Opening Claim, Rebuttal, Closing Statement

English 10
Ellington Academy of Arts and Technology

Materials:
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Chrome Books
Pencil
Paper
Google Docs
Debate prompts

Common Core:
W6-12,10. Write routinely over extended time frames (time for research,
reection, and revision) and shorter time frames (a single sitting or a day or two)
for a.
WR6-12,7. Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.Conduct short
research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration. range of discipline-specic tasks,
purposes, and audiences.
WR6-12,6. Use technology, including the Internet, to produce and publish writing
as well as to interact and collaborate with others

Objectives:
Student will collect at least 4 sources for their final debate project.

 Students will create an MLA works cited page for their resources.

Activities:
(5) Review behavior expectations: CHAMPS; teacher reviews what is
expected of students regarding voice level, getting help, activity, movement,
participation, and success. We have had a particularly hard time with student
behavior issues lately, and this is a must.
(12) Journal: This is a required component of the class that is required by my
cooperating teacher. The rational is to increase students ability to write over
time. Students write for ten minutes about the prompt on the board or may
do an optional free write. Students then self-report how many lines they have
12 lines is the expectation for the activity.
(30) Introduce required sources for final debate which are a news article, the
book F451, personal experience, and a current event where students compare
their topic to something that is happening now. Students then connect to
their Chromebooks and begin doing research and filling out the given
research guide, which has already been shared with them on their Google
Drive.
The remainder of class students will begin working on a works an MLA
works cited page using a citation generator. The students will be asked to
create these works cited pages and print them off. The works cited page is
due tomorrow.
Homework: finish works cited page (due tomorrow.)

Assessment:
The teacher will assess this class by the guided research sheets that they turn in as
well as by asking the students questions and observation.

Accommodations:
Accommodations for students with learning difficulties or ESL students are
available upon request. For the final product of this class, students who have issue
with speaking in front of people have the option to do an alternative assignment for
the final unit which is writing an argumentative or persuasive paper. Modeling is
used in this assignment as the teacher shows the students how to fill out their
research guide rather than just speaking to students. Timers are set and shown at
the front of the rooms so all students know the time they have to finish an given
assignment. Students listen, speak, and write lesson. Group work also allows for
students to help one another. The teacher is always available to answer any
questions that students might have. Students who have IEPs or 504s are also
invited to ask for extra help on assignments or extra time in completing work if this
is one of the strategies recommended in their IEP or 504. For those students with
an IEP I provide extensions for due dates on assignments, and for these individuals
this assignment is due on Friday instead of Thursday.