Unit Lesson Plan

Course: Speech and Debate Period: Lesson Title: Public Forum Debate CCSS: CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Unit: Lesson Number:

Overall Expectations: Students will learn structure of public forum debate through in class lecture and practice. Students will express knowledge of Public Forum Debate by participating in an in class debate session. Students will research the NFLs current topic. During research students will analyze and cite textual evidence that will not only build cases for pro and con sides of the current resolution, but will research, analyze, and cite evidence that will be detrimental to both the pro and con sides of the case. Students will evaluate the content of the material that they have chosen, and utilize it to the benefit of their case.

Individual Expectations: SWBAT identify what makes a good argument, and a successful case.

Learning Activities: Students will participate in a small mock debate based on childrens literature. From there students will learn to build on the basic premise and follow the structure of public forum debate. Students will use in class time for research, and will have in class debate rounds. Class Starter: Students will begin with a very easy and fun activity of debating childrens literature. This is a very easy and quick debate where student will get a basic understanding of structure, style, form, and not only what it is like to be a debate competitor, but also what it is like to judge, as all students will participate in both.

Review of Previously Learned Material/Lesson Connections: Reviewing correct source citation, and understanding and use of text.

Statement of Objectives: Students will learn competency in Public Forum Debate. Students will learn how to use information for the means of persuasion. Students will gain reinforcement on what makes a good source, and the correct way to cite a source. Students will gain a working understanding of what it means to debate, and that the arguments expressed within the confines of a debate round are not ongoing arguments, and are not personal.

New Material: New materials will include information on public forum debate. These materials will include the outline of public forum debate, what makes good material to support or deny the resolution. Students will also be introduced to new vocabulary and debate terminology. Students will learn how to correctly identify and site sources within the text of their argument.

Guided Practice: Students will fill out a worksheet as a class that will help them gain a working knowledge of the structure of a public forum debate. Students will participate in note taking based on the structure of cloze reading; the notes will be presented in the form of a slide show.

Independent Practice: Students will engage in some independent practice, but as public forum debate is a team or partner debate most of their work will be in cooperation with their partner.

Resources: Students will use current events magazines, as well as web based information to form their arguments.

Homework: Students will be required to work on their cases outside class time. Students will be encouraged to work with their partner if possible, but if not possible they will be encouraged to share the information via student email. Students can access various forms of information via my web site.