Day: Thursday Date: 3rd/9th2015 Time: 11:03 12:07

Year: Eleven ATAR

Learning Area: English Topic: Debate and Essay Writing
Curriculum content description:
Explaining the ways text structure, language features and
stylistic choices are used in different types of texts.
Purpose, taking into account that a texts purpose is often
pen to debate
Personal, social and cultural context.
The use of techniques associated with imaginative,
interpretive and persuasive texts.
Combining visual, spoken and written elements where
appropriate
Using evidence-based argument
Students prior knowledge and experience:
In the past students have looked at both Debates and essay
structure and format. They know how to argue a point, research
information and structure a text but do they know how these all
interact with one another?
Learning purpose: this lesson is to get students prepared for
the pressure of exams. Knowing that they have to argue a point
in as little as an hour in full essay structure. Students should be
able to walk away confident that they have the ability to
complete a decent essay in a restricted time frame.
Learning objectives:
On completion of this lesson,
students will be able to:

At the end of this lesson

students should be able to
structure an argument, write a
formal and responsive
introduction to an essay.

Evaluation:
I will be able to see if the lesson
has worked at the end when I
ask questions about what
happened in that lesson and
get three students to read out
their introductions to an essay
on the chosen topic.

Preparation and Resources:

A3 paper
List of Topics
White board markers
Timer
Chairs
Markers
Catering for diversity
In this class all students have a high level of English. But in
saying so not all students have the same confidence level in
speaking in front of a class. By giving each student a lolly (either
blue or pink) when they walk into the class they are automatically
evenly separated into two groups and they dont have a choice of
for or against. Also by letting the students be in large groups and
only needing three speakers in each group they get to decide on
who will present for each group.
Timin Learning Experiences:
g:
1. Introduction: Students will be tod to wait out the
front of the class in two line. Then they will be told
3
that everyone who has a pink lolly on the right hand
minut
side (arguing for) and everyone with a blue lolly will
es
be on the left (arguing against). They will then be
told that further instructions will be given once
inside.
As students walk in they will be given either a pink
or blue lolly.
10
minut
es

15-20
minut
es

2. Sequence of learning experiences:

Once inside students will be seated. They will each
be given an A3 sheet of paper and told to
brainstorm on the topic on the board in the position
that they need. During this time you should take the
role.
After this time students need to nominate three
members of their group to debate.
Once the debate is set up students must take it in
turns rebutting their peers arguments and bringing
forward their own.

3
minut
es
10
minut
es

10
minut
es

Once the debate is over students will need to go

back to their desks and bring out their note books
and pens. Give instructions stating that the students
will need to write an introduction to an essay based
on the topic on the board. State that it can be for or
against and that there is no particular question.
Students write an introduction

Lesson conclusion:
After they have had time to write this out get
students attention and get three students to read
their introductions out to the class so that everyone
I able to listen to the thoughts of one another.

After this ask the students what they have learn in

4
this lesson and tell them the connection between
minut
essay writing and debates when in an exam.
es
Lesson Evaluation:
This lesson worked particularly well. All the students were very
well behaved and I believe they had more confidence in their
writing after this activity.
The debate did get out of hand very quickly. All students were
very opinionated so the classroom got very noisy and I had to
stand in and direct the topic closely.
As the lesson went on the debate developed more into a panel
discussion as I had to give scenarios on the topic to get them to
stay away from the same arguments of religion.
I felt very proud of myself as I did take away the students desks
to start with this made them all sit together and really work as a
group to come up with their arguments. Also a student who has
failed all oral presentations throughout the year stood up in front
of the class and volunteered as a speaker in the debate.
I could have been more specific in the rules of a debate at the
start as some students were unsure exactly how t was supposed
to work and this is why it turned into a discussion panel.

In future we could do a discussion panel getting each student to

represent a different type of person.