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Real-world ELA: Debates 

In this unit, students engage in debates to enhance their English Language Arts skills. They research topics, write essays, and prepare speeches before participating in formal debates. The unit incorporates differentiation strategies and utilizes technology for individualized learning. Assessment is based on skills rather than whole essays.

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Real-world ELA: Debates 

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  1. Real-world ELA: Debates  Maria Secoy Charity Marshall

  2. Contact Information • Maria Secoy • marias@bath.k12.va.us • Charity Marshall • charitym@bath.k12.va.us

  3. Context In this unit, a middle grade classroom teacher works with a special education teacher in an inclusion classroom to use debates to engage students in a lengthy unit of study that moves through 3 strands of the English Language Arts Curriculum. This classroom follows a writing workshop structure, utilizes one-to-one technology with students, and includes flipping writing instruction to allow students to watch and re-watch writing mini-lessons that have been created by their teachers. After researching topics, writing essays, and preparing speeches, students participate in a formal debate that is judged by their principal, superintendent, and guidance counselor.

  4. Research • SOL’s 7.6 & 7.9

  5. Topics • Relevant to students' lives • Two equal sides  • Available research • Teacher provides 1st source • Group finds source #2, #3, & #4 • Individual finds source #5

  6. Subtopics • Group identifies 3 subtopics within their topic • Each group member focuses on 1 subtopic • Ex) Schools should adopt a year-round calendar  • financial,  • academic,  • family 

  7. Sample Topics • Schools must stop teaching cursive. • Students should be paid for grades • Schools should follow a year-round calendar. • Participants should not receive trophies. 

  8. Differentiation (Research Support) • Students with higher needs are more successful when in a group with 4 students • Use graphic organizers (Debate Big 6 Task Definition handout) • Use Newsela articles to differentiate for reading level • Have specific questions for them to answer using their research

  9. Evaluation • Graded citations using “Debate Validating Source” handout • Graded notes using “Debate Notes” handout • Required • 5 citations • 5 notepages

  10. SOL 7.7 & 7.8 Write

  11. WritingWorkshop • Video Mini-lessons • Student/teacher conferences • Review and Revise with group

  12. Mini-Lessons(Required) • Hook • Thesis • Anecdotal Evidence • In-text citation (research evidence) • Persuasive word choice  • Transitions • Call-to-action

  13. Mini-Lessons • Students watch lessons as-needed • Some watch “Addressing the Opposition” • Others watch “Paragraph Structure”

  14. Mini-Lesson Progression

  15. Modification Limited Time Standard Based Assessment Align grades with mini-lessons Assess skills not essays • Write note cards instead of essays

  16. Group Support • Each student writes individual essay focused on their subtopic (ie - financial impact year-round schooling) • Group reviews & revises  • Some overlap, but most collaborative research sorted by subtopic

  17. Differentiation (Writing Support) •  Write the introduction essay covering all 3 subtopics • One on one support with developing essays and editing • A specific structure used as a starting point to organize ideas & information • Selected specific mini-lessons based on our child's needs

  18. Writing Evaluation • Application of individual mini-lessons are graded for mastery (standards based assessment) • Essays are not assessed as a whole • Students may revise to improve scores

  19. SOL 7.1 & 7.2 Speak

  20. Notecard Preparation(In Essay) • Highlight key parts using 2-4 colors • Groups support choosing passages • Highlight key facts & statistics

  21. Notecards • Key words only (<10) • Citations on back • Color-code edges • Number the cards • Write BIG & NEAT

  22. Practicing without Rehearsing • Speed Debating • Um/Like Game (“Debate UmLike Directions” handout) • Practice against a different topic

  23. Differentiation (Speaking Support) • Read opening statement/ their essay • Help with highlighting key information • Help with organizing thoughts and note cards • Handpick practice questions with um/like game

  24. Speaking Evaluation • Teacher assesses presentation using “Debate Presentation Rubric” handout • Judges score debates using “Debate Scorecard” handout • Students vote on debates using “Debate Student Voting” handout

  25. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring by the Virginia Department of Education.

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