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Debate Without the Heat

Lesson Plan

Structured Discussion Guide

Students will conduct a 5-minute structured discussion using two evidence-based statements and one clarifying question while following discourse norms.

This lesson is important because it teaches students how to engage in respectful and productive discussions, even on controversial topics. It helps them develop critical communication and social-emotional skills essential for academic success and healthy relationships.

Audience

10th Grade

Time

30 minutes

Approach

Through direct instruction, modeling, small-group practice, and self-reflection.

Materials

Smartboard or Projector, Markers, Whiteboard, Debate, Not Debris Slides, Norms and Sentence Stems Cards, Evidence Tracker Sheet, and Exit Ticket: Which Stem Helped?

Prep

Teacher Preparation

15 minutes

Step 1

Warm-up: Opinion vs. Evidence Quick Sort

5 minutes

  • Display Warm-up slide from Debate, Not Debris Slides.
    * Ask students to quickly sort statements as 'opinion' or 'evidence' (e.g., provide a few examples on the board or verbally).
    * Briefly discuss the difference and importance of evidence in discussions.
    * Transition to the main topic of civil discourse.

Step 2

Teach Norms and Sentence Stems

10 minutes

  • Use Debate, Not Debris Slides to introduce civil discourse norms.
    * Distribute Norms and Sentence Stems Cards to each small group.
    * Explain the purpose of sentence stems in facilitating respectful dialogue.
    * Model a brief exchange with a student or co-teacher, demonstrating the use of a norm and a sentence stem (e.g., on a neutral topic like 'Should school start later?').

Step 3

Small-Group Structured Discussion

10 minutes

  • Present a debate topic (e.g., 'Should social media companies be responsible for fact-checking content?') via Debate, Not Debris Slides.
    * Distribute Evidence Tracker Sheet to each student.
    * Instruct students to work in their small groups to conduct a 5-minute structured discussion, ensuring each student uses two evidence-based statements and one clarifying question, referring to their Norms and Sentence Stems Cards.
    * Circulate and provide support, prompting students to use the stems and track evidence.

Step 4

Self/Peer Check and Reflection

3 minutes

  • Have students briefly discuss within their small groups how well they followed the norms and used the stems.
    * Ask students to complete the 'Self/Peer Check' section of their Evidence Tracker Sheet or a quick verbal check-in.

Step 5

Cool Down: Which Stem Helped?

2 minutes

  • Distribute the Exit Ticket: Which Stem Helped?.
    * Students will write down one sentence stem that helped them stay calm and contribute effectively during the discussion.
    * Collect exit tickets as students leave.
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Slide Deck

Debate Without the Heat

Navigating discussions with respect and evidence.

Welcome students and introduce the lesson's catchy title. Ask them what 'Debate Without the Heat' might mean to them. Emphasize the importance of learning respectful communication.

Warm-Up: Opinion or Evidence?

How can you tell the difference?

"The school day should be shorter."

"According to a recent study, students who get more sleep perform better academically."

Introduce the Warm-up activity. Explain that you'll present statements, and students need to decide if they are opinions or facts supported by evidence. Use a clear signal for 'opinion' and 'evidence.'

Why Evidence Matters

Opinions are personal beliefs.
Evidence is factual information that supports a claim.

In a debate, evidence helps us build strong arguments and understand different perspectives.

Discuss the answers to the warm-up. Highlight that opinions are beliefs or judgments, while evidence is factual information that supports a claim. Ask why using evidence is important in a debate.

Civil Discourse Norms

Rules for respectful and productive conversations:

  • Listen Actively: Pay full attention to others.
  • Respectful Disagreement: It's okay to disagree, but do so kindly.
  • Focus on Ideas, Not People: Critique arguments, not individuals.
  • Seek Understanding: Ask clarifying questions.
  • Stay Open-Minded: Be willing to consider new perspectives.

Introduce civil discourse norms. Explain that these are guidelines for respectful and productive conversations. Distribute the Norms and Sentence Stems Cards. Go through each norm, providing examples.

Super Stems for Smooth Talk

Use these phrases to keep the conversation flowing respectfully:

  • "I understand your point about [topic], and I would add..."
  • "Could you elaborate on what you mean by [term/idea]?"
  • "My evidence suggests that [point], which leads me to believe..."
  • "I hear what you're saying, and another perspective could be..."

Introduce sentence stems as tools to help students adhere to the norms. Provide examples and encourage students to practice them using the Norms and Sentence Stems Cards. Model a brief exchange.

Small Group Challenge: The Social Media Debate

Topic: Should social media companies be responsible for fact-checking content?

Your Task:

Present the debate topic for small group discussions. Ensure students understand the task: a 5-minute structured discussion using two evidence-based statements and one clarifying question while following norms. Distribute Evidence Tracker Sheet.

Wrapping Up: What Helped You?

Time to reflect on our discussion.

Which 'Super Stem' helped you stay calm and contribute effectively?

Transition to the cool-down. Explain that this is a quick reflection activity. Remind them to think about which stem was most helpful for them.

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Discussion

Norms and Sentence Stems for Civil Discourse

These cards are your guide to having respectful and productive discussions. Keep them handy!

Civil Discourse Norms

  • Listen Actively: Pay full attention when others are speaking. Don't interrupt, and make eye contact.
  • Respectful Disagreement: It’s okay to have different opinions, but express your disagreement kindly and thoughtfully.
  • Focus on Ideas, Not People: When you challenge something, challenge the idea or argument, not the person who said it.
  • Seek Understanding: Ask clarifying questions if you don’t fully understand someone’s point. This shows you are listening and trying to engage meaningfully.
  • Stay Open-Minded: Be willing to consider new perspectives and evidence, even if they differ from your own.
  • Support Claims with Evidence: Back up your statements with facts, data, or logical reasoning.

Sentence Stems for Structured Discussion

Use these to help you articulate your thoughts and engage with others respectfully:

To introduce an evidence-based statement:

  • "According to [source], it states that... which suggests..."
  • "My research indicates that [fact/data point], leading me to conclude..."
  • "Based on the information, [evidence], therefore I believe..."
  • "One piece of evidence that supports this idea is [evidence], which shows..."

To ask a clarifying question:

  • "Could you elaborate on what you mean by [specific term/idea]?"
  • "When you mentioned [point], were you suggesting... [rephrase for clarity]?"
  • "Can you provide an example of [concept] to help me understand better?"
  • "I want to make sure I understand; are you saying that [summarize point]?"

To respectfully disagree or offer a different perspective:

  • "I understand your point about [topic], and I would add that..."
  • "While that's a valid perspective, another way to look at this is..."
  • "I hear what you're saying, and another perspective could be..."
  • "My evidence suggests that [point], which leads me to a different conclusion..."

To build on someone else's idea:

  • "Building on [name]'s point about [idea], I also think..."
  • "That's an interesting point about [topic], and it connects to [my idea] by..."
  • "I agree with [name]
    's observation that [point], and I would extend that to say..."
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Worksheet

Evidence Tracker Sheet: Debate Without the Heat

Name: _________________________ Group Members: _________________________

Discussion Topic: Should social media companies be responsible for fact-checking content?

My Evidence-Based Statements

Record the two evidence-based statements you plan to use or used during the discussion. Remember to cite your (imaginary for this activity) source or explain where this evidence would come from.

  1. Statement:







    Source/Reasoning:



  2. Statement:







    Source/Reasoning:



My Clarifying Question

Write down the clarifying question you plan to ask or asked during the discussion. Use one of the sentence stems from your Norms and Sentence Stems Cards.

Clarifying Question:





Self/Peer Check: Civil Discourse Norms

Rate your own (or a peer's) participation in the discussion using the civil discourse norms. (Circle one for each)

  1. Listened Actively:

    • Always / Mostly / Sometimes / Rarely

  2. Respected Disagreement:

    • Always / Mostly / Sometimes / Rarely

  3. Focused on Ideas, Not People:

    • Always / Mostly / Sometimes / Rarely

  4. Sought Understanding (Asked clarifying questions):

    • Always / Mostly / Sometimes / Rarely

  5. Stayed Open-Minded:

    • Always / Mostly / Sometimes / Rarely

  6. Supported Claims with Evidence:

    • Always / Mostly / Sometimes / Rarely

One thing I did well:



One thing I could improve:



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Cool Down

Exit Ticket: Which Stem Helped?

Name: _________________________

Think back to our structured discussion today.

Which sentence stem from your Norms and Sentence Stems Cards did you find most helpful in staying calm, being respectful, or contributing effectively?

Write down the stem and briefly explain why it was helpful to you.

Helpful Sentence Stem:





Why was it helpful?







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