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
  1. 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.
  2. After: Develop Blocks in response to your partner's case (click here and scroll to pp. 22-24 for more detail about blocks)
  3. 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
    1. Do Now: 5 minute conclusion-drafting session
    2. After: Share-out of conclusions and revise
      • Must be IN PRINT for debate
    3. Then: Reviewing the judge sheets
      • Updates based on our Plain Vanilla discussion
    4. 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
    1. Do Now: Setup judge's scoring sheet for the debate: Case #3, Resolved: Predictive Policing is unjust.
    2. After: Debate #3, Round 1
    3. 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!
      Posted by at

      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
      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
      1. 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
      2. 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.
      3. 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.
      4. 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
      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
      1. 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
      2. After: Socratic Seminar discussion about positives and negatives of predictive policing (based on the article)
      3. 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
          1. 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!
        Posted by at

        Quarter 3, Week 7 of 10

        Debate #2 is happening! Be prepared...
        Tuesday, February 18
        Due Today: Case, questions, rebuttal facts, closing statement (conclusion)
        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
        1. Do Now: Revise conclusion using this outline (scroll to closing statement)
        2. After: Meet to revise/prepare questions, responses, cases, and closing statements
        3. Then: Print any electronic documents needed for debate- there will be NO COMPUTERS allowed for participants.
        4. 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
        1. 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
        2. 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?
        3. 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!
          Posted by at

          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
          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
          1. 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.
          2. 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.
          3. 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.
          4. 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
            1. Do Now: Discuss your questions and evidence with an elbow partner
            2. After: Read about Blocks on pages 21-23 of the textbook linked here.
            3. 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.
              Posted by at

              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
              1. Do Now: Review the basic rules of debate.
              2. 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. 
              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?
              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
              1. 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
                  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
                  1. Do Now: 5 minute timed-writing practice for Affirmative Case (formerly known as defense).
                  2. After: Read cases
                  3. 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.
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