EVOLVE resource pack lesson plan The Great Debate

Subject/Area of Learning:

Lesson Plan
Date:
Age and size of group:

Literacy

Observe
d?

Year 6

Related Curriculum References:

Distinguish between statements of fact and opinion.
Retrieve, record and present information from non-fiction.
Participate in discussions, presentations, performances, role play, improvisations
and debates
Resources:
Debate video x 3, dress website, ground rules, class targets, image of Great
Debate
Points Carried Forward:
Chn have developed balanced arguments and touched on debating in Year 5.
Focused Learning Objectives:

Success Criteria:

To learn how to conduct a debate.

1. I can share ideas to support my

side of the argument.
2. I can plan a structured debate.
3. I can engage in a debate and
argue my side.

Stages of Teaching
Each section below to include, where appropriate
Key Vocabulary Key Questions Differentiation Extension

Timin
gs
5
mins

Introduction/Mental Oral Starter

What did we learn about the Great Debate at the Museum of Natural
History?
Pair chat.
There is no record of the outcome of the debate other than anecdotal 10
years after the event. Discuss what is meant by the term anecdotal and
why record keeping is important (especially to Darwin and Wallace!).
Assessment opportunities/strategies:
Engagement, responses, attitude.

EVOLVE resource pack lesson plan The Great Debate

50
mins
15
mins

Development:
Lets have a recap of what a debate is (from Year 5).
Examples of debate in everyday life? Politics, the Great Debate,
that dress: http://www.independent.co.uk/news/weirdnews/black-and-blue-or-white-and-gold-judge-for-yourself--afirsthand-video-look-at-the-dress-10076003.html
CLICK ON DRESS DEBATE BUTTON IN RESOURCES
How is a debate run?
Example: https://www.youtube.com/watch?v=A6zuLlii2jQ CLICK
ON FIRST VIDEO IN RESOURCES (Note that this class has chosen
to record their debate using a video camera.)
What are the key features?
https://www.youtube.com/watch?v=EDTk-_Lt6sQ CLICK ON
SECOND VIDEO IN RESOURCES
So lets set out some ground rules. (incl. speaker)

15
mins

Lets set out our own targets. Ask children what they would like
to get out of it.
Must:
Should:
Could:
In 2 groups, you will be assigned one side of the argument.
Plan out arguments on flipchart. All to take part. Each child is to have
their own point to argue.
One group in the classroom, one group out of the classroom. TA to take
one group in ICT suite/library, teacher will take group in the classroom.
.
SEND
Work with TA. Watch video first this whilst others are brainstorming.
http://www.bbc.co.uk/education/clips/zjpmhyc What point of the argument would they like to read?
Write it out with TA and practice it repeatedly. Can they learn it off by heart? Make sure it is short and
concise. Can they get involved with the rest of the group? Can they coordinate with the rest of the
group in delivering the argument at the correct time? TA to aid this.

20
mins

DARWIN VS. WALLACE DEBATE (Use photo of The Great Debate in the
Huxley Room, Museum of Natural History, Oxford, as a backdrop.
How would you like your debate set up? Is there an adjudicator/speaker?
There are no records of the outcome of the Great Debate. Do you have
someone taking minutes?
Assessment opportunities/strategies

EVOLVE resource pack lesson plan The Great Debate

Mini plenaries to gauge understanding, written work, discussion.

5
mins

Plenary/Conclusion:
Self-assess your work as a group. How did you work as a team? Was
everyone involved? How did you construct your argument? How did you
argue your side? What was effective? What wasnt?
Assessment opportunities/strategies
Discussion, listening, teamwork.
Evaluation of lesson