eng.g6.f.lesson_02.argument_anatomy_mpo_planner
The 6-paragraph argument anatomy and the MPO planner
- Students label the 6 sections of the argument anatomy using MG-2.
- Students plan a sample argument on the MPO planner using MG-20.
- Students choose between a 5-paragraph (2 bodies + counterclaim) or 6-paragraph (3 bodies + counterclaim) structure.
Lesson plan
Warm-up
5 minFrom your topic inventory: which issue feels most urgent today? Share with elbow partner.
- Listen for 2-3 strong topics to highlight publicly
- Press elbow-partners to ask 'why does it matter?' as a warrant-seed prompt
- Note any student who hasn't named a topic yet — pair with brainstorm helper
Direct instruction
15 minAn argument has 5 or 6 paragraphs. Look at MG-2. Introduction (blue) hooks the reader and states the arguable claim with 2-3 reasons. Each BODY paragraph (yellow/orange/red) develops ONE reason using CEW. The COUNTERCLAIM paragraph (purple) acknowledges and refutes an opposing view. The CONCLUSION (green) synthesizes or calls to action. You CHOOSE 5 or 6 paragraphs based on how many strong reasons you have. Today we PLAN — we don't draft yet. The MPO planner (MG-20) is your blueprint: claim box at top, 2-3 reason boxes with EVIDENCE+WARRANT lines, counterclaim box, conclusion box.
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The planner is a thinking tool — it shows you whether your reasons are distinct and your evidence is gather-able BEFORE you draft.model Reason 1: improves attention. Reason 2: supports social development. Reason 3: counters sedentary lifestyle. Counterclaim: 'recess wastes instructional minutes.' Conclusion: call to action — restore recess in middle schools.prompt Sample claim: 'Middle schools should require recess.'
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Quality of reasoning beats quantity of paragraphs.model If you have 2 strong reasons (not 3), better to do 2 deep bodies than 3 shallow ones.prompt Why might you choose 5 paragraphs instead of 6?
- Point to each section of MG-2 and say what goes there in one phrase
- Pair-share: 5 or 6 paragraphs for your topic, and why?
- Thumbs: I can plan on the MPO (up) / I need a partner conference (down)
M-6-F-WR-02-A
Chart
MG-2 anchor enlarged to 18x24 for display: 6 colored bands (intro=blue, body 1=yellow, body 2=orange, body 3=red, counterclaim=purple, conclusion=green) with the sample 'middle schools should require recess' worked claim and 3 reasons in each body band. Side note: 'FLEXIBILITY — 5 paragraphs OR 6 paragraphs depending on number of strong reasons.' Dyslexic-friendly font.
MG-2
Chart
Argumentative-essay anatomy poster: 6 labeled boxes — INTRODUCTION (blue, with hook+context+arguable-claim icon), BODY 1 (yellow, reason 1 + CEW icon), BODY 2 (orange, reason 2 + CEW icon), BODY 3 (red, reason 3 + CEW icon — optional for 5-paragraph version), COUNTERCLAIM (purple, concession-pivot-refutation icon), CONCLUSION (green, call-to-action or synthesize+so-what icon). Below: sentence-frames ('I claim that ___ because ___, ___, and ___.' / 'First, ___ because ___.' / 'Second, ___ because ___.' / 'Third, ___ because ___.' / 'Some readers might argue ___; however, ___.' / 'For these reasons, ___.'). Note: 'FLEXIBILITY — 5 paragraphs (2 bodies + counterclaim) or 6 paragraphs (3 bodies + counterclaim). Counterclaim placement: after bodies for stronger refutation; before bodies for opening concession.' Print-ready 11x17, dyslexic-friendly font.
Guided practice
18 min-
Fill the MPO planner for the sample 'recess' argument with the class — 2 reasons + counterclaim + conclusion.scaffold Teacher records on board; students copy onto own planner with their colors
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Begin your OWN MPO with your starred topic from the inventory. Claim box + 2 reason boxes (evidence and warrant lines stay blank for now — those come in lesson 3).scaffold Sentence frame on board: 'I argue/claim that ___ because ___, ___, [and ___].'
M-6-F-WR-02-B
Interactive
Physical / non-image
Print-ready 11x17 MG-20 planner with 6 fillable boxes: claim box at top (3 lines), 2-3 reason boxes (each with 3 lines for evidence and 3 lines for warrant), counterclaim box (3 lines), conclusion box (2 lines). Digital version available as fillable PDF. Color-coded by paragraph (matches MG-2 6-band anatomy). Dyslexic-friendly font.
MG-2
Chart
Argumentative-essay anatomy poster: 6 labeled boxes — INTRODUCTION (blue, with hook+context+arguable-claim icon), BODY 1 (yellow, reason 1 + CEW icon), BODY 2 (orange, reason 2 + CEW icon), BODY 3 (red, reason 3 + CEW icon — optional for 5-paragraph version), COUNTERCLAIM (purple, concession-pivot-refutation icon), CONCLUSION (green, call-to-action or synthesize+so-what icon). Below: sentence-frames ('I claim that ___ because ___, ___, and ___.' / 'First, ___ because ___.' / 'Second, ___ because ___.' / 'Third, ___ because ___.' / 'Some readers might argue ___; however, ___.' / 'For these reasons, ___.'). Note: 'FLEXIBILITY — 5 paragraphs (2 bodies + counterclaim) or 6 paragraphs (3 bodies + counterclaim). Counterclaim placement: after bodies for stronger refutation; before bodies for opening concession.' Print-ready 11x17, dyslexic-friendly font.
MG-20
Chart
Argument-essay MPO planner: top row = arguable-claim box (with 'arguable check' — could someone reasonably disagree?); second row = 2-3 reason boxes each with EVIDENCE-WITH-CITATION + WARRANT lines; third row = counterclaim box with CONCESSION + PIVOT + REFUTATION lines; bottom row = conclusion synthesis or call-to-action box. Side panel = research folder with up to 4 source-evaluation cards (each = author / publication / date / bias / key quote). Sample worked example for the 'should school uniforms be required' argument. Print-ready 11x17, dyslexic-friendly font.
Independent practice
15 min
M-6-F-WR-02-C
Chart
A flowchart-style decision card: 'Do you have 2 OR 3 strong distinct reasons?' If 2 → 5-paragraph (intro + 2 bodies + counterclaim + conclusion). If 3 → 6-paragraph (intro + 3 bodies + counterclaim + conclusion). Note: 'If reasons overlap, fold into one body. If reasons are weak, drop and develop the strong ones deeper.' Print-ready 8.5x11.
Formative assessment
5 min- Share your claim and 2 reasons.
- Will you choose 5 or 6 paragraphs and why?
Closure
2 min- Restate one tip you learned about planning today
- Preview tomorrow's source-evaluation work — finding evidence for those reasons
Homework
15 min- Refine your MPO claim and reasons overnight. Bring a 1-sentence research question to lesson 3 — what evidence will you need to find?
Exercises in this lesson
Differentiation
- MG-2 anchor at every desk with color-coded section labels
- MG-20 planner at 1.5x for fine-motor
- Sentence frames for claim and reasons
- Partner-conference station for students stuck on topic or claim
- Add a 4th reason and decide whether to make it body 4 or to fold it into existing bodies
- Sketch the COUNTERCLAIM box now — what is the strongest opposing view you'd need to address?
- Bilingual MG-2 card with translated section labels
- Sentence-frame card for claim + reasons in L1 and L2
- Visual MG-20 with icon-only section markers
- Reduce to 1-2 reasons instead of 2-3
- MG-20 dictated to teacher
- Extended time
Teacher notes
Watch for students who fill their MPO with reasons that overlap (e.g., 'recess is fun' + 'recess is enjoyable' = same reason). Coach the DISTINCTNESS test: each reason must add new ground, not restate. The 5-vs-6 choice prevents 'paragraph padding' — better to do 5 paragraphs well than 6 thin. Some students will want to skip the planner and draft directly — hold the line. Planning is the strongest Graham & Perin recommendation (effect size 0.32, but combined with revision strategy at 0.82). Save MPOs in writing folders.