Debating In Schools

Lesson Overview

Grade Level: 11th Grade
Subject: AP English Language and Composition
Duration: 90 Minutes
Class Size: 26 Students
Instructor: [Teacher's Name]
Observer: Vice Principal

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Objectives

• Learning Target: Students will rehearse, finalize their Google Slides presentations, and begin the formal debate, delivering clear arguments and integrating evidence effectively.
• Content Standard:
  • AP English Language and Composition: Develop a coherent and well-supported argument. Use digital tools to enhance the presentation of evidence.
  • ELD Standard: Participate in formal discussions, adapting language choices for persuasive debate and argumentation.

Context of the Lesson

The lesson is part of a unit on argumentation. The topic for the debate is whether Starbucks should open locations in high schools, which challenges students to consider real-world issues such as corporate influence, health, and educational environments. Students have spent the previous week gathering evidence and organizing arguments, utilizing Google Slides for their presentations. This lesson aligns with the course's objectives of constructing well-supported arguments and developing critical thinking skills, while also integrating digital literacy.

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Materials Needed

• Laptops with internet access
• Projector
• Google Slides (digital presentations)
• Debate Timer App
• Whiteboard and markers

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Lesson Plan

Opening (10 Minutes)

1. Roll Call and Set-Up (5 minutes):

   • Welcome the students and confirm attendance.
   • Ensure all technical equipment is functioning: laptops are charged, the projector is ready, and the debate timer is set up.

2. Introduction to the Lesson (5 minutes):

   • Briefly outline the objectives and agenda for the lesson.
   • Explain the roles: Proponents, Opponents, and Neutral Judges.
   • Remind students of expectations, focusing on respect, clarity, and effective use of evidence.

Rehearsal and Finalization (20 Minutes)

1. Group Rehearsals (15 minutes):

   • Split students into two main groups:
     • Proponents: Advocating for Starbucks in schools.
     • Opponents: Arguing against the proposal.
   • Encourage students to use this time for final touches on presentations and practicing their arguments with peers.
   • Circulate the room offering feedback on clarity, evidence integration, and persuasion techniques.

2. Final Presentation Checks (5 minutes):

   • Students finalize their Google Slides, ensuring all evidence is clearly displayed and slides are free of errors.

Main Activity: Formal Debate (50 Minutes)

1. Debate Opening (5 minutes):

   • Welcome by Vice Principal: Brief introduction and encouragement.
   • Explanation of debate structure: Opening statements, evidence presentation, rebuttal, and closing.

2. Opening Statements (10 minutes):

   • Each side provides a 5-minute opening statement.
   • Focus: defining their stance and outlining the core points of their argument.

3. Evidence Presentation (20 minutes):

   • Each side has 10 minutes to deliver their evidence-backed arguments using Google Slides.
   • Emphasize the integration of researched data and persuasive language.

4. Rebuttal and Questions (15 minutes):

   • Each side has 7 minutes to address points raised by the opposition, using counter-evidence or questioning.
   • Neutral Judges (rest of the class) note key points and questions for post-debate discussion.

Conclusion (10 Minutes)

1. Debrief (5 minutes):

   • Students provide immediate reactions and thoughts.
   • Discuss elements that made arguments strong or weak.

2. Written Reflection (5 minutes):

   • Students write a quick reflection on what they did well and what they could improve.
   • Collect reflections for future feedback and assessment.

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Assessment

• Formative Assessment: Teacher observes participation and effectiveness of arguments during the debate.
• Summative Assessment: Reflections will be reviewed to assess understanding of argumentation and ability to self-evaluate.

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Extensions and Modifications

• Extensions:

  • Record the debate for self-assessment and improvement.
  • Conduct a follow-up discussion on real-world implications of corporate presence in educational settings.

• Modifications:

  • Provide sentence starters or graphic organizers for students needing additional support.
  • Allow additional rehearsal time or smaller group discussions for ELD learners.

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Reflection for Next Class

Conduct a short survey to gather students' feedback on their comfort with the debate process, areas of difficulty, and interest in future topics. Use this feedback to tailor upcoming lessons to better meet their needs and enhance engagement.