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English lesson plan · 7th grade (Year 8 in England) · 60 minutes

Parts of an argument: claim, reason, evidence, counterclaim, rebuttal

Reading Comprehension

CCSS RI.7.8CCSS W.7.1.AEngland: KS3 Reading (non-fiction)England: GCSE English Language Paper 2

Objective and success criteria

Students will: Parts of an argument: claim, reason, evidence, counterclaim, rebuttal.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Claims, reasons and evidence

Leads to: Is the evidence relevant and sufficient?; Persuasive techniques: rhetorical questions, statistics, anecdotes…; Counterclaims and rebuttals in arguments

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Claims, reasons and evidence). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Some people say video games waste time. But many games require planning, teamwork and quick decisions. Of course, playing for too long can harm sleep, so limits are sensible. Which sentence is a counterclaim? (Some people say video games waste time. / Many games require planning. / Limits are sensible. / Games need quick decisions.) → Some people say video games waste time.Prompt: What is the writer's main claim?
  2. Schools should plant more trees. Trees provide shade on hot days, clean the air, and give pupils a calm place to read. A study in one city found that pupils with green views from their classrooms scored higher on attention tests. Which detail is evidence from research? (Pupils with green views scored higher on attention tests. / Trees provide shade on hot days. / Schools should plant more trees. / Trees give pupils a calm place to read.) → Pupils with green views scored higher on attention tests.Prompt: What is the writer's main claim?
  3. Our town needs a skate park. Young people have nowhere safe to skate, so they use car parks, which is dangerous. A skate park would keep them safe and give them a place to meet. What reason does the writer give? (Skaters currently use dangerous car parks. / Skating is an Olympic sport. / Skate parks are cheap. / Everyone in town skates.) → Skaters currently use dangerous car parks.Prompt: What is the writer's main claim?

Hook · 6 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Parts of an argument: claim, reason, evidence, counterclaim, rebuttal. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What role does this sentence play in an argument? Cooking teaches budgeting, nutrition and independence.
  • Step 1: A strong argument states a claim, supports it with reasons and evidence, and answers counterclaims with rebuttals.
  • Step 2: It gives reasons supporting the claim.
  • Step 3: So the answer is: reason
  • Answer: reason
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • 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 role does this sentence play in an argument? Some say the timetable is already too full. (claim / evidence / counterclaim / rebuttal) → counterclaimPrompt: Is it the writer's main position, an explanation why, a fact/figure/example, the other side's view, or a reply to the other side?
  2. Which sentence works as this part of an argument: rebuttal? (But a single hour a fortnight would be enough to teach the basics. / Some parents argue that a later start would make it hard for them to get to work. / A survey of 2,000 adults found that one in four cannot cook a basic meal.) → But a single hour a fortnight would be enough to teach the basics.Prompt: Is it the writer's main position, an explanation why, a fact/figure/example, the other side's view, or a reply to the other side?

You do: independent practice · 17 min

  • 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which sentence works as this part of an argument: claim? (Yet fewer cars on the road would actually mean less traffic for everyone. / Critics say bike lanes take space away from drivers. / Every pupil should learn to cook at school.) → Every pupil should learn to cook at school.Prompt: Is it the writer's main position, an explanation why, a fact/figure/example, the other side's view, or a reply to the other side?
  2. What role does this sentence play in an argument? Some say the timetable is already too full. (reason / evidence / counterclaim / rebuttal) → counterclaimPrompt: Is it the writer's main position, an explanation why, a fact/figure/example, the other side's view, or a reply to the other side?

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Claims, reasons and evidence.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Is the evidence relevant and sufficient?; Persuasive techniques: rhetorical questions, statistics, anecdotes…; Counterclaims and rebuttals in arguments.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.

Free lesson plan from eurekami.com/lesson-plan-builder

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Parts of an argument: claim, reason, evidence, counterclaim, rebuttal

Name

Date

Score/ 8

  1. Question 1

    Which sentence works as this part of an argument: counterclaim?

    • A. Schools should start at 9.30 instead of 8.30.
    • B. Some say the timetable is already too full.
    • C. Our town needs more bike lanes.

  2. Question 2

    What role does this sentence play in an argument? Yet fewer cars on the road would actually mean less traffic for everyone.

    • A. claim
    • B. reason
    • C. evidence
    • D. rebuttal

Should Secondary Schools Try a Four-Day Week?

Imagine a school week that ends on Thursday afternoon. For students in a growing number of schools around the world, this is no longer a fantasy. I believe secondary schools should at least trial a four-day week. The strongest reason is wellbeing. Many teenagers report feeling exhausted by the end of the week, and a longer weekend could give them time to rest, exercise and pursue interests that school leaves no room for. Supporters also point to attendance. In one regional pilot involving twelve schools, attendance rose by three percentage points after the change. That may sound small, but across a year it adds up to thousands of extra lessons attended. Critics argue that working parents would struggle with childcare on the fifth day. This is a serious concern. However, schools could offer an optional supervised study day, run by staff and volunteers, so that no family is left without support. Others worry that students will learn less. Yet schools in the pilot lengthened each remaining day by forty minutes, so total teaching time hardly changed. A trial costs little and teaches us a lot. If it fails, we can change back. If it works, students will thank us for it.

  1. Question 3

    Read "Should Secondary Schools Try a Four-Day Week?". What is the writer's main claim?

    • A. Parents need more childcare.
    • B. Teenagers are always exhausted.
    • C. Secondary schools should trial a four-day week.
    • D. Attendance in schools is falling.

  1. Question 4

    Which sentence works as this part of an argument: claim?

    • A. After one city added protected lanes, cycling there rose by 60 per cent in a year.
    • B. Our town needs more bike lanes.
    • C. Yet fewer cars on the road would actually mean less traffic for everyone.

  2. Question 5

    What role does this sentence play in an argument? Our town needs more bike lanes.

    • A. claim
    • B. reason
    • C. evidence
    • D. counterclaim

  3. Question 6

    Which sentence works as this part of an argument: rebuttal?

    • A. Every pupil should learn to cook at school.
    • B. After one city added protected lanes, cycling there rose by 60 per cent in a year.
    • C. Yet fewer cars on the road would actually mean less traffic for everyone.

  4. Question 7

    What role does this sentence play in an argument? Cooking teaches budgeting, nutrition and independence.

    • A. claim
    • B. reason
    • C. counterclaim
    • D. rebuttal

  5. Question 8

    What role does this sentence play in an argument? Every pupil should learn to cook at school.

    • A. claim
    • B. evidence
    • C. counterclaim
    • D. rebuttal

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Answer key: Parts of an argument: claim, reason, evidence, counterclaim, rebuttal

  1. 1. B. Some say the timetable is already too full.

  2. 2. D. rebuttal

  3. 3. C. Secondary schools should trial a four-day week.

  4. 4. B. Our town needs more bike lanes.

  5. 5. A. claim

  6. 6. C. Yet fewer cars on the road would actually mean less traffic for everyone.

  7. 7. B. reason

  8. 8. A. claim