1. WEEK THREE!
Goals for the week:
Learn the format and vocabulary for an oral
argument.
Develop and strengthen your ability to use positive social
skills during a debate.
Build a personal list of interesting vocabulary
words from “The Tell-Tale Heart.”
Participate in student-teacher writing conference and set
personal writing goals for the quarter.

2. BUILDING AN ARGUMENT (CASE)
1. Make a CLAIM.
2. Defend your claim with EVIDENCE/ PROOF.
3. Listen to your opponent’s claims.
4. REFUTE your opponent’s claims (that means prove
the claims to be false).

3. YOUR TASK
1. Write your claim.
2. List your evidence/proof.
NOT what you infer or think the writer meant. Must be stated directly in the text.
3. Anticipate what your opponent might argue.
4. List the points for your refutation.

4. ORGANIZING YOUR IDEAS
Your claim Your opponent’s claim and possible
evidence/proof
Evidence/proof that supports your
claim (Direct from the text)
Your refutation of your opponent’s
claims

5. SHOULD 8TH GRADERS
HAVE A CURFEW?
Your claim
Yes, 8th graders should
have a curfew.
Your opponent’s claim &
evidence/ proof
No, 8th graders should not
have a curfew.
• Old enough to decide for
ourselves
• Need to learn to make our
own choices
Evidence/proof that
supports your claim
• It’s dangerous to be out late
• Kids need to be home to do
HW
• Kids need time with their
families
Your refutation of your
opponent’s claims
• Not really old enough; still
legally considered a minor
• Because teens are still
learning, parents need to set
limits to keep them safe

6. SETTING THE DEBATE
GROUND RULES
PPIs (Positive Peer Interactions:
THIS IS WHAT WORKS!
1.Every person on the team
MUST speak at least once before
anyone participates a second
time.
2.
3.
NPIs (Negative Peer
Interactions):
THIS IS WHAT DOESN’T
WORK!
1.
2.
3.
NPIs WEAKEN your argument!

7. Plan your :
Claim
GETTING READY
Proof/evidence to support your
claim
How you will respond to each of
your opponent’s points (refutation)
MAKE SURE EVERY PERSON
ON YOUR TEAM HAS
SOMETHING TO SAY
• WORK TOGETHER AS A
GROUP TO RUN A WELL-ORGANIZED
AND
THOUGHTFUL DEBATE!

8. Affirmative: State your claim. (Guilty)
Negative: State your claim. (Not
guilty by reason of insanity.)
Affirmative: State one proof.
Negative: Refute.
State one proof.
Affirmative: Refute.
State one proof.
DEBATE ORDER

9. DEBATE REFLECTION: EXIT
TICKET
1. What were your personal strengths in the debate?
2. What debate/discussion skills do you need to work
on?

10. LICENSE PLATE!
2thout

11. DEBATE REFLECTION: EXIT
TICKET SUMMARY
1. What were your personal strengths in the debate?
• Planning
• Finding and using text evidence
2. What debate/discussion skills do you need to work on?
• Not listening while others speak
• Afraid to speak up
• Dominating the conversation

12. SUPER SMART READING WORDS
Ballad: A simple narrative poem that tells a
story.
Tone: The author’s attitude toward the story and
characters.
Stanza: A group of lines in a poem, usually four
or more.

13. ANNABEL LEE
What do you know/ remember?
Let’s read and listen:
https://www.youtube.com/watch?annotation_id=annotation_627120&feature
=iv&src_vid=QmTv7O40SR8&v=rf7aBCrfOQE

14. POETRY ARCHEOLOGY: DIG
DEEP & FIND THE GOOD STUFF
1. Who is the SPEAKER in this poem (hint: it is NOT the author)? How
do you picture him? Why? What kind of person is he? How do you
know?
2. This poem has been described as SOUNDING like a ghost story. Does
it sound that way to you? Can you explain why? If it doesn’t, how would
you describe the sound of this poem? Why?
3. The TONE of a poem is how the writer seems to feel about the subject
of the poem. It’s something you have to infer, or figure out, based on the
word choices. How would you describe the TONE of this poem? Why?

15. 1. A two-syllable noun that is a place or
location (not a proper name)
2. A two-syllable noun that is a living thing
3. A four-syllable proper noun that rhymes
with “sea”
4. A one-syllable proper noun that rhymes
with “sea”
POETRY MAD LIBS

16. A NEW POEM BY POE…AND YOU!
It was many and many a year ago,
In a _____(1)__________ by the sea,
That a ______(2)______ there lived whom you may know
By the name of _________(3)_______;
And this _______(2)______ she lived with no other thought
Than to love and be loved by ______(4)________.

17. POWER WRITE #1
One minute write.
Once every three weeks.
Why? “Research shows that writing proficiency
increases when writing volume increases”
(McCarty).
Competition with yourself. Challenge yourself to
increase the number of words you write each
minute.

18. POWER WRITE #1
IN YOUR WRITER’S NOTEBOOK:
WRITE AS MUCH AS YOU CAN UNTIL I TELL
YOU TO STOP.
ARE JUSTICE AND FAIRNESS THE SAME
THING? EXPLAIN YOUR ANSWER. PROVIDE
EXAMPLES THAT SHOW YOUR READER WHAT
YOU MEAN.

19. PENCILS UP!
1. Count the number of words you wrote.
2. Write the number at the end of your piece.
3. Read over your writing.
Circle any errors you notice.