Debate Prep., Day 3

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be conducting research for their debate. Source sheets and notes will be due at the end of the hour.

Debate Prep., Day 2

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be conducting research for their debate. (Debate prep. work will be due at the end of class on Tuesday.)

Debates will be held in class on Thursday.

Websites for Research:

• USDA School Meals Regulations
• Healthy School Lunches
• Comparison of Previous and Current Regulatory Requirements
• ABC News Report
• 'We Are Hungry' FOX News Report
• 'Kids Push Back' USA Today
• Tray Talk: Communities for Healthy School Meals
• No Kid Hungry
• Sustainable School: What's for Lunch?
• State Impact
• Jamie Oliver's Food Revolution
• CDC Obesity Statistics
• Obesity in Children
• CNN report on Childhood Obesity in America
• Food and Research Action Center (FRAC) report on Childhood Obesity

Research Starter Questions: “Food for Thought"

1. How do students and parents feel about the new school lunch regulations? Why?
2. Does it do any good to serve healthier foods if the students won’t eat them?
3. What effect would a choice of foods have on lunch prices and student buy-in for the new regulations?
4. How do schools present the new lunch regulations to students and parents?
5.  Have the new regulations resulted in fewer students eating school lunches?

Debate Prep., Day 1

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a bell work quiz over types of verbs (action, linking, and helping verbs).
2. Debate team selection.
3. Debate topic/position selection.
4. Choose who will prepare the opening and closing statements for each debate team. 

Make-Up Work Day

Due to the large number of students who will attending the honor roll skating trip, we will be having a make-up work day in class today. 

Task List:

1. Working as a table group students will complete three verb shape puzzles.
2. Students will work any missing work for my class and other classes.

Writing Arguments, Part 2

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Introduce claim(s) and organize the reasons and evidence logically.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Acknowledge and distinguish the claim(s) from alternate or opposing claims.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• define counter-argument.
• create a strong claim.
• present claims logically.
• include relevant evidence for and against an argument.

IPI: Level 3
Bloom's: Level 4

Task List:

1. Work as a table group to complete a verb shape puzzle.
2. Notes over counter-argument.
3. As a table group, write five counter-arguments in opposition to  the claim provided by the teacher.

Writing Arguments, Part 1

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Introduce claim(s) and organize the reasons and evidence logically.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• define argument.
• create a strong claim.
• present claims logically.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a worksheet over helping verbs and verb phrases. We will go over it once everyone has finished.
2. Notes over argument.
3. As a table group, write five reasons to support the claim provided by the teacher.

Resources:

• Argument Guided Notes

Debate Introduction

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a worksheet on action and linking verbs; we will go over them once everyone has finished.
2. Teacher presentation over debate expectations and procedures.