Debate: Structure and Application

Debate: Structure and Application

Northwestern High SchoolMr. Medoff and Mrs. Avery3/5/12 – 3/9/12

Objective (day 1)

Students will:• Confirm understanding after viewing a non-print text• Determine the critical or central idea(s) of a text• Analyze debate strategies as they apply to a non-print

textIn order to:• Analyze The Great Debaters• Identify strategies for debating in The Great Debaters• Examine rhetorical strategies and counterarguments as

they are utilized during debates in The Great Debaters• Compare the setting of The Great debaters and To Kill a

Mockingbird

Warm Up (day 1)

What do you know about the South in the United States

during the 1930s?(hint: think about To Kill a Mockingbird)

The Great DebatersResponsibilities while watching:

1. Debate strategies chart▫ 3 things you learned about debate▫ 3 strategies for becoming a great debater▫ 3 nonverbal strategies for becoming a great

debater

2. Debate vocabulary chart▫ Define key debate vocabulary words as you

watch

Objective (day 2)

Students will:• Confirm understanding after viewing a non-print text• Determine the critical or central idea(s) of a text• Analyze debate strategies as they apply to a non-print

textIn order to:• Analyze The Great Debaters• Identify strategies for debating in The Great Debaters• Examine rhetorical strategies and counterarguments as

they are utilized during debates in The Great Debaters• Compare the setting of The Great debaters and To Kill a

Mockingbird

Warm Up (day 2)

1. What are you most concerned about when it comes to debate?

2. As a class, how can we help you with that concern?

The Great Debaters continued

Responsibilities while watching:

1. Debate strategies chart▫ 3 things you learned about debate▫ 3 strategies for becoming a great debater▫ 3 nonverbal strategies for becoming a great

debater

2. Debate vocabulary chart▫ Define key debate vocabulary words as you

watch

Objective (day 3)

Students will:•Confirm understanding after viewing a non-print

text•Determine the critical or central idea(s) of a text•Activate prior knowledge on different topicsIn order to:•Analyze The Great Debaters•Define key vocabulary related to debating•Examine the format and rules of classroom debates •Engage in impromptu spar debating with classmates

Warm Up (day 3)

What do you think is the most important trait for a good debater

to have?

The Great Debaters Boot Camp•Copy the chart. Complete it as we watch

debate camp. Strategies for becoming a better

debater: 1.

2.

3.

Debate Vocabulary

Debate VocabularyProposition: a statement of the issue to be

debated.

Debate VocabularyResolution: a statement of your position on

the issue.

Debate VocabularyAffirmative: Agreeing with the proposition.

Debate VocabularyNegative: Against the proposition.

Debate VocabularyPremise: something that must be true in

order for you to make your point.

Debate VocabularyArgument: a reason to support your side of the

debate.

Debate VocabularyEvidence: facts that help prove you are right.

Debate VocabularyCase: the sum total of arguments per side of the

debate.

Debate VocabularyBrief: an outline of the affirmative and negative

cases.

Debate VocabularyConstructive: the speech at the start of a

debate during which the affirmative and negative sides build their case.

Debate VocabularyCross-Examination: the time during a debate

when one side is questioned by the opposing side.

Debate VocabularyRefute: to provide evidence that shows your

opponent is wrong.

Debate VocabularyRebuttal: providing evidence that further

shows you are right after your opponent has attempted to show you were wrong.

Debate VocabularyFallacy: anything you can prove that is not

true.

Debate VocabularyFormat: the rules and procedures that govern a

debate.

Debate Format•Teams of DOS (2)

ORDER MAXIMUM TIMEFirst Affirmative Constructive 4 minutes

Negative Cross-Examination 2 minutes

First Negative Constructive 4 minutes

Affirmative Cross-Examination 2 minutes

Second Affirmative Constructive

4 minutes

Negative Cross-Examination 2 minutes

Second Negative Constructive 4 minutes

Affirmative Cross-Examination 2 minutes

Negative Rebuttal 3 minutes

Affirmative Rebuttal 3 minutes

ConstructivePresent your argument and the reasons why you believe your argument is right

Cross-ExaminationUsing questions to:• Clarify confusing or ambiguous claims made by an

opponent.• Highlight weaknesses in an opponent’s argument.

RebuttalProving that your opponent’s argument

is wrong and that your argument is right.

Debate RulesLet’s come up with the rules together:

1. Individually, write down two rules that you think are important to follow when debating.

2. Let’s discuss what rules we should have as a class.

Debate Rubric• This is the criteria for how you will be judged while

debating.• Let’s go over it together to make sure everyone

understands.

Debate Sparring • Two students are chosen at random to come to the

front.• A topic is chosen at random.• A coin flip will determine who is arguing the

affirmative and who is arguing the negative.• One minute of preparation time to create a rough

outline.• The debate will proceed as follows:Affirmative Constructive 1 minute 3 0seconds

Negative Constructive 1 minute 30 seconds



Exit SlipWhat do you think is the most important trait for a good debater

to have? Has your answer changed since the beginning of class? Why or why not.

Objective (day 4)

Students will:•Practice strategies for becoming a good debater•Determine the critical or central idea(s) of a topic•Activate prior knowledge on different topicsIn order to:•Define key vocabulary related to debating•Practice annunciation through tongue twisters•Practice talking to avoid the use of filler words •Engage in impromptu debates with classmates

Warm Up (day 4)

1. What are the two sides of a debate? [Use the academic words]

2. What is the constructive part of a debate?

3. What is cross-examination?

4. What is a rebuttal?

Pronunciation Practice Activity 1. Each person will be given a tongue twister.

2. TWO minutes to practice individually.

3. THREE minutes to practice with a partner.

4. HOT SPOT!

5. Make sure to annunciate clearly!

Avoid “Filler” Words•Umm…

•Ah…

•Uh…

•Like…

•I mean…

Avoid “Filler” Words Activity1. Get into pairs.2. You will be given a random topic.3. Talk to your partner about that topic for as

long as possible without using a “filler” word or pausing longer than 5 seconds.

4. Partners: if they use a filler word or pause too long, stop them.

5. Wait quietly until everyone in the room has either paused or used a filler word.

Refutation Ball Activity• I have the refutation ball and will present an

argument.Ex: baseball is the best sport.

• I will toss the ball to someone who presents a refuting argument.

Ex: no, because there is no contact, and people enjoy watching sports with violence, such as football.

• That student will pass the ball to someone else to present another refuting argument.

Ex: no, because it is not a team oriented game. Games such as soccer require much more teamwork.

• This process continues until all possible refutations have been made.

Debate Sparring • Students are put into groups of 5.• Each group will have two representatives; one speaks

the constructive, and one speaks the rebuttal. • A coin flip will determine who is arguing the

affirmative and who is arguing the negative.• Ten minutes of preparation time to create a rough

outline.• The debate will proceed as follows:Affirmative Constructive 1 minute 30 seconds




Exit SlipWhat do you think is the most important trait for a good debater

to have? Has your answer changed since the beginning of class? Why or why not.

Objective (day 5)

Students will:•Practice strategies for becoming a good debater•Determine the critical or central idea(s) of a topic•Activate prior knowledge on different topicsIn order to:•Define key vocabulary related to debating•Practice annunciation and avoiding filler words

through jolly rancher assessment•Engage in debates with classmates

Warm Up (day 5)

1. Why is it important to speak clearly [articulate] and speak loudly when in a debate?

2. What is the constructive part of a debate?3. What must one do during the rebuttal part of a

debate?

Jolly Rancher Debate Assessment

• You will have 10 minutes to prepare a constructive on the topic assigned to you.

• You will engage in a short debate with the person who was given the same topic.

• After the constructive, each debater will have 2 minutes to prepare and deliver a rebuttal.

• You must speak with the jolly rancher between your teeth.Affirmative Constructive 1 minute 30 seconds




Jolly Rancher Debate Evaluation

Note: rude audience behavior will result in a lower debate score for that

person.

Speak loudly and clearly [annunciate]

1o points

Correct use of the constructive

10 points

Correct use of the rebuttal 10 points

Proper audience etiquette 10 points

Refutation Ball Activity• I have the refutation ball and will present an

argument.Ex: baseball is the best sport.

• I will toss the ball to someone who presents a refuting argument.

Ex: no, because there is no contact, and people enjoy watching sports with violence, such as football.

• That student will pass the ball to someone else to present another refuting argument.

Ex: no, because it is not a team oriented game. Games such as soccer require much more teamwork.

• This process continues until all possible refutations have been made.

Exit SlipWhat do you think is the most important trait for a good

debater to have? Has your answer changed since the beginning of the week? Why or why not.

Documents

Debate: Structure and Application