Debate Synopsis

Debate units are broken up into 4 days, so a unit should be completed every two weeks.
Each unit has an overall theme, usually (but not always) presented as Pro vs. Con.

First Day: Start with Word Test (10 words). For Granite, gather writing homework. After WT,
review vocabulary from pg.2 of the unit. For Sandstone and Flint, the next page is vocabulary
exercises (done as homework). Check answers and put in HW score. Next, have the students
read aloud the reading passage and then cover the passage, asking comprehension questions and
reinforcing vocabulary. For Sandstone, the last page is Read and Think questions, which are done
in class. For Flint and Granite, the last page is Comprehension questions, which are done prior as
homework. Review answers. HOMEWORK: Add WT rewrites. For F and G, give them a topic for
the writing instead of a summary.

Word Test procedures

* (S2 and S3) Each word is said two times, then the definition, and then the word is
repeated.
* (S4 and UP) Ten words are chosen from the vocabulary check-up page in a random
order. The easiest words are usually not used in the word test. The definitions are read
out twice for each word. After the tenth definition, all definitions are repeated in order
one more time for students to check their answers.
* There is a cut-line for the word test that varies between teachers (-2/-3).

Second Day: Check rewriting (both from Writing and WT). Gather up writing homework and then
pass it out amongst the students for Peer Review (students should not get their own paper).
Every student should have a checklist of rules to fill out. For Sandstone, I write the answers on
the board. Once everyone seems to be finished, have students hand the papers back to the
authors. Write down scores in folder (copied from the previous writing). For Flint and Granite,
pg. 1 is Critical Thinking Questions (HW). These are opinion questions in which every answer
MUST have a reason (no one-word answers). This will be the bulk of your class. For Sandstone,
pg. 1 of Day 2 is either a language focus or a debate focus. How long is spent on this page is
wildly dependant on the focus. Pg. 2 has in-class exercises that reinforce the focus. Pg. 3 is a
Speaking exercise that can be usually done as group-work.

Third Day: Repeat of Day 1, except that there is a listening passage instead of a reading passage.
When the students are reading aloud this passage, I write the missing words on the board (for
students who, for one reason or another, didn’t fill in the Listening). For Sandstone, there are
then Listen and Think questions, which are done in class. For Flint and Granite, there is instead
Note-taking. For Flint 1 and 2, this is done in class (time permitting). For Flint 3 and up, this is
skipped in lieu of creating groups and signposts for the next class debate. HOMEWORK: Add
WT rewrites: For Flint, give writing topic instead of summary (Are you Pro or Con?). For F3 and
up, also add “Research your signpost.”

Fourth Day: Check rewriting (both Writing and WTs). Collect writing assignment (S and F only).
For Flint, then check Brainstorming. For Flint 3 and up, check Brainstorming, signpost research,
and then review Research Log answers. Most of the class should be dedicated to Presentations
(Sandstone) or Debate (Flint and Granite). Congratulations! You have survived Debate! Sigh with
relief. HOMEWORK: For Sandstone, add Reading Passage.

PRESENTATIONS/ DEBATES
Sandstone: The fourth day is usually presentations. Give them 10 to 15 min to complete the 3
topics. For S4, they have to give 3 reasons why they agree or disagree with the topic. Watch
your time, because a class of 15 takes a lot more time for presentations than a class of 5. They
should already be familiar with the four presentation guidelines: 1.) Speak clearly and loudly. 2.)
Stand up straight. 3.) Use your hands. 4.) Make eye contact. If there is time, critique them after
the presentation.

Flint 1 and 2: The fourth day is debate. Put them into a two groups (Pro vs. Con). Give them
time to complete their signpost, reason, and evidence. Once completed, have them move the
desks so that each side is facing each other. The first person from Team A gives their reason and
evidence. The other team should then give a rebuttal. Go back and forth until time is up. (I use
my phone as a timer –James) The first person from Team B then goes. Repeat this process until
everyone has spoken. The big thing here is encouraging rebuttals (or controlling who speaks).

Flint 3 and Up: At the end of Day 3, break them into Pro and Con teams. Each person must then
come up with a signpost. Make the team work together on this, as the signposts must be
different from each other. Each student is responsible to research their signpost for homework
(reason written out and evidence gathered). The good students will bring in printed materials
from the Internet.
The fourth day is debate. There is no preparation, since that was completed as
homework. Same format as F1 and F2, except there is much more time per signpost. Rebuttals
are ESSENTIAL here.