Welcome Great Debaters! 3/30-4/2

See board in class for Debate Schedule.

Block Day 3/26-27 ~ Almost Debates!

Warm-up: Last Impromptu Speeches

Go over Flow Notes. Copy these notes so that you absorb the concept and have an example during our first debates.

Notice the red...these are dropped points. Who do you think won this debate?

Work with your partner and prepare!

Wednesday 3/25 ~ Class Debate practice EQ: Can you flow?

Warm-up: Impromptu speeches

Speeches Back

CLASS DEBATE ~ Practice using FLOW notes and our debate structure on one of the topics below. Use the debate structure to guide your naming of the eight columns in your flow notes. Take five minutes to form your "opening speeches" with your team. Organize them by THEMES please!

• Should women be allowed in combat?
• Should animal testing be banned?
• Should Monte Vista stop having a dress code?
• Are selfies dumb?
• Should it be illegal for kids under the age of 5 to play video games?
• Should violent video games be banned?
• Is Twitter really better than Instagram? (or Facebook, etc...)
• Do school uniforms help the learning environment? 

*Check for understanding: Did the team continue to address each of the main THEMES throughout the debate?

Get DUE DATES for your debate.
BLOCK - Extra credit if you want to go this week! (only for classes of 20)
MONDAY-
TUESDAY-
BLOCK- Debate 1 -
                Debate 2 -

Tuesday 3/25 ~ Can you FLOW?

Warm-up: Impromptu speeches

Go over rubric.

Turn in printed speech outline.

EQ: What is Flowing?
A: Flowing is a specific way to take notes when listening to a debate.

Watch this video and brainstorm arguments for one of these topics as a class debate.

• Should women be allowed in combat?
• Should animal testing be banned?
• Should Monte Vista stop having a dress code?
• Are selfies dumb?
• Should it be illegal for kids under the age of 5 to play video games?
• Should violent video games be banned?
• Is Twitter really better than Instagram? (or Facebook, etc...)
• Do school uniforms help the learning environment? 

Monday 3/23 ~ Did you get your Opening/Closing Speeches edited by at least 2 peers?

WARM-UP

• More impromptu partner speaking!

Have you used PATHOS in your speech? 

DEBATES

• Peer-Editing of Opening/Closing Statements ~ TWO Peer-edits please!
• Rate each of the 3 areas of evidence from 1-5 (5=strong)
• Circle anything that needs clarification.
• Write down any arguments not mentioned.
• Put a box around anything that has a logical fallacy.
• Does the writer use Ethos, Logos and Pathos? Make a note of how the writer could incorporate a more powerful form of persuasion.

2. Go over Debate Structure.

HOMEWORK

• Perfect your opening/closing statement. Turn in a printed, final-draft version tomorrow (Tuesday). See this example for formatting. 

Wednesday 3/18 ~ EQ: Does your research cover every angle that your opponent could bring up about your topic?

WARM-UP

• On a scrap piece of paper, please create an impromptu speaking topic. We will use these as warm-ups for public speaking practice. Consider finishing one of these statements:
• "Tell us about ______________."
• "What do you think about ____________."

Or you could create structure sentences that the speaker must finish on the spot, like:

• "One thing that drives me crazy is ____________."
• "One thing you have to do before you die is ______________."
• "One must see movie is _______ because ____________."

DEBATE

• Continue researching and creating THEMES cards.
• Remember key word search tricks like using the + sign or putting phrases in quotes to find more specific information.

HOMEWORK

• Each student must have six index cards finished (w/3+ bullets/card). That's twelve unique cards per debate team.

*Quizzes & essays back

Tuesday 3/17 ~ Finding THEMES for your debate topic

Happy Saint Patrick's Day!

Go over second THEMES chart and get credit for HW.


Today we learn how to organize your notes into cards. See the examples below.

Lines Side
Organize your cards by THEME.

This one is all about MONEY.

Each number corresponds with its matching website on the reverse.


Blank Side

The numbered websites correspond the the numbered notes on the other side.






*It is important to keep track of your sources just in case your opponents ask you to prove the information isn't made up.



What kind of Evidence do I put on my card?

• Facts/Statistics
• Quotes
• Cause/Effect
• Anecdotes (short stories)
• Opinion (from experts or general)
• Hypothetical examples
• Comparisons 

In class, research with your partner. Make as many cards as you can. Do not repeat any information. Instead, split the THEMES between the two of you. Work together to form a well rounded argument with many angles.

HW: 6 cards (at least 3 points each) are due on Block Day. You definitely may want more cards before your debate, but this will be a good start. 

Monday, March 16 ~ EQ: What does THEMES stand for?

Go over Logical Fallacies and commercials. Upload your links here for West .
Get credit for two pages of notes for your debate topic.
Bridgette's class - these two pages of notes are due tomorrow, Tuesday, March 17.

THEMES is an acronym for the SIX areas you can use to look for arguments. By knowing these six areas, you will make sure that you have thoroughly searched for all the possible angles of an issue. Please record this acronym and it's hint questions in your Debate Notes.

Time     Does it save people time?
Health      Does it allow people to be physically, mentally or socially healthier?
Education    Does it enable people to become better educated?
Money             Does it save people money?
Environment      Does it help the Earth's environment?
Safety                  Does it keep people safer?



Use the THEMES Worksheet to analyze the article for each "angle" or topic.

Independent Practice: Choose an article of your choice from Upfront Magazine. Copy and paste the link below for a list of similarly structured articles. Analyze this article as modeled in class by filling out the second half of the THEMES Worksheet.


HW: Complete ALL of the THEMES Worksheet including the article you analyzed independently.
        
         Bridgette's class - Don't forget your two pages of notes for your debate topic. I will check   

         tomorrow at the beginning of class.

Block Day 3/11-12 ~ EQ: What is Logical Fallacy?

Today is an independent work day. You will need to use your head phones. We will continue your Debate notes in preparation for a quiz. As you watch the videos, record each type of Logical Fallacy with a definition + an example.


LOGICAL FALLACIES

Today we will add to your Debate notes in preparation for a quiz. As we watch, record each type of Logical Fallacy with a definition + an example. Please cover the terms from each video below: 

Starter definitions:

• Logical Fallacy - an error in argument that makes something seem convincing even if it is not true. (These errors may be used purposefully or accidentally.)
• Rhetoric - the art of using language effectively and persuasively.

Video ONE. https://www.youtube.com/watch?v=1N3TROA8MYY

• Ad Hominem - 
• Band Wagon -
• Argument from Antiquity - 
• All - Natural -
• From Authority -
• Appeal to Quantum Physics -

Video TWO.  https://www.youtube.com/watch?v=Z71w-rHkeSk

• Weasel Words -
•  Strong Man Argument - 
• Loaded Question -
• Poison the Well -
• Proof by Verbosity -

Video THREE.  https://www.youtube.com/watch?v=nmRCpqO_1JA

• Excluded Middle -
• Red Herring - 
• Special Pleading - 
• Non-Sequiter - 
• Argument from Ignorance -

Now view examples of logical fallacies in these commercials. Click here. Record at least two commercials by product with a brief explanation of how a logical fallacy is displayed.

HW:

• Find a commercial that you believe displays one of these logical fallacies. Bring the link to class tomorrow and be prepared to show it to the class and explain how it displays a logical fallacy. (10 pts.) NOTE: All commercials must be APPROPRIATE for school. If you wouldn't show it to your grandma...don't bring it here!
• Take at least two pages of bullet point notes about your debate issue (hard copy on notebook paper!)

West Classes Debate Topics

P.2

No-Against Change		Issue	Due	Yes -For Change
Maddie A.	Christina	Should the right of same-sex couples to adopt children be removed or limited?		Peter	Ethan
Lance	Hanfei	Should government funds be allocated toward providing free condoms on high school campuses?		John A.	Isiah
Zach	Efrain	Should MV enforce a systematic policy to guide the assigning of homework?		Cassie	John Z.
Cory	Katie	Should MV provide a specific seminar on sexual education outside of health class?		Gisoo	William
Maddy N.	Joseph	Are same-sex schools more beneficial to secondary students (grades 6-12)?		Sunny	Pim

 P.3

No - Against Change		Issue	Due	Yes - For Change
Alyssa	Santino	Should CA legalize recreational marijuana?		Nate	Wyatt
Holden	Stephanie	Should the U.S. legalize the parental right to genetically screen their unborn children?		Ian	Dylan
Victor	Billy	Should teachers be legally allowed to bear firearms on school property?		Mary	Michael F.
Ariana	Michael C.	Should HIV positive workers be legally mandated to notify their employers?		Richard	Bill D.
Simoes	Kevin	Should MV enforce a systematic policy to guide the assigning of homework?		Yuichiro	Alex

P.7

No -Against Change		Issue	Due	Yes -For Change
Wenji	Victoria	Should CA legalize marijuana for recreational purposes?		Caleb	Zach
Haley	Isabel	Should the U.S. legalize the parental right to genetically design a child?		Victor	Selina
Julie	Christina	Should MV enforce a systematic policy to guide the assigning of homework?		William	Sarah
Josiah	David	Should MV discontinue chapel?		Chase	Jackson

Tuesday 3/10 ~ EQ: Which debate topic will be yours?

Click here for a detailed version of our complex schedule this week. 

Commas Quiz w/Word Parts

DEBATES

• Students will choose their debate topics today by number and begin researching with their partners. 

HW

• Make sure you have ear phones in your bag for tomorrow's class. 

Chapel schedule this week is...

Monday 3/9 ~ EQ: Can you tell the difference between Ethos, Logos and Pathos?

More ELP Practice:

• Ethos/Logos/Pathos - Mix UP
• Add 3 new examples to your notes under each section

REVIEW

• Commas
• Prefixes/Roots/Suffixes

HW

• Make sure you have ear phones in your bag.

ELP Mix Up...check your answers.
http://examples.yourdictionary.com/examples/examples-of-ethos-logos-and-pathos.html

Block Day 3/5-6 ~ Analyze the Ads

WARM-UP

• Opinion Poll

PERSUASION

• EQ: Which method of persuasion do you believe is the most effective? 
• Activity: Analyze the Magazine Ads: Please do this assignment on notebook paper. For each magazine ad, record the Product being advertised and the top persuasion methods used with a brief explanation of how you know.

WORD PARTS

• Review game. Quiz Tuesday!

Wednesday 3/4 ~ Let the persuasion begin!

Last papers in!

GRAMMAR

• Go over exercises 32-4 & 5 in Bedford.

PERSUASION

• View a few of your chosen commercials. Click here to turn in your link for West or Bridgette.
• EQ: What do you think are the main factors that make something persuasive?
• Take Notes from this prezi (you are preparing for a future quiz).

HW

• Check out the news. Find at least one controversial topic you might be interested in debating. 

Tuesday, March 3 ~ COMMAS!

Turn in your MSND Essays!

GRAMMAR

• Do this exercise to see how well you already understand commas. 
• Take Notes: Use the online Bedford text to take notes on Commas: Sections 32 a-j.
• Please complete the exercises in section 32j (32-4 & 32-5)

HOMEWORK

• Find a commercial that you find extremely persuasive. Save the link and be ready to show it to the class tomorrow.

Monday March 2 ~ Peer Edit for MSND Essay

EQ: How can I score higher on the SAT rubric? 

PEER EDIT PROCESS

Today you will go through several rounds of peer editing, with a new person's essay for each round. Please fix punctuation errors when you see them during any round! Follow these directions below:

BIG PICTURE EDITS - Pass to the right!

• First, move your text to Notability so that students can highlight it.
• ROUND 1: Find and highlight the THESIS in GREEN. (Add a note in parenthesis if you can see a better way to write it, especially if the three topics for body paragraphs are not mentioned.)
• ROUND 2: Find and highlight the three TOPIC SENTENCES in GREEN. (Add a note in parenthesis for feedback.)
• ROUND 3: Find and highlight all DIRECT and INDIRECT QUOTATIONS in YELLOW. (Make sure each one has a correctly written reference to Shakespeare - see board. Also check and fix the punctuation, especially commas. Lastly, check to see that these quotes actually make sense when you consider what they are being used to prove. Do they actually prove the topic sentences and the thesis? Make a note in RED LETTERS if you have feedback about the quote choice. )
• ROUND 4: Find and highlight all INTRODUCTION TO EVIDENCE words in BLUE ....these are the words the writer has added to give the reader the needed context to understand the quote/evidence.
• ROUND 5: First read all of the green parts. Then, find all DISCUSSION words and read them. Do these words work to prove the topic sentences AND the thesis? Add notes in RED LETTERS if you can help the writer to improve their Discussion (aka commentary). This is the most important part of the essay. 
• Return the essay to the writer...Take 10 minutes to fix errors. Then please copy the text back to Pages, removing any highlights or unneeded notes. 

DETAIL EDITS - Pass to the left!

• ROUND 6: Read through the whole essay. UNDERLINE any sentences that don't make sense or that could be structured in a better way.
• ROUND 7: Read through the whole essay. BOLD any words or phrases that could be replaced with more meaningful ones. (Write the better word choice after the bolded part in parenthesis.)
• ROUND 8: Check the MLA format and fix any errors. Return essay to writer.

HOMEWORK

• Complete edits of your essay and print out a hard copy to turn in tomorrow during class. 
• Bring Headphone tomorrow.