Grade 6 English Language Arts | FL B.E.S.T. Standard: ELA.6.R.2.4
Track the development of an argument, identifying the claim(s), evidence, and reasoning in texts.
By the end of this unit, students will be able to:
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Claim | An arguable statement that requires evidence to support it | The main point the author is trying to convince you to believe |
| Evidence | Facts, data, or information used to support a claim | The proof the author gives to back up their argument |
| Reasoning | The logical explanation of how evidence supports the claim | How the author explains why the evidence proves their point |
| Relevant | Directly connected to and supporting the claim | Evidence that actually relates to what the author is arguing |
| Sufficient | Enough evidence to adequately support the claim | Having enough proof - not just one weak example |
| Credible | From a trustworthy, reliable source | Evidence from sources we can trust to be accurate |
| Counterclaim | An opposing argument that challenges the main claim | The "other side" of the argument that the author might address |
| Type | Description | Example |
|---|---|---|
| Statistics/Data | Numbers, percentages, research findings | "75% of students reported improved grades" |
| Expert Testimony | Quotes or citations from authorities | "According to Dr. Smith, a nutritionist..." |
| Examples | Specific instances that illustrate the point | "For instance, Lincoln High School adopted..." |
| Anecdotes | Personal stories or experiences | "When I was in sixth grade, I experienced..." |
| Facts | Verifiable, objective information | "The human brain continues developing until age 25" |
| Day | Focus | Activities |
|---|---|---|
| 1 | Fact vs. Opinion vs. Claim | Distinguish these three. Claims are arguable opinions that can be supported. Use Student Concept Worksheet. |
| 2 | Identifying Claims | Find central and supporting claims in short argumentative passages. |
| 3 | Types of Evidence | Introduce statistics, examples, expert testimony, anecdotes. Identify in texts. |
| 4 | Evaluating Evidence (R.S.C.) | Apply Relevant, Sufficient, Credible criteria. Complete Practice Worksheet. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Teach students to evaluate every piece of evidence with three questions:
R - Relevant? Does this evidence actually connect to the claim?
S - Sufficient? Is there enough evidence, or just one weak example?
C - Credible? Is this from a trustworthy source?
If evidence fails any of these tests, it's weak evidence.
Have students create visual maps showing:
- The CLAIM (what the author is arguing)
- The EVIDENCE (proof provided)
- The REASONING (how the author connects evidence to claim)
Draw arrows showing how evidence supports claims through reasoning.
Give students a claim and several pieces of evidence. Have them rank the evidence from strongest to weakest and justify their rankings. This builds critical evaluation skills and shows that not all evidence is equally strong.
Teach students to read argumentative texts as skeptics. Ask: "If someone disagreed with this claim, would this evidence convince them?" This shifts perspective from passive acceptance to active evaluation.
Correction: Claims are specific arguable assertions that CAN be supported with evidence. "Pizza is delicious" is just an opinion. "Schools should serve healthier lunches" is a claim because it can be argued with evidence. Claims make an argument that others might disagree with and need proof.
Correction: Quality matters more than quantity. Three strong pieces of evidence (statistics from reputable sources, expert opinions) are better than ten weak ones (personal anecdotes, vague references). Teach students to evaluate evidence quality, not just count pieces.
Correction: Evidence must be both true AND relevant. A true fact that doesn't connect to the claim is irrelevant evidence. "The sky is blue" is true, but it doesn't support a claim about school lunch policies.
Correction: Anecdotes ARE a form of evidence, but they're usually weaker than statistics or expert testimony because they represent only one person's experience. They can be powerful for emotional appeal but shouldn't be the only evidence.
On the FAST assessment, claims and evidence questions typically ask students to:
Key Strategy: Teach students to ask "What is the author trying to prove?" (claim) and "What proof do they give?" (evidence) for every argumentative text.