Grade 6 Fall — Argumentative Writing, Claim-Evidence-Warrant (Toulmin Lite), Counterclaim Acknowledgment, and Pronoun Mastery
Lesson 3 60 min eng.g6.f.lesson_03.source_search_research_folder

Source search — building the research folder for an argument

Skills targeted
Objectives
  • Students locate at least 3 candidate sources for their argument topic using library databases and verified websites.
  • Students capture bibliographic information for each candidate source using MG-30.
  • Students introduce Tier-2 Set 13 words 1-5 (claim, evidence, warrant, counterclaim, concede).
Vocabulary
sourcedatabaseclaimevidencewarrantcounterclaimconcede

Lesson plan

Warm-up

5 min

From homework: state your research question. Partner identifies what KIND of source would best answer it (statistical study? expert essay? news report? personal testimony?)

Teacher moves
  • Listen for source-type matching
  • Press students whose research question is too broad ('school is bad') to narrow to a defensible question
  • Note students who confuse evidence-search with claim-confirmation (looking for sources that already agree)
Media
M-6-F-RES-03-C Chart Physical / non-image

5-card spread: CLAIM, EVIDENCE, WARRANT, COUNTERCLAIM, CONCEDE. Each card has the word, syllabification, part of speech, definition in argument context, and example sentence ('I claim that ___ because ___'). Color-coded edges (purple for argument words). Print-ready 8.5x11 per card.

Direct instruction

15 min

An argument lives or dies on its evidence. Today we hunt for sources. Three rules. RULE 1: We need at least 2 sources per argument — never 1 (because 1 source is unverifiable; 2+ allow corroboration). RULE 2: For each source, capture 6 bibliographic fields (MG-30) — author, title, publisher, year, URL or pages, date accessed. We'll evaluate credibility tomorrow; today we COLLECT. RULE 3: Source-search is also CLAIM-CHECK — if you can't find good evidence, your claim might need to change. That's intellectual honesty. Today's vocabulary words 1-5 from Tier-2 Set 13 (MG-19): CLAIM, EVIDENCE, WARRANT, COUNTERCLAIM, CONCEDE.

Key examples
  • We diversify source types so our argument rests on multiple kinds of evidence.
    model Statistical study (Hillsdale study), expert essay (pediatric-development source), policy review (CDC), counterclaim source (instructional-time-pressure essay).
    prompt For the recess example, what kinds of sources would we look for?
  • Always capture all 6 fields. If a digital source has no clear author, note 'no author listed' — this matters for credibility tomorrow.
    model AUTHOR: Hillsdale College Education Lab. TITLE: 'Recess and Cognitive Function' (in quotes — article). PUBLISHER: Education Quarterly. YEAR: 2019. PAGES: 45-58. DATE ACCESSED: 9/12/2025.
    prompt Capture this source: Hillsdale College, 'Recess and Cognitive Function,' Education Quarterly, 2019, pages 45-58, accessed 9/12/2025.
Checks for understanding
  • Vocabulary check: define CLAIM in 1 sentence using your own words
  • Bibliographic check: which field is the date-accessed and why does it matter?
Media
M-6-F-RES-03-B Chart
MG-30 enlarged to 11x17 with the Hillsdale recess example fully captured. 6 boxed fields with sample text. Side note: 'F

MG-30 enlarged to 11x17 with the Hillsdale recess example fully captured. 6 boxed fields with sample text. Side note: 'For digital sources, ALWAYS include URL and date accessed because online content changes. For print, include pages.' Dyslexic-friendly font.

MG-30 Chart
Bibliographic-information capture card (W.6.8): a 6-field form per source. FIELD 1 — AUTHOR (last name, first name). FIE

Bibliographic-information capture card (W.6.8): a 6-field form per source. FIELD 1 — AUTHOR (last name, first name). FIELD 2 — TITLE (italicized for books; "in quotes" for articles). FIELD 3 — PUBLISHER or website name. FIELD 4 — YEAR of publication. FIELD 5 — URL (for digital) or PAGES (for print). FIELD 6 — DATE ACCESSED (for digital sources). Bottom: 'This is basic bibliographic information per CCSS W.6.8. Full MLA/APA style is reserved for G7-G8. At G6: get the 6 fields right.' Worked examples for a book, a news article, and a website. Print-ready 8.5x11 single-sided.

Guided practice

18 min
Tasks
  • Search the library database (or curated link list) for 3 candidate sources on YOUR topic.
    scaffold Teacher circulates with search-term coaching; pre-curated link lists by topic on board
  • Capture bibliographic info on MG-30 cards (one card per source).
    scaffold MG-30 example completed on board
Media
M-6-F-RES-03-A Interactive Physical / non-image

Digital web page with 8 topic tiles (school uniforms, recess in middle school, screen time, climate action for youth, voting age, public-library funding, animal welfare, plastic bag bans). Each tile expands to show 3-5 vetted sources with annotation (author/publisher/date/perspective). Sources have been pre-checked for G6 reading level and credibility. Print fallback list for offline use.

Formative assessment

5 min
Exit ticket
  • Share 1 of your captured sources — read the 6 fields aloud.
  • Use 1 Tier-2 word in a sentence about your topic.
scoring 6 fields captured + 1 word in correct context = mastery snapshot; 4-5 fields = practicing; missing key fields = reteach

Closure

2 min
Moves
  • Restate one source you're excited about
  • Preview tomorrow's source-credibility evaluation

Homework

15 min
Tasks
  • Read your 3 captured sources tonight. Highlight 1 piece of evidence from each that could support a CEW body paragraph.

Exercises in this lesson

eng.g6.f.ex_05
Capture the 6 bibliographic fields for these 3 sources: (1) Stevenson, B. 'We need to talk about an injustice.' TED. 2012....
 capture bibliographic info · diff 2
eng.g6.f.ex_06
Find 3 sources for your topic (or use the curated link list). Capture bibliographic info for each on MG-30 cards.
 find and capture your sources · diff 3

Differentiation

Scaffolds
  • MG-30 card at every desk with example
  • Pre-curated source link list by topic (8 topics × 3 sources)
  • Search-term coaching with teacher conference
  • Vocabulary card deck with definitions
Extensions
  • Find a 4th source from a different perspective for the counterclaim
  • Note source DIVERSITY — try to find sources from different traditions/voices/types
English Learners
  • Bilingual MG-30 card
  • Bilingual source-list with parallel L1 sources where available
  • Search-coaching in L1 partner pair
Ieps 504s
  • Reduce to 2 sources
  • Teacher provides 2 pre-curated sources for the student's topic
  • Extended time

Teacher notes

Source-search is where G6 differs sharply from G5. Students who never had to find their own evidence will struggle. Pre-curate by topic to lower the barrier. Watch for 'confirmation bias' — students searching only for sources that already agree with their pre-formed claim. The teacher move is: 'Find a source that DISAGREES — that's your counterclaim raw material.' Save research folders; tomorrow's lesson works the credibility-evaluation step on these sources.