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Subject English Rationale

Grade 9

Unit The Hobbit

Title Chapter 16, 17 - Debate

B10 synthesize and extend thinking about texts, by: personalizing ideas and information; explaining relationships among ideas and information; applying new ideas and information; transforming existing ideas and information C5 select and use a range of drafting and composing strategies while writing and representing, including: making connections; setting a purpose and considering audience; gathering and summarizing ideas from personal interest, knowledge, and inquiry; analysing writing samples or models; setting class-generated criteria.

Resources - Access to projector, adaptor, and computer - 7 sets of handouts for the different compartments of the groups - Access to speakers Objectives For students to advance their understanding of Thorins character and his internal conflicts by debating if he is a hero. Assessment Formative: - students are closely considering the peculiarities of Bilbos character and effectively analyze his internal conflicts in their debate arguments Journal: Do you think that Bilbo is a hero? Write about how the debate influenced your opinion. Reading: If there is still time remaining at the end of the lesson, students can begin reading for their homework assignment.

Extensions

Modifications The place of students who are away can be filled by those responsible for the judging panel Closure Students return their desks to their normal place. Class discussion about the effect of the debate and if students opinions has changed. 5

Opening

Students come into the classroom and sit according to the projected seating plan. Students write their journal prompt as teacher takes attendance. Hook: Teacher will play Lincoln Douglas Debates video to inspire the students into the spirit of debating Plan of the day: - Hero Mind-Map - Overview of LD Debate structure - Debate!!

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Activities

Hero Mind-Map: Teacher asks students what are the characteristics of hero and he draws a mind-map on the board based on students answers. Introduction to LD debate: Teacher goes through each of the LD debate steps, explaining the terminology and the procedure. The Video: Teacher plays the video, stopping the clip and explaining each stage Checking for understanding: The teacher then draws popsicle-sticks to choose students to explain each stage of the debate. Debate Seating Plan: Teacher projects the new seating plan and asks students to rearrange the classroom. Teacher hands out the instructions. The students first task is to read the instructions and reflect in their groups about their role in the debate, knowing that one of them will be called on to tell the class about their role. Debate Procedure: - The timing is strict - All members of the team must speak - No talking while the group presents (Only gentle tapping) - There is a 2 minute transition period between each presentation when the team can exchange ideas - You address the judging panelnot the teacher Preparation: students are given time to produce arguments The Debate Debate Longer preparation time Longer transition period Be it resolved that: Thorin is a hero. The Judging panel deliberates and each member presents their judgment based on their criteria.

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What are the characteristics of a hero?

Debate Procedure: - The timing is strict - All members of the team must speak - No talking while the group presents (Only gentle tapping) - There is a 2 minute transition period between each presentation when the team can exchange ideas - You address the judging panelnot the teacher

Speech Agree: Opening Affirmative Constructive

Description The Affirmative presents a pre-written case.

Time 4 min

Disagree: Comeback The Negative challenges the Affirmative case. Negative Cross Examination Disagree: Opening Negative Constructive Agree: Comeback Affirmative Cross Examination Agree: Final Say Affirmative Rebuttal Disagree: Final Say Negative Rebuttal The Negative addresses the arguments of the previous speech and summarizes, putting forward its best arguments. The Affirmative addresses the opponent's case and puts forward the Affirmative's best arguments. The Affirmative challenges the Negative. 2 min The Negative presents a pre-written case and addresses the Affirmative's case. 2 min

4 min

2 min

2 min

Be it resolved that: Thorin is a hero.

Agree: Opening Affirmative Constructive 1. In your group, come up with at least 4 main reasons why you agree with the statement. For each reason, write down at least 2 supporting facts. (4 reasons, 2 supporting facts each) Disagree: Comeback Negative Cross Examination 2. Try to guess at least 3 reasons that the Affirmative group will put forward for agreeing with the statement. Prepare a challenging question or comment (a comeback) for each reason. (3 reasons, 3 comebacks) Make sure to take notes during the debate. Disagree: Opening Negative Constructive 3. In your group, come up with at least 4 main reasons why you disagree with the statement. For each reason, write down at least 2 supporting facts. (4 reasons, 2 supporting facts each) Agree: Comeback Affirmative Cross Examination 4. Try to guess at least 3 reasons that the Negative group will put forward for disagreeing with the statement. Prepare a challenging question or comment (a comeback) for each reason. (3 reasons, 3 comebacks) Make sure to take notes during the debate. Agree: Final Say Affirmative Rebuttal 5. Write down at least 3 reasons why you agree with the statement. For each reason, write down at least 2 supporting facts. (3 reasons, 2 supporting facts each) Make sure to take notes during the debate. Disagree: Final Say Negative Rebuttal 6. Write down at least 3 reasons why you disagree with the statement. For each reason, write down at least 2 supporting facts. (3 reasons, 2 supporting facts each) Make sure to take notes during the debate. Judging Panel For each member of your group, come up with a criteria to guide your final decisioni.e. evidence from the book. Predict and write down arguments for both Affirmative and Negative sides that satisfy your specific criteria. Make sure to take notes during the debate.