Building Arguments Together

Overview

Unit Title: Debate Writing Journey
Lesson Number: 8 of 13
Lesson Title: Developing Supporting Evidence
Subject: English
Year Group: Year 6
Lesson Duration: 45 minutes
Class Size: 30 students
National Curriculum Link: Key Stage 2 – English Writing (Composition)

• Strand: Writing – Composition
• Programme of Study Requirement:
  Pupils should be taught to:

  "Plan their writing by identifying the audience and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own."
  "Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning."
  "Evaluate and edit by assessing the effectiveness of their own and others’ writing."

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Learning Objective

By the end of this lesson, pupils will be able to construct a persuasive paragraph by embedding supporting evidence (facts, examples, and relevant quotations) into an argument statement effectively.

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Success Criteria

• I can explain the purpose of supporting evidence in an argument.
• I can distinguish between different types of evidence: fact, example, and quotation.
• I can write a paragraph that includes a claim and at least two pieces of evidence to support it.
• I can evaluate my peer’s paragraph and give constructive feedback.

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Resources Needed

• Whiteboard and markers
• Debate Writing Journals (prepared booklet or glue-in sheets)
• Example evidence cards (facts, examples, quotations on cut-up cards)
• Highlighters in three colours (one per table)
• Mini whiteboards and pens (one per student)
• Printed ‘Model Paragraphs’ handout – three examples with varying levels of success
• Timer or stopwatch
• Star & Step stickers for peer feedback

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Key Vocabulary

• Claim
• Evidence
• Fact
• Example
• Quotation
• Support
• Credible

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Starter (0–10 minutes): The Evidence Hunt

Objective: Introduce pupils to the idea that arguments need different types of evidence.

Activity:

• Distribute pre-prepared example evidence cards around the room: each card includes a claim (e.g. “School uniforms help students focus”) and a piece of evidence (either a fact, example, or quote).
• Pupils move around the classroom in a silent activity to collect and classify three different types of supporting evidence by recording them on their mini whiteboards.
• Once they've got one of each type (fact, example, quote), they return to their seats.

Teacher Questions to Guide Understanding:

• Which piece of evidence feels the strongest? Why?
• What makes a source trustworthy?

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Main Input (10–20 minutes): Modelling Embedded Evidence

Objective: Demonstrate how to build a persuasive paragraph using different types of evidence.

Modelling:

• On the whiteboard, write a claim:
  “Mobile phones should not be allowed in primary schools.”

• Build a paragraph out loud in front of the class. Talk through how each piece of evidence supports the claim:

“Mobile phones can distract pupils from learning. For example, a recent survey found that 65% of students reported being distracted by mobile devices during lessons. In one Year 6 classroom, a pupil was caught texting during a maths test. According to Ofsted, digital distractions are a rising concern in school performance.”

Highlight each piece of evidence using a different colour as you go:

• Fact (blue)
• Example (green)
• Quotation (pink)

Use a second model paragraph that intentionally uses weak evidence (e.g. “I think they are bad”, “My friend hates mobiles”) and let pupils spot the differences.

Discussion Prompt:

• Which paragraph is more convincing? Why?
• What did the better paragraph do that the weaker one didn’t?

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Main Activity (20–35 minutes): Paragraph Workshop

Objective: Pupils write their own argument paragraph using embedded evidence properly.

Instructions:

1. Give each pupil a Debate Writing Prompt card – for example:

   • “All homework should be banned.”
   • “School dinners should be free.”
   • “Animals should not be kept in zoos.”

2. Pupils choose one claim and plan a short persuasive paragraph, incorporating:

   • One fact
   • One real or anecdotal example
   • One quote (teacher provides an age-appropriate quote bank)

Support Structure:

• Provide sentence starters:
  • “According to…” (Quote)
  • “For instance…” (Example)
  • “Research shows…” (Fact)

Challenge Extension (for rapid graspers):

• Encourage some pupils to write a counter-argument following the same structure, using evidence to rebut the original claim.

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Peer Review (35–42 minutes): Star & Step Editing

Objective: To develop editing and evaluative skills through careful reading.

• Pupils swap their paragraphs with a partner.
• Each pupil provides:
  • One Star – a strength in the paragraph
  • One Step – a specific improvement suggestion related to evidence

They stick a small star & step sticker on each other’s paragraph in their Debate Writing Journals.

Mini Plenary Discussion:

• What types of evidence did you read the most?
• Which types were most effective?

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Plenary (42–45 minutes): Evidence Exit Ticket

Objective: Reinforce the lesson’s core learning.

Each pupil must write one sentence on a post-it or in their journal answering:

“Which type of evidence do you think is strongest in debates and why?”

Collect the post-its as they leave – these will be used as a retrieval starter next lesson.

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Assessment for Learning

• Formative Assessment: through classroom questioning, use of model paragraphs, and peer feedback.
• Written Work Sample: pupils’ paragraphs will be assessed against the success criteria.
• Next Steps: Paragraphs may be redrafted in lesson 9 when pupils begin to sequence arguments in full-length debate texts.

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Differentiation

• SEN: Offer guided templates and one-to-one scribing if needed. Use pictorial evidence cards for example types.
• EAL Learners: Use simplified sentences and translate key vocabulary if possible. Visual supports provided for quote/example/fact types.
• Greater Depth: Encourage building rebuttals and analysing bias of sources used in evidence.

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Teacher Reflection Notes

Use this space after the lesson to reflect and adjust:

• Did students accurately identify and use evidence types?
• Were any prompts particularly effective or not?
• How confident were students during the peer feedback section?

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'Wow Factor' Extras

• Use coloured string to connect student claims on the working wall to evidence cards – building an ‘Evidence Web’.
• Build in a “Special Guest Quote Wall” with quotes from topical or familiar figures (e.g. David Attenborough, Marcus Rashford) related to the debate topics.
• Consider inviting another class in next week to read finished paragraphs aloud and vote on which argument was most convincing!

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Let us know if you'd like printable resources to go with this plan.