Exploring Discussion Texts

Overview

Year Level: Year 6
Learning Area: English
Curriculum Link:
Australian Curriculum – English (Version 9.0)

• Strand: Literacy
• Sub-strand: Interacting with others
• Content descriptor:
  • AC9E6LY02: Listen to and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
  • AC9E6LA03: Understand how ideas can be expanded and sharpened through careful choice of verbs, adverb groups/phrases and prepositional phrases

Unit Title: Debate and Discuss
Lesson Title: Introduction to Discussion Texts
Lesson Number: 1 of 8
Class Duration: 50 minutes
Class Size: 25 students

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Learning Intentions

By the end of this lesson, students will:

• Understand what a discussion text is and why it is used.
• Identify the structure and key features of discussion texts.
• Analyse examples to recognise balanced arguments and persuasive language.
• Begin to understand the purpose of using formal tone and modality in discussions.

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Success Criteria

Students can:

• Define the purpose of a discussion text.
• Identify and label the structural elements of a discussion text (e.g. introduction, arguments for, arguments against, conclusion).
• Locate persuasive and emotive language within a sample text.
• Comment on how balance is achieved in an effective discussion.

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Resources

• Printed copies of two contrasting example discussion texts (1 pro/uniforms at school, 1 con/technology in class).
• Graphic organiser for analysing structure and language.
• Highlighters (2 colours per student).
• Whiteboard and markers.
• Mini whiteboards (or A4 laminated sheets) and markers (optional but encouraged).
• Anchor chart: “Features of Discussion Texts” (to co-construct during lesson).
• Sticky notes.

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Lesson Sequence

1. Engage and Warm-Up (5 minutes)

Activity - Quick Stand Debate

• Pose a provocative but age-appropriate prompt to the class:
  “Should students be allowed to choose their own school clothes?”
• Students move to one side of the room if they agree, the other if they disagree.
• Invite a few responses from each side (no rebuttals yet).
• Link to lesson: “We’ll be learning how to explore both sides of an issue through a type of writing called a discussion text.”

Teacher Prompt:
"Some texts give only one point of view. Others, like the one we’re studying, look at both sides."

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2. Explicit Teaching (10 minutes)

Introduce the Discussion Text

• Define a discussion text as a text type that explores more than one side of an argument before concluding.
• Emphasise the goal: not to convince the reader of one point of view (like a persuasive text) but to explore multiple perspectives.

Structure of a Discussion Text:

1. Introduction – states the issue or topic.
2. Argument For – presents reasons and evidence for one side.
3. Argument Against – presents the opposing viewpoint.
4. Conclusion – summarises the discussion and may suggest a personal stance.

Add to Anchor Chart (to be displayed for the unit):

• Heading: Features of Discussion Texts
• Bullet points:
  • Neutral tone
  • Balanced arguments
  • Formal language
  • Credible reasons
  • Persuasive and emotive language

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3. Guided Practice (15 minutes)

Text Analysis Task

Distribute printed example texts. Students work in pairs to analyse the texts using a graphic organiser.

Each pair receives:

• 1 highlighter for identifying structure
• 1 highlighter for identifying persuasive/emotive language

Instructions:

• Highlight sections of text that represent each part of the structure (intro, for, against, conclusion).
• Use the second highlighter to mark persuasive or emotive language.

Mid-Activity Share (optional):

• Pause the activity to ask students:
  • “What persuasive words have you found that might appeal to an audience?”
  • Add suggestions to the anchor chart under “Persuasive Language”.

Teacher Role: Circulate, listen in, question students about language choices, and note down misconceptions.

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4. Whole Group Discussion (10 minutes)

Class Debrief:

• Review findings on the board, group by text.
  • Ask: “How does the structure help the writer stay balanced?”
  • “What words help persuade the reader?”
• Discuss how fairness and neutrality are different from persuasion.

Mini-Whiteboard Check-In:

• Pose questions and have students show written answers (optional adaptation for engaging all learners):
  • "What’s one benefit of presenting both sides in a discussion?"
  • "True or False: Discussion texts are always written to convince you to agree with the writer."
  • "What part of a discussion text gives a final opinion?"

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5. Independent Reflection (5 minutes)

Exit Slip / Sticky Note Task: Students write a response to this prompt:

One thing I learnt about discussion texts is...
One thing I want to learn more about is...

Students stick responses on the designated “Learning Wall” on the way out. This provides teacher insight into misconceptions and interest areas.

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Differentiation

• Support: Provide sentence stems for students who need scaffolded participation, e.g. “One argument in favour is...”, “Some people believe that...”
• Extension: Have fast finishers consider which argument in their text was stronger and explain why.
• ELL learners: Offer visual cues and simplified vocabulary where needed and pair with a fluent peer.

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Assessment Opportunities

• Observation during pair discussions and text analysis
• Responses during mini-whiteboard check-in
• Exit slips demonstrate individual understanding and self-reflection
• Collect graphic organisers for formative assessment of understanding structure and language

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Teacher Reflection Prompts (Post-Lesson)

• Did students successfully distinguish discussion texts from persuasive texts?
• Were the example texts age-appropriate and engaging?
• How well did students identify persuasive language and structure in context?
• What areas require more explicit instruction in subsequent lessons?

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Looking Ahead (Lesson 2 Preview)

In the next lesson, students will brainstorm and plan their own discussion text around a current issue affecting their school or community. We'll focus on perspective-taking and strengthening arguments using credible reasons and examples.

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Final Thought:
This lesson is designed to spark curiosity while laying the groundwork for higher-order thinking and respectful dialogue throughout the unit. You're not just teaching structure — you're nurturing the next generation of thoughtful, informed citizens.

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