Curriculum Area/Topic: Current Events topic related to the Olympics for a 10th grade literacy class with small group instruction.
Instructional Strategy: The Creative Debate strategy allows students to practice their social skills (working together, giving feedback to peers) and it allows them to practice speaking skills (making eye contact, choosing appropriate language, speaking in front of people). Students are also, of course, working toward meeting Common Core Standards (which aren’t written for special education students who are below grade level like mine, but that’s another conversation entirely). This reflection strategy is useful because it gives students more realistic practice in an important life skill: supporting opinions with facts. Most of my students like to say “because” when asked “why”; I prefer that they learn to give good reasons based on facts and understanding.
Goals and Objectives:
The Common Core states that 10th grade students will present information, findings, and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task (SL.9-10.4). It also states that 10th grade students will write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence (W.0-10.1) and they will produce clear and coherent writing…(W.9-10.4). So the objectives of this lesson are as follows:
- Students will find evidence from the text which supports their side of the issue.
- Students will write a brief summary stating their side of the issue; the summary will contain clear, concise writing with logical and supporting evidence, and it will contain proper grammar, usage and mechanics.
- Students will present their side of the debate in front of a class using clear, concise and logical information.
Prerequisites: Students should already be familiar with the 2 articles and their subject matter due to class work and discussion in previous classes including vocabulary work, main idea/topic work, and gathering supporting details for a class summary of the articles.
- Each student will have a copy of each of the articles: “The Waste and Corruption of Vladimir Putin’s 2014 Olympics” and “The Elusive Economic Lift of the Olympics”
- Tell students that it is now time to prepare for and debate a major issue set forth in the Vladimir Putin article. Give them the debate sides: Russia wasted money on the Olympics, or The money Russia spent will help bring an economic boom to the economy. Tell them which side they will defend and organize the students into two teams. Go over the grading rubric for the debate.
- Give students each a graphic organizer to help them keep track of information that will support their side (see “materials to prepare”). Indicate additional resources students can use to find more support for their side:
- Students will review the information they already have and they will find information that supports their side of the debate and enter it into their debate preparation graphic organizers. Students will work as a group to find information, but will each complete their own graphic organizers. For students who need extra support, teachers can scribe. The teachers should circulate and check-in with teams to make sure they are getting enough relevant information to support their topic and that they are adequately summarizing it. This part of the lesson will likely take an entire class period.
- When the organizers are completed each student will be given notecards to use during the debate; they can complete them as follows (or in a way more comfortable for them—though I find that my students like to be told how to organize because they never learned how):
- Opening statement (front) Ending statement (back)
- 3 cards: Major point with supporting facts (front) Major point with facts (back)
- Points the opposition might use (front) counterarguments and rebuttals (back)
- Allow time for practice (each team in a separate space working with a teacher). Students can adjust their debate points based on teacher feedback. Steps 5+6 will likely take another whole class period to prepare.
- The two teams will present their debate in front of teachers and students from another class. For students with significant anxiety, they can present their arguments individually to the teacher and will become part of the audience during the debate. Tell students how the debate will progress:
- First each side will begin with an opening statement
- The “wasted $” side will begin with 3-5 minutes to make their major points
- The “economic boom” side will make their major points (3-5 minutes)
- The “wasted $” side will make counterarguments (3 mins)
- The “economic boom” side will make counterarguments (3 mins)
- Rebuttals will continue as necessary
- Each side will end with a closing statement
- Once the debate is completed, the audience will each complete a scoring rubric.
- Students will write a brief summary of their side of the issue in a well-written short essay that has proper grammar, usage and mechanics (homework).
- Students who wish to complete “make-up” work (because they have been absent) or who wish to earn extra credit can do a write up for the opposing side.
The students will be assessed based on completion of the scoring rubric by the audience. The teacher will also have completed a scoring rubric during the presentation. The students will also be assessed on their short writing piece (whether their arguments were logical and well supported as well as for proper English conventions of writing).
Materials to Prepare:
Graphic organizer (outline) for debate preparation:
My side of the issue is:
5 points that support my side (each point has 1 fact to prove it):
5 points the opposition might say:
Counterpoints (facts I can use against the opposition):
Debate Scoring Rubric (PDF)