The Light

Learning Intention:

I am learning to use interactions strategies when participating in group discussions so that I can form and present an argument about the ideas in a text.

Success Criteria:

• I can ask different types of questions for group discussion

• I can use interaction strategies such as pausing, summarising and rephrasing during group discussions

• I can present an argument to justify my personal preferences

Essential knowledge:

For more information about making arguments, view the video on Argumentungroup.

The Questioning Toolkit can be found on Eduscapesungroup.

Oral language and communication

Using the Questioning Toolkitungroup, display, define and discuss the following types of questions with the class:

- Essential questions (probing about deep issues)

- Subsidiary questions (smaller, more detailed queries)

- Hypothetical questions (examining what if…?)

- Probing questions (applying logic, intuition, prior knowledge)

- Clarifying questions (defining words and concepts, identifying underlying assumptions)

- Elaborating questions (extending and expanding ideas)

Understanding text:

Read The Light as a class or listen to the audio recording if you have a digital subscription. Ask students the essential question: What is the poem about? Students should recognise that the text looks at two opposing opinions about light – in the evening when it’s time for bed, the light is hated, while in the morning after a good night’s sleep, the light is loved.

Explain that there are some places in the world where the sun doesn’t rise much – if at all – in the winter, and is always in the sky during the summer. Pose the hypothetical question: If you lived in one of these parts of the world, do you think winter or summer would be better? Have students complete a brief PMI (Plus, Minus, Interesting) chartungroup about both sides of the argument in their workbooks to organise their thinking before any discussion begins. Tell students to choose an argument for the question: Would winter or summer better in these parts of the world?

Once they’ve chosen their argument, encourage students to write down questions they might have for someone who has an opposing viewpoint. Refer to the types of questions discussed at the beginning of the class and give examples, such as:

- Do you prefer winter or summer in our local area? Why?

- Have you ever been in snow before?

- What does midnight sun mean?

- How do you think it would feel to have bright sunlight at 2am?

- How do you think people deal with six months of darkness in real life?

- What do you think the native animals do during six months of sunlight?

- How would the situation be different if you lived in the city versus if you lived in a rural area?

Creating text:

Place students into groups of three or four. Remind them of the classroom rules of group discussions, such as adjusting their volume appropriately, waiting their turn to speak and listening attentively while others are speaking.

Give each student a chance to present their argument, and for the rest of the group to ask their questions. Encourage speakers to repeat, rephrase and summarise to help listeners understand their argument.

Once the discussion is complete, ask groups to tell the rest of the class any interesting points they discussed and who chose winter versus who chose summer.

Return to the poem The Light. Ask students what argument the poet is putting forward. Students might recognise that the poem is about balance, and there are times when the light is welcome and times when it’s unwanted.

Assessment for/as learning:

Students answer the following questions on whiteboards to hold up for others to see:

- Did you change your mind about your argument during the discussion?

- Did a group member make any good points that made you at least reconsider your argument?

- Would you ever want to live in a place where it was bright for six months of the year and dark for the other six months?

- Do you think it’s better to have a balanced day and night?