In this activity, students learn what a formal argument is. Then they read a sample argument, “Save Our Soda," and answer multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective. Students then answer questions identifying claims, and practice writing their own claim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “Fashion Photos Should Tell the Truth,” and answer short response and multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective and evaluate the strength of several claims. Students then read an example argument about coed sports and answer questions identifying the claim, opposing claim, and counterclaim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “End Animal Dissection in Schools,” and answer short response and multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective. Students then read an example argument about advertising and answer questions identifying claims, opposing claims, and counterclaims.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

Proficiency Level: Below

In this assignment, students read the Student Sample, “Dear Mr. Sandler,” a Persuasive Letter written by a sixth-grade student. Then they plan their own Persuasive Letter to a Hollywood producer about one thing they would like to see changed in movies, using the Student Sample as a model. Students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Persuasive Letter, focusing on Introduction. 

Duration: 20 minutes

Proficiency Level: Below

In this mini-lesson, students learn about the O.R.E.O. acronym—opinion, reason, evidence, restate opinion—for opinion writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this mini-lesson, students learn to craft a conclusion paragraph for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn to craft an introduction paragraph for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read about common persuasive techniques and how these are used in writing. Then they revise passages to add persuasive techniques.

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students learn how formal style and tone make their informational writing stronger. They read about the characteristics of formal style and answer multiple choice questions. 

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and complete revisions of sample passages to practice what they learned.

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students learn what a formal argument is. Then they read a sample argument, “Save Our Soda," and answer multiple choice questions about the reading. 

Duration: 15-20 minutes

Proficiency Level: Below

In this activity, students learn what a formal argument is. Then they answer multiple choice questions to demonstrate their comprehension. 

Duration: 15-20 minutes

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn about strong reasons & evidence for argumentative writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Approaching

In this 10-15 minute mini-lesson, students learn about types of evidence for argumentative writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Below

In this mini-lesson, students learn about linking words for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education. 

Duration: 10-15 mins

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn how to integrate a quote in their argumentative writing by using the Quote Sandwich - introduction, quote, explanation. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Duration: 10-15 minutes

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn about opinion writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Below

In this assignment, students read the article "A Safer Sport," by Brian S. McGrath, and the "Stick with Tackle" data sheet. They review and text, noting argumentative techniques as well as reasons and evidence from the readings. Then students plan out a Persuasive Paragraph about the topic. Students complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, using a text as a model, stating a claim, and using reasons and evidence to support the claim, will help students prepare for writing in the Argument genre.

The article in this assignment is available at Lexile levels: 720, 900, and 1050, plus a Spanish language version.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Hope for Tigers," by Brian S. McGrath, and the “Protecting Private Land” data sheet, which provides a viewpoint that differs from the article. Then they plan a four-paragraph Persuasive Speech about whether the government should be allowed to move people who live too close to wildlife reserves, if needed, to keep tigers safe.  

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the article "The Problem with Plastics," by Brian S. McGrath, and the “We Need Plastic” data sheet, which provides a viewpoint that differs from the article. Then they plan a five-paragraph Persuasive Speech about whether world leaders should stop companies from producing plastics to reduce the plastic pollution problem. Students plan the speech by completing a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating a claim, and developing an argument with reasons and evidence help students prepare for writing in the Argument genre. 

The article in this assignment is available at Lexile levels: 730, 890, and 1030, plus a Spanish language version.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the article "Recess Reform," by Rebecca Mordechai, and "The Trouble with Recess" data sheet. Then they plan out a one-paragraph Argument based on a prompt about the topic. Students complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating a claim, and using reasons and evidence to support their claim will help students prepare for writing in the Argument genre. 

The article in this assignment is available at Lexile levels: 710, 890, and 1010, plus a Spanish language version.

Duration: 15-20 min

Proficiency Level: Exceeds, Meets, Approaching, Below

New Concluding Paragraph: In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Then they write a New Concluding Paragraph to the letter. Students focus on the skill of writing a strong conclusion that summarizes the argument, adds support to it, and ends with a call to action.  

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this assignment, students develop and address an opposing claim on a topic they feel strongly about. Students use the Identify Opposing Claims and Counterclaims Anchor Chart for guidance. 

Duration: 10-15 minutes

Proficiency Level: Approaching

In this assignment, students evaluate Reasons and Evidence in an Argument. Students use the Evaluating Evidence Anchor Chart for guidance. 

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this assignment, students practice using Linking Words to connect ideas in an Argument. Students use the Linking Words Anchor Chart for examples of what linking words to use and when to use them. . 

Duration: 10-15 minutes

Quick Write Argument: The theme of this collection of skills lessons is Making a Difference. Each assignment focuses on something people can do to make a positive difference in the world. In this assignment, students activate their prior knowledge about this theme by thinking of a problem in the world that is important to them. They write a one-paragraph Quick Write Argument aimed at convincing others to care about this issue. This short assignment helps students prepare for the skills lessons by considering the theme and beginning to write in the Argument genre.

Duration: 20 minutes

Persuasive Letter: In this assignment, students read the Student Sample, “Dear Mr. Sandler,” a Persuasive Letter written by a sixth-grade student. Then they write their own two- or three-paragraph Persuasive Letter to a Hollywood producer about one thing they would like to see changed in movies, using the Student Sample as a model. Students focus on the skill of introducing a claim. Before writing, students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Persuasive Letter.

Duration: one class period

Persuasive Speech: In this activity, students read “World Hunger Is on the Rise for the Third Year in a Row,” an informational article about the problem of world hunger. Then they write a two- or three-paragraph Persuasive Speech aimed at convincing a group of wealthy donors to support the cause of ending world hunger, using the selection as a source of information. Students focus on the skill of supporting a claim with valid reasons and relevant evidence. Before writing, students complete graphic organizers to identify reasons and evidence from the text and plan their Persuasive Speech.

Duration: one class period

Op-Ed: In this activity, students read “Are We Living in the Plastic Age?” an informational article about the problems associated with humans’ widespread use of plastic. Then they write a four-paragraph Op-Ed for a student newspaper to persuade students to do something about the plastic problem, using the selection as a source of information. Students focus on the skills of organization and using transitions to connect their ideas. Before writing, students complete graphic organizers to review information from the article and plan their Op-Ed.

Duration: one class period

Brief Argument: In this activity, students read “A Horseman in the Sky,” a short story about a soldier during the American Civil War. Then they write a three-paragraph Brief Argument about the main character’s actions. Students focus on the skill of acknowledging and refuting a counterclaim. Before writing, students complete graphic organizers to review information from the story and plan their Brief Argument.

Duration: one class period

New Concluding Paragraph: In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Then they write a New Concluding Paragraph to the letter. Students focus on the skill of writing a strong conclusion that summarizes the argument, adds support to it, and ends with a call to action. Before writing, students complete graphic organizers to review the key points made in the Student Sample, evaluate the strength of the original conclusion, and plan their New Concluding Paragraph.

Duration: one class period

In this activity, students learn what a formal argument is. Then they read a sample argument, “Save Our Soda," and answer multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective. Students then answer questions identifying claims, and practice writing their own claim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “Fashion Photos Should Tell the Truth,” and answer short response and multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective and evaluate the strength of several claims. Students then read an example argument about coed sports and answer questions identifying the claim, opposing claim, and counterclaim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “End Animal Dissection in Schools,” and answer short response and multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective. Students then read an example argument about advertising and answer questions identifying claims, opposing claims, and counterclaims.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students are introduced to the Writing Process. They read about the six steps of the Writing Process and answer short questions to help them reflect on their own writing.

In this assignment, students learn the importance of establishing a task, purpose, and audience early in the writing process. Students read examples and practice identifying task, purpose, and audience.

In this activity, students read about the planning and drafting stages of the Writing Process. Then they answer questions that help them reflect on their own writing process.

In this activity, students read about revising and editing. Students learn about the differences between revising and editing, then they complete practice questions.

This assignments helps students understand when it's time to start over. Students read tips and examples, then practice determining when a writer needs to go back to an earlier step in the writing process.

In this assignment, students read about formal and informal research. Students read about the research process and complete questions to help them understand each step.

In this activity, students learn about different types of research. Students read about developing research questions and practice writing them.

In this assignment, students learn about the different types of sources they can use in their research. Students read about primary and secondary sources, then practice identifying the best source for different research questions.

In this assignment, students learn about the advantages of library research. They read about the different sources available at libraries and then complete practice questions. 

In this activity, students read about field research. They learn about the different types of field research and when they are appropriate. Finally, students complete practice questions.

In this assignment, student learn note-taking strategies. They read about different methods of note-taking and then practice identifying information that is worth noting.

In this activity, students learn when to revise their research topic. They read tips to help them narrow or broaden their focus. Then they complete questions to help them practice what they learned.

In this activity, students read about evaluating sources. They learn about why it's important to choose sources carefully and practice identifying appropriate sources for different topics.

In this activity, students learn how to identify useful sources. They read about what makes a source useful and then practice identifying sources that are relevant to different topics.

In this activity, students read about the characteristics of reliable sources. Students learn why it's important to identify reliable sources for their research. 

In this activity, students are introduced to the use of textual evidence. Students learn what strong evidence looks like and how to identify it in writing.

In this assignment, students learn about synthesis. They read about the different steps they need to take to synthesize and learn how synthesis can support their writing.

In this assignment, students learn about outlining. They read about how outlines can help them organize notes and then practice identifying important ideas to include in an outline.

In this activity, students learn how to incorporate textual evidence into their writing. They read about summarizing, paraphrasing, and quoting sources. Students also learn how to avoid plagiarism.

In this assignment, students learn how to credit their sources in their writing. Students read about internal citations and creating a Works Cited list in the MLA style.