LEARNING ACTIVITY SHEETS

English 9, Quarter 4, Week 3

Judging the Relevance and Worth of Ideas,

Soundness of Author’s Reasoning,
and the Effectiveness of the Presentation

Objectives:
After going through this LAS, you are expected to:
1. collect support materials for the conduct of the debate;
2. create a classroom debate format;
3. make a summary of opinions and ideas presented in the debate;
4. discuss among the class the effectiveness of the presentation and how the soundness of
reasons can be improved; and
5. critique on how the pros and cons were able to present their points with soundness and
effectiveness.

Lesson
What is Debate?

A debate is an organized argument or contest of ideas in which the participants discuss a topic from
two opposing sides. Those who agree with this statement or idea are the” Pro” side. Those who will
not agree with this statement or idea are the “Con” side. Each side will show in an organized and
clever way why they believe to have the right answers. They will use examples and evidence to
support their ideas while working towards a conclusion.

Aim of a debate
To convince the opposition that you are right. When the two sides agree on the subject or when
one side’s arguments are more convincing than the other side that is when the debate ends.

Important Key Terms

 Evidence – it is the information that helps in the formation of a conclusion or judgement.
 Rebuttal – it is the summary and defense of each team’s arguments and evidence to be
delivered by the team captain.

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Parts of an Argument
 Introduction
 Discussion
 Conclusion

Important Roles
 Moderator – the one who announces whose turn it is to speak next and reminds the debaters
and audience to maintain proper conduct during the course of the debate.
 Time Keeper – the one who holds the timer and bell on time cards to signal to the speakers
when to begin and end the speech.
 Judge or Adjudicator – they should consider the following in deciding which side to choose:
clarity of speech, organization of ideas, and logic of arguments.

Forms or Types of Debate

 Parliamentary Debate – it is usually conducted by proposing a law, or changes to a law.
o American Parliamentary Debate
- it is the oldest national parliamentary debating organization based on the East
Coast and including all of the Ivy League.
 Oxford Style Debate – it allows two to three speakers in both the affirmative side and the
negative side.

Opposing Sides

Affirmative Negative

Burden of Prove all Cannot win Burden of Must destroy Cannot discuss
either the anything that
Proof aspects of based on the Rebuttal necessity the affirmative
the case inability of beneficiality and did not discuss.
practicability of
the negative
(+)

Aspects of the Debate (+)

 Necessity – need for the proposition
- discusses the presence/absence of an inherent flaw in the status quo
 Beneficially – discusses the advantages or disadvantages of adopting or rejecting the
resolution
 Practicability – feasibility of a proposition
- includes matter of: law, clamor, finance

Aspects of the Debate (-)

 Non-necessity
 Non-beneficially
 Non-practicability

Parts of the Debate (+)

 Constructive speech – presentation of each team member’s arguments and evidence for each
aspect of the case.
 Interpellation – the opportunity for the opposing debater to ask questions regarding the speech
of the speaker.
 Rebuttal

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Five steps for preparing a debate with a class

Step 1: Brainstorm Ideas

 Individual brainstorm – allow five minutes silent time for individual brainstorming – the pupils
should write one point on each of the sticky notes. Tell them to use key words rather than full
sentences.

 Group brainstorm – each group needs a sheet of paper and a “chair”. The chair should go
around the group hearing all the ideas and sticking them on the paper. Duplicated ideas get
stuck on together.

Step 2: Organize Ideas

 The group then need another sheet of paper on which they write 1-9 down the side. From the
brainstorm they need to identify between 7 and 9 arguments. They may have more than these
so to get them down they can.
 Scrap small or insignificant arguments.
 Join together similar arguments to make larger ones.
 On their sheet they need to write the names of the arguments. EACH NAME SHOULD BE NO
LONGER THAN THREE WORDS.
 They then need to divide the arguments between the first three speakers. The first speaker
should have three arguments. The second and third speaker should have two or three
arguments. The fourth speaker does not have any new arguments.

Step 3: Structure the speeches

Introduce the idea of the speech structure on the board:

 Introduction – who are you and what do you stand for?

 Preview – What are the names of the points you are going to cover?
 Rebuttal – unless you are the first speaker, you’d say “first lets take a look at what we heard
from the previous speaker” and disagree with their points.
 Point One – “Now onto my points”
Name
Explanation (the reasoning – why is your point true and why does it mean your overall
position is right?
Evidence (facts, analogies, examples, imagery or authority to support your reasoning)
 Point Two – Name, Explanation, Evidence
 Point Three – Name, Explanation, Evidence
 Reminder – remind the audience of the three points you have covered
 Vote for Us

Step 4: Prepare your speeches

Introduce the Idea of developing your arguments by “Making Them REAL”

 Reason
 Evidence
 Analysis
 Link
Choose the first speakers in each group and allow them some time to think about how to make each
of their points REAL. Only allow them to write down six words for each point (in addition to the name)–
it’s speaking and listening not reading out!

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Choose the summary speaker and either a chair or timekeeper from each group

Step 5: Prepare the rest of the class

While the first three speakers are preparing their speeches:

 The summary speakers need to think what they think the biggest issues in the debate will be.
Their speech will focus on three big issues and show why their side has won those issues.
 The chairs, timekeepers and any other pupils should try to think what the other side might say
and come up with rebuttal.

Conducting Debate:

Debate opens with the affirmative team (the team that supports the resolution) presenting their
arguments, followed by a member of the opposing team. This pattern is repeated for the second
speaker in each team. Finally, each team gets an opportunity for rebutting the arguments of the
opponent. Speakers should speak slowly and clearly. The judges and members of the audience
should be taking notes as the debate proceeds. A typical sequence for debate, with suggested
timelines, is as follows:

 The first speaker on the affirmative team presents arguments in support of the resolution. (5
– 10 minutes)
 The first speaker on the opposing team presents arguments opposing the resolution. (5 – 10
minutes)
 The second speaker on the affirmative team presents further arguments in support of the
resolution, identifies areas of conflict, and answers questions that may have been raised by
the opposition speaker. (5 – 10 minutes)
 The second speaker on the opposing team presents further arguments against the resolution,
identifies further areas of conflict, and answers questions that may have been raised by the
previous affirmative speaker. (5 – 10 minutes)
 The rules may include a short recess for teams to prepare their rebuttals. (5 minutes)
 The opposing team begins with the rebuttal, attempting to defend the opposing arguments
and to defeat the supporting arguments without adding any new information. (3 – 5 minutes)
 First rebuttal of the affirmative team (3 – 5 minutes) • Each team gets a second rebuttal for
closing statements with the affirmative team having the last opportunity to speak. (3 – 5
minutes each)
 There cannot be any interruptions. Speakers must wait their turns. The teacher may need to
enforce the rules.

Post-debate Discussion and Assessment

When the formal debate is finished, allow time for debriefing and discussion. Members of the audience
should be given an opportunity to ask questions and to contribute their own thoughts and opinions on
the arguments presented. Members of the debate teams may also wish to reflect on their performance
and seek feedback from the audience, including the teacher.

If some form of assessment was part of the debate plan, it would be conducted at this time.
Assessment could be conducted by the teacher, the judging team, or the entire class. (See BLM G-
15: Debate Assessment Rubric.)

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Additional Support Materials

The following curriculum support materials may be of use in preparing a class debate:

 TN 24: The Inquiry Process (Conducting Research)

 TN 25: Persuasive Writing
 TN 33: Articulate Perspectives on Issues
 TN 34: Dealing with Controversial Issues
 TN 37: Critical Thinking in Social Studies

General Directions: Work on Activities 1-5 on a separate sheet of paper. Don’t forget to write your
name on top of your paper for checking.

Activity 1.

Directions: Identify at least 5 basic support materials in conducting a debate.

Activity 2.

Directions: Create an example of a classroom debate format.

Activity 3. View It!

Directions: Watch a sample video debate on (Intelligence – High School Debate) Governments
should provide a Universal Basic Income – Part 1&2. List down a summary of opinions
and ideas presented in the debate both affirmative and negative.

https://www.youtube.com/watch?v=iMEwVXv2aQc;
https://www.youtube.com/watch?v=EuWh2FxUDHg

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Activity 4. Discuss It Over

Directions: Base on the videos you have watched, evaluate the effectiveness of the debate
presentation and recommendations for improvement through an argumentative essay.

Points
Rubric for the Assessment of the Argumentative Essay Earned

4 3 2 1
Well developed Introductory Introduction states Thesis and/or
introductory paragraph paragraph contains the thesis but does problem is vague
contains detailed some background not adequately or unclear.
INTRODUCTION
background information and explain the Background details
Background/History
information, a clear states the problem, background of the are a seemingly ____
Define the Problem
explanation or but does not explain problem. The random collection
Thesis Statement
definition of the using details. States problem is stated, of information,
problem, and a thesis the thesis of the but lacks detail. unclear, or not
statement. paper. related to the topic.
Three or more main Three or more main Less than three
Three or more main points are present points, but all lack main points, with
points are well but may lack detail development. poor development
developed with and development in Refutation of
MAIN POINTS supporting details. one or two. paragraph missing ideas. Refutation
Body Paragraphs Refutation paragraph Refutation and/or vague. missing or vague. ____
Refutation acknowledges the paragraph
opposing view, and acknowledges the
summarizes their main opposing view, but
points. doesn't summarize
points.
Conclusion Conclusion Conclusion Conclusion does
summarizes the main summarizes main summarizes main not adequately
topics without topics. Some topics, but is summarize the
repeating previous suggestions for repetitive. No main points. No
CONCLUSION sentences; writer's change are evident. suggestions for suggestions for ____
opinions and change and/or change or opinions
suggestions for opinions are are included.
change are logical and included.
well thought out.
Source material is Source material is Lacks sources
Source material is
used. All sources used, but and/or sources are
smoothly integrated
are accurately integration may be not accurately
into the text. All
documented, but a awkward. All documented.
sources are
WORKS CITED few are not in the sources are Format is incorrect ____
accurately
desired format. accurately for all sources.
documented in the
documented, but
desired format on the
many are not in the
Works Cited page.
desired format.
Sentence structure is Sentence structure Work contains Work contains
correct. Punctuation is generally correct. structural multiple incorrect
MECHANICS and capitalization are Some awkward weaknesses and sentence
Sentence Structure correct. sentences do grammatical errors. structures. There
____
Punctuation & appear. There are There are three or are four or more
Capitalization one or two errors in four errors in errors in
punctuation and/or punctuation and/or punctuation and/or
capitalization. capitalization. capitalization.
Total----> ____

Teacher Comments: Grade Equivalent:

A = 20 - 17 points
B = 16 - 13 points
C = 12 - 9 points
D = 8 - 5 points
F = 4 or less

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Activity 5. Pro and Con Grid

Directions: Develop a list of arguments of the pros and the cons from a given link above of a sample
video debate, “Governments should provide a Universal Basic Income”.

Pro Con

Directions: Complete the 3-2-1 chart about your discoveries in judging the relevance and worth of
ideas, soundness of author’s reasoning, and the effectiveness of the presentation. Write
your answers on a separate sheet of paper.

Learners’ answers may vary.

Activities 1,2,3,4 and 5

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 Reference
Websites:
s
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf
https://www.slideshare.net/RynnzeSalazar/debate-48920124
https://www.worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&lin
ks=2&id=360&link1=43&link2=360
https://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm (Intelligence – High School Debate)
Governments should provide a Universal Basic Income – Part 1&2
https://www.youtube.com/watch?v=iMEwVXv2aQc;
https://www.youtube.com/watch?v=EuWh2FxUDHg
Rubric for the Assessment of the Argumentative Essay
http://sites.fas.harvard.edu/~ede104d1/rubrics/Rubric%20for%20the%20Assessment%20of%
20the%20Argumentative%20Essay.htm

Icons credit: Ivin Mae N. Ambos, Division of Surigao del Sur

Published by the Department of Education, Caraga Region

Schools Division Office of Surigao City
Schools Division Superintendent: Karen L. Galanida, CESO V
Assistant Schools Division Superintendent: Laila F. Danaque, CESE

Development Team of the Learning Activity Sheets (LAS)

English 9, Quarter 4, Week 3
Writer : Geraldine R. Edradan
Editors/ Evaluators : Nimpha A. Cañeda, Eliena Q. Alipao, Maritess C. Sucillo,
Christine Mae N, Laygo and Charis N. Pendulas
Management Team : Karen L. Galanida
Laila D. Danaque
Carlo P. Tantoy
Ricky L. Pedralba
Thelma T. Tolentino
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Office Address : M. Ortiz Street, Barangay Washington
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