CMS Lesson Plan Template
Week of: 03/09//15
Teacher: Oby
Monday _Introduce Debate
Course/Level: _Writing Connections
TUESDAY Refuting a debate
Wednesday___Counter Point
ELA CC8R13 7R11, 6R11
Focused Standard/Element(s)
Essential Question(s)
CCSS.ELA-Literacy.L.8.5c
How is a debate different from an
CCSS.ELA-Literacy.L.9-10.5b
Argument?
CCSS.ELA-Literacy.L.11-12.5b
How is a debate organized?
Group Brainstorming activity: How is
a debate different from an Argument?
Opening (5-10 min)
Work-Time Activities (40 min)
Closure Activity (10 min)
Great Debate: Watch Two Short Form
Debates: Harry Potter vs. Twightlight and
Nixon vs. Kennedy.
Great Debate Evaluation Sheet: Who
Persuades you? What are the rules of the
debate?
Ticket Out the Door: Which side won
the debate and what was their
reasoning
ELACCSL3, ELACC7SL3 and
ELACC8SL3
What do I need to refute my
opponent’s argument in a debate?
Why is it important for a debater to
know both sides of the argument?
Might/ Must review
1. Batman or Superman?
2. Sports or Videogames?
Refutation Article

Read article together as a class

Stop and discuss while reading

Create a practice example as a class
on the board
o Dogs are better than
cats…
o Cats are better than
Speed Date
Debate:
dogs…
In small groups pair off and be
assigned a side. One minute to make
your point and then switch partners
ELACCSL3, ELACC7SL3 and
ELACC8SL3
What is a counterpoint and how do we
use point/counterpoint in a debate?
http://room4debate.com/ Pick a partner
and find a topic that you are both
interested in and then select the
opposite side of your argument. Find key
points
Research opposition (20 mins) Research
the side you want to take: address the
oppositions arguments
Provide teacher example and work
through an example topic as a class.
Group by ability and allow for larger
groups where needed. Create a web
quest that helps guide students to
resources on their level.
Differentiation Strategies
(targeting student growth)
Allow student discussion to help
facilitate understanding. Working in
groups to learn vocabulary and put
together arguments.
Groups
Class Template
Outline
Allow student discussion to help
facilitate understanding. Working in
groups to learn vocabulary and put
together arguments.
Thursday __Finish Writing
ELACC6W1,4,5,6,10
Assignment
Friday _Continue Edit Rewrite
Additional Notes
ELACC6W1,4,5,6,10
Focused Standard/Element(s)
Essential Question(s)
Describe in detail how you may use
language to persuade? Use previously
studied terms such as quotes,
anecdotes, statistics, or unusual
details.
Complete Fact vs Opinion activity
assignment as a warm up
Opening (5-10 min)
Work-Time Activities (40 min)
Continue to scaffold essay with a
partner, when finished and checked
off with Ms. Oby. Write essay
Use and identify key resources you
discovered through this writing
activity, such as instagrok, what other
search engines have you learned
about this week?
Students will print their essays and
use rainbow editing to ensure all
elements are there.
Work with partners to edit rewrite
final drafts
Due to the Media Center being in use
for student rewards, Ms. Oby’s
classes will complete the assignments
started last week on persuasive
writing. Please ask your student what
the topic is they are writing about. We
have had informative, inspiring
debates and sharing about current
events!
Closure Activity (10 min)
Differentiation Strategies
(targeting student growth)
Describe the process of writing step
by step. Was it easier to write your
first draft when using a through
brainstorm?
Students post work
Students will work in pairs for
collaboration.
Teacher work one on one with
students, centers set up for different
phases of the writing process.