No Series: Using Debate to Develop Thinking & Speaking Skills
ELA.WHST.9-10.1a
| Common core State Standards
- ELA: English Language Arts
- WHST: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
- 9-10: 9th & 10th Grades
-
1a:
Write arguments focused on discipline-specific
content.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations
of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner
that anticipates the audienceâ\x80\x99s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section
that follows from or supports the argument
presented.
ELA.WHST.9-10.1b
Common core State Standards
- ELA: English Language Arts
- WHST: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-\x80\x9312
- 9-10: 9th & 10th Grades
-
1b:
Write arguments focused on discipline-specific
content.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations
of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner
that anticipates the audience'\x80\x99s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section
that follows from or supports the argument
presented.
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Discussion and Supporting Materials
Thought starters
- How does the debate structure ensure a rigorous experience?
- How does Ms. Laudin encourage students to understand both claims and counterclaims based on evidence?
- How could you incorporate debates to enhance rigor and engagement?
School Details
Herricks High School100 Shelter Rock Road
New Hyde Park NY 11040
Population: 1295
Data Provided By:
Teachers
Riza Laudin
Newest
|
4 MIN
|
5 MIN
|
5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
19 Comments
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Barbara Pope May 22, 2020 4:57pm
Well done! Again this is such a positive way to get students to not just get interested in current events, but use their own research to intelligently debate important issues, and get feedback during the post-debate. What a great tie in.
andrew patmon Apr 3, 2020 1:28pm
I think debate is a great idea for teachers to use. I believe it actually gets the students to learn the information rather than memorize answers for a worksheet. This will keep the students engaged and interested in the class also as students love competition. It also teaches them how to have a healthy disagreement with another peer without it turning into something negative. It helps them learn how to be able to stand in front of people and help them understand their point. She makes them know not only about their topic but in order to win the argument they have to know about their opponents topic also which makes them tie it all together.
Mark Arnold Feb 9, 2016 5:03pm
kimberly Chambers Jun 19, 2015 4:43pm