Debate Preparation, Procedure, and Process

DEBATE PROCEDURE

The debate format will be as follows. We will have two teams, one presenting an argument for a position stated in a GIVEN STATEMENT and one arguing against it. Each team will be given 3 minutes for an initial presentation, an additional 4 minutes for substantiating the argument, and a final 2 minutes to present a rebuttal of the other team’s argument.
Each STATEMENT will be debated by a panel of six students: three “pro” and three “con.” Each team should begin by assigning a primary responsibility to three team members, as follows:
1. PRESENT ARGUMENT
The debate will begin with each side giving a three-minute presentation that summarizes the team’s position. One team member will deliver this statement for his or her team by bringing up, point by point, each of the claims that comprise the team’s argument. While it will be one person’s responsibility to deliver the argument, it is up to the whole team to define the main points.
As a team, begin by preparing a written outline of these points. This outline may be used by the presenter, but the statement should be delivered in a conversational manner, rather than as a scripted reading.
2. PROVIDE EVIDENCE TO SUPPORT ARGUMENT
This is the substantive part of the argument. Each team on the panel will be given 5 minutes for substantiating each of the points provided in their team’s argument, and citing relevant research to back up each statement given in the initial presentation. In general, all statements should be identified clearly as either fact or opinion, and all statements of fact should be verified with evidence.
In the class time provided, team members will begin finding facts to support the team’s claims. In addition, each team member will be responsible for researching a fact or supporting a point for homework.  You will turn in an annotated bibliography to show your individual contribution to the research. Remember that any proof the team provides will be attacked by the opposition in the final step of the debate, so it must be backed up with strong supporting data and a balance of ETHOS, PATHOS, AND LOGOS.
As in the initial presentation, speaking in a conversational style from prepared notes is preferred over reading verbatim from a script.
3. REBUTTAL
After the team has offered its support for its arguments, each team will have five minutes to refute the opposing team’s argument. Probe the opposite team’s evidence for weaknesses (insufficient data, weak sources, inconclusive or illogical arguments, etc.). While one person will deliver the rebuttal, the whole team should keep track of the opposition’s points and evidence, and then, during a “working break,” gather the points for a rebuttal as a team.

 

SUMMARY OF DEBATE FORMAT
A coin toss at the beginning of each debate will decide who will begin the debate, but in general, the format is as follows:
-The “pro” team defines the points of its argument (3 minutes).
-The “con” team defines its team’s counterpoints (3 minutes).
-The “pro” team delivers evidence to substantiate its argument (4 minutes).
-The “con” team substantiates its argument (4 minutes).
-Working break: 3 minutes.
-The “pro” rebuttal seeks to refute the “con” argument (2 minutes).
-The “con” rebuttal seeks to refute the “pro” argument (2 minutes).

RESOURCES:

  1. TEAM DEBATES: Directions (PDF)
  2. Debate Rubric
  3. Logical Fallacies: Thou Shall Not Commit Logical Fallacies
  4. What is an Annotated Bibliography: How to video and Annotated Bibliography Guide (PDF) and Sample Annotated Bibliography
  5. Debate Support Resources:
    1. National Speech and Debate Association
    2. Debate Central by National Center for Policy Analysis
    3. The Great Debate
  6. Debate Reflection

Weekly Updates: 10.30-11.3 *Note: This Week is End of the Quarter, NB, Unit Portfolios & Midterm Essay Due Friday!

AP Seminar: Period 1

Announcements: Notebook Due Friday! Sign Up Walk In My Shoes Field Trip On November 17th

Monday: 1.) Stats and Data Review: Stanford’s CEPA “Racial and Ethnic Achievement Gaps” Presentations  (Tools: Sample Sentence Starters Template

Tuesday: 1.) Watch: He Named Me Malala 2.) Notes: EQ What arguments about Educational Inequality does the documentary reveal through Malala’s story? What connections does this documentary make with what we have been learning?

Wednesday: 1.)Summarizing Statements for: Tale of Two Districts  2.)Mendez v. Westminster Legal Brief Analysis & Summary

Thursday:1.) New Groups Read and Analyze “Educational Equity: What does it mean? How do we know when we reach it?

Friday: 1.) Quick Read: “Resolved Inmates Make Tough Debaters” as Introduction to Debate Process 2.) Evaluate Debate: Bullied to Death 3.) Debate Team Process & Prep

English 3P Honors: Period 2, 5, 6

Announcements: Revised Literary Analysis on The Namesake Notebooks Due Friday (Essay Sample, Revision Checklist & Revision Reflection, MLA Guides), Walk In My Shoes Field Trip On November 17th

Monday: Quarter 3 Benchmark

Tuesday: 1.) Complete Says-Means-Matters, SOAPS, Comparative Summmary on The Constitution and “Declaration of Independence” 

Wednesday: 1.) Building A Democracy Learning Stations Introduction

Thursday: 1.) Learning Stations Day 2

Friday: 1.) Notebook Reflection 2.) Literary Analysis Essay Due: Turnitin Tutorial 2.) Learning Stations Day 3

Mexican American Literature & Culture Period 3

Announcements: Unit Portfolio and Notebooks Due Friday, Chicanx/Latinx College Day November 3, Walk In My Shoes Field Trip On November 17th

Monday: Identity Unit Portfolio Poetry Stations

Tuesday: “Book of Life” Directed by Guillermo del Toro

Wednesday: Dead Writers Day Exhibit Preparation

Thursday: Dead Writers Day

Friday: Portfolio Share Out and Reading

EBSCO HOST Information and Tutorial

Covering a wide array of subject areas from the arts and multicultural studies to the STEM subjects, Advanced Placement Source offers students the essential research materials to achieve academic success in honors, AP or IB programs. This database is the only AP-focused multidisciplinary product on the market.

The database is available via EBSCOhost or Explora, EBSCO’s engaging interface for schools and public libraries. In addition, most records in the database include Lexile Measures, which provide educators with an estimate of the search result’s reading difficulty and the approximate reading ability level required for comprehension.

 

Other resources:

Step by Step Guide from Georgia State University Library: LINK

Weekly Updates: 10.23-10.27

Period 1: AP Seminar will be Analyzing Line of Reasoning in various texts.

Monday: 1) Shakespeare’s Sister” Says Does Because 2.) Presentations on what Virginia Woolf Says, how she does it and why in her essay “Shakespeare’s Sister.”

H.W.) Revised Section 1 A Due Friday, 10/ 27, 

Tuesday: 1.) Presentations on what Virginia Woolf Says, how she does it and why in her essay “Shakespeare’s Sister.”

Wednesday: 1.) Mendez v. Westminster Historical Background: “A Tale of Two Schools”  & Legal Brief

Thursday: Statistics Lesson from Minh Ho: Minh is a Ph.D. student in Social Research Methodology (SRM). Her research interests focus on measurement and program evaluation issues in high school through college. Prior to graduate school, Minh was a teacher, career and college transition specialist, program coordinator, and teacher coach in Los Angeles. Minh has M.A. degrees in special education and higher education.

FridayEducational Equity “What does it Mean? How do we know when we reach it?” Research Brief by the Center for Public Education

H.W.  1. After Watching Paulo Freire Background Video Create a Circle Map to identify influence of background on bias. 2.) Read and annotate Excerpt “Pedagogy of the Oppressed” for what is SAYS, DOES, AND WHY and complete the SUMMARY.  Excited to see you on Saturday for the show at South Coast Repertory Theater.  🙂 

 Period 2, 5, 6: English 3P Honors will be REVISING Literary Analysis Essay and presenting on the influence of PURITANS and RATIONALISTS on foundational American documents.

Monday: 1.) Unit Final Essay Revision

Tuesday: 1.) Midterm ESSAY FINAL DRAFT CHECKLIST and Revision Reflection 2.)a. Barbara Jordan Quote Analysis b. “A New American Nation” p. 109-110 & “Democracy 4 Square Discussion“ Prep Work

H.W.) Quarter Benchmark October 30th, Revised Literary Analysis Essay Due Friday, November 3, 

Wednesday: 1.Democracy 4 Square Discussion

Thursday: Videos: “The Presidents: Jefferson Writes the Declaration of Independence” & Schoolhouse Rocks: Fireworks 2. Close Read and Compare ideas of government in “Declaration of Independence” and “The Constitution”

FridayCompare and Contrast Summary

Mexican American Literature and Culture Period 3: Analyzing how Mexican American literature and art depicts the relationship between identity and indigenous ancestry.

Monday: 1.) Unit Final Portfolio on Identity Day 1: Summarize and respond to favorite text or Finish Found Image Poems

H.W. Chicanx/ Latinx Day Conference Field Trip Nov. 3 Permission Slip

Tuesday: Guest Speaker Walter Muneton

Wednesday:Unit Final Portfolio on Identity Day 2: Write a poem

Thursday: 4.  Unit Final Portfolio on Identity Day 3: Create Cover and Reflection on Unit

Friday: Honoring the gone ones that live on…

Weekly Updates: 10.16-10.20

Period 1: AP Seminar: Contextualizing Bias and Analyzing Multiple perspectives on Educational Inequality

Monday: 1.) Notebook Set-UP 2). RSVP to Gem of The Ocean by August Wilson @ South Coast Repertory October 28 3.) “Read Between the Lines” Mural by David Botello: Thesis Analysis (What does the artist want? Why does he want it?

Tuesday:  1.) Watch Biography Video and Read “Theme for English B” by Langston Hughes(SOAPS)

H.W. Virginia Woolf Biography 2.) Read “Shakespeare’s Sister” in Reading the World pp. 46-51  E.Q.  What ideas does Woolf convey about educational inequalities by imagining Shakespeare’s equally talented sister? 

Wednesday: 1.) Virginia Woolf Biography 2.) SummarizeShakespeare’s Sister” by Virginia Woolf (SOAPS)

Thursday: 1.)Virginia Woolf (SOAPS) 2.) Virginia Woolf Quaker Read 3.)Shakespeare’s SisterSays Does Because

Paulo Friere Background 2.) Read Excerpt “Pedagogy of the Oppressed”

Friday: Mendez v. Westminster Historical Background

English 3P Honors Period 2, 5, 6: Analyzing how authors use characters communicate THEME.  

Monday: 1.) 1.) Notebook Set-UP 2). RSVP to Gem of The Ocean by August Wilson @ South Coast Repertory October 28 2). The Namesake Literary CIrcles Jhumpa Lahiri

Tuesday: 1.) Interview with Jhumpa Lahiri : Prepare questions for the author

H.W.) Socratic Seminar Prep: Write Questions along with page references and answers in your notebook

Wednesday: Socratic Seminar #3: Assimilation in The Namesake

Thursday: 1.) Socratic Seminar Reflection 2.) Timed Write Essay Outline (Essay Presentation) Writing Focus Thesis Statement (Sample Literary Analysis THESIS)

Friday: The Namesake Unit Final focus on how plot, characters and conflict reveal THEME.

Mexican American Literature and Culture Period 3: Analyzing how Mexican American literature and art depicts the relationship between identity and indigenous ancestry.

Monday: 1.) David Botello Background 2.) Analyze David Botello Murals: “Read Between the Lines” & “Dream of Flight”

Tuesday: 2.) Dream of Flight Analysis

Wednesday: 1.) Use Botello Murals to write Found Image Poems.

Thursday: Guest Speaker: Dr. Paul Apodaca

Friday: Sustained Reading “Into the Beautiful North” by Luis Alberto Urrea

 

10.9-10.13

AP Seminar: Period 1

Monday: 1.) Analyze student anchor and make appointments for writing conference 2). RSVP to Gem of The Ocean by August Wilson @ South Coast Repertory

HW.) Canva Project: The Purpose of Education: SELECT YOUR FAVORITE QUOTE FROM THE SELECTIONS WE HAVE READ.  Then, visit www.canva.com and create an Instagram Post with the quote, corresponding question and a caption that explains the quote’s importance.  DUE on GOOGLE CLASSROOM by next Monday 10/9.

Tuesday:1.) Socratic Seminar Reflection 2.) Turn in Canva Project 3.) Poll Everywhere: Perspectives on Educational Inequality.) “Read Between the Lines” Mural by David Botello

H.W. Sign up for Writing Conference: appointments , 2). RSVP to Gem of The Ocean by August Wilson @ South Coast Repertory 3.) Notebooks DUE FRIDAY

FOR TOMORROW’s PSAT: GO TO THE NORTH GYM if you will not be taking the PSAT

Wednesday: PSAT: GO TO THE NORTH GYM, if you will not be taking the PSAT

Thursday: 1.) Bias and Credibility: What is it? What is the relationship between these terms?  Does an authors’ bias automatically discredit their argument?  2.) Background is Bias: “Read Between the Lines” Mural by David Botello

Friday: 1.) Notebook Self-Assessment 2.) “Read Between the Lines” Mural by David Botello

H.W. Watch Biography Video and ReadTheme for English B” by Langston Hughes

English 3P Honors: Period 2,5, 6

Monday: 1.) Progress Check 1.3 Evaluation

H.W. Summarize Chapters 8-10 of The Namesake

Tuesday: 1.) Reading Check Summarize Chapters 8-10  2.) The Namesake Literary Circles

Wednesday: PSAT

Thursday: 1. Read Ch. 11-12

Friday: 1.) Ch. 11-12 Summary Check 2.) Literary Circles

Mexican American Literature: Period 3

Monday: 1.) Into the Beautiful North by Luis Alberto Urrea Silent Reading. Rosario Castellanos “Silence Concerning an Ancient”

Tuesday 1.)  Rosario Castellano

Wednesday: “Senior Picture Day” by Michele Serros Roundtable Discussion 2. Obituary

Thursday: 1.) Sustained Reading Into the Beautiful North 2. “Silence Concerning an Ancient Stone” by Rosario Castellanos

Friday: 1.) Sustained Reading Into the Beautiful North

Weekly Updates 10.2-10.6

AP Seminar: Period 1

Monday: 1.) Evaluate Nussbaum’s argument in “Education for Profit, Education for Democracy” 2.) Read Eduardo Porter’s “Dropping Out of College and Paying the Price”

H.W. Read Chapter 2 of “They Say I, I Say.” Use what you learn through your reading about “The Art of Summarizing” to write a summary about ANY essay in Chapter 16 (p. 205) of the same book. DUE Friday, October 6th.  

Tuesday: 1.) Read Eduardo Porter’s “Dropping Out of College and Paying the Price” 2.) Revisit Francisco Goya’s “The Sleep of Reason” Produces Monsters 3.) Canva Project: The Purpose of Education: SELECT YOUR FAVORITE QUOTE FROM THE SELECTIONS WE HAVE READ.  Then, visit www.canva.com and create an Instagram Post with the quote, corresponding question and a caption that explains the quote’s importance.  DUE on GOOGLE CLASSROOM by next Monday 10/9.

Wednesday: 1.) Socratic Seminar Prep: GENERATE Socratic Seminar Questions ABOUT TOPIC USING TEXTS OF STUDY & ACADEMIC TERMS.

Thursday: Socratic Seminar #1

Friday: Progress Check: Practice Exam Section 1 A & B

English 3P Honors: Period 2,5, 6

Monday: 1.) Progress Check 1.2 Evaluation

H.W. Summarize Chapters 3-5 of The Namesake

Tuesday: 1.) “The Immigrant’s Fate is Everyone’s” by Viet Thanh Nguyen

H.W. Summarize Chapters 6-8 of The Namesake by FRIDAY 10. 6

Wednesday: Collection 1 Socratic Seminar Preparation (INSTRUCTIONS)

Thursday: Coming to America Socratic Seminar

Friday: Progress Check 1.3

Mexican American Literature: Period 3

Monday: 1. Complete Author Background Circle Map and Paragraph Frame as you watch Video #1 What is Luis Alberto Urrea’s background? How did it influence his writing?  Video #2 Interview with Maria Hinojosa 2. Read Into the Beautiful North by Luis Alberto Urrea Chapter 1-3: What is the setting of Into the Beautiful North?  Name and describe the characters that are introduced in Chapters 1-3.

Tuesday 1.)  Ch. 1 of Into the Beautiful North by Luis Alberto Urrea E.Q. What is the setting of Into the Beautiful North?  Name and describe the characters that are introduced in Chapters 1-3. 3.) Introduction to Michelle Serros E.Q.  What does the short story “Senior Picture Day” reveal about the narrator’s identity and her relationship to an “Indian” heritage? 

Wednesday: “Senior Picture Day” by Michele Serros Roundtable Discussion 2. Obituary

Thursday: 1.) Sustained Reading Into the Beautiful North 2. “Silence Concerning an Ancient Stone” by Rosario Castellanos

Friday: 1.) Sustained Reading Into the Beautiful North