Handouts for implementing simple 10 minute debate in your classroom.

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2. Table of Contents
Introduction: Using Debate to Teach Persuasive Writing
Part 1: Learning to Argue
Teacher Directions
Letter to Parents about the Lesson
Step 1: Learning the Language of Debate
Step 2: Grading a Student’s Persuasive Paper
Step 3: Separating Fact and Opinion
Step 4: Analyzing an Opinion or Claim
Step 5: Identifying Opposing Arguments or Rebuttals
Step 6: Reading the Research
Step 7: Choosing Your Contentions
Step 8: Fighting Their Counterarguments
Step 9: Understanding the Steps of Debate
Step 10: Taking Notes on a Debate
Step 11: Choosing Your Topic to Debate
Part 2: Learning to Research
Teacher Directions
Step 1: Learning the Language of Research
Step 2: Using On-line Reference Works
Step 3: Researching with Search Engines
Step 4: Practicing Boolean Searching
Step 5: Evaluating a Web Site
Step 6: Learning About Surveys
Step 7: Conducting a Survey
Step 8: Analyzing Your Data
Step 9: Researching Your Topic
Step 10: Researching Their Counterarguments
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3. Part 3: Learning to Think Critically
Teacher Directions
Step 1: Learning the Language of Logic
Step 2: Understanding Reasoning
Step 3: Learning About Logical Fallacies
Step 4: Identifying Logical Fallacies
Step 5: Understanding Persuasive Techniques
Step 6: Identifying Persuasive Techniques
Step 7: Analyzing Bias and Loaded Language
Step 8: Applying Your Critical Thinking Skills
Step 9: Building a Strong Case
Step 10: Planning Your Debate Offense
Step 11: Building a Strong Rebuttal
Step 12: Planning Your Debate Defense
Step 13: Following the Steps of Debate
Step 14: Taking Notes on a Debate
Step 15: Evaluating Your Debate
Part 4: Learning to Write Persuasively
Teacher Directions
Step 1: Learning the Language of Writing
Step 2: Organizing Your Essay
Step 3: Outlining Your Essay
Step 4: Varying Your Sentences
Step 5: Grabbing Your Reader from the Start
Step 6: Paraphrasing, Not Plagiarizing
Step 7: Revising Your Paper
Step 8: Citing Your Internet Sources
Teacher’s Final Grading and Conference Rubric
Appendix A: Internet Research Resources
References
Step 1: Learning the Language of Debate
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4. Teacher Directions: Using a Word Wall to Learn Academic Terms
Step 1: Begin teaching the academic terms for debate on a Monday. Write each of these terms on a
large sheet of construction paper and tape them up on the wall.
Step 2: At the beginning of Monday’s class, pass out form Step 1: Learning the Language of
Debate. Don’t define the words in the order on the page. Instead, choose the simplest word on the
wall that you think most of your students will know. Ask if anyone can define that word. Get as
many definitions as you can from your students. Then decide on one simple definition that
everyone understands. As you write this definition on the board, have them fill it in on their form.
Continue until all the words are defined. If no student knows the definition of a word, speak aloud
sentences with clear context clues until the students can guess the definition. For example, My
sister always has to give me her opinion about my clothes. She tells me exactly how she feels about
what I wear. What is an opinion?
Step 3: At the beginning of Tuesday’s class, tell students to get out a blank sheet of paper and
number from 1 to 15. Beginning with the simplest word, call out the definitions created on
Monday. Ask students to “Write down the word that means . . .” Students are NOT allowed to look
at their definitions. Ask them how they did at the end and then move on with your lesson.
Step 4: On Wednesday do the same procedure as Tuesday of calling out the definitions and having
students find the correct word on the wall and write it down. Call out the words in a different order
however. Pass out Practice 1 worksheet.
Step 5: On Thursday do the same procedure as Wednesday of calling out the definitions and having
students find the correct word on the wall and write it down. Call out the words in a different order
however. Pass out Practice 2 worksheet.
Step 6: On Friday do the same procedure as Thursday of calling out the definitions and having
students find the correct word on the wall and write it down. Call out the words in a different order
however. This time tell students that this is their test and the grades count. Most likely EVERY
ONE of your students will get a 100% and know how to spell them also.
Simplified Definitions of Terms:
1. debate – to argue both sides of a topic 10. affirmative side – side that supports the
2. fact – something proven to be true proposition
3. opinion – a feeling or belief 11. negative side – side that opposes the
4. quote – to write exactly what one says proposition
5. resolve – make a firm decision to do something 12. oppose – to be against something
6. proposition – a subject to be debated 13. rebuttal – a response to a counterargument
7. evidence – facts and examples that prove 14. concede – to admit that someone else is
something right
8. persuade – to try to convince someone 15. counterargument – an opposing argument
9. contention – a strong statement to support or response
one side of an argument
Step 2: Grading a Student’s Persuasive Essay
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5. Directions: Read this student persuasive essay once. Give it a quick score by circling one of the
numbers below. 1 is “terrible.” 3 is “average.” 5 is “excellent.”
1 2 3 4 5
Let’s Get Out and Eat Out!
A Persuasive Paper on Off-Campus Lunch
Imagine sitting in the same loud location eating the same kind of foul food for four years of
your life. That’s what it’s like at our high school. We are not allowed to go off campus for lunch.
There are a lot of reasons we should have off campus privileges at lunch time. We would get better
quality food. We would get a break from out teachers, and we would have more time. Also, if we
didn’t have to eat crap for food our students would be happier and do better work.
The quality of the food in the cafeteria is bad. No one really likes eating the food there.
Most feel it tastes like newspaper. There is just no flavor to anything, unless you consider a lot of
salt as flavor. Mr. Jackson, an English teacher, said the food there is not good for us. If we could
go to nearby restaurants we could get real food. For example, McDonald’s and Taco Bell are right
across the street with better tasting food. You can smell the glorious grilling of beef in our halls.
Another reason we should be allowed to go off campus is to get a break from our teachers.
When someone is having a bad day, it’s good to get away for a while. Even a break of 20 minutes
can improve your mood. This break isn’t just good for the students. I bet the teachers would like a
break from us too especially since they wouldn’t have to do lunch duty where they just yell at kids.
The last reason we need an off campus lunch is to have more time to eat. Some principals
will say it would take too long for us to eat off campus. They think if students go to restaurants no
one will ever eat in the cafeteria again and people will lose their jobs. So, most of our lunch time is
spent standing in a huge line. By the time we get our food we have to shove it down in order to get
to the next class. If we had off campus lunch, less people would be in line at any one place.
Why can’t students eat hot, moist burgers or spicy tacos instead of putrid peas? Students
would get a break from their teachers. We’d have time to relax and digest our food. Come on
everyone. Tell the administration. I say, “Let’s get out and eat out!”
Step 7: Fighting Counterarguments – Page 1
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6. Directions: Now you need to guess how your opponent in the debate will rebut, or
tear down your argument. Once you identify a rebuttal, decide how to answer this
argument. It’s okay to concede a rebuttal that it is correct. Based on the essay you
read, use the page below to note your first two contentions, possible rebuttals to your
opinions, and how you will answer these rebuttals.
1st Contention and Supporting Reason:
Opposing Views or Counterargument:
Your Rebuttal to Counterargument:
2nd Contention and Supporting Reason:
Opposing Views or Counterargument:
Your Rebuttal to Counterargument:
Step 8: Understanding the Steps of Debate
Directions: You’re about to watch a class debate. This chart will show you the steps
a debate follows. Follow the arrows below to see how a debate takes place.
Affirmative Side Negative Side
1. 1st Speaker 2. 1st Speaker
• States Proposition • States any
• Argues 2 Contentions Counterarguments
• Argues 2 Contentions
2nd Speaker
• Records Affirmative 2nd Speaker
Contentions on Board 6
• Records Negative
Contentions on Board

7. 2nd Speaker 2nd Speaker
3. • States any
4. • States any
Counterarguments Counterarguments
• Argues 2 Contentions • Argues 2 Contentions
1st Speaker 1st Speaker
• Records Affirmative • Records Negative
Contentions on Board Contentions on Board
•
•
5. 6.
st
1 Speaker 1st Speaker
• States any • Offers final Rebuttals of all
Counterarguments Affirmative claims
• Offers final Rebuttals of all • Gives Final Persuasive
Negative claims Summary
• Gives Final Persuasive
Summary
Effective Word Choice for Debaters
To counter your opponent’s contention, use the following four-step
method:
1. “They say that ...” (briefly restate the opponent’s point).
2. “But we disagree that ...” (briefly state that you disagree).
3. “Because ...” (give a strong and relevant counterargument).
4. “Therefore...” (explain to the audience how this wins your argument
and why they should agree).
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8. Words and Phrases to Avoid in a Debate
totally bad like awesome
stuff things good you know
uh whatever chill very
dude for real stupid really
always every time never impossible
Words and Phrases to Persuade or Convince in a Debate
as the evidence shows abolish avoid
for example powerful superior
in this case overcome mobilize
highly recommended prevent change
at this moment tradition urgent
take a bold new step guarantee eliminate
a proven method patriot(ism) honor
scientifically verified focus ensure
without a doubt values improve
cannot justify justice society
the truth is that oversimplify exaggerate
such an exaggeration breakthrough ultimate
one mustn’t confuse progress duty
the research is clear inherent crisis
the time has come restore act
one cannot deny call upon national interests
Debate Evaluation Rubric
Directions: Use this rubric, or grading sheet, to evaluate a debate. A score of 0
means the Debater did not do that particular activity at all. A score of 3 means the
Debater was okay at doing the activity. A score of 5 means the Debater was excellent
and needs no improvement. Add up your score at the bottom of the page.
Name of Debater: _____________________________ Date: ________________
Debate Topic: ______________________________________________________
1. The Debater participated actively in the debate and followed its format.
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9. 1 2 3 4 5
2. The Debater did thorough research on his or her topic.
1 2 3 4 5
3. The Debater provided excellent evidence to support his or her contentions.
1 2 3 4 5
4. The Debater listened to his or her opponent and gave good counterarguments.
1 2 3 4 5
5. The Debater looked poised, made eye contact, and used gestures to amplify points.
1 2 3 4 5
6. The Debater used persuasive word choice and avoided repeating words or phrases.
1 2 3 4 5
7. The Debater offered a strong rebuttal to the opposing team’s contentions at the end.
1 2 3 4 5
8. The Debater summarized his or her contentions persuasively at the end.
1 2 3 4 5
Total Points earned: ___________________
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