Topic cards 

I can collaborate in discussions to explore different viewpoints on a given topic.

Bring attention to the lesson’s learning intention and introduce the mini unit where students will learn to write discussion texts. Briefly discuss the purpose of writing with students explaining that writing can serve various purposes, such as informing, entertaining or persuading.

Introduce the term ‘discussion text’ as a type of writing where people present different viewpoints on a topic.

Model the brainstorming process for creating reasons for and against a topic, using a sample topic. Think aloud as you decide on a topic and ask students to help you come up with about 3 arguments for and against. Discuss and record ideas on the whiteboard, e.g. Should Plastic Straws be Banned?
For:
Environmental Impact:
Plastic straws contribute significantly to plastic pollution, harming marine life and ecosystems.
Banning plastic straws can reduce the amount of plastic waste entering oceans and landfills, therefore preserving natural habitats.
Alternatives Available:
There are various eco-friendly alternatives to plastic straws, such as paper, metal or bamboo. - Banning plastic straws would encourage the use of these alternatives, promoting sustainability and reducing reliance on single-use plastics.
Public Health Concerns: Plastic straws contain harmful chemicals which pose potential health risks.
By banning plastic straws, public health can be improved, reducing exposure to toxins.
Against:
Accessibility:
Some individuals with disabilities rely on plastic straws for drinking independently.
Banning plastic straws without providing accessible alternatives could hinder their ability to access beverages and lead to discrimination.
Economic Impact: Banning plastic straws could negatively impact businesses, particularly small businesses that rely on cost effective packaging solutions.
It may also result in job losses within the plastic straw manufacturing industry.
Behaviour Changes:
Simply banning plastic straws may not be enough to solve the root cause of plastic pollution.
It's essential to focus on broader changes like recycling programs, and promoting consumer awareness to address the issue effectively.

Note: You will need these arguments in the next lesson. 

Divide the class into small groups and provide each group with a topic card.

Guide the groups to brainstorm reasons for and against the given topic, using sticky notes to record their ideas. Offer prompts and examples to support their thinking. Just as you did in the modelled stage of the lesson, encourage students to present each point with supporting evidence as this is how a discussion maintains balance - by presenting reasons for and against the topic. This will also help students understand the structure and purpose of a discussion text.

Roam around the room and provide guidance and support as needed, ensuring that they understand the concept of a balanced argument. Encourage students to help each other and collaborate.

Bring students back together and have each group share their reasons. Discuss the importance of considering multiple perspectives on complex issues and how ultimately this ensures the reader can make an informed decision.
Note: Students will need these arguments in the next lesson.

Provide another set of topic cards to each group. Students will now have a go at independently brainstorming equal reasons for and against the topic. Encourage students to refer back to the modelled brainstorm for guidance.
Allow 10 minutes before stopping students and checking if any need redirection or more detailed scaffolding.

Allow time for students to collaborate within their groups, discussing their ideas and providing feedback to each other.

Finish with a discussion reflecting on the importance of impartiality in discussion texts, including the need for balance and impartiality.

As a final reflection, ask students the following questions. Share and discuss their responses:
What did you learn about discussion texts today?
Why is it important to consider different viewpoints when writing a discussion text?
How did collaborating with your peers help you in this lesson?

Extension Students: Students can explore real life examples of discussion texts in newspapers or online, identifying the balanced arguments and impartiality.

Exploring Both Sides

Duration

50 minutes

Year Level

Year 6

Australian Curriculum Alignment

• AC9E6LY06 — Understand how texts can be made cohesive through the use of linking devices including pronoun reference and text connectives.
• AC9E6LE05 — Recognise and analyse how combinations of language and visual choices can affect audience response.
• AC9E6LA06 — Understand how authors use a range of vocabulary and grammatical choices to express different ideas and evaluations of characters and events.

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Learning Intention

Today we are learning to:

• Understand the structure and purpose of a discussion text.
• Recognise the importance of balance and impartiality in presenting arguments.
• Collaborate to explore different points of view on a topic.

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Success Criteria

By the end of this lesson, students will be able to:

✅ Explain why a discussion text must present both sides of an issue equally.
✅ Use the term impartial correctly and describe its relevance to discussion texts.
✅ Work in a group to brainstorm balanced arguments on a given topic.

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Materials Required

• Markers
• A4 paper
• Mini whiteboards and whiteboard markers
• Post-it notes (preferably in two colours to represent 'For' and 'Against')
• Topic cards (prepared in advance with age-appropriate discussion topics such as:
  • “Should homework be banned?”
  • “Should school uniforms be compulsory?”
  • “Should students have mobile phones at school?”
  • “Should zoos exist?”
  • “Should video games be part of the school curriculum?”)

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Lesson Overview

1. Modelled (15 minutes)

Setting the Scene

Explain to students that over the next few lessons, they’ll be exploring how to write discussion texts — a type of writing that presents two sides of an issue. Emphasise that, unlike persuasive texts, discussion texts should remain impartial — meaning fair and balanced.

Define:

Discussion Text: A text that presents points for and against a topic, helping readers to understand different perspectives before forming their own opinion.
Impartial: Not favouring one side over the other; unbiased.

Visual Anchor:

On the whiteboard, divide a chart into two columns — For and Against. Introduce the demonstration topic:

🗣 Should Plastic Straws be Banned?

Have a mini discussion, prompting students to contribute reasons (and evidence) for both sides. Write these on the board. Model vocabulary like however, on the other hand, some people believe, alternatively, etc., as linking phrases that help create cohesion and impartiality.

Think Aloud Strategy:

Explain how it’s important not to ‘tip’ the argument — both sides should look equally thoughtful and supported.

✔ Record ideas under each heading in different coloured markers to visually signify balance.

This model topic and arguments will be referred to again in future lessons.

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2. Guided Practice (15 minutes)

Small Group Work:

• Divide the class into 5 groups of 5 students.
• Give each group one discussion topic card.
• Students brainstorm 3 reasons FOR and 3 reasons AGAINST the topic.
• They record their points on post-it notes — one colour for each side.

Teacher Role:

• Move between groups.
• Ask strategic questions:
  • “What evidence supports that claim?”
  • “Can someone in your group argue the opposite?”
  • “What might a different perspective be?”

Collaborative Focus:

Encourage students to challenge respectfully and build on each other’s ideas. Focus on thoughtful, balanced reasoning.

⏰ Call time after 10 minutes.

Whole-Class Debrief (5 minutes):

Have one representative from each group present their topic and 1-2 reasons for and against. Celebrate differing views and highlight well-balanced arguments.

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3. Independent Practice (15 minutes)

Quick Transition:

Distribute a new set of topic cards to each group. Students now work more independently to brainstorm balanced points for a new topic.

✏ Each student records their own ideas on mini whiteboards, after discussing in groups.

⏳ Allow 10 minutes for this stage. At the 5-minute mark, interrupt briefly for a ‘balance check’ — remind students about the meaning of impartiality and importance of even-handed arguments.

💬 Encourage use of linking words and evidence-backed points.

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4. Reflection & Review (5 minutes)

Whole-Class Reflection:

Bring the class back together and pose the following reflective questions. Invite volunteers to share their responses:

🟡 What did you learn about discussion texts today?
🟡 Why is it important to consider different viewpoints?
🟡 How did talking with others help you improve your ideas?

As students respond, note their answers on the board to form a class summary of learning.

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Differentiation Strategies

Support Students:

• Scaffold with sentence starters, e.g., “Some people believe…”, “On the other hand…”
• Partner up struggling students with peers for brainstorming.
• Offer visual prompts to guide idea generation.

Extension Students:

• Provide extension topic cards with more complexity, e.g. “Should AI help write school assignments?”
• Provide real-world examples (e.g., snippets from newspaper opinion pieces) to analyse impartiality and structure of discussions.

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Assessment: Formative Checkpoints

Use the following guiding questions to assess student understanding during the lesson:

• 🧐 Do students understand that discussion texts must present equal reasons for and against a topic?
• 📘 Have they demonstrated understanding of the word 'impartial' and why it matters?
• 🤝 Did they actively collaborate in group tasks to explore and balance various viewpoints?

Make anecdotal notes during group work, then use students' post-it notes or mini whiteboards as artefacts to inform your planning for the next lesson.

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Teacher Talk: Final Words

This lesson is just the beginning of your students' exploration into the art of balanced argumentation. By grounding their understanding in spoken discussion first, you're laying the foundation for high-quality, thoughtful written discussion texts in future lessons.

Keep their ideas on display for the next writing lesson — they'll use today’s brainstorms to structure and draft their own discussion texts.

👏 Great work supporting your Year 6 writers in becoming thoughtful, balanced and fair thinkers — a skill they will use far beyond the classroom!