DEBATE MODULE – ‘Sample’ Timelines & Information
Students will need approximately 3-4 weeks to complete this assignment. By the end of
this unit, students will be responsible for completing the following:
1. An oral debate using a set of cue cards.
2. A formal written essay using a thesis and supporting arguments.
*Students will work in ‘pairs’ and debate a topic against their ‘honourable opponents’.
Students will either take the ‘Affirmative’ or ‘Negative’ position.
SAMPLE BREAKDOWN OF UNIT:
TOPIC
Introduction: Topic selection, student
assignment sheet, rubrics, due dates,
etiquette, terms, format etc.
Research & point form notes: remind
students to keep a list of websites, books
and articles etc. that they use
Transfer research notes to Exposition
Planner (graphic organizer) using jot form
Transfer Information from Exposition
Planner to Opinion Piece Outline: Using
sentence form
Proofread and edit Opinion Piece outline
(rough draft) independently then with
classmates:
Write essay using Opinion Piece Outline
(published copy):
Create cue cards (point form from
Exposition Planner
Practice and rehearse alone/with partner
Presentations: with cue cards, paper/pen
for rebuttal
# OF WORK PERIODS (approximate)
2 periods
3 - 4 periods
2 - 3 periods
2 - 3 periods
2 periods
2 periods
2 periods
1 - 2 periods (and at home)
1 (possibly 2) group(s) per period
*Please note that this is only a GUIDELINE. You will need to decide what’s good for you
and your students based upon teaching style and student needs/makeup etc.
INTRODUCTION:
 DAY 1: Decide upon topics with your class (you can decide from a list you
provide OR you can brainstorm topics with students (tell students that there is
NO guarantee which topic they will get since it’s done randomly- unless you
want to ‘pre-select’ topics for your class OR allow students pick their groups and
topics - YOUR choice)
 See list of possible topics provided (feel free to search the net to generate more)
 If allowing students to develop their own topics, make sure that you ‘weed out’
the weaker ideas (you want to ensure there is enough information in order to
develop effective arguments – sometimes, very new topics may NOT have
enough information available.
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DAY 2: Once topics are determined, put topics for each position (Affirmative or
Negative) onto strips and have students pick a single strip from a hat etc. (if you
are doing the random selection way of selecting topics).
For example:
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Gun Control –
Gun Control –
Gun Control –
Gun Control –
Affirmative Speaker #1
Affirmative Speaker #2
Negative Speaker #1
Negative Speaker #2
IMPORTANT: Once topics have been selected, teacher makes up
RESOLUTIONS (thesis) for each topic. Put all resolutions onto one sheet and
give each student a copy (see attached Resolution Sheet for samples).
Once above is done, give due dates and have students record all required
information at the bottom of the assignment sheet and in agenda.
Review assignment sheet, terms and format sheet, Writing an Opinion Piece
guideline sheet, Exposition Planner, Opinion Piece Outline, and rubrics,
Parent signature on assignment sheet due starting day after introduction
LIBRARY RESEARCH: (once introduction and topics given)
*book research periods ahead of time!
 give 3 to 4 work periods in library/lab to do research on internet, books,
magazines, newspaper articles, periodicals etc.
 research can also include interviews etc.
 encourage work time at home too (this should be an expectation!)
 students are required to take ‘extensive’ jot notes (see organizer provided)
EXPOSITION PLANNER: (Graphic Organizer: students fill in jot notes that they have
created from research)
 Could give a quick mark out of 10 (conference each student)
 Tell students that they should write ‘beyond’ the confines of the boxes
provided
OPINION PIECE OUTLINE: (Organizer to create essay)
 Think of this as a Draft Copy where students can edit and revise
 This must be redone, as a published essay, in proper sentence form, WITHOUT
using the headings/subheadings on the page provided, on a separate sheet of
lined paper
FINAL ESSAY SUBMISSION:
 Have students attach Essay Rubric, published essay, edited Exposition Planner
(draft copy), and Proofreading Checklist as a package for marking. This is due on
the day students present their debate.
CUE CARDS:
 Once the Opinion Piece Outline is finished, students should begin developing
a set of cue cards
 Should be done in point form – only key/important words, eliminate the rest
 Use headings and sub-headings to organize
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Number each card
Put full name and class on FIRST card
Should memorize since this is counting as an Oral Mark
IN-CLASS WORK PERIODS:
 Once students have completed their research periods, provide ample time to
complete their graphic organizers etc.
 Tell students that they MUST come with their research notes each and every
day to class, otherwise they will be forfeiting their in-class work time on this
assignment
SUGGESTED TEACHING STRATEGIES:
In order for students to lead productive, healthy lives, they need to be able to
communicate effectively. This includes having the ability to agree and disagree
with others. It is an important skill for students to be able to create a convincing
argument based on factual information with the absence of emotion. Discussion
and debate are the key problem-solving tools of our way of life. Debate helps
students become effective problem-solving members of our society. To help the
students develop this skill, they will organize critical information on energy topics
and participate in structured debates.
When the class is ready to begin their debates, present the following Debate Etiquette
points to students. This should help to impress upon them the serious and formal nature
of debate.
DEBATE ETIQUETTE:
 Introductions should precede the debate
 Students can’t use any gimmicks/props etc., for the debate. Stress that one only
uses his/her voice through expression etc. to make a strong argument; can’t
stomp, point fingers, bang on desk, etc.
 The debater should not offer emotional appeals. He/she should concentrate on
the evidence.
 The debater should never falsify, create or distort evidence.
 The debater should never publicly disagree with the decision of the judge or the
audience. Winners need to be congratulated by the opposition.
 Debaters address their remarks to the judge or audience, not to the opposing
side. It is important to give the audience eye contact.
 Debaters should avoid swaying, shuffling, and pacing.
DEBATOR’S LINGO:
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Refer to the opposite side as "my opponent".
Use phrases like "There are three main points that prove the affirmative..."
In the rebuttal, say...."My opponent said..., however,... "
EXTRA INFORMATION:
 Tell students that the Debate Presentation counts as an ORAL LANGUAGE mark
and the OPINON PIECE OUTLINE (essay) counts as a written language mark.
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Make sure students understand ‘which’ position (Affirmative or Negative) they are
arguing.
 Negative side works together and Affirmative side works together, BUT each
side can share good websites/information etc., (helpful to BOTH sides)
 Remind students that EACH person is required to have 5 or more arguments,
therefore each side (Negative or Affirmative) have a total of at least 10
DIFFERENT arguments (NOTE: This is often difficult for students to find
depending on the topic selected, therefore, some (1 or 2 maximum) of the
stronger arguments can be shared by each member of each side if they can’t
think of 10 or more ‘different’ arguments. Tell students that the ‘wording’
should be different from their partners
 In the case of ISSP and ESL students you may want to combine them to
make a group of three. They can share a few of the arguments.
 Cue Cards and essay MUST be brought on the first day of presentations and
each day after that.
 Tell students to CONTINUALLY look over their assignment sheets and
rubrics so they understand the criteria required.
 Stress to students that it would be a good idea to have the cue cards done
well before the presentation date so they have time to practice and rehearse.
Attempt to MEMORIZE cue cards and give continual eye-contact to their
audience.
 On the presentation date you will need one student to be the TIMER and one
student to be the MODERATOR who will:
1. Read the RESOLUTION (have a copy on desk where student sits),
2. Take the vote both BEFORE and at the CONCLUSION of the debate. After each
speaker has completed their arguments, ask the timer for the official time and
record the time for each on their rubric.
3. Introduce each Speaker in turn (see Debate Terms/Format sheet)
4. State that there will be a 5 minute rebuttal period: debaters should come to their
table with paper and pens in order to take notes while their ‘honourable’
opponents are presenting (this information is to be used for the rebuttal)
5. Call the debaters and audience back to order after rebuttal period
**NOTE: I have prepared a MODERATOR & TIMER guideline sheet for students. I
would suggest you keep one on each desk. I rotate this position to give as many
students the opportunity to experience these jobs as possible.
TIMER
MODERATOR
SPEAKER 1 A
SPEAKER 1 N
SPEAKER 2 A
SPEAKER 2 N
AUDIENCE .
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The WINNER of the debate is the team which has the most SWING votes, NOT
necessarily the team with the MOST votes (really has no outcome on the debate
or the mark they will receive).
It is important to tell the audience ahead of time to be respectful and quiet during
the debate. Since they have an important vote at the end they need to listen
carefully in order to understand both sides of the topic.
Also, remind debaters that they need to bring paper and pen with them besides
their cue cards. They should be taking notes while their opponents are speaking.
They will use this information for the rebuttal component. When preparing for the
rebuttal (5 minute break) teams will be combining their ideas.
Only ONE person per side will give the rebuttal so they need to decide this ahead
of time.