This lesson plan involves a four corners debate activity. Students will be given statements and must choose whether they agree or disagree, then move to the corresponding corner of the room. They will then defend their positions in a class discussion. The teacher will facilitate the discussion and ensure students provide reasoning for their views. The goal is for students to practice discussing their opinions and using rhetorical devices like appeals to ethics, logic, and emotion. The activity aims to address issues some students have with using homophones in writing. It will take one class period and involve students moving between independent work, small group discussions, and whole class participation.
This lesson plan involves a four corners debate activity. Students will be given statements and must choose whether they agree or disagree, then move to the corresponding corner of the room. They will then defend their positions in a class discussion. The teacher will facilitate the discussion and ensure students provide reasoning for their views. The goal is for students to practice discussing their opinions and using rhetorical devices like appeals to ethics, logic, and emotion. The activity aims to address issues some students have with using homophones in writing. It will take one class period and involve students moving between independent work, small group discussions, and whole class participation.
This lesson plan involves a four corners debate activity. Students will be given statements and must choose whether they agree or disagree, then move to the corresponding corner of the room. They will then defend their positions in a class discussion. The teacher will facilitate the discussion and ensure students provide reasoning for their views. The goal is for students to practice discussing their opinions and using rhetorical devices like appeals to ethics, logic, and emotion. The activity aims to address issues some students have with using homophones in writing. It will take one class period and involve students moving between independent work, small group discussions, and whole class participation.
This lesson plan involves a four corners debate activity. Students will be given statements and must choose whether they agree or disagree, then move to the corresponding corner of the room. They will then defend their positions in a class discussion. The teacher will facilitate the discussion and ensure students provide reasoning for their views. The goal is for students to practice discussing their opinions and using rhetorical devices like appeals to ethics, logic, and emotion. The activity aims to address issues some students have with using homophones in writing. It will take one class period and involve students moving between independent work, small group discussions, and whole class participation.
LP 2 # of Days 1 Prior Knowledge SWBAT discuss their opinions on certain issues through a class dialogue Lesson Objective Lesson Assessment (Benchmarks or Standards)
SW talk through and participate a four corners debate
CCSS.ELA-LITERACY.SL.11-12.1.B CCSS.ELALITERACY.W.11-12.1 Student Learning Task or Activity Students will work to complete a grammar worksheet.
7 Minutes
4 Minutes
Students will share their answers as a class, while the teacher moves from one question to the next. Students will receive a sheet with a list of 14 statements and listen to the teacher as the teacher gives directions on what to do with this sheet.
5 Minutes
10 Minutes
30 Minutes
Students could be reluctant to participate in the discussion. Some
students may silence other students by being disruptive. As this (Anticipated Problems) discussion method is kind of free flowing, side conversation could take away from it. (Changes for next time) (What worked well) Dates
Materials Needed Time
Enrichment Accommodations
METHOD
10/15/14 Teacher Activity The teacher will tell students that through the essays, and with small writing assignments we have seen that students struggle when using homophones (to, too, two; their, there, they're; The teacher will lead students through this worksheet asking students to share their answers. If there is any confusion, the teacher will clarify. The teacher will explain that students have to choose whether they agree or disagree with the statements. They will make sure to let students know that they have to choose one side as they will be choosing a side in their essays. The teacher will also tell students to choose two specific statements that they want to talk about. Then tell students to use an appeal to (ethics, logic, emotion) in defending their position as we went over yesterday.
Students will fill out the sheet with the choices they have made for each statement. Then brainstorm for a few minutes how they will defend the choices they have made. Students will move to a corner of the room based on whether they disagree, strongly disagree, agree, or strongly agree with the statement that we are going over at this point. Students will then defend or give rationale for why they have gone to a specific corner of the room in a whole class discussion.
The teacher will facilitate the discussion that students are having. When students fail to go into depth for their reasoning, or do not give evidence of their reasoning, the teacher will ask them to think deeper or harder. The teacher will also ask that once students have shared three times to have a seat so the other students in class can share.
