Debate Research Using the Internet
Lesson 3 of 9
Objective: SWBAT research a topic in order gather more evidence for a debate.
Connect: I will say, “Yesterday we started researching our topic by reading non-fiction texts, today we are going to research on the Internet.
Teach: I will say, “In order to gather more evidence for our debate, I am going to practice the skill of researching my topic and strategy using my research skill on the Internet. The process I will use is as follows:
1) Devise a graphic organizer you could use
2) Find evidence that supports your claim
3) Find evidence that you could use for your counter claim
4) Jot it down and cite it."
I will show students how I set up my organizer with a four column chart (Evidence for my claim/citation/Evidence for my opponent’s claim/citation). I will show them in Google how I search for “Arguments against year round school (my teacher model)” in order to show them to not just type in “year round school.” We will then review the research tips sheet and the four kinds of evidence that we have gathered in past units.
Active Engagement: I will say,”You will now start searching for evidence, I should at least see one piece of evidence for either your claim or your opponents claim.” I will check for understanding by quickly reading evidence from every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember in order to gather more evidence for a debate, persuasive speakers practice the skill of researching a topic and strategy of using research skills they know on the Internet. They devise a graphic organizer they could use, find evidence that supports their claim, find evidence that they could use for your counter claim and then jot it down and cite it.
Independent Practice: I will say, “Now you are going to keep researching, I should see at least six piece of evidence you could use for either your claim or your partners claim. I will confer with them about their evidence gathering.
Partner Work: Students will be directed share their notes with the person who will be on their debate team. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share the evidence you have so far. Partner B, I want you to listen if Partner A has the same or different evidence as you do. Since you will be a debate team, quickly decide how you can have different evidence to be more persuasive debaters.
Depending on time, I will have them share their predicted claims of their opponents as well as their counter claims.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing: For today students will jot down the answers to: "What kinds of evidence did you find today?" Give an example of your best piece of evidence so far.