Persuasive Writing/Debate Elective (Times are to help you pace out the 2 hours – could be flexible) Newspaper (15 minutes each day) Options (Looking for items of controversy): a. Bring in articles/editorials that you think students would find interesting to discuss/debate b. Assign different parts of the newspaper to different sections of the room 1. Front Page 2. Sports Page 3. Business 4. Local 5. Entertainment (Thursdays/Fridays?) c. Keep newspapers so that students can reference them for research d. The newspaper will provide a means of transition into each day Skills (45 minutes each day) Focus: Persuasive Writing – Writing a Proposal: Problem-Solution Essay p. 43(ex + sample papers in appendix of unit): a. Materials are from America’s Choice, 6th Grade genre study b. Carefully crafted sequence of lessons that builds to complexity; completion of the lessons will result in a piece of writing that is revised, edited and ready for publication – Keep pace with the guide so that, even if imperfectly, students experience the entire process. 1. Note: Lessons are sequenced through July 14 (lesson 12) 2. Lessons 13, 14, and 15 repeat some of the previous lessons with the sample of a second proposal 3. Use the omitted lessons as needed, time permitting. c. Keep samples (photocopies) of a variety of final drafts d. Pace out your lessons: Do not use more than 15 min of the 45 for teacher talk. Walk around and talk with students individually about their process during the remaining time. e. Leave time on the final day for sharing of proposals f. Rubrics: p. 70 and 71 (40 pts); Cover Sheet: p. 68 and 69 g. Conferencing Tips: p. 89-98 Reading: (25 minutes each day) This particular section is meant to be fun and active. This is an opportunity for students to do short debates/persuasive speaking on topics that totally interest them. You can change the topics I suggested as long as you have a short piece for students to read related to the topic they will debate. Basically, they will read a little related to a topic at the beginning of each week and start to formulate their ideas around that topic which they will prepare with a partner to do a formal oral debate. The remainder of the week will give students some background on debate which they will have the opportunity to engage with in high school. Writing/Debating (25 minutes each day) The first day of the week will probably find students writing; the other four days they will be preparing to debate and listening to debates. In week 3, I have left time open for students to view the film about the Wiley debate team. Yellow Section: Lesson you can use on day 1 of debate… Debate readings (dated) Debate format – Make this very clear to students – Post Blue Section: Supplemental materials on arguments, rubric, article on bullying… Have fun! Enjoy!