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Lesson 17
Lesson 17
:FormatandRolesoftheClassroomDebate
Author:BradyBarnhart
Datecreated:11/05/201510:38AMEDTDatemodified:12/02/201512:14PMEDT
GENERALINFORMATION
Subject(s)
LanguageArts(English)
TopicorUnitofStudy
Debate,Persuasion
Concept(s)
Essentialquestions:
Howdoesoneargueinanorganizedmanner?
Howdoesoneacknowledgethattheiraremultiplevalidopinions?
Howdoeseffectiveorganizationcontributetoaccomplishinggoals?
Grade/Level
Grade8
TimeAllotment
1classperiods.1.25Hrs.perclass.
AssessmentofPrior
Knowledge
Studentswilldiscussvariousrolestheynoticedinthepreviouslesson'smodeldebate.Wewilllatercompareand
contrastrolesbetweenthemodeldebateandtheroleswewilluseintheclassroomdebate.
InstructionalMaterials
Studentswillneedawritingutensilandanotesheet.
Resources
Materialsandresources:
ThislessonincludestheNearpodwebsiteprogram.Thisprogramisaduelpresentation/assessmenttoolthat
tracksstudentprogressbyusername.Thelesson'sinformationwillbepresentedusingthistool.!
Thenumberofcomputersrequiredis1per2students.
Alaptopcartorcomputerroommustbereservedbeforethelessonimplementation.
Links:
1. Nearpodresource
2. Pencilismoreefficientthanpens
Summary
Studentswillusecomputersinordertocompleteandinteractivewebsiteprogram,nearpod.ThisNearpodactivitywill
providestudentswithessentialinformationanddetailsforourclassdebates.FollowingtheNearpodactivity,students
willviewanothermodeldebatethatargueswhetherapencilorpenisthebetterwritingutensil.Thestudentswillthen
describehowtheirclassroomrolesapplytothatparticularmodeldebate.
STANDARDSANDOBJECTIVES
Standards
MDMarylandCollegeandCareerReadyStandardsMathandELA/Literacy(2013)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
GradeRangeforELACCRAnchorStandard:612
Strand:Reading
Area:IntegrationofKnowledgeandIdeas
CCRAnchorStandard:
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,as
wellasinwords.
MDMarylandTechnologyLiteracyStandards(2014)
Standard:Standard3.0TechnologyforLearningandCollaboration:Useavarietyoftechnologiesforlearningand
collaboration
Area:A.Learning
Grade:Grade8
Indicator:1.Selectandusetechnologytoolstoenhancelearning
Descriptor:a)Usetechnologytools,includingsoftwareandhardware,tolearnnewcontentorreinforceskills
LessonObjective(s)
Studentswillacquiretermsandrolesthatwillbeusedthroughouttheclassroomdebateunit.
Studentswillapplytermsandrolestoamodeldebate.
Affectiveobjectives:
Studentswillthoroughlyunderstandtheimportanceoforganizedrolesinclassroomteams.
PROCEDURESANDMODIFICATIONS
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Introduction(Motivation)
Studentswillbeginclasswithatenminuteargumentativewritingpromptthatrelatesdirectlytotoday'slesson.Today's
promptasksifcellphonescouldbeusedaseducationaltools.Studentswillbrainstormandwritefortheentireten
minutesbeforehavingtheopportunitytoshare.
Teaching/Activities
1.StudentswillbrainstormandcompletethedailyWrite,RightNow!writingprompt.Studentswillsharetheiropinions
anddiscusstheirdifferenceswiththeirclassmates.
2.Followingtheshortdiscussion,theinstructorwilldemonstratehowacellphonecanbeusedasanexcellent
educationaltoolbydemonstratingthecompatibilityofaniPhoneandtheNearpodresource.
3.TheinstructorwillprovidedetailsabouthowtologinandjointheclassroomNearpodsession.
4.Thestudentswillbeallowedtoretrievealaptopfromthelaptopcart.
5.Oncethestudentsareloggedon,theclasswillworkthroughtheNearpodpresentation,whichincludestherolesthe
teamswilluseandtheformatofthedebate.
Roles:
Moderatorcallsthedebatetoorder,posesthedebatablepoint/question,andintroducesthedebatersandtheirroles.
Constructorpresentsthemainpoints/argumentsforhisorherteam'sstandonthetopicofthedebate.
Questionerposesquestionsabouttheopposingteam'sargumentstoitsQuestionResponder.
RespondertakesovertheroleoftheLeadDebater/Constructorasheorsherespondstoquestionsposedbythe
opposingteam'sQuestioner/CrossExaminer.
Rebutterrespondsonbehalfofhisorherteamtoasmanyofthequestionsraisedinthecrossexaminationas
possible.
Summarizerpresentstheclosingstatement.
Format:
Openingstatement:acollectionofateam'smainargumentandstatements.
Crossexamination:aquestioningofanotherteam'sargumentandsupport.
Rebuttal:Responsetootherteam'sattacks.
Closingstatement:aclearsummaryofyourteam'sargument,support,andresponses.
6.FollowingtheNearpodresource,studentswillviewthePencilorPendebate,whichfollowsasimiliarformattoour
classroomdebate.Studentswillbeaskedtoreflect,compare,andcontrasttheirrolesandformattothethemodel
debate.
Closure
Studentswillapplytheknowledgetakenfromtoday'slessoninordertoanalyzeandcompareamodeldebatetothe
formatusedintheclassroomdebates.
DifferentiatedInstruction
IhaveseveralstudentswithIEPsduringBlockTwo.Idifferentiatetheirinstructionbyusingmorescaffoldingtechniques.
TheywillhavemoreguidancewhileusingandinteractingwithNearpod.Someofthesestudentsdonothavetheskills
necessarytonavigatetheInternetandwillrequireguidedassistancethroughtheinitialsteps.
ASSESSMENT/EVALUATION
Assessment/Rubrics
Studentswillbeformativelyassessthroughthediscussionofmodeldebate.
Reflections
Overall,thislessonwentextremelywell.ThestudentsthoroughlyenjoyedusingtheNearpodresourceandthegeneral
consensuswasthatitwasinteractiveandusefulintheclassroom.Imayhavetoreviewandexplainsomeofthecontent
toBlockTwobecauseafewofthestudentswerestillconfusedaboutwhichrolescorrelatewitheachsectionofthe
debate.Reflectingbackonthislessonfollowingtheculminationofthedebateunit,Icanseejusthowbeneficialthis
lessonwastotheoverallunit.Thislessonallowedstudentstofamiliarizethemselveswithaconcreteformatwiththe
unit.
IhadinitiallythoughtthatthelargestdrawbacktothislessonwouldbethecooperationoftheNearpodresourceonthe
school'scomputers,butIfearedfornothingbecausetheresourceworkedoutstandinglywellthroughoutthelessonthe
biggestissuewasdeterminingwhichcomputersworkedandwouldoperatecorrectly.Atleastfivecomputersdidnot
workduringeachoftheblocks,whichcausedahugeinterruptiontothefluidityofthelesson.Theinterruptioncauseda
bitofanissuewithBlockTwo,butIquicklysettledandgotthembackontask.IwouldrecommendtheNearpod
resourcetoacolleagueasIplanonusingitinthefutureitabsolutelycapturesstudents'attentionandkeepstheir
interestonthesubjectmaterial.Iwoulddefinitelyimprovehowthestudentsaccessedthetechnologyinthefuture.This
lessonwouldhaverunmoresmoothlyifIhadthecomputersrunningforthembeforehand.
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