Debate: Structure and Application

1. Debate: Structure and Application Northwestern High School Mr. Medoff and Mrs. Avery 3/5/12 – 3/9/12

2. Objective (day 1) Students will: • Confirm understanding after viewing a non-print text • Determine the critical or central idea(s) of a text • Analyze debate strategies as they apply to a non-print text In order to: • Analyze The Great Debaters • Identify strategies for debating in The Great Debaters • Examine rhetorical strategies and counterarguments as they are utilized during debates in The Great Debaters • Compare the setting of The Great debaters and To Kill a Mockingbird

3. Warm Up (day 1) What do you know about the South in the United States during the 1930s? (hint: think about To Kill a Mockingbird)

4. The Great Debaters Responsibilities while watching: • Debate strategies chart • 3 things you learned about debate • 3 strategies for becoming a great debater • 3 nonverbal strategies for becoming a great debater • Debate vocabulary chart • Define key debate vocabulary words as you watch

5. Objective (day 2) Students will: • Confirm understanding after viewing a non-print text • Determine the critical or central idea(s) of a text • Analyze debate strategies as they apply to a non-print text In order to: • Analyze The Great Debaters • Identify strategies for debating in The Great Debaters • Examine rhetorical strategies and counterarguments as they are utilized during debates in The Great Debaters • Compare the setting of The Great debaters and To Kill a Mockingbird

6. Warm Up (day 2) 1. What are you most concerned about when it comes to debate? 2. As a class, how can we help you with that concern?

7. The Great Debaters continued Responsibilities while watching: • Debate strategies chart • 3 things you learned about debate • 3 strategies for becoming a great debater • 3 nonverbal strategies for becoming a great debater • Debate vocabulary chart • Define key debate vocabulary words as you watch

8. Objective (day 3) Students will: • Confirm understanding after viewing a non-print text • Determine the critical or central idea(s) of a text • Activate prior knowledge on different topics In order to: • Analyze The Great Debaters • Define key vocabulary related to debating • Examine the format and rules of classroom debates • Engage in impromptu spar debating with classmates

9. Warm Up (day 3) What do you think is the most important trait for a good debater to have?

10. The Great Debaters Boot Camp • Copy the chart. Complete it as we watch debate camp.

11. Debate Vocabulary

12. Debate Vocabulary Proposition: a statement of the issue to be debated.

13. Debate Vocabulary Resolution: a statement of your position on the issue.

14. Debate Vocabulary Affirmative: Agreeing with the proposition.

15. Debate Vocabulary Negative: Against the proposition.

16. Debate Vocabulary Premise: something that must be true in order for you to make your point.

17. Debate Vocabulary Argument: a reason to support your side of the debate.

18. Debate Vocabulary Evidence: facts that help prove you are right.

19. Debate Vocabulary Case: the sum total of arguments per side of the debate.

20. Debate Vocabulary Brief: an outline of the affirmative and negative cases.

21. Debate Vocabulary Constructive: the speech at the start of a debate during which the affirmative and negative sides build their case.

22. Debate Vocabulary Cross-Examination: the time during a debate when one side is questioned by the opposing side.

23. Debate Vocabulary Refute: to provide evidence that shows your opponent is wrong.

24. Debate Vocabulary Rebuttal: providing evidence that further shows you are right after your opponent has attempted to show you were wrong.

25. Debate Vocabulary Fallacy: anything you can prove that is not true.

26. Debate Vocabulary Format: the rules and procedures that govern a debate.

27. Debate Format • Teams of DOS (2)

28. Constructive Present your argument and the reasons why you believe your argument is right

29. Cross-Examination Using questions to: • Clarify confusing or ambiguous claims made by an opponent. • Highlight weaknesses in an opponent’s argument.

30. Rebuttal Proving that your opponent’s argument is wrong and that your argument is right.

31. Debate Rules Let’s come up with the rules together: • Individually, write down two rules that you think are important to follow when debating. • Let’s discuss what rules we should have as a class.

32. Debate Rubric • This is the criteria for how you will be judged while debating. • Let’s go over it together to make sure everyone understands.

33. Debate Sparring • Two students are chosen at random to come to the front. • A topic is chosen at random. • A coin flip will determine who is arguing the affirmative and who is arguing the negative. • One minute of preparation time to create a rough outline. • The debate will proceed as follows:

34. Exit Slip What do you think is the most important trait for a good debater to have? Has your answer changed since the beginning of class? Why or why not.

35. Objective (day 4) Students will: • Practice strategies for becoming a good debater • Determine the critical or central idea(s) of a topic • Activate prior knowledge on different topics In order to: • Define key vocabulary related to debating • Practice annunciation through tongue twisters • Practice talking to avoid the use of filler words • Engage in impromptu debates with classmates

36. Warm Up (day 4) 1. What are the two sides of a debate? [Use the academic words] 2. What is the constructive part of a debate? 3. What is cross-examination? 4. What is a rebuttal?

37. Pronunciation Practice Activity • Each person will be given a tongue twister. • TWO minutes to practice individually. • THREE minutes to practice with a partner. • HOT SPOT! • Make sure to annunciate clearly!

38. Avoid “Filler” Words • Umm… • Ah… • Uh… • Like… • I mean…

39. Avoid “Filler” Words Activity • Get into pairs. • You will be given a random topic. • Talk to your partner about that topic for as long as possible without using a “filler” word or pausing longer than 5 seconds. • Partners: if they use a filler word or pause too long, stop them. • Wait quietly until everyone in the room has either paused or used a filler word.

40. Refutation Ball Activity • I have the refutation ball and will present an argument. Ex: baseball is the best sport. • I will toss the ball to someone who presents a refuting argument. Ex: no, because there is no contact, and people enjoy watching sports with violence, such as football. • That student will pass the ball to someone else to present another refuting argument. Ex: no, because it is not a team oriented game. Games such as soccer require much more teamwork. • This process continues until all possible refutations have been made.

41. Debate Sparring • Students are put into groups of 5. • Each group will have two representatives; one speaks the constructive, and one speaks the rebuttal. • A coin flip will determine who is arguing the affirmative and who is arguing the negative. • Ten minutes of preparation time to create a rough outline. • The debate will proceed as follows:

42. Exit Slip What do you think is the most important trait for a good debater to have? Has your answer changed since the beginning of class? Why or why not.

43. Objective (day 5) Students will: • Practice strategies for becoming a good debater • Determine the critical or central idea(s) of a topic • Activate prior knowledge on different topics In order to: • Define key vocabulary related to debating • Practice annunciation and avoiding filler words through jolly rancher assessment • Engage in debates with classmates

44. Warm Up (day 5) • Why is it important to speak clearly [articulate] and speak loudly when in a debate? • What is the constructive part of a debate? • What must one do during the rebuttal part of a debate?

45. Jolly Rancher Debate Assessment • You will have 10 minutes to prepare a constructive on the topic assigned to you. • You will engage in a short debate with the person who was given the same topic. • After the constructive, each debater will have 2 minutes to prepare and deliver a rebuttal. • You must speak with the jolly rancher between your teeth.

46. Jolly Rancher Debate Evaluation Note: rude audience behavior will result in a lower debate score for that person.

47. Refutation Ball Activity • I have the refutation ball and will present an argument. Ex: baseball is the best sport. • I will toss the ball to someone who presents a refuting argument. Ex: no, because there is no contact, and people enjoy watching sports with violence, such as football. • That student will pass the ball to someone else to present another refuting argument. Ex: no, because it is not a team oriented game. Games such as soccer require much more teamwork. • This process continues until all possible refutations have been made.

48. Exit Slip What do you think is the most important trait for a good debater to have? Has your answer changed since the beginning of the week? Why or why not.