• Quick retrieval from earlier learning (Thesis statements and supporting evidence; The Toulmin model: claim, grounds, warrant, backing, qualifier, rebuttal). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which part of the Toulmin model matches this description? The conditions under which the claim might not hold, or the answer to an objection. (rebuttal / warrant / grounds / qualifier) → rebuttalPrompt: Ask what job each part does: state, prove, connect, support the connection, limit, or admit exceptions.
2. Thesis: Public parks are essential to healthy cities. Which is the most convincing supporting evidence? (Parks have trees. / A study of ten cities found that residents living near parks reported 20% lower stress levels. / Some parks have cafés. / My friend likes going to the park.) → A study of ten cities found that residents living near parks reported 20% lower stress levels.Prompt: A strong thesis takes a clear, arguable position and hints at the reasons.
3. Which part of a Toulmin argument is this sentence? Research consistently links regular attendance with better exam results. (warrant / qualifier / rebuttal / backing) → backingPrompt: Is it the position itself, a piece of evidence, the link between them, support for that link, a limiting word like 'in most cases', or an 'unless'?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Is it an arguable thesis?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What kind of statement is this, as the thesis of an essay? This essay is about the novel 'Frankenstein'.
• Step 1: A strong thesis is arguable, specific and often previews its reasons; facts, vague generalisations and topic announcements are not theses.
• Step 2: It announces the subject only.
• Step 3: So the answer is: an announcement of the topic
• Answer: an announcement of the topic
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What kind of statement is this, as the thesis of an essay? Water boils at 100 °C at sea level. (arguable, specific thesis / just a fact / too broad or vague / an announcement of the topic) → just a factPrompt: Could a reasonable person disagree with it? If not, it's a fact or an announcement.
2. Which statement is this: arguable, specific thesis? (In Macbeth, Shakespeare presents ambition not as a personal flaw alone but as a force encouraged by the people around Macbeth, especially his wife. / The Second World War ended in 1945. / Electric cars produce no exhaust emissions while driving.) → In Macbeth, Shakespeare presents ambition not as a personal flaw alone but as a force encouraged by the people around Macbeth, especially his wife.Prompt: Could a reasonable person disagree with it? If not, it's a fact or an announcement.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which statement is this: arguable, specific thesis? (In Macbeth, Shakespeare presents ambition not as a personal flaw alone but as a force encouraged by the people around Macbeth, especially his wife. / In this essay I will talk about climate change. / Water boils at 100 °C at sea level.) → In Macbeth, Shakespeare presents ambition not as a personal flaw alone but as a force encouraged by the people around Macbeth, especially his wife.Prompt: Could a reasonable person disagree with it? If not, it's a fact or an announcement.
2. What kind of statement is this, as the thesis of an essay? Social media has changed the way teenagers communicate. (arguable, specific thesis / just a fact / too broad or vague / an announcement of the topic) → too broad or vaguePrompt: Could a reasonable person disagree with it? If not, it's a fact or an announcement.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.