in 6 th grade

A Guide to Teaching
Argumentative Writing
in the Classroom!! Unit 3 of 7
By Kelly Anne at Appleslices4th.blogspot.com
 6th Grade Writing Units
Year at a Glance

August September October November December

Unit 1 Unit 2 Unit 3
Loving Writing Narrative Writing Argument Writing
in 6th Grade (6 weeks) (6 weeks)
(4 weeks)

January February March April May/June

Unit 4 Unit 5 Unit 6 Unit 7
Writing on Informative Poetry Writing a
Demand Writing (2 weeks) Novel
(4 weeks) (6 weeks) (6-8 weeks)
2

Unit 3 – Argument Writing in 6th Grade Appleslices4th.blogspot.com

 6th Grade Writing Units
Unit Layout

Each unit will contain everything you need to meet all of the
6th grade writing standards!
Units will include…
- A Unit Pretest with Standards Based Grading Rubric
- All Lesson Plans and Materials
- A Unit Posttest with Standards Based Grading Rubric
- All Classroom Management Forms

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Argument Writing Table of Contents
Lesson Page Lesson
Lesson Title Lesson Title Page no.
no. no. no.

6th Grade Writing Year

2 15 Using Sentence Starters 59
at a Glance

6th Grade Writing Unit

3 16 Using a Counter Argument 61
Layout

Argument Writing Unit

5 17 Practicing Your Debate Skills 63
Block Schedule

Argument Writing 6 18 3rd Debate 68

What is Writer’s 19 Watch Professional Debates 711

7
Workshop?
20 Using Powerful Language 73
What is a Writing
8
Conference?
21 Body Language & Voice 77
1 Pre-Assessment 9
22 4th Debate 81
Pre-Assessment Data
12
Collection Page 23 Practicing Your Debate Skills 84

Why Do You Write

2 15 24 5th Debate 89
Arguments?

Using a Rubric to 25 Practicing Your Debate Skills 92

3 18
Reassess Your Writing

Sharing Your Argument 26 Final Debate 97

4 28
of a Book
27 Argument Writing Reflection 100
5 Writing Your Argument 29
28 & 29 Post Assessment 102
6 Sharing Your Argument 32
30 Unit 3 Celebration! 108
Using Facts to Support Optional Lesson
7 35 109
Your Argument Organizing Your Writing

8 1st Debate 38 Other Powerful Debate Topics 114

Debate Guidelines 38 Common Core Student

115
Checklist
Putting Your Debate on
9 43 5th Grade Common Core State
Paper 117
Standards for Writing
10 Citing Your Facts 45 Unit 3 Conference Data Pages
119
(Choice 1 & 2)
11 Hooking Your Readers 47
Opinion Writing “I Can”
121
Statements
Writing a Powerful
12 49
Conclusion FAQ 126

13 2nd Debate 51 Acknowledgements & Terms

127
of Agreement
Practicing Your Debate
14 54
Skills THANK YOU!! 128

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 Argument Writing Unit
Block Schedule
Pre Assessment
Why Do You Using a Rubric to Sharing Your
Writing Your
No Independent Write Reassess Your Argument of a
Argument
Writing or Arguments? Writing Book
Publishing Today

1st Debate
Using Facts to
No Independent Putting a debate
Sharing Your Support Your Citing your facts
Writing, on paper
Argument Argument
Conferencing,
or Publishing
Today

2nd Debate

Writing a No Independent
Hooking Your Practicing Your Using Sentence
Powerful Writing,
Readers Debate Skills Starters
Conclusion Conferencing,
or Publishing
Today

3rd Debate

No Independent Watch
Using a Counter Using Powerful
Practicing Your Writing, Professional
Argument Language
Debate Skills Conferencing, Debates
or Publishing
Today

4th Debate 5th Debate

No Independent No Independent
Body Language & Practicing Your
Writing, Practicing Your Writing,
Voice Debate Skills
Conferencing, Debate Skills Conferencing,
or Publishing or Publishing
Today Today

Final Debate Celebration

Post Assessment Post Assessment
No Independent Argument No Independent
No Independent No Independent
Writing, Writing Writing,
Writing, Writing,
Conferencing, Reflection Conferencing,
Conferencing, Conferencing,
or Publishing or Publishing
or Publishing or Publishing
Today Today
Today Today

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 Argument Writing
Hey teachers! Thank you so much for purchasing this writing unit. Argument
Writing can be a bear to teach. We all know that 6th graders have their
opinions (whew!) but getting them to put their opinions on paper is a whole
different ballgame. This unit focuses on the best part of having an argument;
debates! Each lesson is meant to be taught using Writer’s Workshop
(explained on the next page). However, feel free to use it however works
best for you! With each mini lesson, you will teach your students about Opinion
Writing. This does not mean they have to write an argument writing piece in
writer’s workshop. They may write anything they wish during Independent
Writing time (this is what gets them to loooove writing) as long as they are
paying attention to you during the mini lesson. Have fun and enjoy teaching
writing!!

Please never hesitate to e-mail me at [email protected] if you have any

questions or need support teaching something! Cheers! Kelly Anne J

5th graders meeting to caucus during a debate 6

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 What is Writer’s Workshop?
Writer’s Workshop is one of the best ways to get your 6th graders
writing! After several years of tweaking and learning and growing, I
have found a workshop model that I feel happy using! It is designed
for the basic classroom teacher, with the understanding that time is
limited, and that students and teachers have a lot riding on them. In
the age of standards and amazingly high expectations, teachers can
only do so much! With this Writer’s Workshop you will see success.
The ability to differentiate and work one on one with students will
empower not only you, but your writers as well. Check it out and see
how easily it will work into your writing schedule.

Average Time Allotted for Writing: At least one full hour/ 60 minutes
{If you have less than 60 minutes, as many schools do now, try to do a
fast mini lesson and give as much Independent writing time as possible.
Squeeze share time into another part of your day, if necessary! In
other words, make this set up work in your classroom however you
need to!}

10 minutes- Mini Lesson (Where you teach a specific skill)

40 minutes- Conferencing, Classroom Management, and Independent
Writing (Where students write whatever they want and you meet with
students to read their writing and work with them one on one)
10 minutes- Sharing and Celebrating (Where students share their
writing and learn from one another)

Use this Unit to help teach Argument Writing in your classroom! For a
complete year of writing, that will guarantee you meet and assess all
CCSStandards, check out all of my writing units, 1-7!

Standards met in this Argument Unit:

CCSS.ELA-Literacy.W.6.1: Write arguments to support claims with clear

reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.1.a: Introduce claim(s) and organize the reasons and
evidence clearly.
CCSS.ELA-Literacy.W.6.1.b: Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating an understanding of the
topic or text.
CCSS.ELA-Literacy.W.6.1.c: Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
CCSS.ELA-Literacy.W.6.1.d: Establish and maintain a formal style.
CCSS.ELA-Literacy.W.6.1.e: Provide a concluding statement or section that
follows from the argument presented.
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 What is a Writing Conference?
While writing conferences will definitely look different in each classroom, it’s important to note
that without one-on-one conference time, it will be difficult to give your writers the support
necessary for them to grow as writers. Conferences will give you data about your Writer’s
that will help plan and drive your future instruction.

Conferences should be held during Independent Writing time and each conference should last
around 10 minutes. Sometimes they will be shorter and sometimes they will be longer. My goal is
to meet with about three kiddos a day. You may need to alter this goal to fit your classroom.
Don’t stress if you don’t get to all three students signed up {using the writing conference sign-up
page provided in unit 1}. You can get caught up the next day. Give yourself a break and move
on. If you find yourself with free time, up the number of conferences you have each day,
focus on your classroom management, or get caught up on past conferences.

You can use the Conference Data page {one for each student, provided in this unit} to keep
track of what your students show you during writing conferences, as well as where you’re
hoping to take them as learners. You can place these sheets in a binder, with dividers for each
student or you can glue them into a notebook with sections for each student. The choice is
completely yours. When you keep up with your conference notes, when it’s comes time to do
Report Cards, you will be all set with data!

As you get more and more comfortable with the Common Core State Standards, refer to the
Common Core Student Checklist {one for each student, provided in this unit} to keep track of
your student’s progress on one page. Use levels like the ones listed below, to help you take
notes on student achievement.

Exceeds Grade Level Standards:

Demonstrates understanding
4.0 beyond grade level standards
consistently and independently.
Meets Grade Level Standards:
Demonstrates understanding of
3.0 grade level standards consistently
and independently.
Partially Meets Grade Level Standards:
Demonstrates partial
2.0 understanding of grade level
standards with or without
support.
Does Not Meet Grade Level Standards:
1.0 Demonstrates minimal (or no)
understanding and does not meet
(or grade level standards even with
Writing Conference Form Example.
Form can be found in back of unit.
0) support.
8

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 Lesson 1: Pre Assessment - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Objective: Students will be able to write an argumentative piece as a pre-
assessment.
Essential How do writers share I Can I can write an
Question: their argument? Statement: argument piece of
writing.
CCS Standards ELA-Literacy.W.6.1
Met:
Materials • Argument Writing Pre • Argument Writing Pre
Needed: Assessment (2+ Pages) Assessment Data Page
• Video Game Article
Mini Lesson: 1) Today’s lesson is all about seeing what your writers know
about Argument writing! There will be no Mini Lesson today
while you allow students to try writing their argument.
2) While it is very tempting to prompt students, in order for
this to be a true “Pre-Assessment” try to allow students to
just show what they know based on the basic writing
prompt.
3) Hand out the writing prompt and the lined paper. Allow
students to get started! {I prefer to have students work on
these silently and independently}
4) If necessary, allow students two days to complete this
assignment.

Independent 1) While students work, walk around and see how they are
Work & responding to this prompt. This is a good opportunity to
Conferencing: take anecdotals and gently guide students who need more
support.
Share Time: 1) Students can either share their pre-assessment writing
piece or they may share something else they have been
working on in their writer’s notebook.
Reflection for Now it’s time to do some digging! You have lots of data in these
Next Day: pre-assessments. Before Lesson 3, make sure you look through
these assessments, grasping your students as opinion writers.
Find somewhere to settle in and read these assessments. Grab
your conferencing notebook, classroom anecdotals notes, the
Pre-Assessment Data Collection page, or anything else you may
use!

While you read, take individual notes on what you notice, so you can
remember good goals for writers during writing conferences. As
you notice large classroom gaps, take note of them on the Pre-
Assessment Data Collection Page or the Classroom Anecdotal Notes
Page.
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Name ________________________________ Date:___________________________

Argument Writing Pre-Assessment

Alright Writers! Do you think video games should be considered a

sport? Read the Video Game article, form your own opinion, and then
using the article and your thoughts, write an essay that shares your
argument. You can do your planning in the space provided below.

Planning Page:
 Does Playing Video Games
Make you an Athlete?
By Kelly Anne
When you think about sports, you
think about football or basketball,
right? Most people do. In fact, the
definition of “sport” is “an athletic
activity requiring skill or physical
ability that is usually competitive.”
While this is how most people think of
sporting events, lately, many people
have been trying to label a less that
physical activity as a sport; video
games. Some people believe that
video games are a sport, and people
who regularly play them should be
considered a type of athlete. Do you
think it is okay to
compare people who play video games to people who play an athletic activity like
hockey or tennis?

Those who are video game athletes are trying hard to convince others that video
games count as sports. Many thoroughly believe video games require mental focus
and plenty of skill, just like any other activity. It takes time to learn to play a video
game, and video games make you really think, just like chess or a card game! Video
games are also highly competitive and you often play against yourself or somebody
else. Playing a video game may not be exactly the same as playing a sport, but it
definitely has some similar aspects and should be taken into consideration.

Football and soccer players may have a hard time believing that video games are
the same thing as them playing on the field. Video games require very little movement
or weekly practices. Rarely will you find a team sitting around practicing a video
game. To many athletes, being part of a team is one of the most important part of
playing a sport and this aspect is obviously missing from video games.

In today’s society, video games are everywhere you look! Children and adults play
them every single day. They challenge us and encourage us to work towards a goal-
a goal of winning a game; just like any sporting event! What do you think? Should we
consider video games a sport?

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Name _____________________________ Date ______________________________

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Argument Writing Pre-Assessment

 { }
Date ______________
Unit 3 Argument Writing
Pre-Assessment Data Collection

Overall Notes & Observations: Possible Small Groups:

Focus:
______________________
______________________ Writers:

______________________
______________________
______________________
______________________ Possible Small Groups:
______________________ Focus:

______________________ Writers:
______________________
______________________
______________________
______________________
Quick Notes on the CCSStandards:
______________________
______________________ Claims: Reasons &
Evidence:
______________________
______________________
______________________
______________________
______________________
Organization: Concluding
______________________ Statement:
______________________
______________________
______________________
______________________ Other: ____________________________
______________________
______________________
______________________
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 Take specific
notes on CCSS!
 Lesson 2: Why Do You Write Arguments? - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Objective: Students will be able to share why it is important to share
their argument.
Essential How do writers share I Can I can write an
Question: an argument? Statement: argumentative
piece of writing.
CCS Standards ELA-Literacy.W.6.1
Met:
Materials • Chart Paper • Why Should We Write an
Needed: • Chart Marker Argument? Notebook Page

Mini Lesson: 1) Going into this unit is it important to stress the importance
of forming and respectfully sharing an argument. So, in
order to prepare your class, it helps to discuss why you
have an argument and why you should listen to other
people’s opinions.
2) Title your chart Why Should We Write an Argument? Pass
out the Why Should we Write an Argument? Notebook
Page (1 per student) and have students glue them into their
notebooks.
3) Ask students, “Why is it important for us to write our
arguments?”
4) Chart responses from your class on your chart paper
and have students jot them down in their notebooks.
Some possible responses could be:
• To inform others about different opinions
• To persuade someone to think a certain way
• To understand a topic more
• To learn about topics
Independent 1) Allow students to write freely in their notebooks today.
Work & 2) Meet students for writing conferences
Conferencing:

Share Time: 1) Students can either share their pre-assessment writing

piece or they may share something else they have been
working on in their writer’s notebook.

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 Lesson 2: Why Do You Write Arguments? - Unit 3 – Argument Writing

Date _______________________ Duration of Lesson:____________________

Reflection for Now it’s time to do some digging! You have lots of data in
Next Day: these pre-assessments. Before Lesson 3, make sure you
look through these assessments, grasping your students as
argumentative writers. Use your conferencing notebook,
classroom anecdotals notes, the Pre-Assessment Data
Collection page, or anything else you may need!

While you read, take individual notes on what you notice, so

you can remember good goals for writer’s during writing
conferences. As you notice large classroom gaps, take note
of them on the Pre-Assessment Data Collection Page or the
Classroom Anecdotal Notes Page. I avoid writing directly on
their assessments because tomorrow they will be assessing
them themselves.

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Why Should we write an argument?
Why Should We Write an Argument?
Lesson 3: Using a Rubric to Reassess Your Writing - Unit 3 – Argument Writing

Date _______________________ Duration of Lesson:____________________

Objective: Students will be able to assess their argumentative writing.

Essential How do writers share I Can I can write an

Question: their argument? Statement: argumentative
piece of writing.
CCS Standards ELA-Literacy.W.6.1
Met:
Materials • Argument Rubric to • Student’s Pre Assessment
Needed: Give Students (Several (Already assessed by you)
Provided For You)
Mini Lesson: 1) It is vital for students to assess their own writing. By
looking at their own pieces, they are able to see where
they need to improve and where they are doing well.
2) Start off by asking your class “What is a rubric?” Discuss
what a rubric is and why we have rubrics in the
classroom.
3) Tell students that today they will be using a rubric to grade
their work as writers.
**You may use the rubric provided OR create your own
rubric as a class! Remember, if you create your own rubric,
you can always use the one provided to you as a guide!**
3) Pass out the Argument Writing Rubric or create your
own. Discuss why each section is important to having a
great story! {This rubric will not be used for grades, just a
self assessment}
4) Inform students that today during Independent Writing,
they are to assess their Pre-Assessment argument. If they
notice something that they want to add or fix, they may
go ahead and do so in order to make their Pre-
Assessment even better. Have them use the rubric as a
guide and then rate themselves in the rubric.
Independent 1) Allow students to write freely in their notebooks today.
Work & 2) Meet students for writing conferences
Conferencing:

Share Time: 1) Students can either share their pre-assessment writing

piece or they may share something else they have been
working on in their writer’s notebook.

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Lesson 3: Using a Rubric to Reassess Your Writing - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Reflection for In tomorrow’s lesson you will need to facilitate a
Next Day: conversation about a story. Choose a story you can have
some conversations about and make sure you are ready to
“pause at powerful moments” in order to discuss different
parts. Make sure you form your own argument!

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 Name _______________________________________

Level:

Evidence:
Notes and

Extra Notes:
Standards reviewed in Unit 3

CCSS.ELA-Literacy.W.6.1
Write arguments to support claims with clear
reasons and relevant evidence.

CCSS.ELA-Literacy.W.6.1.a
Introduce claim(s) and organize the reasons
and evidence clearly.

CCSS.ELA-Literacy.W.6.1.b
Support claim(s) with clear reasons and
relevant evidence, using credible sources and
demonstrating an understanding of the topic or
text.

CCSS.ELA-Literacy.W.6.1.c
Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.

CCSS.ELA-Literacy.W.6.1.d
Establish and maintain a formal style.

CCSS.ELA-Literacy.W.6.1.e
Provide a concluding statement or section that
follows from the argument presented.
Unit 3 Standards Based Student Pre - Assessment Rubric

20

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 Name
Standards reviewed in Unit 3

CCSS.ELA-Literacy.W.6.1
Write arguments to support claims with clear
reasons and relevant evidence.

CCSS.ELA-Literacy.W.6.1.a
Introduce claim(s) and organize the reasons
and evidence clearly.

CCSS.ELA-Literacy.W.6.1.b
Support claim(s) with clear reasons and
relevant evidence, using credible sources and
demonstrating an understanding of the topic
or text.

CCSS.ELA-Literacy.W.6.1.c
Use words, phrases, and clauses to clarify
the relationships among claim(s) and reasons.

CCSS.ELA-Literacy.W.6.1.d
Establish and maintain a formal style.

CCSS.ELA-Literacy.W.6.1.e
Provide a concluding statement or section
Unit 3 Standards Based Pre - Assessment Class Rubric

that follows from the argument presented.

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 Keep track of
student work!!

To type directly into the rubrics, be sure to purchase the

Editable Writing Forms for 6th Grade Argument Writing! 22
 Notice where your
writers have common
gaps that you’ll need to
OR small groups you review with a mini lesson
can pull to review a
certain concept!

To type directly into the rubrics, be sure to purchase the23

Editable Writing Forms for 6th Grade Argument Writing!
 Student Friendly Argument Writing Rubric
Name _________________________________ Argument Piece Title
________________________
Qualities of Exceeds Grade Partially Meets Does Not Meet
Meets Grade Level
Argument Level Grade Level Grade Level
3.0
Writing 4.0 2.0 1.0

The writer states

their argument

The writer supports

their argument with
clear reasons and
evidence

The writer
introduces their topic
clearly

The writing is
organized logically

The argument is
supported with
credible sources

The writer uses

words and phrases
that transition
smoothly from one
paragraph to the
next

The writer has a

strong conclusion that
wraps up the writing

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 Student Friendly Argument Writing Rubric
Name _________________________________ Argument Piece Title
Qualities of ________________________
Exceeds Grade Partially Meets Does Not Meet
Meets Grade Level
Argument Level Grade Level Grade Level
3.0
Writing 4.0 2.0 1.0

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Self Grading Argument Writing Rubric Self Grading Argument Writing Rubric
Name ________________________________ Name ________________________________
Argument Piece Title Argument Piece Title
______________________ ______________________
Qualities of Qualities of
Score & Evidence Score & Evidence
Argument Writing Argument Writing

The writer states The writer states

their argument their argument

The writer The writer

supports their supports their
argument with argument with
clear reasons and clear reasons and
evidence evidence

The writer The writer

introduces their introduces their
topic clearly topic clearly

The writing is The writing is

organized logically organized logically

The argument is The argument is

supported with supported with
credible sources credible sources

The writer uses The writer uses

words and words and
phrases that phrases that
transition smoothly transition smoothly
from one from one
paragraph to the paragraph to the
next next

The writer has a The writer has a

strong conclusion strong conclusion
that wraps up the that wraps up the
writing writing

The writer states The writer states

their argument their argument
Self Grading Argument Writing Rubric Self Grading Argument Writing Rubric
Name ________________________________ Name ________________________________
Argument Piece Title Argument Piece Title
______________________ ______________________
Qualities of Qualities of
Score & Evidence Score & Evidence
Argument Writing Argument Writing
 Lesson 10: Citing Your Facts - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Objective: Students will be able to inform their readers of the source of
their reasons and evidence.
Essential How do writers share I Can I can share the
Question: the source of their Statement: source of my
reasons and evidence? reasons and
evidence.
CCS Standards ELA-Literacy.W.6.1.b and ELA-Literacy.W.6.8
Met:
Materials • Chart Paper • Should We Eat pizza? Article
Needed: • Chart Marker • Your Writer’s Notebook

Mini Lesson: 1) Citing your information is very important in writing, as we

all know! In this lesson you will focus mainly on the
importance of telling how writers share the source of
their information. This is informally done here but will be
addressed in greater detail in Unit 5- Informative Writing.
2) Revisit your T-Charts about eating pizza. There are a lot
of points on there. Some of them are from the short
article you read, some of them are from the video, and
some of them are directly from your students or
yourself. As a class, go through and have your students
write the original source of each fact in parentheses,
after the information. If the fact was from a student,
write their name in parentheses. If the fact was from the
article, write the article’s name in parentheses. If the fact
is from the video, writer the video’s name. If the fact is
from a book that you all read together, write the book’s
name and then a comma and then write the page number
of where you found it. Basically, you want to make the
information as easy to find again as possible.
3) Now that you know where all of your information is from
originally, you can work that into your writing. Model
going back to your writer’s notebook and adding in
information. You may have something like, “I believe kids
should be allowed to eat pizza because they are strong
enough to make their own choices. If they want to eat
pizza, then that’s okay with me. In the article Should We
Eat Pizza? Kelly Anne says, “It is easy to make pizza
healthier by making smart choices like whole wheat crust
and healthy toppings.” This proves that balancing pizza
with a healthy meal will still provide kids with vitamins that
makes their bones nice and strong.”

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 Lesson 10: Citing Your Facts - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Mini Lesson: 4) Model for your class how to add where you found that
source smoothly into their writing. You can also use simple
phrases like, “My friend Joey believes…” or “My Mom is a
firm believer in…” or “In the video _____ I learned that….”
This is a simple way to make sure your reader knows the
root of your information.
5) Encourage students to “cite” their sources as they write in
their own writer’s notebooks.
Independent 1) Students can free write today
Work & 2) Meet for conferences with any writer who has signed up.
Conferencing:
Share Time: 1) Choose students who have tried citing their source in their
writing to share it with the class.

Reflection for
Next Day:
Citing information is a huge part of
being a writer that is challenging. I
chose not to include bibliographies in
this unit but to stress the importance
of sharing the author of your
information. In Unit 5 we will add to
this by showing students the “formal”
way to cite your information. It is
important to use the same language,
like “cite your source” so that
students can flawlessly move into
writing a bibliography. If you would
like students to create bibliographies
in this unit, please do!! It would also
be a great extension lesson for a
small group of writers who are
ready.

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 Lesson 16: Using a Counterargument - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Objective: Students will be able to write claims about a specific topic
using clear reasons and relevant evidence.
Essential How do writers support I Can I can share my
Question: their argument using Statement: argument
reasons and evidence? supported by
reasons and
evidence.
CCS Standards ELA-Literacy.W.6.1
Met:
Materials • Should We Eat Pizza? • Chart Paper
Needed: Article • Chart Markers
• T – Chart from Previous
Lessons
Mini Lesson: 1) It is important for writers to know how to address the
counter argument in their writing. This helps make their
own arguments even stronger.
2) Talk to your class about a counter argument. You can
say, “A counter argument is the other side of each
argument. So if you think kids should be allowed to eat
pizza because when eaten in moderation it’s a nice meal,
the counter argument would be that pizza has too much
fat and is bad for your health, even when eaten in
moderation. Good writers and debaters figure out the
counter argument and use it to make their writing and
argument even better.”
3) Model what this could look like in your own piece of
writing. Go back to your pizza piece and begin a new
paragraph. It could look something like this “Many may
argue that pizza has too much fat and that any amount of
fat is harmful to your body. Well guess what, I think that
is completely incorrect. If a kid enjoys a piece of pizza
with a balanced meal, then they will still be getting all of the
nutrients they need. Fat is not a bad thing if consumed in
moderation.”
4) By addressing the counter argument, the other side of the
debate will not be as powerful. This will be very powerful
in your verbal debates as well.
5) Challenge students to find the counter argument in their
pieces of argument writing and to add a paragraph using
the counter argument. Allow them some time to work on
these and walk around and meet with students while they
work. Share any student work that is going in the correct
direction.
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 Lesson 16: Using a Counterargument - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Independent 1) Encourage students to continue working on these writing
Work & pieces, or they can free write today.
Conferencing: 2) Meet for conferences with any writer who has signed up.
Share Time: 1) Choose students to share that have done a nice job using
the counter argument.
Reflection for Using a counter argument is something that may have already
Next Day: come up in your classroom debates but naming it and
recognizing it’s power, when used correctly, is very helpful
in supporting your argument. From here on out, this unit is
mainly about practicing voicing your argument. As a teacher,
continue to encourage powerful speaking in debates and
powerful writing in student work.

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 Lesson 24: 5th Debate - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Objective: Students will be able to write claims about a specific topic
using clear reasons and relevant evidence.
Essential How do writers support I Can I can share my
Question: their argument using Statement: argument
reasons and evidence? supported by
reasons and
evidence.
CCS Standards ELA-Literacy.W.6.1 and ELA-Literacy.W.6.8
Met:
Materials • Debate Guidelines Handout • Year Round or Traditional
Needed: • Debate Author’s Craft Schedule? Article
Chart
Mini Lesson: 1) Since this is the 5th debate, students should already know
the basic routines. Make any changes that you see
necessary.
2) Pass out the Debate Guidelines Page
3) Go over the rules of the debate with your class
4) Today students will debate over whether they think school
should be year round or on a traditional schedule.
5) Hand out the Year Round or Traditional Schedule Article to
all students and let them read and choose their side.
6) Once students have chosen their sides, have all the pro
year round students line up across from all the pro
traditional schedule students. {I like to have them line up
their chairs or sit on the floor but this usually takes some
rearranging in the classroom- so the choice is all yours. It
also helps to mix up your line so that you don’t have
clumps of friends sitting together. You’ll want strong
speakers peppered in so that your debate has a steady
flow}
7) Review your Debate Author’s Craft Anchor Chart as a
class, refreshing student’s memories of how to hold a
good debate.
8) Now, follow the debate guidelines and hold your debate!
9) Once you have finished your debate, review some of the
things that you noticed went really well. Ask your students
what they think and add to, and change anything, you all
noticed on your Debate Author’s Craft Anchor Chart.
Independent 1) You will not have time to free write or publish today.
Work &
Conferencing:

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 Lesson 24: 5th Debate - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Share Time: 1) If time allows, have students share writing they have been
working on in their writer’s notebook.

Reflection for How are your writers and debaters doing? Are they
Next Day: enjoying debates? Getting worn out? Don’t be afraid to
continue a debate that students are really passionate about
instead of doing a practice day. Writers will learn much
more by digging into a topic than skimming over several
topics. It’s absolutely okay to slow down and take your time.
This unit is far too important to rush through!

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 Year Round or Traditional Schedule?
By Kelly Anne
When we flip to August in our calendars, how many of you cringe
knowing that you’re heading back to school in a short time?
Traditionally, August represents the end of Summer and the start of a
new school year. It can be unnerving and stressful because you don’t
know when you’ll get your next break and “freedom”. Well, if August is
tough for you, it may be time to consider a year round school schedule.
Year round school looks differently in many places, but it usually consists
of a longer school year with more breaks in between.

Year round schooling surprisingly doesn’t have more school days! It

actually has the same amount as a traditional school year. But imagine
those three months of Summer sprinkled in throughout the year. You
can have a week off of school nearly every other month! Not only is it
nice to have more frequent breaks, it’s also really good for helping
students remember more about what they’ve learned. With only a
week or long weekend in between breaks, students have an easier time
remembering everything they’ve previously learned. It also allows
students and teachers to feel more refreshed when returning from a
break.

While year round schooling may seem perfect to some, to others it

sounds dreadful. Many people get nervous thinking about going to
school all year long. They may feel as if they need their three months
of summer to feel refreshed and ready to learn again. Others argue
that the traditional schedule is better because it saves money by turning
off the power and air conditioning for three months. It also provides
time for kids to get summer jobs and to attend events like summer camp.
With a year round schedule, parents would need to rethink how their
family will spend their frequent breaks.

Which type of schedule does your school have? How would you feel
if it switched?

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 Lesson 28 & 29: Post Assessment - Unit 3 - Argument Writing

Date _______________________ Duration of Lesson:____________________

Objective: Students will be able to write claims about a specific topic
using clear reasons and relevant evidence.
Essential How do writers support I Can I can share my
Question: their argument using Statement: argument
reasons and evidence? supported by
reasons and
evidence.
CCS Standards ELA-Literacy.W.6.1 and ELA-Literacy.W.6.8
Met:
Materials • Argument Writing Post • Argument Writing
Needed: Assessment Rubrics (Same as the
Pre Assessment
Rubrics)
Mini Lesson: 1) In the Post Assessment your goal is to figure out what
your students have learned about argument writing. You
will be able to compare these with their pre-assessments.

Independent 1) While students are working on their post-assessment,

Work & conference with students one on one or in small groups.
Conferencing: 2) If students finish their post-assessment, collect their work
and allow them to work on their free writing.
Share Time: N/A

Reflection for Hooray!! You’ve made it through Argument Writing! Once

Next Day: your students completely finish the post assessment, collect
and grade their writing. Use the Standards Based Rubric to
assess their writing. This will make it easy to record grades!
Keep track of class data by using the Unit 3 Class Rubric. If
you notice something that is an issue for your class overall,
spend a day working on that skill. If you notice one student is
having issues with a certain skill, remember to make that a
goal for them. Don’t forget how valuable this data can be
for you as a writing teacher! Your list of goals may be
endless for some students, but that’s okay! Focus on the
most important goals and then go from there. That’s what
being a great teacher is all about J

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Name _____________________________ Date ______________________________

Argument Writing Post-Assessment

Alright Writers! Do you think PE should be taught every day? Today I

want you to read the article about PE and write an essay that shares
your argument. You may use this page to plan your writing and then
the lined paper to write. Remember it needs to include everything you
have learned about argument writing and debates.

**Use the rubric to help assess your writing and make sure you have
included everything that an argument piece of writing should include!**

Planning Page:
 _______________________’s
6th Grade Common Core Student Checklist
Unit(s) Standard Evidence, Date(s), & Level (4, 3, 2, or 1)
CCSS ELA-
Opinion Writing Unit

Literacy.W.6
.1
CCSS ELA-
Literacy.W.6
.1.a
CCSS ELA-
Literacy.W.6
.1.b
CCSS ELA-
Literacy.W.6
.1.c
CCSS ELA-
Literacy.W.6
.1.d
CCSS ELA-
Literacy.W.6
Informative Writing unit

.2
CCSS ELA-
Literacy.W.6
.2.a
CCSS ELA-
Literacy.W.6
.2.b
CCSS ELA-
Literacy.W.6
.2.c
CCSS ELA-
Literacy.W.6
.2d
CCSS ELA-
Literacy.W.6
.2.e
Notes
Extra

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 Unit(s) Standard Evidence, Date(s), & Level (4, 3, 2, or 1)
CCSS ELA-
Literacy.W.6
Narrative Writing Unit
.3
CCSS ELA-
iteracy.W.6.3
.a
CCSS ELA-
iteracy.W.6.3
.b
CCSS ELA-
Literacy.W.6
.3c
CCSS ELA-
Literacy.W.6
.3d
CCSS ELA-
Literacy.W.6
.3e
CCSS ELA-
Distribution of

Literacy.W.6
Production &

.4
Writing

CCSS ELA-
Literacy.W.6
.5
CCSS ELA-
Literacy.W.6
.6
CCSS ELA-
RESEARCH TO BUILD & PRESENT

Literacy.W.6
.7
CCSS ELA-
Literacy.W.6
.8
KNOWLEDGE

CCSS ELA-
Literacy.W.6
.9
CCSS ELA-
Literacy.W.6
.9.a
CCSS ELA-
Literacy.W.6
.9.b
CCSS ELA-
Range of
Writing

Literacy.W.6
.10

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 6th Grade Common Core State Standards for Writing
Page 1
CCSS.ELA-Literacy.W.6.3
Text Types and Write narratives to develop real or
imagined experiences or events using
Purposes effective technique, relevant
descriptive details, and well-structured
CCSS.ELA-Literacy.W.6.1 event sequences.
Write arguments to support claims CCSS.ELA-Literacy.W.6.3.a
with clear reasons and relevant Engage and orient the reader by
evidence. establishing a context and introducing a
CCSS.ELA-Literacy.W.6.1.a narrator and/or characters; organize
Introduce claim(s) and organize the an event sequence that unfolds
reasons and evidence clearly. naturally and logically.
CCSS.ELA-Literacy.W.6.1.b CCSS.ELA-Literacy.W.6.3.b
Support claim(s) with clear reasons Use narrative techniques, such as
and relevant evidence, using credible dialogue, pacing, and description, to
sources and demonstrating an develop experiences, events, and/or
understanding of the topic or text. characters.
CCSS.ELA-Literacy.W.6.1.c CCSS.ELA-Literacy.W.6.3.c
Use words, phrases, and clauses to Use a variety of transition words,
clarify the relationships among phrases, and clauses to convey
claim(s) and reasons. sequence and signal shifts from one
CCSS.ELA-Literacy.W.6.1.d time frame or setting to another.
Establish and maintain a formal style. CCSS.ELA-Literacy.W.6.3.d
CCSS.ELA-Literacy.W.6.1.e Use precise words and phrases,
Provide a concluding statement or relevant descriptive details, and
section that follows from the sensory language to convey
argument presented. experiences and events.
CCSS.ELA-Literacy.W.6.3.e
Provide a conclusion that follows from
the narrated experiences or events.

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
CCSS.ELA-Literacy.W.6.2.a Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.6.2.b Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.6.2.c Use appropriate transitions to clarify the relationships
among ideas and concepts.
CCSS.ELA-Literacy.W.6.2.d Use precise language and domain-specific vocabulary to
inform about or explain the topic.
CCSS.ELA-Literacy.W.6.2.e Establish and maintain a formal style.
CCSS.ELA-Literacy.W.6.2.f Provide a concluding statement or section that follows
from the information or explanation presented.
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 6th Grade Common Core State Standards for Writing
Page 2

Production and Research to Build and

Distribution of Writing Present Knowledge
CCSS.ELA-Literacy.W.6.4 CCSS.ELA-Literacy.W.6.7
Produce clear and coherent Conduct short research projects to
writing in which the development, answer a question, drawing on
organization, and style are several sources and refocusing the
appropriate to task, purpose, and inquiry when appropriate.
audience. (Grade-specific CCSS.ELA-Literacy.W.6.8
expectations for writing types are Gather relevant information from
defined in standards 1-3 above.) multiple print and digital sources;
CCSS.ELA-Literacy.W.6.5 assess the credibility of each source;
With some guidance and support and quote or paraphrase the data
from peers and adults, develop and conclusions of others while
avoiding plagiarism and providing
and strengthen writing as needed
basic bibliographic information for
by planning, revising, editing,
sources.
rewriting, or trying a new
CCSS.ELA-Literacy.W.6.9
approach. (Editing for conventions Draw evidence from literary or
should demonstrate command of informational texts to support
Language standards 1-3 up to and analysis, reflection, and research.
including grade 6 here.) CCSS.ELA-Literacy.W.6.9.a
CCSS.ELA-Literacy.W.6.6 Apply grade 6 Reading standards to
Use technology, including the literature (e.g., "Compare and
Internet, to produce and publish contrast texts in different forms or
writing as well as to interact and genres [e.g., stories and poems;
collaborate with others; historical novels and fantasy stories]
demonstrate sufficient command in terms of their approaches to
of keyboarding skills to type a similar themes and topics").
minimum of three pages in a single CCSS.ELA-Literacy.W.6.9.b
sitting. Apply grade 6 Reading standards to
literary nonfiction (e.g., "Trace and
evaluate the argument and specific
claims in a text, distinguishing claims
that are supported by reasons and
evidence from claims that are not").

Range of Writing
CCSS.ELA-Literacy.W.6.10
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.

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 ____________________’s Argument Writing – Unit 3 - Conference Data
Brief Explanation of Standards we are working on in Unit 3:
Date: CCSS.ELA-Literacy.W.6.1: Write arguments to support
claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.1.a: Introduce claim(s) and organize
Notes: the reasons and evidence clearly.
CCSS.ELA-Literacy.W.6.1.b: Support claim(s) with clear
reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.1.c: Use words, phrases, and
clauses to clarify the relationships among claim(s) and
reasons.
CCSS.ELA-Literacy.W.6.1.d: Establish and maintain a formal
style.
CCSS.ELA-Literacy.W.6.1.e: Provide a concluding statement
or section that follows from the argument presented.

Goal:

Evidence that Goal is Being Work Towards or Has Been Achieved:

q Keep Same Goal

q Or start New Goal ____________________________________________________

Brief Explanation of Standards we are working on in Unit 3:

Date: CCSS.ELA-Literacy.W.6.1: Write arguments to support
claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.1.a: Introduce claim(s) and organize

Notes:
the reasons and evidence clearly.
CCSS.ELA-Literacy.W.6.1.b: Support claim(s) with clear
reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.1.c: Use words, phrases, and
clauses to clarify the relationships among claim(s) and
reasons.
CCSS.ELA-Literacy.W.6.1.d: Establish and maintain a formal
style.
CCSS.ELA-Literacy.W.6.1.e: Provide a concluding statement
or section that follows from the argument presented.

Goal:

Evidence that Goal is Being Work Towards or Has Been Achieved:

q Keep Same Goal

q Or start New Goal ____________________________________________________
41
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 Opinion Writing “I Can” Statements
Stuck on goals for students? Here are some great ones to focus on during
this writing unit! These will also be great to put up in your classroom during
this time.

I can write a piece on

specific topics, supporting
a point of view or reason.
CCSS.ELA-Literacy.W.6.1

I can write a piece that

has a clear topic.

CCSS.ELA-Literacy.W.6.1.a

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 Frequently Asked Questions
Q: Is it okay for my students to write comics?
A: That is completely up to you. As 6th graders, I
expect students to be able to write more advanced
pieces of writing. However, every now and then I
have a VERY reluctant writer who I will allow to write
comics just to get them into writing. As they produce
more and more comics, I challenge them to begin
creating stories out of their comics, while using less
and less pictures. Be careful and have this
conversation quietly in writing conference, or else
youre entire class will want to write comics (which
isn’t a bad thing if you have a ton of reluctant
writers!)

Q: When will the other units be available?

A: I am hoping to release the other 4 units over the
course of the next year, about one a month! Be sure
to follow my store on TpT so you know when they
have been uploaded!

Q: How do the 6th grade units differ from the 5th

grade units?
A: The 6th and 5th grade writing units look very
similar, as the standards are very similar. However,
each unit (and each lesson plan!) is tailored exactly
for that grade level and the specific Common Core
Standard being met.

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 Acknowledgements & Terms of Use

Thank you to the great companies that I work with

for fonts and graphics! Please check out their
websites and wonderful work! I appreciate them
and all they do for me!

Teaching in a Lettering Delights Fancy Dog Studio KPM Doodles

Small Town

Fonts for Peas Ginger Snaps Art KG Fonts Miss Tiina

That Girl Design

Graphics From the Scrappin Doodles The 3 Am Teacher

Pond

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 Thank You

Thank you to those of you who purchase or

download my products! I strive hard to make each
and every product simple to use and effective for all
kiddos in your classroom.

For more information, free downloads and other

products, visit me at my blog:
appleslices4th.blogspot.com

If you have any questions or need any clarification,

please e-mail me at appleslices4th(at)gmail(dot)com .

I will do my best to respond as soon as possible! J

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