Tag Archive for debate

American Lit: Fallacies 101

Standard: ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Learning Target: I can identify fallacious logic, appeals, and rhetoric in sample texts.

Opening Session: Fallacies matching game! Match the name of the fallacies with the definitions using the cards I give each group!

Work Session: Fallacy Face Off! Following the directions in your book on page 259, we are going to have a mock debate. We will choose the issue as a class and your group will have ten minutes to prepare your argument. But here’s the catch… your group will use a specific fallacious appeal to argue your side! None of that silly “logic” stuff need apply in this debate, people! It’s all fallacy, all day long!

Closing Session: Reflect on our Fallacy Face Off. Which argument was most convincing? Would logic have been more convincing? Why or why not?

Assessment: Informal (class discussion)

Differentiation: Process (Scaffolding)

American Lit: The Newspaper Debate

Standard: ELAGSE11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can analyze how concessions and refutations can be used to refute an opposing argument.

Opening Session: Share Out! What do you think about newspapers in modern society? When was the last time you read a physical newspaper? What do you think of the decline of print news?

Work Session: Today we’re going to read the first of two articles for this activity, “How the Rise of the Daily Me Threatens Democracy.” This is an argumentative article about newspapers, technology, and how one is slowly destroying the other. As we read, I want you to highlight details that show reasoning and evidence. I’ll pass around the highlighters – grab 2 colors, one for reasoning, one for evidence.

After we read, I want you guys to complete the Second Read questions, and then we will fill in the chart on page 219 together.

Closing Session: Flip to page 220 and look at the Literary Terms box in the sidebar. Consider the given definitions of Concession and Refutation – remember those for tomorrow!!

Assessment: Informal (book check)

Differentiation: Process (scaffolding)

American Lit: Real or Imagined?

Standard: ELAGSE11-12SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I can synthesize multiple sources in order to defend, challenge, or qualify a particular position.

Opening Session: What’s Killing the American Dream?

Work Session: VOCAB QUIZ!!!!! And book check!

After we finish our vocab quiz and book check, we are going to do the activity on page 100 in your text. This is the debate you guys have been asking to do! Only, with a little more prep and organization.

After we have our little class discussion/debate, you guys will do the “Getting Ready for the Embedded Assessment” questions on page 102. We will also preview your rubric for Embedded Assessment 2, which we will be working on next week.

Closing Session: Last word! Write down your final thoughts from the debate, and turn it in as a ticket out the door!

Assessment: Informal (class discussions)

Differentiation: Process (scaffolded debate questions), Interest (students choose sides)

American Lit: The Bill Of Rights

Standard: ELAGSE11-12RI9 analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preabmle to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Learning Target: I can compare how a common theme is expressed in different foundational historical documents of the United States.

Opening Session: Schoolhouse Rock – The Preamble

Work Session: Look around the room – you’ll notice little signs. Go to the sign that you think is MOST IMPORTANT! They say:

  • Freedom of Religion
  • Freedom of Speech
  • Right to Bear Arms
  • Freedom from illegal search and seizures,
  • Right to Jury Trial
  • Right to not have cruel and unusual punishment
  • Not having to share your house with soldiers when you’re not in a war

After you’re there, we can see what the class as a whole thinks – and we can defend our positions, if you want!

Let’s head back to our own desks and read the Preamble to the Constitution and Bill of Rights. Then, I have some discussion questions for you!

  • Should there be limitations on freedom of speech?
  • Which of these freedoms are taken away the most by authorities?
  • To what extent are we as individuals responsible to ensure that everyone has these freedoms?
  • If you had to take one of the amendments out of the Bill of Rights, which would you remove? What would you replace it with? Why?

Closing Session: Go back to the signs around the room. Based on our discussions, has anyone moved to a different spot? If so, why?

Assessment: Informal – class discussions

Differentiation: Interest (students can move around the room and choose their own topics to debate)

American Lit: A Hyphenated American

Standard: ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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.

Learning Target: I can analyze and evaluate the effectiveness of the structure of an expository text.

Opening Session: Hyphenated Americans from Halt the Hyphen

Work Session: Welcome back! Today we’re going to talk about the idea of hyphenated Americans. As in, Japanese-America. Which, coincidentally, is what we’re reading about today! So let’s get into the text on page 37: “Growing Up Asian In America” by Kesaya E. Noda. I’m going to read the first 2 paragraphs aloud and we will talk about it. For the second section, “I Am Radically Japanese,” I would like for you to read it at your tables. For the third, you will read independently.

After our reading, I want you to spend some time working on the Second Read questions, and while you do so, formulate a stance on this question: Should there be such a thing as “hyphenated American,” or should we all be just “American”?

Closing Session: Choose your side and get onto opposite sides of my tape line – let’s have a debate! Explain your side, and respond to your peers!

Assessment: Informal – class debate, Second Read question check

Differentiation: Process (scaffolding, chunked reading)