Title: Debate Subject/Course: Language Arts Time: 80 mins

Strand: Writing/ Oral Communication Grades: 7/8

Lesson Description
During this lesson students will engage in a debate. As a class we will choose a topic to debate
about. If the class is not coming up with engaging topics, then I will choose a topic for them.
Each team will be given an opportunity to give an opening statement. The opening statement
should outline their position on the topic. Following the opening statements, the students will
have a chance to rebuttal.
Stage 1: Desired Results
Fundamental Concepts/Skills
-Forming arguments based on evidence, taking notes and counter arguing. Students will so
work on their oral communication skills.
Big Ideas/Essential Question
What makes an argument strong?
What are the qualities of a persuasive argument?
How can we use evidence to support our argument?
What is the proper way of rebutting?
Ontario Curricular Overall Expectation
Writing- Grade 7
1. generate, gather, and organize ideas and information to write for an intended purpose and
audience;
Oral Communication-Grade 7
1. listen in order to understand and respond appropriately in a variety of situations for a variety
of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for
a variety of purposes;
Writing- Grade 8
1. generate, gather, and organize ideas and information to write for an intended purpose and
audience;
Oral Communication- Grade 8
1. listen in order to understand and respond appropriately in a variety of situations fora variety
of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for
a variety of purposes;
Ontario Curricular Specific Expectation
Writing- Grade 7
1.2 generate ideas about more challenging topics and identify those most appropriate for the
purpose
Oral Communication- Grade 7
1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and
set goals appropriate for specific listening tasks
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active
listening strategies to suit a wide variety of situations, including work in groups
2.1 identify a range of purposes for speaking and explain how the purpose and intended
audience might influence the choice of speaking strategies
2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to
both the topic and the intended audience
2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound

effects, and use them appropriately and with sensitivity towards cultural differences to
communicate their meaning
Writing- Grade 8
1.2 generate ideas about more challenging topics and identify those most appropriate for the
purpose
Oral Communication- Grade 8
1.1 Identify a range of purposes for listening in a variety of situations, formal and informal, and
set goals appropriate to specific listening tasks.
1.2 Demonstrate an understanding of appropriate listening behaviour by adapting active
listening strategies to suit a wide variety of situations, including work in groups.
2.1 identify a range of purposes for speaking in a variety of situations, both straightforward and
more complex, and explain how the purpose and intended audience might influence the choice
of speaking strategies.
2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the
purpose, the subject matter, and the intended audience
2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound
effects, and use them appropriately and with sensitivity towards cultural differences to
communicate their meaning
Lesson Goals
To leave students with an understanding of how to persuade people.
Key concepts and/or skills to be
learned/applied:
Debate skills
Persuasion strategies
Cooperative learning
Planning skills
Higher order and critical thinking skills

Background Knowledge:

Based on Blooms taxonomy, we have taught

the students to question everything. At first,
we looked at pictures and tried to decipher
their meaning (lower order). Then we read
some more complex essays. Next, we wrote
an essay together and then one by
themselves. Lastly, we engaged in an
informal debate before hand in order to
expose them to the process.
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
Groups of 5-6
Student centred.
Cooperative learning
Materials
Considerations
Graphic organizer
The groups should vary in terms of
writing skills.
Lined Paper, Chart Paper
Gave them a choice of topic based on
Paper, Pens, makers
interest.
Timer from SMART exchange
Opportunities for accountable talk, for
Computer/ projector
developing higher order and critical
thinking skills, and real life experience
are given in the form of a debate
Accommodations
Students who struggle with writing could use a computer
Stage 3: Learning experience and instruction
Opening (10 MINS.):
1) Make sure to talk about the debate rules that are posted on Google Slides.
2) Brainstorm topics with students. Give them a few options to choose from:
Possible topics: Should mobile phones be allowed in schools? Should junk food be banned
in school?

Body (60 MINS):

1) Give students time to develop their ideas using a placemat activity. We will circulate
around helping students with any problems they are having. We will prompt students to
make sure they are using higher order thinking skills.
2) Ask the students to divide up the roles according to their strengths. For example, the
person who is the best speaker will be in charge of delivering the opening statement.
Good writers in the group should be the recorders. Make sure to explain all of the
assigned roles.
3) Next we will encourage students to develop an opening statement. Each of the groups
will get five minutes to make an opening statement. Make sure to tell students that the
closer they get to the time, the better.
4) Explain to the students that they should be recording the details of the opposing sides
argument. They will then be given some time (5 minutes) to form a rebuttal. The
rebuttal should be based on what the other team has said. Each team will get their
chance to rebuttal. Then we will engage in a back and forth debate
5) Open debate: each team can feel free to go and forth during the debate. As a teacher,
we will be reinforcing the rules that were set beforehand. This is another opportunity to
assess the students oral communication skills.
6) Questioning from the teacher: we will have some prepared questions that we can ask the
students in order to encourage higher order thinking.
Close (10 MINS):
1) Based on the rubric, I will decide who is the winner of the debate
Link to Future Lessons
This lesson is useful for a unit about persuasion.
Assessment
Rubric
Debate checklist (look-fors)
Anchor chart with learning goals and success criteria
The power of five questions (metacognition)