Activity: How do you know whether an argument is for or against something?

Learning Objectivites Targeted: #4

Time: 10 Mins

Steps & Teacher Directions: 

1. Tell students that in class today, they will be taking time to read through part of an article comparing public and private education. The article talks about what is good and bad about public or private education.  When you receive the article, your first task will be to go through the article by yourself and highlight or underline at least eight words and phrases that show you that a sentence is arguing for one of the options or arguing against one of the options.

2. Give example: If we were comparing cake and cookies, and I told you that cake was too sweet, would that be an argument for cake or against cake? (Against cake) How do you know that it is an argument against cake? (The word too)

3. CCQs: What are you doing when you find an argument for something or against something? (Underlining or highlighting) How many words or phrases are you finding? (8) Are you doing this individually or in partners? (Individually, see other options)

4. Hand out the copies of the article excerpts.  Let them know if they have questions they can raise their hands.

5. (OPTIONAL) Once they have had time to go through the article themselves, bring it to the whole class and ask them if anyone would like to read the sentences that contain the words they highlighted. 

Activity: Debate prep in groups

Learning Objectives: 1,2,5

Time: 20 mins

Steps & Teacher Directions: 

1. Tell the students: now you will be getting into two big groups. I’m going to have you count off to decide your groups, so I want the first person I point at to say “one” the second person to say “two”, and the third person will say “one” again. Do this with the students before delivering the rest of the instructions.

2. Now make sure to remember your numbers.  If you said “one” raise your hand. You are in group one and will be finding all the reasons someone would choose to go to a public school. This would include arguments for public school and against private school. If you said “two” raise your hand. You are in group two and will be finding all the reasons someone would choose to go to a private school.  This includes arguments for private school and against public school. In your groups, each person should be prepared to talk for about three minutes to argue for your side, so everyone should be participating during this activity. You will have [15] minutes to prepare your arguments, and I’ll lett you know when you have five minutes left.

CCQs: Group 1, what type of school are you arguing for? (Public school) Group 2, what type of school are you arguing for? (Private school) How many minutes do you have to work on this? (15)

Activity: Debate on public v. private education

Learning Objectives: 2,3

Time: 15 mins

Steps & Teacher Directions: 

1. Tell the students: Now that you are in your separate  groups and have prepared to present your argument to another group we are going to begin the debate. You all have your key points and ideas ready to present to the other group and are prepared to speak for two minutes.  I will tell you a warning time at 1:00  and then a final time in which the second group will be speaking to you. After this, the second group will speak for two minutes and again I will give warning time at 1:00, after this you will have one minute to go through a rebuttal with your group. When the minute is done, I will call on your groups to present your rebuttals and each group will have two minutes to present. I will give a warning time at 1:00 again for both groups, and tell you when the other group should start presenting. After you have heard each group's rebuttals you will again have one minute to review the points for your closing with your groups, I would like for you to present your closing and each group will have two minutes to present this to the opposing side. 

2. CCQS: How many minutes are you speaking for? (two minutes) When are you meeting with your group? (Rebuttal and closing) What time did I give you as a warning time? (1:00) 

3. The students will start the activity and give the introduction to another classmate on the opposing side for two minutes and you will have a timer to indicate when they have reached a minute and need to switch. 

4. They will go back to their groups for one minute to check in for a rebuttal. Then you will say to go back to your partner on the opposing side. 

5. The student will come back and state their rebuttal to the opposing side and you will tell them the warning time of 1:00 left, and then announce when they must switch and give the other warning time of 1:00. 

6. The students will go back to their group to go over their closing statement for one minute as a check in. You will announce to head back to the pairings. 

7. The students will state their closings and again you will give them their warning time at 1:00 and then to switch at 2:00 and again give the second side 1:00 warning and to stop at 2:00. 

Activity: 3, 2, 1

Learning Objectives: 2,3

Time: 15 mins

Steps & Teacher Directions:

1. Tell the students: Now I hope you were paying attention, because you will now be partnered up, and will explain the opposite argument to them.

2. In the two groups the students have already been assigned, public school advocates will stand in a straight line in front of private school advocates. The students will be instructed that they will have three minutes to talk to the person they are standing in front of, then when time is up they will move down the line, and do the same with the next student for two minutes, then move down the line once more and talk to the third conversation partner for one minute. The teacher will keep track of time and alert students when time is up. 

CCQ: Are you explaining the opinion you have been working on or the opposing opinion? (Opposing opinion) How many people will each person talk to? (3 people). How many minutes will each person have to speak in the first round? (three minutes) Second round? (two minutes) Third round? (one minute). 

3. The public school students will have three minutes to speak, uninterrupted, to advocate for their points in favor of public education. Then, the private school students will have the same opportunity to advocate for private education for three minutes, uninterrupted.

4. The teacher will keep a timer, and alert students when three minutes are up. The teacher will do this twice so both students have three minutes to speak.

5. The public school advocates now will move down the line, but the private school advocate will stay in the same spot. They will now have two minutes each to advocate their respective points to their new conversation partner.

6. The teacher will alert when the two minutes are up, and the person who hasn’t spoken will speak. 

7. When the two minutes are up for the second time, the public school advocates will move down the line once more. The process is repeated, but this time, each student has one minute to speak.  

Options:

• If students want more time on the preparation or debate activities, the instructor can cut out the 3, 2, 1 activity

  • Alternatively, the 3, 2, 1 activity can replace the debates in groups of 4

• For 3,2,1 activity, students may remain in their original positions (public education or private education) that they argued for during the debate, or they can switch perspectives and talk about the other side

Caveats:

• Depending on the class size, this may be a small class discussion or if the class is larger it may take more prep time to split into groups and sides for the debate. 

• If running low on time, the teacher may need to skip the 3,2,1 activity.