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Debate: Application Continued

Debate: Application Continued. Northwestern High School Mr. Medoff and Mrs. Avery 3/5/12 – 3/9/12. Objective (day 1). 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

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Debate: Application Continued

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

  2. Objective (day 1) 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

  3. Warm Up (day 1) • 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?

  4. Jolly Rancher Debate Assessment • You will have 3 minutes to review your 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.

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

  6. Objective (day 2) Students will: • Practice the three rhetorical strategies • Determine the critical or central idea(s) of a topic or image • Activate prior knowledge on different subjects In order to: • Identify the three rhetorical strategies in videos and images • Identify fallacies in arguments through images and videos • Practice talking to avoid the use of filler words • Practice thinking quickly in order to create counterarguments

  7. Jolly Rancher Debates Time to finish our jolly rancher debates

  8. Warm Up (day 2) • What are the three rhetorical strategies? Explain. • How are the three rhetorical strategies used in a debate? • What is a fallacy? • Why is it important to know about fallacies when debating?

  9. Rhetorical Strategies and Fallacies Review Game In your groups: • Watch the video clip. • Discuss what fallacy or rhetorical strategy you see. • Record your answer on the white board. • Hold up your answer when instructed.

  10. Ethos

  11. Pathos

  12. Logos

  13. Argument from Ignorance Fallacy

  14. Against the Person Fallacy

  15. False Dilemma

  16. Slippery Slope Fallacy

  17. Faulty Cause and Effect

  18. Bandwagon Fallacy

  19. Gallery Walk In your same groups: • Each group gets ONE packet. Make sure all names are on it. • One person from your group will go get the first image. • A different person must be the recorder for each image. • A different person must go get the image each time. • First group to complete all five images – bring it to the front.

  20. 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.

  21. Objective (day 3) Students will: • Determine the critical or central idea(s) of a topic or image • Activate prior knowledge on different subjects • Record important information from print texts In order to: • Complete debate outline graphic organizer • Prepare for team debate

  22. Warm-Up (Day 3) • What concerns do you have for our upcoming debates? • What are you most confident about for the upcoming debates? • What can we do [teacher and peers] to help you today?

  23. Preparation Day • We will be preparing for our debates today. • You have all class to prepare with your partner. • You MUST complete the graphic organizer [both partners]. QUESTIONS??

  24. 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.

  25. Objective (day 4) Students will: • Determine the critical or central idea(s) of a topic or image • Activate prior knowledge on different subjects • Follow the debate structure and format In order to: • Utilize arguments and counterarguments in a debate • Analyze and evaluate the debates of classmates

  26. Warm-Up (day 4) • What is the proposition of a debate? • What are the two sides of a debate? Explain each. • Sit next to your debate partner. • Take 3 minutes to prepare for the debates.

  27. Debate Day 2012 Any volunteers to go first?

  28. Objective (day 5) Students will: • Determine the critical or central idea(s) of a topic or image • Activate prior knowledge on different subjects • Follow the debate structure and format In order to: • Utilize arguments and counterarguments in a debate • Analyze and evaluate the debates of classmates

  29. Warm-Up (day 5) Back to the Debates! Make sure you continue filling out the debate scoring rubrics!

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