👩‍🏫 Teacher’s Guide

Objective
Students will apply comparing two proposals using the examples and practice below.

Vocabulary
claim, evidence, limitation

Teaching Notes

• Model one response, then ask students to work independently and explain their choices with specific words or evidence.
• Teach the rule, discuss the worked example, and cover answers during practice.
• Use incorrect responses to identify which part of the rule needs another example.
• Allow approximately 25–35 minutes, including discussion and independent practice.

🧒 Student Worksheet

Concept and Helping Material

Big Idea
Compare claims, evidence, and unanswered questions across texts. A stronger argument addresses practical concerns and limits its claims.

Text A: Open the Courtyard

The student council proposes opening the courtyard during lunch. A count on three dry days showed that the indoor reading area was full. The courtyard has six benches and space for quiet conversation. The council suggests a two-week trial with staff supervision and a record of use. It has not yet studied rainy-day demand.

Text B: Keep the Current Plan

A staff group worries that opening another area could make supervision harder. It proposes first moving two unused tables into the indoor reading room. The group has measured the available floor space but has not asked students whether that arrangement would meet their needs. Both groups agree that students need a calm place to spend lunch.

Vocabulary and Definition

• — a position or statement offered for consideration
• — information used to support a claim
• — a boundary on what evidence can establish

Words to Learn

claim, evidence, limitation

Sentences to Fill In

1. The term for a position or statement offered for consideration is ____.
2. The term for information used to support a claim is ____.
3. The term for a boundary on what evidence can establish is ____.

Think & Respond Q&A

1. What goal do both groups share?
2. What evidence supports Text A?
3. What evidence supports Text B?
4. What limit affects Text A?
5. What limit affects Text B?
6. Which proposal should be chosen immediately?
7. Propose a next step using both texts.
8. Why would counting one day be weaker than several days?

Hands-On Experiment or Activities

Write a developed paragraph applying the skill. Revise for precision, explain your decisions, and check whether another interpretation is possible.

Reflection

• Explain one thing you learned.
• Write a developed paragraph applying the skill. Revise for precision, explain your decisions, and check whether another interpretation is possible.