Академический Документы
Профессиональный Документы
Культура Документы
Debate: (6 Minutes)
*8 for & against worksheet
“laptops closed. During the debate, I want you to listen respectively by writing down what the
other team is saying on the “us and them” worksheet. You might be convinced by what they have
to say!”
-model a short debate (2 minutes)
for -opening statement: I wanted to move to Philly because I got into UPENN.
against-opening statement: I could have gone to a school in California and stayed home.
f -evidence: Upenn is one of the top schools for education.
a -evidence: I understand the it’s the best education, but I could save money staying home
f -I think saving money is important, but Philly is a really cool city
a -Philly is a really cool city, but so is SF
f -closing statement: I think it would help me grow to try something new
a -closing statement: I think I should stay home where I am comfortable
*anyone noticed what each side did before stating the evidence and claim?
emphasize acknowledging what the other person says before counter arguing
can we come up with more sentence starters to acknowledge the other side’s claim before stating
our own? Write on the board
Assessment: (8 minutes) Write a paragraph using at least 1 evidence/quote from the debate to
support your argument.
*binder paper
wrap up: (2 minutes) decide a cheer and a compliment to 2 students
Accommodations
a) Accommodations for students who may find the material too challenging
-If some students need extra help, the teacher can work with them in small groups. Teacher can
also give advice on topics. Teacher should be motoring progress along the way in order to be
certain that students conceptually understand the task at hand.
-If a student is unable to contain their passion during the debate, change their position to time
keeper “do want to take a walk? I’m so glad to see your passionate about this lesson but would
you mind helping me do the timer? You can be like me-not on either side of the debate but
helping control the flow”
b) Accommodations for students who may need greater challenge and/or finish early?
The teacher will ask the questions that will be used for the group discussion to further press them
to find the most influential evidence.
Resources:
http://www.ion.uillinois.edu/resources/otai/debate.asp
https://www.theguardian.com/teacher-network/2011/oct/20/debate-activities-classroom-
resources
http://www.saskdebate.com/media/3101/grab%20and%20go%20debate%20unit.pdf
https://idebate.org/debatabase/science-internet-society-family-youth-digital-freedoms-
privacy/house-would-allow-parents