Exploring Issues and Contentions

Overview

This lesson introduces Year 8 EAL students to the fundamental concepts of issue, contention, and supporting arguments. Designed to prepare students for writing a discussion essay on whether mobile phone bans should be lifted in Victorian schools, this session is engaging, hands-on, and scaffolded for accessible learning.

By the end of the lesson, students will understand the concepts of issue, contention, and supporting arguments, and will be equipped to identify these in simple texts or scenarios.

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Curriculum Alignment

Victorian Curriculum:
Level 8 – English as an Additional Language (EAL)

• Communication: Identify and discuss key ideas in texts and demonstrate an understanding of how language is used to express opinions.
• Language: Develop knowledge of persuasive devices, vocabulary for expressing viewpoints, and constructing arguments.
• Literacy: Recognise and analyse the structure of texts used to present issues and viewpoints, and begin creating structured persuasive texts.

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Learning Intentions

• Students will understand the terms issue, contention, and supporting arguments.
• Students will learn to identify the contention in a given text or scenario.
• Students will practise generating simple supporting arguments for a contention.

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Success Criteria

• I can define the terms issue, contention, and supporting argument.
• I can identify the contention in a written or oral example.
• I can construct at least two supporting arguments for a contention.

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Lesson Plan (75 minutes)

1. Introduction – What’s the Issue? (10 minutes)

Objective: Introduce the concept of issue.

1. Start with think-pair-share: Write the question, “What everyday issues do you care about?” on the board (e.g., “school rules,” “climate change,” “social media limits”).

   • Students think individually for 1 minute, pair with a partner to discuss for 2 minutes, then share their answers with the class.

2. Define issue:
   An issue is a topic, often controversial, that people have different opinions about. Write this on the board.

3. Provide examples relevant to their experience:

   • Should uniforms be compulsory in all schools?
   • Should mobile phones be allowed at school?
     Ask students if they consider these to be issues and why.

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2. Contention – What’s Your Position? (15 minutes)

Objective: Introduce the concept of contention.

1. Define contention:
   A contention is the point of view someone has about an issue. It’s their opinion or stance.

   Write an example on the board, linking back to issues they’ve already discussed:

   • Issue: Should mobile phones be allowed at school?
     Contention: Mobile phones should be allowed at school because they help with learning.

2. Class Exercise – Agree or Disagree:

   • On one wall of the classroom, place a sign that says Agree; on the opposite wall, place a sign that says Disagree. Read out a contention (e.g., “Homework should be banned in all schools”), and have students walk to the wall that matches their own stance.
   • After they choose, ask a few students from each group to explain why they agree or disagree. Encourage them to justify their contention simply.

3. Reinforce: A contention includes what someone believes and often gives a reason for it.

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3. Supporting Arguments – Why Do You Think That? (20 minutes)

Objective: Help students understand what supporting arguments are and how they back up a contention.

1. Define supporting argument:
   A supporting argument explains why your contention is correct. It’s your evidence or reasoning.

2. Provide an example with scaffolding:
   Write the following on the board and break it down:

   • Issue: Should there be stricter school uniform rules?
   • Contention: There should be stricter school uniform rules.
   • Supporting Argument 1: Uniforms create a sense of equality.
   • Supporting Argument 2: They improve students’ focus on learning.

3. Activity – Argument Builder:

   • Hand each student a coloured card with either an issue, contention, or supporting argument written on it.
   • As a class, they must collaborate to form correct triples: one issue, one contention, and two supporting arguments. Example prompts:
     • Issue: Should junk food be sold in canteens?
     • Contention: Junk food should be banned in canteens.
     • Argument 1: Junk food is unhealthy and causes health issues.
     • Argument 2: Selling junk food teaches students bad eating habits.

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4. Group Task – Practice Makes Perfect (20 minutes)

Objective: Apply understanding of issues, contentions, and supporting arguments in a real-world topic.

1. Divide the class into small groups of 2-3 students.
2. Provide each group with this issue:
   Should mobile phones be allowed in Victorian schools?
3. Task:
   • Each group must:
     a. State the issue in their own words.
     b. Decide on a contention (for or against mobile phones in schools).
     c. Write 2-3 supporting arguments for their contention.
4. Allow groups 15 minutes to prepare, offering scaffolding when needed.

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5. Presentation and Reflection (10 minutes)

Objective: Share student work and consolidate learning.

1. Each group presents their work (issue, contention, and supporting arguments).

   • Provide positive, formative feedback on content and clarity.

2. Whole Class Reflection:

   • Ask:
     What made it easy/difficult to come up with supporting arguments?
     What are some strategies you can use if you feel stuck when writing arguments?

3. Exit Ticket:
   Before leaving, students must write one sentence defining each of the key terms (issue, contention, supporting argument) and hand it in.

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Materials Needed

• Whiteboard and markers.
• Coloured cards for the “Argument Builder” activity.
• Signs for “Agree” and “Disagree”.
• Pencils and paper for group task notes.

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Assessment Opportunities

• Monitor participation during the “Agree or Disagree” and “Argument Builder” activities to assess students’ ability to identify and categorise contentions and arguments.
• Evaluate group presentations for understanding of concepts.
• Use the Exit Ticket to gauge individual comprehension.

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Differentiation

For Lower Proficiency Students:

• Provide sentence stems:
  • “An issue is ________________.”
  • “A contention is ___________________.”
  • “One argument is __________________.”

For Higher Proficiency Students:

• Challenge them to think of counterarguments to a contention.

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Conclusion

This lesson equips EAL Year 8 students with foundational knowledge to critically analyse and generate structured arguments, which will support their future discussion essay on mobile phone bans in Victorian schools. The engaging, hands-on activities ensure they are actively involved in mastering these concepts while building confidence in their English skills.