument: stating a claim, choosing the strongest evidence, recognizing counterarguments and rebuttals, spotting persuasive techniques and ordering a persuasive paragraph.

Texas Essential Knowledge and Skills (TEKS) teks student expectation: 6.8(E); 6.11(C) · claims, evidence and counterarguments

How we explain it

Children can open this short lesson before they practice.

  1. A claim is the position you argue for. Back it with strong, specific evidence.
  2. A counterargument is the other side. A rebuttal answers it.
  3. Persuasive techniques include rhetorical questions (asked for effect, not an answer) and strong emotional words.

Example: “Don’t we all want a safer playground?” Which persuasive technique is this? The writer doesn’t expect a real answer. A question asked for effect is a rhetorical question. Answer: Rhetorical question

Make Your Case in Texas

In the Texas Essential Knowledge and Skills (TEKS), this is unit 3 of 14 in 6th grade English Language Arts, after Connotation & Tone and before Agreement.

Gradelings describes a child's practice on this unit as Beginning, Approaching, Meeting or Exceeding (Four practice steps). That reflects practice, not a report-card mark: the teacher decides the mark.

Source: Texas Education Agency (TEA)

Sample questions

A taste of this unit. In the app, questions change every time and get easier or harder to match your child.

  1. Question 1

    Which sentence is the writer's rebuttal (the answer to the other side)?

    A Safer Street

    Our town should add a bike lane on Maple Street. Right now, students who bike to school must ride beside fast-moving cars. A painted lane would give riders their own safe space. Some neighbors worry that a bike lane will take away parking spots. However, most homes on the street have driveways, and the lane would remove only six spots. A bike lane would make the street safer for everyone.

    • Our town should add a bike lane on Maple Street.
    • Right now, students who bike to school must ride beside fast-moving cars.
    • Some neighbors worry that a bike lane will take away parking spots.
    • However, most homes on the street have driveways, and the lane would remove only six spots.

  2. Question 2

    Put this persuasive paragraph in a logical order.

    • In conclusion, new bike racks would help students and keep our walkways clear.
    • For example, right now 30 bikes are locked to the fence because the racks are full.
    • To begin with, more racks mean more students can bike to school.
    • In addition, bikes locked to a fence can block the walkway.
    • Our school should add more bike racks.

  3. Question 3

    What does the conclusion of a persuasive piece do?

    • introduces a brand new topic
    • gives step-by-step instructions
    • lists the characters in the story
    • sums up the argument and leaves a strong final thought

  4. Question 4

    Which persuasive technique does this use?

    Join the thousands of students who already use this homework app!

    • Expert opinion
    • Bandwagon (everyone's doing it)
    • Facts and statistics
    • Rhetorical question

  5. Question 5

    Which sentence is a counterargument to this claim?

    Claim

    Our school should have a longer lunch break.

    • In conclusion, our school needs a longer lunch break.
    • Some people say a longer lunch would make the school day end later.
    • A longer lunch would give students time to eat and play.
    • Students who eat slowly often can't finish their food.

  6. Question 6

    Which persuasive technique does this use?

    Picture a shy puppy waiting at the shelter for someone to take it home. Your donation can give it a warm bed tonight.

    • Emotional appeal
    • Expert opinion
    • Facts and statistics
    • Bandwagon (everyone's doing it)

More 6th grade