Sonia Tovar
About Me
Name: Sonia Tovar
Site: Marguerita
Grade(s): 8th
Technology I Recommend
I would recommend using Google Classroom to all upper grade teachers because it is a uniform way to give out information to all students and it helps manage the submission of assignments.
Technology ability: Between proficient and advanced
A little about me:
I am an 8th grade teacher at Marguerita School in my 16th year of teaching. I enjoy using Google Classroom, Chem4kids.com, and Code.org to integrate technology into my lessons. My hobby is READING in my spare time. :)
Lesson
Citizens of the World Debate the Issues
Technology used: Online research, Google Sites, Google Forms, online surveys
Subject: Evaluating Sources, Speaking and Listening Skills
Common Core Standard(s):
Standards: RI.8.1, 6, 8; SL.8.1A, B, C, D;
ELD Part 1: A.1, A.3, C.9
Day 1:
• Teacher will give each student a debate prep workbook.
• Assign each student a group. Each group can choose the topic they would like to debate from the provided list of digital as a resource.
• If the group takes longer than 15 minutes to choose a topic, teacher will assign a topic to them.
• In each small group students will divide into TWO teams: one for the positive stance and one for the negative stance.
• Allow groups to read through the workbook and get familiar with the debate process and their topic.
• Direct teams to assign roles. Students should discuss and choose which part of the debate they will be responsible for, and to fill in that part of the debate worksheet.
Day 2:
• Allow students to complete and share research in the computer lab- first half of lesson (30 minutes)
• Teacher will remind students to complete the research reference page of their workbook in order to provide citations.
• Written preparation- second half of lesson (30 minutes)
• As a group, each team should now use their research to work through their strategy for each round of the debate and to prepare for any rebuttals.
• Homework: All students should read through their completed Debate worksheets in preparation for the debate.
Day 3:
• Debate preparation-team members should work orally through the debate and make any last minute changes.
• DEBATE: Teacher will act as mediator. Designate a student to be a timekeeper.
• Direct audience members to fill in their judge forms when watching the two teams debate. Teacher can also fill in forms to judge groups.
Day 4:
• Continue debates not finished from Day 3, if needed.
Whole Group: Teacher will bring class together to recap following each debate. Ask the audience which team won and why. Discuss key points of the debate on both sides.
Culminating Activity:
Students will choose an extension activity to follow-up the debate and to continue the thought process. They may choose 1 of the following 3 activities:
1. Write an editorial to the local newspaper clearly expressing the position taken in the debate and the reasons justifying the stance.
2. Write a letter to the school principal requesting him/her to make a change in school policy or rules based on evidence brought out by one of the debates.
3. Create an online website for students and parents to visit. Summarize each stance and the arguments for and against. Create a way for site visitors to “vote” after reading the debate.
Technology Insight & Tips
The teacher is the facilitator for this debate activity and needs to ask guiding questions when students are unsure how to proceed. Also, the rest of the class that is not involved in the debate should be using a Debate Evaluation Worksheet to help keep them accountable for the material being presented.
Some examples of the culminating activities that were submitted are linked below:
http://debatetopicsstudentausd.weebly.com/
http://8thgradedebate.weebly.com/is-social-media-benificial-to-sociaty.html