Researching Debate Topics

Overview

Duration: 74 minutes
Class size: 24 students (including 3 in community class, 3 with IEPs, 4 with ADHD)
Unit: Persuasive Power: Writing & Debate (Lesson 3 of 12)
Topic: Researching Topics for Debate
Grade: 6 (Ontario Curriculum)

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Learning Goals (I can Statements)

• I can find relevant information about a familiar debate topic using digital resources.
• I can identify arguments for and against a topic.
• I can take notes from my research to help prepare for a debate.
• I can use clear and respectful language to explain opposing viewpoints.

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Ontario Curriculum Expectations

Overall Expectations:

• 2.1 Identify and use reading comprehension strategies to understand texts.
• 1.3 Use writing and research skills to communicate ideas and opinions clearly.
• 1.4 Plan, draft, revise, and edit persuasive texts for a specific audience and purpose.
• 3.5 Use oral communication strategies to express ideas respectfully in a group.

Specific Expectations:

• 1.3.2 Use print and digital research skills as part of the writing process.
• 2.2.1 Read a variety of texts to identify different viewpoints and arguments.
• 3.5.2 Use appropriate language to state opinions and acknowledge other points of view.

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Materials Needed

• Chromebooks or tablets (1 per pair or small group) with internet access
• Graphic organizer worksheets (argument table: “For” and “Against” columns)
• Dyslexia-friendly reading passages (pre-selected age-appropriate articles on debate topics)
• Whiteboard and markers
• Headphones for student use (optional for focus)
• Visual timer

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Lesson Breakdown

1. Warm-Up (10 minutes)

• Whole class discussion: Present a simple debate question familiar to students (e.g., Should school days be shorter?).
• Ask students to quickly share one reason “for” and one “against”. Record ideas on the whiteboard in two columns.
• Explain that today they will practise researching both sides of a topic to get good reasons for debate.

2. Mini-Lesson: Research Skills Introduction (15 minutes)

• Model how to find reliable digital sources (e.g., online encyclopedias, kid-friendly websites) on a Chromebook.
• Display a short dyslexia-friendly article (about a familiar and age-appropriate topic) on the board, and demonstrate how to highlight key arguments “for” and “against”.
• Show how to fill in the graphic organizer with notes from the article.
• Highlight importance of respectful language when discussing opposing views.

3. Guided Practice: Partner Research (25 minutes)

• Students select a debate topic from a curated list (topics appropriate for age and local context, such as:
  • Should junk food be banned in schools?
  • Should homework be optional?
  • Should animals be kept in zoos?
• Pair students strategically, mixing abilities and personalities, considering accommodations for ADHD and community class inclusion.
• Provide headphones and quiet zones for students needing focus.
• Students use tablets to find two sources: one “for” and one “against” their topic.
• Partners complete their graphic organizer worksheet together, listing reasons from both perspectives.
• Teacher circulates to support, scaffold research skills, and observe understanding.
• Allow use of audio or text-to-speech digital tools for students with dyslexia or reading difficulties.

4. Sharing & Reflection (15 minutes)

• Ask pairs to share one argument “for” and one “against” their topic with the class.
• Guide discussion to model respectful listening and acknowledging multiple viewpoints.
• Highlight how information helps make better arguments in debates.

5. Wrap-Up & Exit Ticket (9 minutes)

• Students complete a quick exit ticket responding to: “What is one thing you learned about researching debate topics today?”
• Collect exit tickets for formative assessment and to plan differentiated next steps.

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Success Criteria

• I can find and read information from two different digital sources.
• I can record at least two arguments for and two against my topic.
• I can work with a partner to discuss findings respectfully.
• I demonstrate effort to listen and consider opposing viewpoints.

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Differentiation Strategies

Student Need	Strategy
Students with IEPs (grade 3-4 level)	Provide simplified texts with audio support; one-on-one or small group assistance; emphasize pictorial graphic organizers.
Students with ADHD	Frequent check-ins; use headphones to reduce distractions; break research into 5–7 min chunks with movement break.
Community Class Students	Pair with supportive peers; use clear step-by-step directions; provide visual schedule and frequent prompts.
Dyslexic Readers	Dyslexia-friendly texts (clear fonts, spacing); text-to-speech and audio tools; pictorial cues on graphic organizer.
Advanced Learners	Extension: find a third source; identify biases or author’s purpose; prepare a “rebuttal” argument for next lesson.

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Extension Activities

• Challenge advanced learners to create a digital mini-presentation summarizing the arguments found, including visuals or simple infographics.
• Start a mini-research journal where students write short summaries after each lesson about their topic growth.

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Reflection for Teacher

• Use exit tickets to assess student understanding of research skills.
• Observe student engagement and collaboration during partner work.
• Adjust future lessons for additional scaffolding or enrichment based on success criteria.

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This lesson integrates Ontario Curriculum expectations with a strong emphasis on respectful dialogue, cooperative learning, and inclusive strategies to meet diverse learners’ needs.