NCDPI – AIG Instructional Resource: Background Information
Resource Title: Debating Current Issues - Banning Junk Food at School
Subject Area/Grade Level (s):
Task 4 ELA/2nd grade
Time Frame: Two 45 minute class periods
Common Core/Essential Standard Addressed:
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
Additional Standards Addressed:
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.10 Read and comprehend informational texts, including history/social studies, science, and technical texts.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Brief Description of Lesson/Task/Activity: After whole group reading of two informational texts about banning junk food in schools with
opposing points of view, the AIG students will form two groups to debate the current issue.
Type of Differentiation for AIGs (include all that apply):
Adaptations for AIGs:
Content
x Process
x Enrichment
x Extension
x Acceleration
x Product
Explanation of How Resource is Appropriate for AIGs: Extending the second grade standard of comparing and contrasting two informational
sources to include a debate is appropriate for AIG students because it requires deeper analysis of the texts and critical thinking skills. AIG
students often have strong opinions and love to express those opinions (they like to argue ). Facilitating a structured debate of a current, real
world issue will provide them the opportunity to evaluate information, articulate opinions, and use textual evidence to develop rationale to
support their opinions.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Needed Resources/Materials
 Informational text supporting the need to ban junk food at school.
 Gavin, Mary L, MD. (2012, February). School Lunches. Kids Health.Org. Retrieved May 12, 2012, from
http://kidshealth.org/kid/grow/school_stuff/school_lunches.html
 Informational text against the need to ban junk food at school.
 Just, David R. (2012, February 12). School Nutrition: A Kid's Right to Choose. Los Angeles Times. Retrieved May 12, 2012, from
http://articles.latimes.com/print/2012/feb/03/food/la-oe-just-wansink-a-better-approach-to-healthy-fo-20120203
Sources:
 Debating Skills for Children | eHow.com http://www.ehow.com/info_8308213_debating-skills-children.html#ixzz1ufiGo9p3
TEACHER NOTES: Divide the AIG students into two groups for the debate. You can ask them which side they support and form the groups from
that information. Second grade students may use a simple turn-taking debate format where alternating team members have a turn to speak
(rebut) after the opening position statements are presented. Students will have to be taught that debating is not a verbal attack on another
group but rather persuasion based on facts.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
NCDPI AIG Curriculum Resource Outline
STAGE ONE: ENGAGE
Meet with the AIG students to introduce the current events topic of child nutrition and the need to ban junk food in schools by engaging the
students in close reading of the two opposing informational texts. Students may compare and contrast the two texts using a T-chart to organize
the main points.
Guiding questions:
 What are the most important points presented by the two texts?
 What evidence do the authors use to support their opinions?
 What text features helped you gather the information?
 Which author uses the most convincing argument? Support your opinion using specific textual evidence.
Ask for a show of hands for each side of the issue. Divide the students into two equal groups. You may have to assign groups if the number is not
balanced.
Activate prior knowledge about debates. Have they ever watched a debate? They may need to view an online elementary debate example.
Emphasize the need for facts to support the opinions in a debate and that you are trying to convince others that your side has a stronger
argument.
Practice a debate with a simple topic, i.e. cats vs. dogs. Have each student write a statement to support their view of which type of pet is best on
an index card. The students will be placed on sides to alternately read their statements for practice using a simple debate format. Reflect on the
outcome of the practice. Were the arguments effective? Which side had stronger points? How could you make it better?
STAGE TWO: ELABORATE
Debating the current events topic about banning junk food in schools: Explain that one person from each team will give the opening argument
and that each team member will present one main point supported by a fact, with the two groups alternating.
Debate teams will meet to collaboratively plan their argument. They will brainstorm a list of supporting main points. They will select one team
member to write and present the opening position statement in a well developed paragraph. Each team member will evaluate and select a main
point to support their team position and provide at least one fact from the text as rationale. The team will decide the order of speakers.
Brainstorming, research, planning and practice time will be provided in two to three class periods. The room will be arranged with facing tables
for the debaters and audience.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
STAGE THREE: EVALUATE
Assess the student's t-charts used to compare and contrast the main points presented in the two texts using a plus, check or minus for
completeness of text analysis.
Use a rubric for scoring the debate using a 1-5 point Likert scale to assess each team's:
 Opening Argument
 Main points of the team members
 Facts presented using text-based evidence
 Speaking skills (clarity, eye contact, volume)
 Level 1 will be the lowest score and 5 the highest for each item. Scores will be added to declare the winners of the debate.
TEACHER NOTES:
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project