- ELAGSE11-12SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Georgia ELA
- ELAGSE11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Georgia ELA
- ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
- ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
Students will research and draft arguments to debate on a controversial topic, with a focus on using valid, logical reasoning and avoiding logical fallacies.
Review! Let’s go over the fallacies and persuasive appeals again. And let me ask a question: Which do you think would be most useful in a debate? Because we’re going to be having debates this week!
I’m going to pass around a sign up sheet for our debates this week! Here’s the deal:
You will choose either PRO (in favor of) or CON (against) side for your debate topic. You CAN have ONE PARTNER, but you do not have to – and you definitely can’t have more than one partner.
If you choose to have a partner in your debate, you must both speak EQUALLY – no one is allowed to be silent during the debate.
We will be having our debates in class over the next three days. You’ll have the rest of this class period to research your topic and form your argument. Here’s how the debate will be structured:
- Coin flip to see if pro or con goes first
- Approximately one minute “opening statement” from each side (about a page of writing)
- Whoever went first gets to respond to the other side’s points, and then vice versa.
- Approximately one minute closing statement from each side (about a page of writing – For partners, if you gave the opening statement, your partner must give the closing statement).
You should write out your intro and closing statements, as well as a page-ish of points you think the opposition will make and how you can respond to them.
You have the rest of class to research and put your debate together. GO!
Check in! How prepared are you feeling? I’m going to cut apart the sign up sheet and draw debates from a hat. The first five will go TOMORROW!
Formative (debate prep check in)
Interest (student choice of topics)