Debate Unit
8Th Grade
Four Weeks
Rationale
I have put this debate unit together because I have noticed that the students in the
classrooms I have observed usually struggle with forming an argument. I think that debate
is a great way for students to go through the process of writing an argument in an
interactive way by working towards giving a debate. Debate is used every day so it is easy
to explain to the students why it is important to learn and practice writing debates.
The writer’s workshop will be used in this unit in the last two weeks while the
students are writing their debates. The writer’s workshop will be helpful in this unit
because students will not be on the same steps during the process of writing their debates.
Writer’s workshop will give students the opportunity to focus on their own arguments and
not have to rush through steps to keep up with the class. The class will have opportunities
to work with their peers and conference with their teacher.
The full lessons, how to conduct a debate, writing an argument, and research and
reliable sources, are all extremely helpful not only to this unit, but other units and subjects.
The articles and topics that the students will be reading and discussing are current issues
that many people disagree on. This will inform students on current day issues along with
seeing how people support their argument in writing. The literature circles are for the days
after the students read the given articles. The small groups will give everyone in the group
more time to discuss their thoughts and opinions.
At the end of the unit, the students will give a debate in groups of three to the class.
Because the students have been working towards this debate for most of the unit, it is the
final evaluation for the unit. Students will have time during class to research, work as a
group, and practice their debate before giving it in class.
Literature
There will be literature circles on the days after the students read the articles given
for homework. The articles are argumentative pieces on common day events and topics
that the students will eventually debate about. Articles will introduce a new genre to the
year so far and will mix things up after reading novels.
Articles:
http://kellygallagher.org/resources/AoW%209%20Drinking%20Age.pdf
http://kellygallagher.org/resources/AoW%2019%20Fragile%20Brains.pdf
http://kellygallagher.org/resources/AoW%2012_13%2033%20Miranda%20Rights.pdf
http://kellygallagher.org/resources/AoW%2012_13%2030%20Gay%20Discrimination.pd
f
http://kellygallagher.org/resources/AoW%2012_13%2023%20Immigration%20Proposal.
pdf
Writer’s Workshop
The students as a class will vote on the two articles that will be the basis for our
debates. The articles will be the ones read for homework and discussed in literature circles.
I will then assign six students to an article, three in support of the issue and three against.
The articles I have picked will spark a debate as well as inform the students about some
current topics that are going on in today’s world.
The students will individually develop an argument, finding three points with
supporting evidence for each. They will also develop a conclusion and closing statement.
They will also include a point that addresses a negative aspect of their topic but then
discredit it and questions to ask the opposing group.
I want the students to develop their own argument first because I have seen groups
work together and only one student finds all the research and writes the entire debate. This
way, I hope that all students will be informed on their issue and able to successfully debate
on it. The students will have three class periods to work together and as a group, come up
with an opening, three main points with evidence, and a closing statement as well as
questions to ask the opposing group. Because they will have had several class periods to
write their own arguments during writer’s workshop time, it should be easier for the
students to come together as a group and write their debate.
Common Core Standards
CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and relevance and sufficiency of the evidence and identifying
when irrelevant evidence is introduced.
-The students will have to look at different articles and find the author’s main points and
claims. They will have to discuss if the reasoning is helpful or if it is irrelevant.
CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear pronunciation.
-The students will have to do all these things during their final debates. These are all found
on the rubric so that students know what is expected of them.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and
relevant evidence
CCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s)
from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.8.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and
supports the argument presented.
-These standards are met because the students are writing a debate first individually, then
as a group. The students also have a few activities throughout the unit where they work on
developing an argument. A full lesson is devoted to developing an argument and a mini
lesson to writing effective opening statements (introduction).
CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
-A full lesson is devoted to research, mainly on the Internet, and how to find credible
sources. Students will have to apply these skills to their own research
CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including
grade 8 here.)
-The writing workshop helps students go through the writing process using peers and their
teacher during conferencing. Audience is important in this unit because they will be giving
their debates to the class instead of just turning in a paper to the teacher.
CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas efficiently as well as
to interact and collaborate with others.
-The lesson on writing on argument uses the site amap to help students understand
building arguments. The students interact with one another and share information because
they send a partner their argument and they have to respond to one another.
CCSS.ELA-Literacy.RI.8.6 Determine an author’s point of view or purpose in a text and
analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
-The students will have to do this when they read the articles for literature circles. I will
have discussion questions on how the author brings conflicting evidence or viewpoints into
their writing and why this is important in debates.
October
2013
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
Introduce debates
9
10
Review of Friday’s
lesson
Lit Circle
16
11
17
23
12
18
13
Mini lesson:
Capitalization
Pick topics
19
Finish research lesson
7
8
Full Lesson: Developing
an argument
14
15
21
22
28
29
Writer’s Workshop
20
Writer’s Workshop
Writer’s Workshop
Reseach/Writer’s
Workshop
25
Group Work
31
6
Lit Circles
Lit Circles
Full Lesson: Research
24
Group Work
5
Discuss Presidential
debate
Mini lesson: Writing
Opening Statements
Lit Circles
Mini lesson: How to be
active listeners
Research
30
4
Full lesson: how to
conduct a debate
26
Group Work
27
Debates
Debates/ Wrap Up
Week One, Day Two
Full Lesson: How to Conduct a Debate
Overarching purpose: For students to understand and learn how a formal debate is
conducted. They will be doing a debate at the end of the unit so this is one way for them to
see an example of one and learn the different components of a debate.
Essential question: What are some of the ways that formal debates are used in today’s
world?
Materials: Powerpoint, smart board, YouTube, Presidential debate worksheet
Process: Have a discussion about debates and where the students have seen debates: on
television, movies, real life, etc.
Go over the Powerpoint (attached as debate powerpoint) of overall debates and have them
take notes in their notebooks.
Watch debate scene from The Great Debaters and have a discussion as entire class.
Explain the homework.
Discussion Questions to start: Where are some places you have seen debates? In person
or movie, show, etc? What are different kinds of debates? Are debates common in today’s
society? Why is it important to understand and know how to conduct a debate? Where
could you use debate strategies?
Video: The Great Debaters
http://www.youtube.com/watch?v=lcllrqZgxwE
Discussion Questions: What are some things/elements that you noticed about this
debate? What do you think of each of the debater’s overall delivery? Which side is more
convincing?
Homework: Hand out Presidential debate worksheet and have the students watch the
debate and fill out the worksheet. Explain that they don’t need to watch the entire thing,
but at least 30 minutes. Encourage them to watch it with their guardians or someone they
can ask questions to if they get confused. Ask them to look for similarities and differences
between the debate in The Great Debaters and the Presidential debate.
Special needs: Intellectually challenged- Because she is 2-3 years below grade level and
does everything very slowly, I might talk with her and explain more about the Presidential
debate and the basics of it. I would explain to her that she should jot down some basic
notes while watching the debate, nothing in too much detail because that might take her
much longer than other students.
ADHD- For this lesson, we do a couple different activities and never really stay on one for a
long period of time so he should be ok. Because he needs repeated instruction, I would ask
someone to repeat back the instructions each time and see if there were any questions. If
he participates in class or I notice that he is doing a good job paying attention, I would tell
him during class or after.
Week One, Day Five
Full Lesson: Developing an Argument
Overarching Purpose: For the students to learn (review for some) the steps of forming an
argument. Students will need this information when they are writing their debates.
Essential Question: What are the steps to forming an argument and why are they crucial?
Materials: Smart board, computer lab or laptops, Powerpoint (attached as argumentPP),
notes of the powerpoint with fill in the blanks for some words and sentences
Process: Introduce developing an argument and show the powerpoint. Give the students
the slides with certain words and sentences cut out with blanks so they have to fill it in.
Make an argument using the amap website as a class and demonstrate the thought process
involved.
Have each of the students go to the amap website and create their own argument. They can
pick their argument from a list that the teacher gives them. Each student will have a
partner to send their argument to and the student has to respond to it. So every student is
making their own argument and responding to one other student’s argument.
Website: http://www.amap.org.uk/create/
http://www.amap.org.uk/view/?map_id=8717
Discussion Questions: What was the hardest part about forming your arguments? What
did you notice about the argument you responded to? What were some postives about it?
What could have made it stronger?
Special Needs: Intellectually challenged- I would make sure she has enough time for her to
make her argument on amap. The site allows you to “add arms”, which are like points, so I
would have the requirement be that you have to have 2-4 arms, depending on the time.
ADHD- The powerpoint might be too long for him so I would have notes for all the students
with fill in the blanks where the students have to add certain words or sentences. I would
repeat the instructions for the activity in different ways and have a student repeat them
back to me.
Week Three: Day Twelve/ Thirteen
Full Lesson: How to Research
Overarching purpose: For students to learn and practice strategies for researching,
specifically on the internet. To get students to learn reliable sources and be able to
differentiate between reliable and unreliable sources.
Essential Question: What is a reliable source and what are some ways to find one?
Materials: Smartboard, Google video, research worksheet, PowerPoint, a Google a day
game, research practice worksheet (below), computer lab or laptops
Process: Show Google video to introduce how Google works because that is where most
students start their research. Present PowerPoint (attached as ResearchPP) on search
engines and how to search the Internet. Do two or three “a Google a day” rounds to model
how to search on Google and pick search terms. Hand out the worksheet for students to
refer to when they are researching.
Explain computer lab research assignment. Students individually complete assignment and
worksheet.
Discussion Questions to start: Where do you guys start when you research? Why is it
important to find sources that are reliable? When is it most important to use reliable
sources?
Worksheet:
http://www.readwritethink.org/files/resources/lesson_images/lesson149/ElectronicSour
ces.pdf
A Google A day game:
https://plus.google.com/games/play/683315009228?eydwb2ludHMnOicwJ30.
Video: http://www.youtube.com/watch?v=BNHR6IQJGZs
Special Needs: Intellectually challenged- This student will probably need additional time
completing the research assignment. If she has a study hall or if the school has a period to
make up work, give her the option of finishing it.
ADHD- Make sure he is staying on task during the research assignment on computers by
checking in on him. Have him or another student repeat back the instructions for the
activity. When he is on task or doing well, give him praise.
Computer Lab Research Practice
Procedure:
- Students are to get onto the computers in order to come up with reputable resources for
sample topics.
- Students have their Four Steps to Locating Information in front of them.
-Students use the steps in order to find good sources.
-Students then write down the sources on the paper provided.
-At the end of the class the students are to hand in their worksheets to the teacher to check.
Activity Purpose: The activity is supposed to get students to understand how to use the
computer in order to conduct research. This is an active exercise to get experience with
researching on the Internet.
Name:______________________
Computer Lab Research Practice
In order to do this research activity, you need to take the topic given and shorten topic into a keywords. Then you must write
down the name of the website, the author, and the website URL. All most be reliable resources. Make sure you go down the
Four Steps to Locating Information for help.
*the first line is an example
Topic:
Keywords Name of
Website:
Author
Website URL:
Cell
phones
should
be
allowed
in middle
schools.
Cell
phones in
middle
school
QING
L.
http://clubs.ucalgary.ca/~qinli/publication/cyberGender2005
SPIJ.pdf
Cigarette
s should
be
banned.
Cyberbullyin
g in Schools
Soccer
players
should
wear
helmets
Parents
should
not
purchase
war toys
for their
children
Students
should
be
punished
for
failing to
report
cheating.
***taken from myersadventure.weebly.com/uploads/6/1/9/.../debate_unit.doc
Week Two, Day Seven
Mini Lesson: Writing Effective Opening Statements
Overarching Purpose: For students to learn and see examples of effective opening
statements in debates. This will also connect to writing introductions in argumentative
papers.
Essential Question: What elements make an effective opening statement?
Materials: Smartboard, YouTube
Process: Discuss what the students know about writing introductions. Show clips of
different effective opening statements from past presidential debates and movies.
Have the students work in pairs to practice writing opening statements. Give each pair a
topic and side of the argument and have each write an opening statement. Have each pair
read theirs out loud and have the students discuss what they think about each.
Discussion: What are some characteristics of effective opening statements? How are
opening statements similar to introductions or topic sentences in papers?
Week Three, Day Eleven
Mini Lesson: How to be active listeners
Overarching Purpose: For students to understand that active listening is an important
skill to have in life and connect it to debate.
Essential Question: What are the important elements of active listening?
Materials: Smartboard, YouTube,
Process: Explain how active listening is important specifically to debates. The students
have a time for rebuttal so it is important for students to be actively listening while the
other team is speaking. Have two students volunteer to have a conversation and tell them
to demonstrate bad listening but don’t tell the entire class. Give one student the job of being
a bad listener and give specifics of what you want him or her to do. For example: poor eye
contact, interrupting, playing with something, ignoring them, not responding to questions,
etc. Then have a discussion with the class about poor listening and how they knew the
student was not listening. Write their thoughts on the board.
Show the Everybody Loves Raymond clip and have the students think of ways to show they
are listening.
Discussion: After the students demonstration of poor listening: How can you tell that the
student was not listening? Why is body language important in active listening?
After clip: What is one of the things the teacher says is important for active listening? How
can you show someone you are listening? Why is it important to be active listeners in life?
School? While debating?
Clip: http://www.youtube.com/watch?v=aP55nA8fQ9I
Week Three, Day Fifteen
Mini Lesson: Capitalization
Overarching Purpose: For students to review, or learn, common capitalization mistakes.
For them to know what needs to be capitalized when working with sources.
Essential Question: What are some of the basic capitalization rules?
Materials: Powerpoint (attached as capitalizationPP), smartboard, online exercise
Process: Powerpoint on capitalization is more of a review/ refresher for the students so it
can be done fairly quickly. Do the exercise online as a class.
Exercise online:
http://grammar.ccc.commnet.edu/grammar/cgishl/par_numberless_quiz.pl/caps_quiz.ht
m
Discussion: Why is it important to know capitalization rules? Are there any rules that
always trick you?
DEBATE ROLES and RULES
Assessment Plan: Outline of final debate
Opening Statement Presenter:
Gathers the main arguments into an introductory statement. Does not give
specific information; just says "this is true because of A and B and C."
1.________________________________________
Topic Presenters:
Present the main arguments for the team. Each presenter give specific details
that prove A and B and C.
(2 or 3)
1.________________________________________
2.________________________________________
3.________________________________________
Rebuttal Presenters:
Answer the arguments of the other team. These presenters must take notes as
the other team is presenting their arguments and respond to every argument,
using specific information to disprove them.
(1 or 2)
1.________________________________________
2.________________________________________
Closing Statement Presenter:
Presents the closing arguments for the team. Repeats the main idea for this and
this and this reasons.
1.________________________________________Debate Rules
No put downs.
You must raise your hand if it's not your time to speak.
Teams lose 1 point for each interruption.
Teams lose 1 point for whispering while another speaker is
talking.
TIMES
Opening statements for both sides = 3 minutes each
Arguments for both sides = 3 minutes each
Rebuttal conference = 1 minute
Rebuttals = 2 minutes each
Closing statements for both sides = 3 minutes eachThe Debate
Date:
Class:
PRO CON
Clear statement of main idea in opening statement
Points
1.
2.
3.
Rebuttals
Closing statement
Scoring sheet: http://myweb.lmu.edu/tshanahan/nt-debatescoring.html
Works Cited
"Lesson One: So You Think You Can Argue." Icivics. Icivics Inc. . Web. 19 Apr 2013.
<http://www.icivics.org/teachers/lesson-plans/lesson-1-so-you-think-you-canargue>.
Myers, Nikki . "Debate Unit." Myers Adventure. N.p.. Web. 20 Apr 2013.
<myersadventure.weebly.com/uploads/6/1/9/.../debate_unit.doc>.
Phipps, Kelly, Eric Tucker, and Will Tucker. "Teaching Argumentation and Debate."
NAUDL. Web. 20 Apr 2013.
<http://www.urbandebate.org/resources/coachanddebater/Activities
Manual.pdf>.
"Teaching Active Listening." Teach Buzz. Open Equal Free. Web. 20 Apr 2013.
<http://www.teachbuzz.com/lessons/teaching-active-listening>.