Kaitlin Gallup
Activity 4.3
2/14/11
SIOP® Lesson Plan
Date: 2/14/11
Grade/Class/Subject: intermediate/advanced high school students
Unit/Theme: US Politics Standards: 1, 3. 4
Content Objective(s):



Demonstrate, for students, the election process for the US presidency.
Highlight the importance of debate in US politics
Investigate the important political issues of today
Language Objective(s):

Students will investigate an assigned topic of discussion, either the pro or con side

Using research, students will defend their position orally in pairs

Students will use persuasive speech to lure others to your viewpoint

Students will utilize modal verbs in their persuasive speeches

Students will learn how to use eye contact, gestures and other body language to bring their point
across.
Key Vocabulary
Supplementary Materials
Agreeing:
I think, In my opinion, I'd like to, I'd rather, I'd prefer,
The way I see it, As far as I'm concerned, If it were up to me, I suppose,
I suspect that, I'm pretty sure that, It is fairly certain that,
I'm convinced that, I honestly feel that, I strongly believe that,
Without a doubt
Packet created for student use, which contains:
- Graphic Organizers – for debate
- Diagram of the steps of a debate
- Picture/Reg dictionary of terms
- Worksheets on persuasive language
and modal verbs - hw
- List of practice debate topics
- List of US Govt debate topics
Disagreeing
I don't think that, Don't you think it would be better, I don't agree,
I'd prefer, Shouldn't we consider, But what about, I'm afraid I don't agree,
List of websites.sources for each topic students will
Frankly I doubt if, Let's face it, The truth of the matter is,
debate on.
The problem with your point of view is that.
Giving Reasons and offering explanations:
To start with, The reason why, That's why, For this reason,
That's the reason why, Many people think, Considering,
Allowing for the fact that, When you consider that
Handouts created for each topic to give basic
information to students.
Video clips of previous political debates.
Modal verbs:
Can, could, should, would, may, must, shall...
SIOP®
Features
Preparation
_X_ Adaptation of Content
_X_ Links to Background
_X__ Links to Past Learning
___ Strategies incorporated
Scaffolding
_X_ Modeling
___ Guided practice
_X_ Independent practice
_X_ Comprehensible input
Grouping Options
_X_ Whole class
_X_ Small groups
_X_ Partners
_X_ Independent
Integration of Processes Application
Assessment
_X_ Reading
_X_ Hands-on
___ Individual
___ Writing
_X_ Meaningful
_X_ Group
_X_ Speaking
_X_ Linked to objectives ___ Written
_X_ Listening
_X_ Promotes engagement
_X_ Oral
Lesson Sequence:
This lesson will be situated within the context of discussing the US Political system. It will be during the
section on the election of US presidents. Students will already have been discussing the US electoral
college so the lesson will start with a review on that.
Lesson #1:
A question will be posed “How are presidents elected in America?”
Students will be divided into pairs and asked to discuss this topic. If they need help, there will be terms
written on the board:
Primaries
General Election
Electoral College
After a short period of discussion, students will be asked to share their explanations with the class. The
review will carry on with a discussion of a flow chart previously shown in class to explain the process. After a
brief reexamination of the chart, we will get to the bulk of the lesson, the tools politicians use to gain support from
voters.
“How do candidates get support from voters?”
This question will be written on the board. Students will have 30 seconds to think of an answer or two and write
them down. After this short time period, the students will share their answers with the class. The topic of debate
should come up.
This will bring us to the idea of a debate.
Lesson #2: “What is a debate?”
This will be the main focus of this lesson. It will be accompanied by clips of previous presidential debates.
Each student will receive a packet of worksheets and ideas related to debates. Graphic organizers will be
included as well as explanations of the typical debate format and so on.
During this first lesson, the idea of a debate will be discussed. Numerous clips of debates will be shown, some
without volume, to study how a debate is organized. The clips will be chosen in order to provide a variety of
formats and examples of oral presentation.
Lesson #3: Breaking down a debate
This lesson will involve the specific format of a debate in typical US politics. A graphic organizer will be provided
for students with the specifics on format of a debate.
The typical format of the US Presidential debates:
1st candidate has 2 minutes to answer the question asked
2nd candidate has 1 minute to rebut the question asked.
The candidates take turns answering questions.
Lessons #4 & 5 Language used in a debate
These lessons will focus on what kind of language is used in a debate. There will be a short review lesson on
modal verbs including: can, could, may, might, must, should . The numerous forms of sentence starters from
above will be explained and listed for students to use. This will be the beginning of small presentation activities.
Each student will be given a topic that is fairly ridiculous, like “There should be more homework at school” or
“The school day should be longer” or “School should be held on Saturday.” All of these will be topics that pertain
to their lives.
They will be asked to pair up and try to take on these topics. In pairs, they will brainstorm ideas of things they
could say to bring others to their viewpoint. They will take turns practicing with each other.
In the second lesson, the instructor will provide an example (instructor will argue a topic) for the students to see.
Correct language will be used and it should use content that will be understood by students. The teacher will
speak in a monotone and use body language that doesn't enhance persuasive abilities. The teacher will ask the
student what was wrong with her persuasive speech. This will lead into a co-constructed discussion of body
language including eye contact and gestures.
Lesson #6+: Topics for discussions
At the back of the packet, students will find a list of topics. These are topics that would be common to concerns
in the United States:
 Abortion/Pro-life
 Education in the United States – No Child Left Behind
 Global warming
Students will be divided into pairs based on skill level, with intermediate students paired up with advanced
students. Two pairs of students will be matched to one topic. One pair will take the pro side, one the con. The
next two lessons will be spent in the computer lab researching their topic. The instructor will provide websites
with easy to comprehend information. Each pair will meet with the instructor to discuss their topic and research.
After that, short periods of time will be devoted each day for a week to prepare for their debates. Students will be
allowed to read off of a sheet of paper.
Finally, the showdown will start. The pairs will be asked to argue their position in a slightly altered debate format
against their opposing team. The pro team will speak for 2 minutes, each partner speaking for 1 minute a piece.
The Con team will then rebut that position and present their own for 2 minutes. For the next pair, the order will
be reversed. Students will not know whether they will be going first or second, so they must prepare for either
one, either the rebuttal or the presentation of position.
Evaluation of Debate
See rubric at end
Reflections:
Discussing this activity in class made me realize how much more I needed to flesh out and also how
much more I could still add to it. It's difficult to describe everything that would scaffold a debate of the nature I
am planning in this lesson. I would go into greater detail on day-to-day lesson plans for a normal class. For the
purposes of this assignment, however, I didn't want to list every single thing I would do or say. In addition, I
chose to run my debate from a social studies/government perspective, because I thought it would be appropriate
for high school students. This would be a good way to incorporate oral, video, and group discussion components
to a social studies-based class, as Peregoy and Boyle suggest doing.
Rubric:
EXCEEDS
EXPECTATIONS
4 POINTS
MEETS
EXPECTATIONS
3 POINTS
PROGRESSING IN DOES NOT
SKILLS
MEET
2 POINTS
EXPECTATIONS
1 POINT
Use of body
language, eye
contact, etc
Utilizes body language Utilizes body
constantly to drive their language to
speech
enhance speech
most of the time.
Utilizes some body
language/eye
contact techniques
occasionally.
Shows little to no
body language
related to the idea
of a debate.
Use of
Persuasive
Language
Uses class phrases and
other persuasive
language phrases to
lure the audience to
his/her side.
Often uses class
phrases to begin
sentences, but
occasionally sounds
stilted or disjointed.
Occasionally uses
Uses no
persuasive language persuasive
but doesn't appear
language phrases.
comfortable doing
so. Lack of flow.
Evidence of
Research
Uses research
throughout speech,
even venturing to
disprove research
which isagainst their
point.
Uses research to
support their point
of view on the
topic.
Uses very little
research, mainly
simple opinions.
Use of modal
verbs
Uses modal verbs
correctly throughout
the speech to influence
their audience.
Uses modal verbs Uses a few modal
often in the speech, verbs but not always
but may have a few correctly.
minor errors.
Shows no
knowledge of
topic or research
done on it.
Uses no modal
verbs or uses all
modal verbs
incorrectly.
Comments:
I like that you have taken students in slowly and had them have a part in the
trajectory of the activity.
Consider going from quite simple to difficult – in other words – go from what is
familiar and students know and care about first – so your lesson 4/5 would likely
work best earlier.
The use of modal verbs seems like a strange attachment that doesn’t necessarily
belong – in part because it seems much too simple to fit into the complexity of what
you are asking students to do in the remainder of the lesson. So – consider… if this
were done with beginners, intermediates – what pieces would stay or go – for
advanced what would stay or go…