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Debating - Coggle Diagram
Debating
Motions and Arguments:
• Starter: Show motion on Slide 2 and ask students to recall motion from previous lesson. Questioning: What is a motion? Can we devise some more of our own?
• Introduction: Students revisit the motion, ‘This house believes that the world is unfairly biased towards men.’ Explain proposition and opposition. Students should devise three arguments for each (Slide 3).
• Development: Slide 5: Consider a real-life scenario as a ‘motion’, “I believe that I should be allowed to go to a party this weekend…” In pairs or threes, students should role-play the scenario on Slide 5. They should think about what the girl’s arguments might be, consider counter-arguments and demonstrate a knowledge of persuasive technique in the girl’s argument.
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Debate Material:
• Starter: Slides 2-3: Show images relating to practise debate. Ask students what they think the debate will be about, what issues or debates arise when they think of advertising etc.)
• Introduction: Introduce practise motion and organise students into and opposition groups. 4-5 students per group. Proposition (Slides 4-19) Opposition (Slides 17-33) These slides contain arguments in favour of / against the motion and images which match up with the arguments. Students should be given these slides (mixed up) in their groups and should initially try to match up the argument to the illustration, familiarising themselves with the arguments as they do so.
• Development: On sugar paper, students should summarise some (teacher decide a number) of the 8 arguments they have, using examples (illustrations) drawn from the images, their discussions, or their own experience. Each student to be responsible for approx. 2 arguments.
• Activity: Feedback summarised arguments to the whole class, teacher checking whether students have internalised the arguments and can express them in their own words.
Debate Competition:
• At the conclusion of the module each transition year group shall present a team in a debate competition.
• Firstly, the students shall, in their teams, present their debates to their base class.
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• The winner shall play the next winner, and so on until we have our competitor for the end of module competition.
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Reason, Character and Emotion
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State, Explain, Illustrate
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