Age: 10-11 years

Duration: 70 min

Objectives

• Distinguish argumentative essays from opinion paragraphs by identifying claim, evidence, and counterargument.
• Annotate a model essay on a school issue and label each structural part.
• Outline a draft argumentative essay with thesis and two body bullet points.

Vocab

• argument / claim: "The claim is the writer's main position on the issue."
• evidence / support: "Evidence is a fact, example, or quote that proves the claim."
• counterargument: "A counterargument shows the other side, then answers it."
• conclusion: "The conclusion restates the thesis and gives a call to action."

Warm-up (5min)

Opinion vs argument quick sort — teacher reads 4 statements; students hold OPINION (I like...) or ARGUMENT (Schools should...). Discuss: arguments need reasons others can debate.

Main Activity (55min): "Essay Prep"

"Argumentative Writing Launch Studio" — Round 1: Model essay read-aloud (~250 words) on a school issue (e.g., longer lunch periods) — students label claim, 2 evidence spots, counterargument, conclusion with color codes. Round 2: Mini-lesson — argumentative thesis = topic + stance + because clause preview. Round 3: Issue bank — students choose one school/community topic from 6 cards. Round 4: Outline template — Introduction (hook idea, thesis), Body 1 (reason + evidence note), Body 2 (reason + evidence note), Counter (other side + reply), Conclusion (restate + action). Round 5: Pair outline review — checklist: debatable thesis? two reasons? counter slot filled? Round 6: Write introduction draft only (5–7 sentences) — hook, background, thesis. Store in G5 essay portfolio folder — this outline feeds Lessons 06, 10, 14, 16.

Wrap-up (5min)

Share thesis aloud: "My claim is that ___ because ___ ."

Teacher Tips

• First of five essay-structure units — do not demand full essay yet; outline quality matters most today.
• Reuse G4 debate frames (claim, evidence, rebuttal) — students already speak arguments; now formalize writing.
• Thesis often too personal — coach debatable school policy topics, not "I like pizza."