The Power of Words: Exploring Narrative and Information · 3rd Year

Active learning ideas

Structuring a Balanced Argument

Active learning works well for this topic because students need to practice weighing evidence and organizing ideas in real time. Moving beyond passive reading helps them see how different viewpoints fit together before forming their own conclusions.

• NCCA Curriculum Specifications
• NCCA: Primary - Writing
• NCCA: Primary - Oral Language

• 15–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: The Argument Scale

Provide a controversial topic (e.g., 'Should homework be banned?'). Groups must write 'For' points on green cards and 'Against' points on red cards, then arrange them on a physical scale to see which side is stronger.

Justify the importance of providing evidence for the claims we make.

Facilitation Tip

During the Argument Scale activity, ask students to physically move their position on the scale as they hear new evidence, so they experience how balanced arguments shift with information.

What to look for

Provide students with a short, unbalanced persuasive paragraph. Ask them to identify the main claim and suggest one piece of evidence that could strengthen it, and one counterargument that could be addressed.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: The 'On the Other Hand' Game

One student makes a claim (e.g., 'Dogs are the best pets'). Their partner must immediately start a sentence with 'On the other hand...' and provide a counter-argument. They then swap roles.

Explain how acknowledging the opposing view can make an argument stronger.

Facilitation Tip

In the 'On the Other Hand' Game, model how to phrase counterarguments using the sentence starters provided, so students see exactly how to frame opposing views.

What to look for

Students bring an outline for a persuasive argument. In pairs, they review each other's outlines, answering: Is the thesis clear? Are there at least two supporting points with placeholders for evidence? Is a counterargument considered? Partners provide one suggestion for improvement.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Gallery Walk
• 20 min · Whole Class

Gallery Walk: Conclusion Critique

Display four different conclusions to the same argument. Students walk around and use 'star' stickers to vote for the one that best summarizes both sides of the debate without being one-sided.

Design an effective conclusion for a persuasive speech or letter.

Facilitation Tip

For the Gallery Walk, assign each student a colored pen to mark comments on peers’ conclusions, so you can track who engaged with multiple perspectives.

What to look for

On an exit ticket, students write a one-sentence thesis statement for a given topic (e.g., 'Should homework be banned?'). Then, they list one piece of evidence they would use and one counterargument they would address.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Experienced teachers start by modeling how to turn a claim into a question, then guide students to gather evidence for both sides before deciding. Avoid letting students rush to a conclusion; instead, pause to ask, 'What would someone who disagrees say?' Research shows this builds stronger analytical writing than just teaching templates.

Students will show they can build a two-sided argument with clear evidence and a reasoned conclusion. They will use connecting words to link their points and acknowledge opposing views in a way that feels fair, not forced.

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Watch Out for These Misconceptions

• During Collaborative Investigation: The Argument Scale, watch for students who stand rigidly in the middle, unsure how to weigh evidence.

  Have them discuss with a partner: 'Which piece of evidence felt most convincing to you, and why?' Then adjust their position on the scale based on that discussion.

• During Think-Pair-Share: The 'On the Other Hand' Game, watch for students who treat counterarguments as weak or silly.

  Prompt them to use the game’s sentence starters to restate the counterargument in their own words before responding, so they engage seriously with opposing views.

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Methods used in this brief

• Inquiry Circle
• Think-Pair-Share
• Gallery Walk