High School Debate Lesson Plan

Caitlin Mishell
Lesson Plan Format

[English/Language Arts]
Date:4/28/16
Subject: ELA
Lesson Topic: Scripting Debate Questions and Anticipating
Counter-Questions for the novel, Huckleberry Finn
Grade: 10
Class/Group Size: 24 (four
students per group, one group
for each of the two sides of
the three debate prompts)
Common Core State Standards:

CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.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.
Learning Objective(s):
SWBAT work in groups to support their stance, and anticipate the opponent's questions that
may negate their claim, by filling out the Eight Pointers Worksheet, to prepare for a debate of
Huckleberry Finn that will occur later in the week.
Assessments:
Formative: Do-now: I will write the prompt, are hamburgers sandwiches? on the board and
will instruct students to write their answers in their notebooks for three minutes. Then they
will discuss their answers with the people around them for two more minutes. I will do this to
gauge their prior debate skills and warm them up for the approaching debate.
Summative: Each person must add two pointers (a claim and a question for each) and sign
their name next to each for individual assessment, showing that they have learned to support a
stance and anticipate opponents counter-questions. These instructions are stated clearly on the
worksheet.
I. Core and Supplemental Materials
I Need:
Powerpoint
Students Need:
pens/pencils/erasers
Guided notes worksheet for each student

notebooks
Debate topics sheet for each student
Eight Pointers worksheet (one for each of the
six groups)
Chalk/chalkboards purposefully scattered
around the room
II. Context for Learning
a. Organization of Students:
Students will begin the do-now individually for three minutes, working in their notebooks on
the question are hamburgers sandwiches? They will then pair-share with the students around
them and share their answers, fighting for their stances for two more minutes of the do-now.
The mini-lesson will be teacher-led guided notes (with a worksheet provided). Then they will
be assigned their stances and groups by choosing a board around the room in which they agree
with the stance and find a topic interesting. This will stand as a method to group students
randomly, and by their interests. Finally, they will work in groups to complete their summative
assessment, a worksheet that will be due at the end of class entitled Eight Pointers. However,
within their groups they will be individually responsible for filling in two of the eight pointers
(a claim and an anticipated counter-question).
b. Prior Knowledge:
Students will be familiar with analysis, synthesis, comparing and evaluating issues (the major
component to pointer one, higher-order thinking). They will also be familiar with looking at
different perspectives (pointer three), citing passages (pointer four), the concept of cultural
differences within literature (pointer seven) and challenging connections between themes and
issues of a text (pointer eight). They may also come to this class having done debates before
and may have a little experience with this topic.
c. Key vocabulary and terms:
Higher-Order Thinking
Open-Ended
Different Perspectives
Careful Reading
Clearly Stated
Useful
Clarify Cultural Differences
Make and Challenge Connections
Claims
Counter-Questions
d. Describe potential difficulties students may experience with the content:
Students may find it difficult to answer all eight of the pointers on the worksheet for their
summative assessment before the end of the period. I will allow students who have not
completed their worksheets to send the worksheet home with whomever did not put in their
two pointers (claim and counter-question). They will only be charged with bringing the
worksheet to class the next day as an entrance ticket. I will be sure to go slowly and clearly
through the Powerpoint, and I will make sure to provide specific examples on the guided notes
worksheet so that students understand fully how to answer the eight pointers.
III. Instruction
Description of the lesson:
Introduction
Do-now: I will write the prompt, are hamburgers sandwiches? on the board and will
instruct students to write their answers in their notebooks for three minutes. Then they
will discuss their answers with the people around them for two more minutes. I will do
this to gauge their prior debate skills and warm them up for the approaching debate.
Mini Lesson
I will be teaching students about the eight pointers needed to create a claim and
anticipate a counterclaim question. I will be using the powerpoint created to do so, and
students will take notes on the definitions of the eight pointers on their guided notes
worksheets as I explain each one.
Guided Practice
The students will have guided practice throughout the mini-lesson, by filling out the
guided-notes worksheet as I explain each definition off the powerpoint in detail. I will
also explain each of the examples on the guided notes worksheet to make sure they can
understand what each of these pointers should look like.
Independent Practice
The do-now will serve as independent practice, because it will be like a pre-test to
judge each students abilities in debate prior to this lesson. The summative
assessment/activity will also serve as independent, as well as group practice because
students will be working in groups, however, they will have to individually fill out two
of the sections on their group worksheets and sign their name next to the ones they
complete.
Supporting Students
I will support students by answering questions after each section of the lesson and
throughout the lesson I will answer pressing questions. I also provide explicit examples
on the guided notes worksheet so that students will have a model for what the should
be filling in on their Eight Pointers group worksheet. I will also give students who need
more time an extra day to finish the worksheet (for homework) and bring it in the next
day to use for the next days lesson, creation of note cards for debate.
Discussion, Questioning and Student Sharing
There will be discussion during my do-now (pair-share) and also during the activity
(which is entirely group work). Students will share ideas and begin debating with one
another to create claims and anticipate counter-questions throughout the entire class.
Time Table:
Clock
reading
during the
lesson
Title of the
activity
5 mins
Do Now
15 mins
Mini lesson
Students doing
Me doing
Students will write

their answers in their
notebooks for three
minutes. Then they
will discuss their
answers with the
people around them
for two more
minutes.
I will write the

prompt, are
hamburgers
sandwiches? on the
board and will
instruct students to
write their answers
in their notebooks
for three minutes.
Then I will give
them two more
minutes to talk to
their partners and
neighbors about their
answers,
encouraging small
debates within these
pairs or groups.
Students will take

notes on the guided
notes worksheet
while the teacher
presents the eight
pointers and explains
the examples on the
guided notes
I will teach the

students about the
eight pointers to
creating claims and
anticipating counterquestions through
the powerpoint, and
I will explain the
5 mins
Assigning Groups
20 mins
Group Work
Activity
worksheet. Students
will stop the teacher
and ask questions
when confused.
examples given on
the guided notes
worksheet that
represents these
eight pointers. I will
also answer
questions that
students may have
about these eight
pointers as the lesson
continues.
Students will choose

the board with the
topic and stance they
feel they can best
support and join the
group that forms
around that board for
the next activity.
I will direct students

attentions to the six
boards around the
room. On each of
the six boards will
be one stance to
three different
prompts. I will allow
them some time to
pick the stance and
prompt they feel
they can support the
best and join that
group for the next
assignment.
Students will work in

groups to complete
their summative
assessment, a
worksheet that will
be due at the end of
class entitled Eight
Pointers. Within
their groups they will
be individually
responsible for
filling in two of the
eight pointers (a
I will monitor the

students group work
and make sure each
student has filled out
two pointers by the
end of the period. If
they have not, I will
assign the worksheet
to whomever has not
filled in their two
pointers by the end
of class. I will also
go around answering
claim and an
anticipated counterquestion).
any questions or
clarifying any
confusion the
students may have to
the worksheets or the
pointers.
IV. Closure
How will you end the lesson?
I will end this lesson with student group work and assign students who have not finished their
worksheets in their group the remainder of the worksheet for homework. I will be sure to
mention that students write their own individual two pointers in their notebooks in case the one
student does not bring it to class the next day. I will explain that the worksheet will be an
entrance-ticket for the next day, to encourage students who are bringing the worksheets home,
not to forget them at home. I will answer any final questions students may have about the
pointers and explain that the next day the students will be creating notecards for their debates
which will be later in the week.
V. Notes for Modifications/Accommodations
Differentiating instruction:
I will differentiate instruction by providing clear instructions and by explaining the examples
on the guided notes worksheet in great detail. I will stop for students to ask questions
frequently, and I will give students more time and attention during the mini-lesson, which will
be their guided practice. I will do this if I feel they are struggling to understand the content of
the lesson or if I think that there should be more time spent teaching the concepts versus time
working on the worksheets in their groups. I will have students write down their two pointer
prompts in their notebooks, as well as on their group worksheet, just in case they need to finish
it at home and add it to their groups worksheet the next day, or in case one of their classmates
does not bring it to school the next day.

High School Debate Lesson Plan

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What are the eight pointers that students will learn about?

How will students be organized and grouped for the activity?

Caitlin Mishell

Lesson Plan Format

Common Core State Standards:

Guided notes worksheet for each student

Students will write

I will write the

Students will take

I will teach the

Students will choose

I will direct students

Students will work in

I will monitor the

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