Higher Order Thinking Questions: How would you debate your side of each of the famous U.S. Supreme Court Cases? (analysis and synthesis) the debates, does the U.S. Supreme Court decisions to your case seem fair to you? (judgment). Lesson Plan: The Great Debate Assessment: Students will be evaluated through informal checks for understanding, teacher observation, and performing an authentic task evaluated by a persuasive writing and class debate rubric. Quality Criteria: Class Debate Rubric: CATEGORY 4 3 2 1 Respect for Other Team All statements, body language, and responses were respectful and were in appropriate language. Statements and responses were respectful and used appropriate language, but once or twice body language was not. Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Statements, responses and/or body language were consistently not respectful. Information All information presented in the debate was accurate and thorough. Most information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear and accurate, but was not usually thorough. Information had several inaccuracies OR was usually not clear.
Understanding of Topic The team clearly understood the in-depth and presented their information forcefully and convincingly. The team clearly understood the in-depth and presented their information with ease. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic. Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The author has an interesting introductory paragraph but the connection to the is not clear. The introductory paragraph is not interesting AND is not relevant to the topic. Persuasive Essay Rubric: CATEGORY 4 - Above Standards 3 – Standards 2 - Approaching Standards 1 - Focus or Thesis Statement The thesis statement names the topic of the essay and outlines the main points to be discussed. The thesis statement the topic of the essay. The thesis statement outlines some or all of the main points to be discussed but does not name the topic. The thesis statement does not name the topic AND does not preview what will be discussed.
Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence statistics, examples, real-life experiences) that support the position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, experiences). Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Evidence and examples are NOT relevant AND/OR are not explained. CATEGORY 4 - Above Standards 3 – Meets Standards 2 - Approaching Standards 1 - Below Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow Arguments and support are provided in a fairly logical order that makes it reasonably easy to A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay Many of the support details or arguments are not in an expected or logical order, distracting the
the author's train of thought. follow the author's train of thought. seem a little confusing. reader and making the essay seem very confusing. Closing paragraph The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. The author's position is restated within the closing paragraph, but not near the beginning. There is no conclusion - the paper just ends. Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. It is not clear who the author is writing for. CATEGORY 4 - Above Standards 3 – Meets Standards 2 - Approaching Standards 1 - Below
Purpose Teacher Students Hook 5 minutes Teacher starts yelling “Fire” and starts a discussion about if it is right to do that when there is no fire. Actively discuss with the teacher the consequences of saying “Fire” when nothing is on fire. Set 10 minutes Introduce Big ideas and objectives for this lesson. Listen to the teacher Into 20 minutes Watch videos of each case from the Courts in the Classroom and have them fill out the worksheet. Students the videos and fill out the worksheet. Through 10 minutes Have the students pick the topics for the debates Students pick a they want to be for the debate Through 20 minutes Go over the persuasive writing format for their debate and the rubrics for the writing and oral debate Students listen and present any questions the task to the teacher. Assessment 1-2 hours for writing and 1 hour for the class debate Students will write their persuasive essays on a lined piece of paper and discuss ideas with their neighbors. Students present their debates to the class (also being recorded on the microphone). Students writing persuasive essay and discussing with their neighbors. Students presenting their debate to the clas
_______________________________________________________________ (catchy ending).