Jaeel Espinoza

EDUC 1301.540
4/7/2021
Lesson Plan

Subject/Grade Level: English Language Arts and Reading; 9th Grade

Time/Duration: 50 minutes (Actual time for presentation is approximately 15 minutes)

Objectives
Students will be able to have a clear understanding of what a debate is and what it consists of.
Students, at the end of the lesson, will also be able to take part in their own debate or argument
outside of class while keeping in mind the opposing point of view.

Standards/TEKS
EI.13 (B) – Structure ideas in a sustained and persuasive way and develop drafts in timed and
open-ended situations that include transitions and the rhetorical devices used to convey meaning.
EI.16 (A) – A clear thesis or position based on logical reasons supported by precise and relevant
evidence.
EI.16 (B) – Consideration of the whole range of information and views on the topic and
accurate and honest representation of these views.
EI.16 (C) – Counter-arguments based on evidence to anticipate and address objections
EI.15 (A) (v) – Relevant information and valid inferences

Anticipatory Set
Clap your hands together and say: “Hello everyone, my name is Ms. Jaeel Espinoza and we are
in 9th grade ELAR! In our last class, we lightly talked about the topic of debates. But what
exactly is a debate? Can anyone tell me in their own words what a debate is? (allow for students
to answer) Thank you all so much for participating! Okay so we know that a debate is… (repeat
or summarize students’ answers that were written down) Now how about we take part in our own
debate for today?”
(As students give their definitions, write them on the poster board with the markers so everyone
can see them.)

Teaching: Input/Mini Lesson

Give instructions to students for the assignment. Say: “Okay so now, for our own debate we are
going to imagine a scenario that I am going to give you and you will write down your position on
it, based on the 2 options that I’ll give you. After we’re all done writing our position down on a
sheet of paper, we’re all going to share what we wrote down with everyone in the class. Then,
you are going to write your position again, but this time keeping in mind what everyone else
said, especially the opposing position. It’ll be like a counter-response to what the opposing side
argued with. Afterward, we’ll share, again, our new statements with the class. Now as for the
topic, it is: What is better, cereal before milk or milk before cereal.”
Jaeel Espinoza
EDUC 1301.540
4/7/2021

Teaching: Modeling
Get out my own piece of paper, finished, with my position, and show it to the class. Say: “At the
end, it’ll look like this with your 2 statements of your position on it.”

Teaching: Checking for Understanding

Look around the classroom and see people’s reactions to check if they understood. If not, ask
what they didn’t understand.

Questioning Strategies
“Has everyone understood? Is there something you guys would like me to make clear or are we
doing okay?”

Guided Practice
Say: “So, I need everyone to get out a piece of paper and a pencil, please. Now, on it, write ‘#1’
and skip a few lines and write ‘#2’.” Point to the model as you talk about how to set up the paper.
Look around at the students in all 3 campuses as they do it to make sure it is done correctly.

Independent Practice
Repeat the topic and tell the students to write their position. “I will give you guys about a minute
to write it down. It can be just 1 sentence, don’t overthink it.” After the time is done, tell students
to share what they wrote down. Call on a student and ask them to share. When everyone is done
sharing, share your position written down. Then say: “Now, keep in mind what the opposite side
said and write your position again while counter responding to what they said. Once again, I’ll
give you guys about a minute.” When time is done, have students share again. (If there is enough
time, students will choose between writing 1 position statement for the opposing side and share
or voting on a different topic to debate over and repeat the previous steps. If not, the lesson will
end here and instead will proceed to closure.)

Closure
Say: “Alright, class! So today we learned what a debate is and even defined it in our own words.
Then we participated in our debate over whether milk goes before cereal or cereal goes before
milk. We shared our responses and then came up with counter-responses that targeted certain
points the opposing side said. Can anyone give me an example of a debate they’ve seen, of any
type?... Thank you for sharing! Now, doing this, we were able to not only think about our
perspective but also about the opposing side’s and come up with an appropriate response for an
argument. This could also help you guys not only in an argument but even when writing a
persuasive essay. For homework, I would just like that if you get in an argument with someone, a
friend or maybe a parent, or even just a conversation you have with someone, to keep in mind the
Jaeel Espinoza
EDUC 1301.540
4/7/2021
basics of what we learned today and put it into practice as you speak to them. And just talk to me
about it in our next class! Thank you and this is the end of our lesson for today.”

Materials
● Pencil
● Paper
● Poster Board
● Markers