Building Supporting Arguments

Lesson Overview

In this lesson, students will build strong supporting arguments to back their thesis statements in persuasive writing. They will learn to integrate facts, statistics, and examples effectively to make their case more convincing. This lesson builds foundational skills in critical thinking and evidence-based argumentation, aligned with the Ontario Language Curriculum for Grade 6.

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Curriculum Connections

Ontario Curriculum, Language Grade 6, 2023:

• Overall Expectation: Writing
  1. Generate, gather, and organize ideas and information to write for an intended purpose and audience.

• Specific Expectations:

  • 1.2 Identify the topic, purpose, and audience for writing.
  • 2.2 Gather information to support ideas for writing, using print and electronic sources, including the Internet.
  • 3.1 Draft text, using a variety of organizational patterns and appropriate language conventions, to develop ideas and convey meaning effectively.
  • 4.3 Reflect on and identify the characteristics and effectiveness of their own and others’ texts.

• Reading Expectation (for supporting research skills):

  • 1.4 Read a variety of texts and use reading comprehension strategies to understand materials.

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I Can Statements

• I can identify and write strong supporting arguments for my thesis statement.
• I can use facts, statistics, and examples to strengthen my arguments.
• I can evaluate whether my supporting evidence is relevant and convincing.

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Success Criteria

• I have written at least three clear supporting arguments for my thesis.
• I have included facts, statistics, or examples with each argument.
• My supporting details clearly relate to my thesis and help persuade the reader.

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Materials Needed

• Whiteboard and markers
• Printed graphic organisers (Persuasive Argument Chart)
• Sample persuasive paragraph excerpts
• Fact and statistic cards (for group work)
• Chromebooks or tablets (optional) for research
• Dyslexia-friendly reading sheets with highlighted key points
• Sticky notes, highlighters, coloured pens

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Lesson Breakdown (60 minutes)

1. Warm-Up and Review (10 minutes)

• Activity: Quick Recap through Think-Pair-Share
  • Ask students to explain their thesis statements (from previous lessons).
  • Students pair up and share what they think makes a good supporting argument.
  • Invite 3-4 students to share highlights with the whole class.
• Teacher Prompt: "Remember, your thesis is like the main idea—the thing you want to convince your reader of. Now, how do you show that you’re right?"

2. Introducing Supporting Arguments (10 minutes)

• Teacher Explanation:

  • Define supporting argument: Statements that explain why your thesis is true.
  • Types of support: Facts (true info), Statistics (numbers), Examples (stories or descriptions).
  • Show examples on the whiteboard:
    • Thesis: "We should have longer recess."
    • Support: "Studies show children who play more have better focus." (fact)
    • "90% of students said they feel happier during longer breaks." (statistic)
    • "Last week, I finished my homework faster after recess." (example)

• Dyslexia-friendly Strategy:

  • Present examples in large, clear font and use colour-coding for fact/statistic/example (e.g., blue for fact, green for example, red for statistic).

3. Guided Practice: Sorting Support (15 minutes)

• Activity: Fact, Statistic, or Example? (using cards)
  • Small groups (4-5 students) receive cards with sentences related to sample theses.
  • They sort cards into three piles: Fact, Statistic, Example.
  • Groups share one from each pile and explain why.
• Support for Diverse Learners:
  • Behaviour/autism students: Use visual prompts and predictable routines; assign a peer buddy for support.
  • IEP students: Provide fewer cards and one-on-one guidance.
  • ADHD students: Shorter tasks, frequent check-ins, allow movement breaks.
• Extension: Have advanced students create their own example or statistic card based on a thesis of their choice.

4. Independent Application: Building Arguments Chart (15 minutes)

• Activity: Students work individually on a Persuasive Argument Graphic Organiser.
  • Write their thesis at the top.
  • Develop 3 supporting arguments, each with at least one fact, statistic, or example.
• Support:
  • Dyslexia-friendly sheet with sentence starters:
    • "One reason is..."
    • "For example..."
    • "Statistics show..."
  • Typed option available for students with writing challenges.
• Extension: Students can also include a counter-argument and a response if time permits.

5. Sharing and Reflection (8 minutes)

• Volunteers share one argument and supporting fact/statistic/example.
• Teacher models constructive feedback using success criteria.
• Students reflect in their journals:
  • Which type of support was easiest/hardest to use?
  • How does including different kinds of evidence make your argument stronger?

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Assessment

• Collect Persuasive Argument Charts to assess understanding of thesis-support connection and use of evidence.
• Use anecdotal notes during group activities to check student engagement and comprehension.
• Provide feedback focused on improving clarity and relevance of supporting arguments.

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Differentiation Strategies

• For behaviour/autism diagnoses: clear directions with visual schedules, calm workspace, sensory tools available.
• IEP grade 3-4 level: scaffolded graphic organiser lines, pre-written sentence starters, one-on-one assistance.
• ADHD: chunk tasks, movement breaks, immediate positive feedback, participation roles in group work.
• Dyslexia-friendly: coloured overlays, enlarged font, audio recordings of examples, multi-sensory instruction (e.g., using touch with cards).
• Motivation: Choice of topics related to students’ interests (sports, animals, technology).

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Extension Activities

• Advanced learners write a paragraph incorporating all three types of support and a brief counter-argument with rebuttal.
• Research a current event to find real-world statistics or facts to support a persuasive position.
• Peer-teach supporting argument types to a small group.

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Teacher Notes

• Keep language simple but precise to facilitate comprehension for all learners.
• Monitor group interactions to ensure everyone participates and feels valued.
• Use positive reinforcement and celebrate small successes to improve motivation.
• Provide clear transitions and explicit instructions to support behaviour management.

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This detailed plan ensures all students can engage meaningfully with persuasive writing, in ways that reflect Ontario’s curriculum expectations and the diverse needs of your classroom in Sutton.