Mr. Fisher's Creative Writing, Argumentation, and Debate: 2020

Thursday

Go To Google Classroom!

Thank you for visiting the blog. All plans and materials are posted on your Google Classroom.

Sunday

Quarter 4, Week 1 of 10

How we use this blog will evolve over the next few weeks. Check it regularly and often.
Quarter 3 grades will be complete by Friday, March 27.

Monday, March 23
or
Tuesday, March 24

Due Today: begin researching Topic #4

Learning Target: SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Classwork

Do Now: Finish watching the 2019 National Debate Finals by clicking here

We stopped at the 32 minute mark in class

During: Continue notes about what you think was effective for each debater
Then: Discuss what you think was effective, ineffective, and who you believe should've won

For the person who you think should have lost, what could they have done to win?
This discussion will be open on Google Classroom

Next: Reflect on the debate using the document provided in Google Classroom>Classwork>Quarter 4

Consider how this will impact your case-writing for Topic #4 about standardized testing

Target Practice: I can take my learning from today and apply it to the writing of my next case. Fist-5?

Homework

Finish your reflection from the end of class. Add more to it after you've had to reflect further.
Continue researching Topic #4, Resolved: In the United States, colleges and universities ought not consider standardized tests in undergraduate admissions decisions.

Wednesday, March 25
or
Friday, March 27

Due Today: Reflection and Research

Learning Target: L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Classwork

Do Now: Click here to read about Topic #4, Resolved: In the United States, colleges and universities ought not consider standardized tests in undergraduate admissions decisions.

Consider the publisher, title, and short excerpts of several articles before choosing one to read

After: Go to Google Classroom and participate in the discussion about how the source impacts your understanding of Topic #4
Then: Click here to consider the perspectives offered in the cases (they appear one after the other)

Stop around the 14 minute mark for today's purposes

Next: Go to Google Classroom and participate in the discussion about the effectiveness of each reading

FYI...these are NOT eligible sources to consider for your case

Target Practice: I can take my learning from today and apply it to the writing of my next case. Fist-5?

Homework

Write the case for your next debate on Google Classroom Resolved: In the United States, colleges and universities ought not consider standardized tests in undergraduate admissions decisions.
Begin INB Vocabulary list for Quarter 4. focus your vocabulary choices on language you need to know for the current topic.

Check out this link. It's the format we hope to maintain!

Quarter 3, Week 10 of 10

Debate #3 continues on Monday! Debrief on Thursday.
Remember: Written cases are your major projects this quarter.

Tuesday, March 10

Due Today: Case #3

Classwork

Do Now: Setup judge's scoring sheet for the debate: Case #3, Resolved: Predictive Policing is unjust.
After: Debate #3, Round 2
Then: Debate #3, Round 3 (time-permitting)
Next: Reflective writing session based on:

Have your personal feelings about the topic changed? Explain.
Did you personally feel more prepared for this topic, whether you were a participant, judge, or coach? Explain.
Do you feel the group improved during today's debate? Explain.

Target Practice: I was prepared for and participated effectively in today's debate. Fist-5?

Homework

Consider your reflection from the end of class. Add more to it after you've had to reflect further. We will use these during a Plain Vanilla discussion in the next class.

Thursday, March 12

Due Today: Reflection on Case #3

Classwork

Do Now: Watch opening statements from the 2019 National Lincoln-Douglas Debate (1st 23 min.)

six sticky notes each with different ways of improving

After: Pair discussion about how we can improve from watching the 2019 Nationals

At least two new ways of improving

Then: Small group discussion about how we can improve from watching the 2019 Nationals

At least two new ways of improving
At least two changes that can be made

Next: Whole group discussion about how we can improve and what changes we can make

Target Practice: I can improve my debate performance by watching others. Fist-5?

Homework

Our next debate topic will be Resolved: In the United States, colleges and universities ought not consider standardized tests in undergraduate admissions decisions.

Check out this link. It's the format we hope to maintain!

Saturday

Quarter 3, Week 9 of 10

Debate #3 happens on Friday! Be prepared...
Remember: Written cases are your major projects this quarter.

Monday, March 2

Due Today: Typed Case #3

Learning Target: L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Classwork

Do Now: Share your #3 Affirmative and Negation Cases with an elbow partner. What differences are there? Similarities? Be able to identify the following for each others' Affirmative Case: Criterion, Value Premise, and Evidence.
After: Develop Blocks in response to your partner's case (click here and scroll to pp. 22-24 for more detail about blocks)
Then: Share-out Block responses as a whole group

Next: Review time-increases to the format of Debate #3 (click here for the format and times)

Target Practice: I understand and can explain how blocks help me in my debate preparation. Fist-5?

Homework

Revise your Affirmative and Negative Cases for Topic #3, Resolved: Predictive Policing in unjust. This needs to be typed in Google Classroom.
Make sure you have questions, data-driven responses, and a closing statement prepared.

Wednesday, March 4

Due Today: bring notebook to class

Learning Target: L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Classwork

Do Now: 5 minute conclusion-drafting session
After: Share-out of conclusions and revise

Must be IN PRINT for debate

Then: Reviewing the judge sheets

Updates based on our Plain Vanilla discussion

Next: BIG change to the format... 2 v 2 this time, with one coach

Target Practice: I feel better-prepared for my third Lincoln-Douglas debate after today's lesson. Fist-5?

Homework

Revise any parts of the cases, questions, rebuttal information, or conclusion for Friday's debate.
YOU MUST HAVE EVERYTHING YOU NEED IN PRINT. Participants will NOT have access to a computer.

Friday, March 6

Due Today: Case #3, INB Vocabulary

Learning Target: L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Classwork

Do Now: Setup judge's scoring sheet for the debate: Case #3, Resolved: Predictive Policing is unjust.
After: Debate #3, Round 1
Then: Debate #3, Round 2

Next: Reflective writing session based on:

Have your personal feelings about the topic changed? Explain.
Did you personally feel more prepared for this topic, whether you were a participant, judge, or coach? Explain.
Do you feel the group improved during today's debate? Explain.

Target Practice: I was prepared for and participated effectively in today's debate. Fist-5?

Homework

Consider your reflection from the end of class. Add more to it after you've had to reflect further. We will use these during a Plain Vanilla discussion in the next class.

Check out this link. It's the format we hope to maintain!

Sunday

Quarter 3, Week 8 of 10

Debate #3 research is beginning! Be prepared...
INB Vocabulary due-date moved to Friday, February 28.

Monday, February 24

Due Today: bring notebook to class

Classwork

Do Now: Plain Vanilla Discussion Strategy: Reviewing Debate #2

All notes, stickies, or writing before or during the discussion should be on the next left page

After: Right page reflection on...

What positive gains were made in Debate #2
What negatives are still happening and how we can address them as a group
An overall review of your confidence with the Lincoln-Douglas style of debate we've been using.

Then: Preliminary research for Debate Topic #3, Resolved: Predictive policing is unjust. All research should go on the left page. Recommendation: fold page and use one side for affirmative notes and one side for negative notes.
Next: Right-page drafting of affirmative and negation cases for Topic #3.

Affirmative Case should be 5-7 minutes in length
Negation should still be 3 minutes in length

Target Practice: I feel better-prepared for my third Lincoln-Douglas debate after today's lesson. Fist-5?

Homework

Arrive to class with complete written drafts of your Affirmative and Negation Cases on Friday. Also, continue conducting research using Opposing Viewpoints OR any of the other KKHS Library search engines.
Continue adding to your Vocabulary list. 35 entries are due by Friday, February 28 due to the ACT schedule.

Friday, February 28

Due Today: Case #3, INB Vocabulary

Classwork

Do Now: Are we living in the time of Minority Report? Read this article about predictive policing technology and be prepared to discuss the implications
After: Socratic Seminar discussion about positives and negatives of predictive policing (based on the article)
Then: Create four-square for cross-examination questions and data-driven responses for Case #3 on the next left page of INB

Next: Draft Affirmative and negation closing statements on the next right page of INB

try determining a value and criteria for each BEFORE drafting the statement. Click here and scroll to the bottom of page 2 to see some examples.

Target Practice: I was prepared for and participated effectively in today's debate. Fist-5?

Revise your Affirmative and Negative Cases for Topic #3, Resolved: Predictive Policing in unjust. If you did not get a chance to write in your INB today, do that first. If you did, begin a typed draft from the Topic #3 section of Quarter 3 in Google Classroom.
INB Vocabulary due-date has been moved to Monday. Make sure to leave your INB in the classroom by 2:15 on Monday to earn a grade for INB Vocabulary.

Check out this link. It's what we want for the next debate!

Quarter 3, Week 7 of 10

Debate #2 is happening! Be prepared...

Tuesday, February 18

Due Today: Case, questions, rebuttal facts, closing statement (conclusion)

Classwork

Do Now: Revise conclusion using this outline (scroll to closing statement)

Read this example together

After: Meet to revise/prepare questions, responses, cases, and closing statements
Then: Print any electronic documents needed for debate- there will be NO COMPUTERS allowed for participants.
Next: Review the format for debate (18 minutes in total x 2):

Affirmative Constructive Statement (3 minutes)

Coaching Break (1 minute)

Negation Cross-Examination of Affirmative (2 minutes)

Coaching Break (1 minute)

Negation Rebuttal Statement (3 minutes)

Coaching Break (1 minute)

Affirmative Cross-Examination of Negation (2 minutes)

Coaching Break (1 minute)

Negation Closing Statement (2 minutes)
Affirmative Closing Statement (2 minutes)

Target Practice: I feel better-prepared for my second Lincoln-Douglas debate after today's lesson. Fist-5?

Homework

Arrive to class on Friday with a hard copy of your cases, questions, evidence responses, and closing statements. NO COMPUTERS will be allowed for the participants (only coaches).
Continue adding to your Vocabulary list. 35 entries are due by Monday, February 24.

Friday, February 21

Due Today: Revised case, questions, rebuttal facts, closing statement (conclusion)

Learning Target: SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts. L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when speaking.

Classwork

Do Now: Prepare for Debate #2, Resolved: Cultural misappropriation is the direct result of social media.

3 members/team
1 coach/team
judges setup judge sheet for each round (front, round 1/back, round 2)
Review process- 17 minutes total- and etiquette expectations

After: Debate #2, Resolved: Cultural misappropriate is the direct result of social media.

Reflection prompt: Compare your own and the group's performance on this debate vs. the first one. Did you feel more comfortable or less? Did you improve or regress? Did the group improve or regress? What, specifically, caused you to feel this way? How will you improve?

Then: Preliminary research for Debate Topic #3, Resolved: Predictive policing is unjust. All research should go on the left page. Recommendation: fold page and use one side for affirmative notes and one side for negative notes.

Next: Right-page drafting of affirmative and negation cases for Topic #3.

Target Practice: I was prepared for and participated effectively in today's debate. Fist-5?

Revise your Affirmative and Negative Cases for Topic #3, Resolved: Predictive Policing in unjust. If you did not get a chance to write in your INB today, do that first. If you did, begin a typed draft from the Topic #3 section of Quarter 3 in Google Classroom.
INB Vocabulary due-date has been moved to Monday. Make sure to leave your INB in the classroom by 2:15 on Monday to earn a grade for INB Vocabulary.

Check out this link. It's what we want for the next debate!

Quarter 3, Week 6 of 10 (over the hill...)

Let's get some more debate practice!

Monday, February 10

Due Today: Written draft of Case #2

Classwork

Do Now: Type Case #2 and add the document to Google Classroom. Make sure the there is a paragraph for BOTH sides of the argument. Each paragraph must be labelled appropriately: Affirmative and Negation.
After: On the next left page of your INB, create a four square. Title the page Cultural Misappropriation. Each box will have it's own title.

The left two boxes should be titled affirmative questions and affirmative rebuttal evidence.
The right two boxes should be titled negation questions and negation rebuttal evidence.

Then: Use Opposing Viewpoints to research information on BOTH sides of the argument. In fact, see if you can find or create an even different perspective.
Next: Read What is Evidence? on page 20 of the textbook linked here.

Target Practice: I feel better-prepared for the cross-examination portion of Lincoln-Douglas debate after today's lesson. Fist-5?

Homework

Revise your case. I will be assessing it tonight for logical claim, warrant, and impact. Each case should be based on a value premise and include a criterion for the resolution. These terms have been discussed and should be in your vocabulary list by now.
Continue adding to your Vocabulary list. At least 35 entries are due by February 21.

Friday, February 14

Due Today: Revised case, draft questions, and rebuttal evidence

Learning Target: W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Classwork

Do Now: Discuss your questions and evidence with an elbow partner
After: Read about Blocks on pages 21-23 of the textbook linked here.
Then: Use the back of your INB to create a vocabulary entry for the following terms as we read pages 14-18 of the textbook. You will need to understand them to write effective cases AND to master the art of debate.

Inductive Logic
Deductive Logic
Value Premise
Criterion (pl. Criteria)
Types of Criteria

During: Individual student-teacher meetings to review cases

Target Practice: I feel better-prepared for the cross-examination portion of Lincoln-Douglas debate after today's lesson. Fist-5?

Revise your Affirmative and Negative Case questions and evidence for use during cross-examination. We will be writing closing statements during our next class, in preparation for debate next week.
Continue adding to your vocabulary list.

Use this link to see the national speech and debate website!

Quarter 3, Week 5 of 10

Let's get some more debate practice!

Wednesday, February 5
Due Today: Notes and updated Case

Learning Target: SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media in order to evaluate the credibility and accuracy of each source and noting any discrepancies among the data.

Classwork

Do Now: Review the basic rules of debate.
After: Review the basic format for debate and judges. Today's debate will take a total of 18 minutes (breakdown provided in class). There will be two full debates of 18 minutes each.

Each student must participate in the debate AND judge today.

Then: Modified Lincoln-Douglas Debate over the claim that civil disobedience in a democracy is morally justified.
Next: Right page reflection about the debate, what you expected vs. what happened, and how you think you can improve.

Target Practice: I better-understand how the Lincoln-Douglas style of debate works after today's modified practice. Fist-5?

Homework

Finish the reflection from class today. It's critical that you do this after each debate to see where you need to improve and where you are doing well!

Thursday, February 6

Due Today: Be ready to research

Learning Target: W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Classwork

Do Now: Click here to read the overview of our next argumentative topic: Cultural Appropriation. On the next left page of your INB, create a four square. Each square will be for a possible argument within the topic. Read the article at least one full time before settling on your four.

After: Visit the KKHS Library website and click the link for Opposing Viewpoints. find the overview that you just read and use the other links to continue researching your four topic ideas.
Then: Modified Plain Vanilla discussion protocol for the four ideas using I'll Take That One!
Next: Research the agreed-upon debate topic for our next debate using sources from Opposing Viewpoints.

Target Practice: I am excited about this next debate topic! Fist-5?

Homework

Continue researching the debate topic. You will be writing a formal case defending and one opposing at the beginning of our next class.
Continue adding to your Vocabulary list. At least 35 entries are due by February 21.

Friday, February 7

Due Today: Research for debate topic

Classwork

Do Now: 5 minute timed-writing practice for Affirmative Case (formerly known as defense).
After: Read cases
Then: Individual time to research and revise Affirmation and Negation Cases

Next: Use the back of your INB to create a vocabulary entry for the following terms as we read pages 14-18 of the textbook. You will need to understand them to write effective cases AND to master the art of debate.

Inductive Logic
Deductive Logic
Value Premise
Criterion (pl. Criteria)
Types of Criteria

Target Practice: I better-understand how the Lincoln-Douglas style of debate works after today's modified practice. Fist-5?

Revise your Affirmative and Negative Cases in a new document on Google Classroom by next class. No template has been provided. So, you will need to create your own document and submit it in the appropriate classwork spot on Google Classroom.
Continue adding to your vocabulary list.

Use this link to see the national speech and debate website!

Quarter 3, Week 4 of 10

Let's agree on some definitions!

Monday, January 27
Due Today: Understand how to write a case

Classwork

Do Now: Roundtable discussion about terms from last class: Civil, Disobedience, Civil Disobedience, Moral(ly), Justified, Morally Justified
After: INB Right-Side entry for each term
Then: Drafting a case defending the idea that civil disobedience in a democracy is morally justified.
Next: Drafting a case refuting the idea that civil disobedience in a democracy is morally justified.

Target Practice: I understand what a case is and how to draft one in defense or refutation of a topic. Fist-5?

Homework

If you did not complete the paragraphs in class, you must complete them for homework.
If necessary, click here to reread How to Write a Case at the beginning of Unit 2.

Wednesday, January 29

Due Today: INB Vocabulary terms

Learning Target: SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Classwork

Do Now: Read each of your cases to a partner

After: Decide who had the better refute and who had the better defense. We will take sides and read them all out-loud.
Then: Read What is a Logical Argument? on pp. 13 and 14 of your textbook

How can you use logic to make your case better? Use the time provided to revise each of your cases to improve the logic.

Next: Use the remaining time to add at least one more term to your INB Vocabulary from the reading.

Target Practice: I understand how to write a case for the Lincoln-Douglas style of debate. Fist-5?

Homework

Finish revising your case. We are running a shortened version of Lincoln-Douglas debate on Friday.
Continue adding to your Vocabulary list. At least 35 entries are due by February 21.

Friday, January 31

Due Today: Revised cases

Classwork

Do Now: Review the basic rules of debate.
After: Review the basic format for debate and judges. Today is a modified debate.

Judge form and notes will both be on the next left page.

Then: Modified Lincoln-Douglas Debate over the claim that civil disobedience in a democracy is morally justified.

Next: Right page reflection about the debate, what you expected vs. what happened, and how you think you can improve.

Target Practice: I better-understand how the Lincoln-Douglas style of debate works after today's modified practice. Fist-5?

Finish the reflection from class today. It's critical that you do this after each debate to see where you need to improve and where you are doing well!
Continue adding to your vocabulary list.

Use this link to see the national speech and debate website!

Saturday

Quarter 3, Week 3 of 10

Argumentation and Debate Continues!

Tuesday, January 21

Due Today: 2 versions of the case

Classwork

Do Now: Read your defense and refute of the claim to at least three different people. If they have feedback for you, use a different color pen to write those suggestions on your case.
After: Title the next Left page I Have a Dream Speech Analysis. Create the four-square graphic organizer that we have made in the past. Title the sections: Symbolism, Imagery, Figurative Language, and Tone.

Then: Click here to watch Dr. Martin Luther King's I Have a Dream speech. Write words and phrases you hear in the speech that correspond to each box. in the tone section, make sure you identify what overall tone those words create.

You may click here to read the full-text version of the speech.

After: Using Dr. King's speech as an example, revise your two claims from the homework to include more precise language to create tone, symbolism, imagery, and figurative language that will improve its effectiveness.

Target Practice: I have at least four topics that I am excited to debate in the course. Fist-5?

Homework

Type your two versions of the case for this debate using the templates provided on Google Classroom. They must be completed before Friday's class. They will be read aloud during a debate practice on that day.

Friday, January 24

Due Today: INB Vocabulary terms

Classwork

Do Now: Listing activity for Civil disobedience in a democracy is morally justified. List at least three reasons that civil disobedience IS justified and three reasons it IS NOT justified on the next left page of the notebook.

After: Create group list of reasons
Then: Definition agreement discussion about the terms listed below. Write them on the RIGHT side of your notebook. Definitions will be determined later for each.

civil
disobedience
civil disobedience
moral(ly)
justified
morally justified

Next: Definition activity on Google Classroom.

Target Practice: Both of my cases successfully argued for or against the claim, and I was able to take effective notes on the flow chart during the readings of the other cases. Fist-5?

Homework

Consider the six definitions from class. See Google Classroom for information to help define each word. We will continue defining next class.

Use this link to see the national speech and debate website!

Vocabulary Enrichment!

Each quarter, Vocabtest.com Units are available for you to complete, send me the results, and you can even use the words for your weekly INB Vocabulary List.

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It's simple. Click the link below and complete the units assigned for this quarter. You may do one, two, or all of them for the quarter. It's up to you!

Quarter 1: Unit 1, Unit 2, Unit 3, and Unit 4

Quarter 2: Unit 5, Unit 6, Unit 7, and Unit 8

Quarter 3: Unit 9, Unit 10, and Unit 11

Quarter 4: Unit 12, Unit 13, Unit 14, and Unit 15

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On the results page, don't forget to write your name in the box at the top, and type my email in the box at the bottom: wfisher@kkhs.k12.hi.us.