Respond to Other Views

Overview

In lesson 6 of Persuade with Purpose, students identify counterarguments in short model speeches and practise responding respectfully. They then add a fair, audience-aware counterargument and rebuttal to their burger plan.

Learning intentions

• WALT identify a counterargument and the speaker’s response.
• WALT use respectful language to disagree or respond.
• WALT strengthen a persuasive plan by considering fairness, cultural perspectives and audience beliefs.
• WALT explain how a rebuttal supports a persuasive purpose.

Success criteria

• I can identify what another person might think or say.
• I can use a respectful rebuttal sentence.
• I can add a counterargument and response to my burger plan.
• I can explain how my response considers my audience.

Curriculum links

• Oral language: listen actively, respond appropriately and build on others’ ideas.
• Reading: identify viewpoints, purposes and supporting ideas in persuasive texts.
• Writing: organise ideas for a clear purpose and audience, using language features that support meaning.
• Values and capabilities: show respect for different perspectives, think critically and participate confidently in discussion.

Lesson structure (30 minutes)

1. 0–4 minutes – Hook: Is everyone convinced? Open with the hook and learning intention slides. Display the statement: “Our school should serve burgers every Friday.” Students silently show thumbs up, sideways or down, then turn to a partner and explain one reason. Emphasise that a persuasive speaker should expect that not everyone will agree.

2. 4–9 minutes – Teach counterarguments and rebuttals Use the counterargument teaching slides to introduce:

• Claim: what I want people to believe or do.
• Counterargument: a different or opposing view.
• Rebuttal: my respectful response to that view.

Model: “Some people may think burgers are too expensive. However, we could offer a low-cost option and make sure everyone can take part.” Clarify that a rebuttal should acknowledge the other view before responding; it should not mock, silence or stereotype people.

3. 9–15 minutes – Find the other view Display the two short model speech extracts on the model speech analysis slides. Read each aloud once, then reread with students. In pairs, students identify the claim, counterargument and rebuttal. Invite pairs to share the words that helped them spot the opposing view, such as “some people may think”, “although”, “however” and “on the other hand”.

4. 15–20 minutes – Respectful rebuttal rehearsal Show the speaking rehearsal slide with the frame: “Some people may think ___ because ___. However, I believe ___ because ___.” Give pairs one possible concern about the burger plan: cost, allergies, dietary choices, environmental impact, cultural or religious food practices, or whether everyone feels included. Partners take turns stating the concern and responding. Remind students that cultural perspectives are not all the same and should be discussed carefully and respectfully.

5. 20–27 minutes – Improve the burger plan Distribute the counterargument and rebuttal planning worksheet. Students add one realistic counterargument and a respectful response to their existing burger plan. They should consider who their audience is and include a practical solution where possible, such as choices, clear information, affordable options or reducing waste. Circulate and prompt: “Whose view have you considered?” and “How does your response make the plan fairer?”

6. 27–30 minutes – Share and exit reflection Use the sharing and reflection slides. Invite two or three students to read their counterargument and rebuttal. Class listens for respectful language and audience awareness. Students complete the worksheet reflection: “My rebuttal is effective because ___.” Collect worksheets or photograph plans for the next lesson.

Resources

• the complete lesson slide deck
• the counterargument and rebuttal planning worksheet
• Students’ burger plans from lesson 5
• Whiteboard and markers
• Visual timer
• Highlighters or coloured pencils
• Seating arranged for pairs

Assessment

• Listen during pair discussion for accurate identification of claims, counterarguments and rebuttals.
• Check each burger plan for a clearly stated opposing view and a relevant, respectful response.
• Use the reflection to assess whether students can explain how their rebuttal considers audience, fairness or different perspectives.

Differentiation

• Provide a word bank and sentence frames: “Some people may think…”, “I understand this concern because…”, “However…”, and “A fair solution could be…”.
• For students needing support, read the model extracts aloud, highlight the signal words and allow oral rehearsal before writing.
• Pair students strategically; allow drawing, speech-to-text or scribing where writing is a barrier.
• Extend confident writers by asking them to include two different audience perspectives and explain which response would be most convincing and why.
• For EAL learners, pre-teach counterargument, rebuttal, audience, fair and perspective using simple examples and gestures.