CEW body paragraph 1 — claim, evidence with citation, warrant

Read aloud your homework draft body paragraph. Partner identifies CLAIM (purple) / EVIDENCE (orange) / WARRANT (blue) by raising the corresponding color card.

• Listen for students missing the WARRANT — the most common omission
• Affirm strong warrants — 'This evidence supports my claim because ___ — that's a real because move'
• Note who needs reteach today

Today we work CEW (MG-3) — the body-paragraph routine for argumentative writing. From Toulmin's work (1958, adapted for middle school), every argument body paragraph has THREE moves: CLAIM (the reason supporting your main argument), EVIDENCE (a fact, statistic, expert quote, or example with citation), and WARRANT (the reasoning that connects the evidence to the claim — the 'because the underlying principle is ___' move). Without a warrant, evidence does not yet support the claim. Watch: 'Schools should restore recess because students need movement [CLAIM]. The Hillsdale Study found that students given 30-minute recess scored 23% higher on post-recess attention tasks (Hillsdale 2019) [EVIDENCE]. This finding matters because attention is a cognitive resource that fatigues with extended sitting — movement renews it [WARRANT]. The reasoning is that the body and brain are connected; physical activity directly supports cognitive function.' Notice the warrant gives the REASONING — not just 'this shows.'

• The warrant connects the evidence-type (testimony) to the claim (education is a right) via the reasoning (testimony of survival = especially weighty).

  model Yousafzai testimony matters because she speaks from direct survivor experience — her authority is grounded in living through the issue.

  prompt What's the WARRANT for the Yousafzai 'one teacher, one book' evidence?
• Good warrants connect evidence to claim through a PRINCIPLE — what makes the evidence persuasive on this claim.

  model BAD: 'This shows that recess matters' (circular). GOOD: 'This finding matters because attention is a cognitive resource that fatigues with extended sitting — movement renews it' (gives the reasoning).

  prompt BAD WARRANT vs. GOOD WARRANT?
• Each pattern is grammatically valid. Choose by rhythm and emphasis.

  model PATTERN 1: 'Yousafzai writes, "One child, one teacher, one book, one pen can change the world" (Yousafzai 2013).' PATTERN 2: 'Yousafzai writes that one child and one teacher can change the world (Yousafzai 2013).' PATTERN 3: 'For Yousafzai, learning is "world-changing" labor (Yousafzai 2013).'

  prompt Embed a quotation in 3 patterns (review from G5).

• Show me with color cards: which part are you on (purple/orange/blue)?
• Test your own warrant: does it give REASONING or just restate?

M-6-F-WR-06-A Chart

MG-3 enlarged to 18x24 with the Yousafzai 'one teacher, one book' example fully worked: CLAIM (purple) at top, EVIDENCE (orange) middle with embedded quotation and citation, WARRANT (blue) at bottom with reasoning principle ('testimony of survival = especially weighty authority'). Side note: 'Without WARRANT, evidence does not yet support the claim — it just sits there.' Dyslexic-friendly font.

MG-3 Chart Physical / non-image

CEW body-paragraph anchor chart (Toulmin Lite): a 3-band stacked card — CLAIM (purple, anchor icon — 'this body paragraph's reason supporting the main claim'), EVIDENCE (orange, magnifying-glass with quote-marks — 'a fact, statistic, expert quotation, or example with citation'), WARRANT (blue, lightbulb — 'the explanation of HOW the evidence supports the claim — the because/this matters because move'). Worked example: 'CLAIM: First, every child has a right to an education because education is the foundation of agency. EVIDENCE: Malala Yousafzai, who survived an attempted assassination for going to school, testified at the United Nations: "One child, one teacher, one book, and one pen can change the world" (Yousafzai 2013). WARRANT: This testimony matters because Yousafzai speaks from direct experience of education's life-changing power — not from abstract theory. When she pairs each item with the result "change the world," she frames learning as world-changing labor.' Print-ready 11x17.

M-6-F-WR-06-C Chart

Side-by-side card: LEFT (red border) BAD WARRANT examples — 'This shows ___' / 'This is important' / 'This proves my point' (all circular or vague). RIGHT (green border) GOOD WARRANT examples — 'This finding matters because [principle: attention is a cognitive resource that fatigues]' / 'This evidence supports my claim because [principle: testimony of survival = especially weighty authority]'. Below: 'Good warrants give the REASONING (the principle) — not just a restatement.' Print-ready 8.5x11.

• Use color-coded sentence strips to build body paragraph 1 — 1 purple strip (claim), 2-3 orange strips (evidence + citation), 1-2 blue strips (warrant + extension).

  scaffold Teacher conferences with students drafting; reference MG-3 anchor
• Type/write body paragraph 1 into your essay draft.

  scaffold Keyboard practice or paper at choice

• Read your warrant sentence aloud. Does it explain HOW the evidence supports the claim?

• Restate: 'WARRANT is the ___ move that connects ___ to ___'
• Preview tomorrow's affixes/roots vocabulary work

• Draft body paragraph 2 using your reason 2 + evidence from your second source + warrant. Use the same CEW frame.