Lesson Plan

Date: Thursday, September 10th, 2015
Time: 9:50-10:50 a.m.

Class: Grade 6 - 601

Duration: 60 minutes

School: Allion Elementary School

Lesson Plan

Learning Situation: Debate

Group Size &
Materials

24 students
Smart-board (Showing a PowerPoint presentation, jotting down student
arguments and writing instructions for the required tasks)

Objectives

By the end of this lesson, the students will be able to identify, both, the
pros and cons of a debateable topic.

Competencies

Broad Area(s) of Learning:
Citizenship and Community Life; Environmental Awareness and
Consumer Rights and Responsibilities
Subject Area(s):
English Language Arts Competency 2: To write self-expressive, narrative
and information-based texts
English Language Arts Competency 4: To use language to communicate
and learn
Moral Education Competency 2: To take an enlightened position on
situations involving a moral issue
Moral Education Competency 3: To engage in moral dialogue
Cross-curricular:
Competency 1: To use information
Competency 3: To exercise critical judgement
Competency 5: To adopt effective work methods

Competency 8: To cooperate with others
Competency 9: To communicate appropriately
Introduction:
(10 - 15 minutes)

Development
(20 minutes)

Closure
(20 minutes)
Assessment and
Differentiation

I will start off the lesson with a PowerPoint presentation that will give
the students more information about the Work-To-Rule campaign. Most
of the students will already know some of its effects because they are
directly being affected by it; however, they don’t know why it’s
happening and what the teachers are trying to achieve.
After the information is presented, the students will be asked to debate
about attending the upcoming Student Barbeque. They will choose their
positions (for or against) out of a tin can and think of reasonable
arguments for the position they are given. Two of the students will be the
decision-makers for the winner of the debate. The two students will have
to collectively choose one side and explain their reason for choosing it.
They will also have to mention two strong arguments that the losing side
brought up.
The students will be given a worksheet to reflect on the arguments raised
throughout the debate (See Appendix A).
The students will be assessed through the follow-up worksheet. They
will receive full marks if they are able to successfully reflect on the
arguments raised during the debate. The strong arguments will be written
down by the teacher as the students say them during the debate. In
addition, active participation will also be encouraged and graded.

Appendix A:
Worksheet

Name: __________________

Date:______________________

Work-to-Rule Debate

For the debate, I had to argue FOR (for FUN)
teachers)

AGAINST (in support of

the Barbeque. Some of the arguments I made were:

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

I AGREE

DISAGREE

with the position I was given for the debate.

Here are my reasons: (If you agree with the position you were given, state two
strong arguments from the opposing side.)
___________________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

References

MELS, Quebec Education Program, Preschool Education, Elementary Education. Retrieved
from:http://www1.mels.gouv.qc.ca/sections/programmeFormation/primaire/pdf/educprg2
001/educprg2001.pdf

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