Quarter 3, Week 4 of 10

Let's agree on some definitions!

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

1. Do Now: Roundtable discussion about terms from last class: Civil, Disobedience, Civil Disobedience, Moral(ly), Justified, Morally Justified
2. After: INB Right-Side entry for each term
3. Then: Drafting a case defending the idea that civil disobedience in a democracy is morally justified.
4. 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

1. Do Now: Read each of your cases to a partner 
2. After: Decide who had the better refute and who had the better defense. We will take sides and read them all out-loud.
3. 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.
4. 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

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

1. Do Now: Review the basic rules of debate.
2. 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.
3. Then: Modified Lincoln-Douglas Debate over the claim that civil disobedience in a democracy is morally justified.
4. 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!

Quarter 3, Week 3 of 10

Argumentation and Debate Continues!

Tuesday, January 21

Due Today: 2 versions of the 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

1. 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.
2. 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.
3. 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.
4. 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

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

1. 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.
2. After: Create group list of reasons
3. 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
4. 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!

Quarter 3, Week 2 of 10

Argumentation and Debate begins!

Monday, January 13
Due Today: Ideas for debate

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

1. Do Now: Three-read process for the Debate Training Guide. Then, attach each page separately in your INB (L-R-L). This will leave a RIGHT page open for you to summarize and reflect on what you have learned at the end of class.
• 1st read: scan for new words and phrases (highlight yellow)
• 2nd read: Identify 3 power-sentences (highlight pink)
• 3rd read: Identify 3 ideas that you would like to learn more about (highlight orange)
2. After: INB Vocabulary term: Lincoln-Douglas Debate. Use the document you just received to create the entry in your INB Vocabulary list (last section of your INB).
3. Then: On the Right page, write a 7-10 sentence summary of what you learned about Lincoln-Douglas debate. Below it, reflect in 3-5 sentences on whether or not this learning has changed your idea(s) about debate.
4. Next: What do I need to prove when debating? Click here to read Unit 1 of the Lincoln-Douglas debate textbook. Start with the section titled Burdens on p.3 and read to the end on p.7.

Target Practice: I understand the basic format of the Lincoln-Douglas style of debate. Fist-5?

Homework

• Go back into the document you received in class today. Create INB Vocabulary entries for as many of the terms as you wish. You MUST create entries for these three terms: Claim, Warrant, Impact, and Flowing. These are essential to your understanding of argument.

Wednesday, January 15

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

1. Do Now: Click here to read How do I write a case? at the beginning of Unit 2 in the textbook (pp. 9-10). 
2. After: Use the remaining time to add at least one more term to your INB Vocabulary from the reading.
3. Then: What do the judges do while a debate is happening? Click here to see the flow chart that you will use when judging a debate. Attach the sample flow chart to the next left page of your INB.
4. Next: On the Right page, write a 7-10 sentence summary of what you learned about writing a case. Below it, reflect in 3-5 sentences on whether or not you think you can write a case of your own.

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

Homework

• Read the rest of Unit 2 to understand how a case is written. Use the sticky notes provided in class to write one power-sentence from each of the following sections of the text: 
• pp. 10-12
• What is a Logical Argument?
• Inductive Logic
• Deductive Logic
• What is the Value Premise?
• What is the Criterion?
• What is Evidence?
• What are Blocks? 
• You will need these for class on Friday

Friday, January 17

Due Today: 8 sticky notes from Unit 2

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

1. Do Now: Title the next left and right pages of your INB Understanding How to Write a Case. split the left page into four sections however you like.
2. After: I'll Take That One! Activity about writing a case. Follow the student-leader instructions for the activity. It's very important that you GET UP and SPEAK to AT LEAST 8 different people.
• After each person has spoken to at least 8 people. Your student-leader will tally the three most-traded stickies for writing in the INB.
3. Then: Write the sentences and page number for each of the three top-traded sentences in a separate box on the graphic organizer. The last box is for you to write the sentence and page number from the sticky that YOU currently have which YOU find most valuable. 
4. After: On the right page, write one paragraph of 7-10 sentences summarizing what you learned about writing a case today. Then, write a second paragraph reflecting on what you think you still need to learn.
5. Bonus: Complete the activity on Google Classroom after your paragraphs are done!

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

• Your first debate topic is going to be: "Civil disobedience in a democracy is morally justified." Conduct research using Opposing Viewpoints and keep your notes on the next left page of your INB. On the right page, write one case defending this claim and one case refuting it. If you fold the page in half, and write using a reasonable size, you should have enough room to write your cases. This NEEDS to be done by TUESDAY'S class.

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

Quarter 3, Week 1 of 10...Welcome Back

Argumentation and Debate begins!

Tuesday, January 7

Due Today: None

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

1. Do Now: Label the next left page of your notebook, Argumentation vs. Debate. Make sure today's date is at the top-right of the page. Fold the page in half. Draw a horizontal line across the middle. You now have four boxes. Label the boxes: Argument, Debate, Conversation, and Fight.
2. After: Read this article from Psychology Today about these four ideas. Take notes in the appropriate box about each one. After you finish reading. Use a different color to write your own ideas about each one in the appropriate box.
3. Then: Whole group discussion about the notes/definitions
• On the right page, write one paragraph that summarizes what you learned about the four ideas today.
• Write a second paragraph reflecting on how what you learned challenged what you believe or reinforced it.
4. Next: Previewing the course.
• Learn argumentative strategies for formal debate
• Gain an analytical vocabulary
• Be able to analyze an argument for use of strategies and learn how to counter them
• Be able to determine the validity and bias of a source

Target Practice: My work in the publication has been edited and approved. Fist-5?

Homework

• Arrive to the next class with three controversial ideas you would like to debate. Don't worry about supporting or defending them...yet!
• Do NOT begin your Quarter 3 vocabulary list. Many of these will be provided for you.

Friday, January 10

Due Today: three controversial ideas

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

1. Do Now: Title the next left page Three Ideas for Debate. Write today's date at the top right. Fold the page in half, and draw a horizontal line across the middle. Title three of the boxes with your ideas. Leave the fourth blank.
2. After: Use the Opposing Viewpoints link on the KKHS Library homepage to research your three topics. Write as much information as you can about each topic in the space you created for yourself. It is valuable to have at least three sources. You should SAVE each source to your Google Drive by signing-in to Opposing Viewpoints with your KKHS Google Account.
3. Then: Share your ideas with others in the time provided. Each time you speak to a new person, write at least one new idea in the empty box. After you have spoken to at least six people you can return to your seat.
• On the right page, Write a summary of what you learned about three of the topics you experienced today. In total, there should be three paragraphs. Try to use evidence to support your learning in each paragraph.
4. After: Use Google Classroom to create a bank of argumentative topics for the course. Make sure to follow the directions on Google Classroom, or else your topic will not be considered for debate!
• Mr. Fisher will choose one topic from the list provided for use in Monday's debate.

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

Homework

• Do as much research as you can about the topic that was chosen for debate during next week's class. You may be asked to DEFEND or REFUTE each one. So, be prepared for both. You will debate in TEAMS to start. But, you will not know the teams until you enter the classroom.
• Do NOT begin your Quarter 3 vocabulary list. Many of these will be provided for you.

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