Debate Spring Semester Lesson Plans
Day 1: Thursday, January 7
1. 2 Truths and a Lie
Day 2: Friday, January 8
1. "Mad Libs" Speaking Activity
Day 3: Monday, January 11
1. Discuss the purpose of values in LD debate
2. Split up into partners. Each group gets a value to read about and then explain to the class.
Day 4: Tuesday, January 12
Day 5: Wendesday, January 13
Day 6: Thursday, January 14
- Lesson I from the National Forensics League Teacher's Notebook
- 1. Students take a stand on a statement. Report their arguments.
- 2. Introduce the claim, warrant and impact.
- 3. Students write arguments FOR the current resolution.
Day 7: Friday, January 15
Day 8: Tuesday, January 19
Lesson 2 from the National Forensics League Teacher's Notebook
- To understand what a statement of value is.
- To understand what must be done to adequately support a statement of value.
1. What is the difference between a statement of value and a statement of fact?
*A statement of value is more about what out to e true rather than what is true.*
- Metaphysical concepts like "justice" and "morality".
2. What is the difference between proving a statement true vs. affirming a statement of value?
- What does it mean to affirm a statement of value?
- What does it mean to negate a statement of value?
3. What would we need to logically prove or know to affirm or negate this resolution?
- What burdens are placed on each debater?
4. Effective textual analysis of the resolution so they know what the burdens are:
2) type of resolution
4) actor and action
5) evaluative term
Complete the textual analysis together and turn in for a grade!
Day 9: Wednesday, January 20
Lesson 3: Refutation in The National Forensics League Teacher's Notebook
Objective: To learn about the different types of ways to refute an opponent's arguments.
1. Respond to arguments affirming the resolution.
2. Students refute arguments of different types.
- Write the argument you created using claim, warrant and impact on an index card.
- Cards are posted around the room.
- With a partner, go around to each argument and on a post it note, write a counterargument. Brainstorm/add on to the arguments with each rotation.
- At the end, the original writer of the argument looks at the post its(counter arguments) and responds to each one on a piece of paper.
Day 10: Thursday, January 20
Could you respond to any of the arguments on others' papers? - Write your responses on the poster outside of the sticky note.