Lesson Plan
Debate with Dignity
Students will learn to construct arguments using claims, reasons, and evidence and maintain a respectful tone during a 2-minute discussion.
Effective communication and respectful disagreement are vital skills. This lesson empowers students to articulate their viewpoints clearly and engage in constructive dialogue, fostering critical thinking and civility.
Audience
7th Grade Students
Time
30 minutes
Approach
Direct instruction, modeling, structured practice, and reflection.
Prep
Teacher Preparation
15 minutes
- Review all generated materials: Debate with Dignity Lesson Plan, Debate with Dignity Slides, Structured Mini-Debate Protocol, Discussion Quality Rubric, and Exit Ticket One Strength.
- Ensure technology is ready for slide presentation.
- Choose 2-3 low-stakes debate topics relevant to 7th graders (e.g., 'Should homework be banned?', 'Are cats better than dogs?', 'Is pineapple on pizza acceptable?').
Step 1
Warm-Up: Choose Your Side!
5 minutes
- Display a low-stakes topic on the board (e.g., 'Should students be allowed to chew gum in class?').
- Ask students to silently consider their stance (for or against).
- Have students move to designated sides of the room based on their opinion. Briefly ask a few students to share why they chose their side (no full arguments yet).
Step 2
Teach: Claim, Reason, Evidence
10 minutes
- Use Debate with Dignity Slides to introduce and explain the concepts of Claim, Reason, and Evidence.
- Model a mini-debate using a simple, relatable topic. Demonstrate how to state a claim, provide a reason, and support it with evidence.
- Emphasize maintaining a respectful tone and active listening.
Step 3
Activity: Structured Mini-Debates
10 minutes
- Divide students into pairs or small groups.
- Distribute the Structured Mini-Debate Protocol and review the guidelines.
- Assign each group a low-stakes debate topic (from your prep).
- Circulate and observe debates, using the Discussion Quality Rubric to note student performance on argumentation and respectful tone.
- Time each debate to 2 minutes per side.
Step 4
Cool-Down: Reflect and Grow
5 minutes
- Hand out the Exit Ticket One Strength.
- Ask students to reflect on their own participation and identify one strength in their debate performance and one goal for future discussions.
- Collect exit tickets.
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Slide Deck
Debate with Dignity
Let's Learn to Argue... Respectfully!
Welcome students and introduce the lesson's exciting challenge: learning to debate like pros while keeping it cool. Emphasize that 'dignity' means respect and good manners.
Choose Your Side!
Topic: Should students be allowed to chew gum in class?
- Silently decide if you are FOR or AGAINST.
- Move to the designated side of the room.
- Be ready to briefly share your initial thought!
Present the low-stakes topic. Give students a moment to think. Then instruct them to move to sides of the room. Ask 2-3 students from each side to briefly share why they chose their side, without elaborating too much.
What's Your Point? (Claim)
Claim: Your main statement or position on a topic.
- It's what you believe to be true or what you are arguing for.
- Think of it as the 'what' of your argument.
Example: "Gum should be allowed in class."
Introduce the first key component: Claim. Explain it's their main point or stance. Give examples.
Why Do You Say That? (Reason)
Reason: The 'why' behind your claim.
- It explains why your claim is valid.
- Think of it as the general justification.
Example: "Gum should be allowed in class because it helps students focus."
Explain Reason. This is the 'why' behind their claim. Provide an example that connects to the previous claim.
Prove It! (Evidence)
Evidence: The facts, data, examples, or expert opinions that support your reason.
- It's the proof that makes your reason believable.
- Think of it as the 'how' or 'what specific information'.
Example: "Gum should be allowed in class because studies show that chewing gum can improve concentration and memory, leading to better academic performance."
Introduce Evidence. This is crucial for strong arguments. Emphasize that it's the facts, data, or examples. Provide an example.
Claim, Reason, Evidence: The Power Trio
A strong argument needs all three:
- Claim: What you believe.
- Reason: Why you believe it.
- Evidence: Proof for your reason.
Together, they make your argument solid!
Summarize the C-R-E framework. Check for understanding.
Mini-Debate Rules of Engagement
- Listen Actively: Hear what your opponent says.
- Speak Clearly: State your Claim, Reason, and Evidence.
- Be Respectful: Even if you disagree, be polite.
- Take Turns: Each side gets a chance to speak.
- 2-Minute Rounds: Make your points concisely!
Explain the rules of a mini-debate. Highlight respectful turn-taking and active listening.
Time to Debate!
Your Mission:
- Get into your assigned pairs/groups.
- Grab your Structured Mini-Debate Protocol.
- Choose a low-stakes topic.
- Debate for 2 minutes per side!
- Remember the Discussion Quality Rubric!
Transition to the activity. Explain they will use the protocol and rubric.
Reflect and Grow
Now that you've debated with dignity, it's time to reflect!
Think about your performance today. What was one thing you did well? What's one thing you want to work on next time?
Complete your Exit Ticket One Strength.
Conclude the lesson by asking students to reflect and fill out their exit tickets.
Discussion
Structured Mini-Debate Protocol
Goal
To practice constructing arguments using claims, reasons, and evidence, and to engage in respectful discussion with your peers.
Materials
- Your brain and respectful attitude!
- A low-stakes debate topic assigned by your teacher.
The Protocol
Step 1: Understand Your Topic (2 minutes)
- Once your teacher assigns a topic, discuss with your partner/group:
- What are the main ideas of this topic?
- What are some potential arguments for each side?
Step 2: Prepare Your Side (5 minutes)
- Decide who will argue FOR the topic and who will argue AGAINST.
- Individually, or with your partner if working in a group, prepare your argument using the C-R-E framework:
- Claim: Your main position.
- Reason: Why you believe your claim.
- Evidence: Specific examples, facts, or logical points to support your reason.
- Claim: Your main position.
Step 3: Mini-Debate Rounds (2 minutes per side - timed by teacher)
Round 1: Opening Statements (1 minute per side)
- Side 1 (FOR): Clearly state your Claim, your main Reason, and at least one piece of Evidence.
- Side 2 (AGAINST): Clearly state your Claim, your main Reason, and at least one piece of Evidence.
Round 2: Rebuttal/Response (1 minute per side)
- Side 1 (FOR): Respond to something Side 2 said, re-emphasize your point, or add more evidence.
- Side 2 (AGAINST): Respond to something Side 1 said, re-emphasize your point, or add more evidence.
Step 4: Reflection (After all debates)
- Think about how you presented your arguments.
- Consider how well you listened to your opponent.
- Reflect on whether you maintained a respectful tone throughout the debate.
- Be ready to share one strength and one goal.
Rubric
Discussion Quality Rubric
Goal
To assess your ability to construct an argument using Claim, Reason, and Evidence, and to engage in a discussion with a respectful tone.
| Criteria | Developing (1 Point) | Proficient (2 Points) | Exemplary (3 Points) |
|---|---|---|---|
| Claim, Reason, Evidence | Struggles to clearly state a claim, reason, or provide relevant evidence. | Clearly states a claim, provides a reason, and attempts to use evidence, though it may be general. | Clearly states a strong claim, provides a well-articulated reason, and supports it with specific, relevant evidence. |
| Respectful Tone & Listening | Interrupts or shows disrespect. Does not actively listen to the opposing viewpoint. | Generally maintains a respectful tone and listens, but may occasionally interrupt or miss opportunities to respond. | Consistently maintains a respectful and constructive tone. Actively listens and responds thoughtfully to the opposing viewpoint. |
| Turn-Taking & Time Management | Struggles to adhere to time limits or allow others to speak. | Generally adheres to time limits and allows for turn-taking. | Consistently respects time limits and facilitates smooth turn-taking within the discussion. |
Total Score: ___/9
Cool Down
Exit Ticket: One Strength, One Goal
Name: ____________________________
Date: ____________________________
Reflect on today's mini-debate. Think about how you presented your arguments, how you listened to your partner, and how you maintained a respectful tone.
1. My Strength
What is ONE thing you did well during today's debate? (e.g., clearly stated my claim, used good evidence, listened respectfully, didn't interrupt)
2. My Goal
What is ONE thing you want to work on for future discussions or debates?