Debate Dialogue Starter: Guiding the Argument

Introduction: Setting the Stage (During Warm-Up)

"Good morning/afternoon, everyone! Today, we're going to become 'Opinion Architects.' Just like architects design amazing buildings, we're going to learn how to design amazing arguments. To start, I want you to think about a time you successfully convinced someone of something. It could be big or small – maybe you convinced a friend to try a new game, or perhaps you persuaded an adult to let you stay up a little later. What was it, and how did you do it? Who would like to share first?"

(Listen to student responses, prompt them to elaborate on their 'how'.)

"Excellent! It sounds like many of you are already master persuaders. Today, we'll break down how that magic happens."

Introducing Persuasion (During Slide Deck - Slide 2: What is Persuasion?)

"Alright, looking at our first key term: Persuasion. Based on our discussion just now, and what you see on the slide, how would you define persuasion in your own words? What does it mean to persuade someone?"

(Listen for keywords like 'convincing,' 'changing minds,' 'getting someone to agree.' Guide them to the definition if needed.)

"Exactly! It's all about trying to influence someone's thoughts or actions. We're going to learn the tools to do it effectively and responsibly."

Why Persuasion Matters (During Slide Deck - Slide 3: Why Learn to Persuade?)

"Now, why do you think it's important for us to learn about persuasion? Why isn't it enough to just have an opinion? How does being good at persuasion help us in school, with friends, or even with future jobs?"

(Encourage responses about clear communication, critical thinking, understanding different viewpoints, and real-world applications.)

"Those are fantastic points! Being able to express yourselves clearly and understand others' perspectives are truly powerful skills."

Unpacking Claims (During Slide Deck - Slide 4: The Core of an Argument: The Claim)

"Let's move on to the first building block of any argument: the Claim. Look at the examples on the slide. In simple terms, what do you think a 'claim' is? If I say, 'Dogs are better pets than cats,' what am I doing?"

(Guide students to understand a claim as the main point, the statement you are trying to prove.)

"Right! It's your main point, your big idea, what you're sticking up for. Now, can anyone give me another example of a claim – something they believe to be true or important?"

(Allow a few students to share, gently correcting if they offer evidence instead of a claim.)

Understanding Evidence (During Slide Deck - Slide 5: Supporting Your Claim: The Evidence)

"So, we have a claim. But if I just stand here and say 'Dogs are better pets than cats!' without anything else, is that a very strong argument? Why not?"

(Lead them to the idea that claims need support.)

"This brings us to Evidence. Evidence is like the concrete and steel that holds your building – your argument – together. What kinds of things do you think count as good evidence? Where can we find information to support our claims?"

(Prompt for facts, examples, personal experiences, data, reasons. Emphasize that strong evidence makes a claim believable.)

Fact vs. Opinion Activity (During Fact vs. Opinion Activity)

"Okay, architects! Let's test our understanding of facts and opinions. I'm going to say a statement, and I want you to tell me if you think it's a fact (something provable) or an opinion (a belief). Be ready to explain your thinking!"

• "The school year typically starts in August or September." Fact or Opinion? Why?
  
  
  
• "Summer is the best season." Fact or Opinion? Why?
  
  
  
• "Water boils at 100 degrees Celsius (212 degrees Fahrenheit)." Fact or Opinion? Why?
  
  
  
• "All students should have homework every night." Fact or Opinion? Why?
  
  
  

(Listen to responses, ensuring students understand the distinction and why it matters for constructing arguments.)

Building an Argument Together (During Guided Practice Activity)

"Now let's put it all together. Let's try to build a simple argument as a class. Our topic is: 'Should students have a longer lunch break?'

"First, what's our claim? What do we want to argue for or against?"

(Guide them to a clear claim, e.g., "Students should have a longer lunch break.")

"Great! We have our claim. Now, what evidence or reasons can we come up with to support that claim? Why would a longer lunch break be a good idea? Think about health, relaxation, social time..."

(Write down student suggestions for evidence. Help them refine ideas into clear supporting points.)

"Fantastic! So, we can say: 'Students should have a longer lunch break because [student evidence 1], [student evidence 2], and [student evidence 3].' You've just built an argument! You're all becoming true Opinion Architects!"

Persuasive Essay Rubric: Building a Solid Argument

This rubric will help you understand the expectations for your persuasive essays and projects. Remember, a strong argument is like a well-built structure – each part needs to be solid!