Lesson Plan
The Art of Persuasion: Debating with Empathy
Students will be able to construct a persuasive argument while actively listening and responding to counterarguments with empathy.
This lesson is important because it equips students with essential communication and critical thinking skills, allowing them to engage in constructive discussions, understand diverse perspectives, and effectively advocate for their ideas in various real-world situations.
Audience
10th Grade Students
Time
45 minutes
Approach
Through a combination of direct instruction, collaborative activities, and structured debate practice.
Materials
Smartboard or Projector, Markers or Whiteboard, Empathetic Debate Slide Deck, Literary Debate Prompts, Empathetic Debate Planner Worksheet, Partner Debate Activity, and Digital Form for Exit Ticket
Prep
Review and Prepare Materials
15 minutes
- Review the Empathetic Debate Slide Deck and familiarize yourself with the content.
* Print or prepare to display the Literary Debate Prompts.
* Ensure the Partner Debate Activity instructions are clear.
* Set up a digital form (e.g., Google Form, exit ticket tool) for the exit ticket question.
* Review the generated materials as needed.
Step 1
Warm-Up: Think-Pair-Share
7 minutes
- Do Now (2 min): Ask students to individually reflect on a time they successfully convinced someone of your viewpoint. What strategies did they use?
* Think-Pair-Share (5 min): Have students turn to a partner and share their reflections. Encourage them to discuss what made their persuasion effective. Bring the class back together for a brief share-out.
Step 2
Introduce Lesson Frame & Vocabulary
10 minutes
- Display the Empathetic Debate Slide Deck starting with the title slide.
* Slide 2: Objectives. Introduce the lesson objective: to construct a persuasive argument while actively listening and responding to counterarguments with empathy.
* Slides 3-7: Key Vocabulary. Go through the key concepts: Empathy, Persuasion, Rebuttal, Active Listening, and Tone. Use examples and ask students for their own definitions and understanding.
* Emphasize why empathy is crucial in debate, not just winning an argument.
Step 3
Collaborative Activity: Partner Debate
20 minutes
- Introduce the Partner Debate Activity. Explain that students will work in pairs to debate a literary topic, using the Empathetic Debate Planner Worksheet to prepare their arguments.
* Distribute or display the Literary Debate Prompts. Allow students to choose one prompt or assign them.
* Review the rules for the activity, focusing on active listening, respectful rebuttals, and maintaining an empathetic tone.
* Circulate around the room, providing guidance and feedback as students engage in their debates. Encourage them to practice summarizing their partner's point before responding.
Step 4
Wrap Up: Group Discussion
5 minutes
- Bring the class back together. Lead a brief discussion:
* What made communication successful today?
* What was challenging about debating with empathy?
* How can these skills help you outside of class?
Step 5
Exit Ticket
3 minutes
- Have students complete the exit ticket on a digital form: "What is one thing you learned about empathetic debate today?" This encourages reflection on the lesson's core concepts.
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Slide Deck
The Art of Persuasion
Debating with Empathy: How to win hearts and minds, not just arguments!
Welcome students and introduce the topic of the lesson: debating with empathy.
Our Objective Today
By the end of this lesson, you will be able to construct a persuasive argument while actively listening and responding to counterarguments with empathy.
Read the objective aloud and ensure students understand what they will be learning and doing.
Key Concept: Empathy
Empathy: The ability to understand and share the feelings of another. It's about putting yourself in someone else's shoes.
Define Empathy. Ask students for examples of empathy in their lives or in stories they've read.
Key Concept: Persuasion
Persuasion: The action or process of convincing someone or of being convinced to do or believe something.
Define Persuasion. Discuss how persuasion is used in everyday life.
Key Concept: Rebuttal
Rebuttal: A refutation or contradiction. In debate, it's how you respond to an opponent's argument to show why your point is stronger.
Define Rebuttal. Explain its importance in a constructive debate.
Key Concept: Active Listening
Active Listening: Fully concentrating on what is being said rather than just passively 'hearing' the message. It involves paying attention, showing that you're listening, providing feedback, and deferring judgment.
Define Active Listening. Emphasize why it's different from just 'waiting to speak.'
Key Concept: Tone
Tone: The general character or attitude of a piece of writing or speech. In debate, your tone can make your argument persuasive or off-putting.
Define Tone. Discuss how tone can impact how an argument is received.
Time to Debate!
Now it's your turn to practice!
You'll be working in pairs to debate a literary topic.
Remember to use your new skills:
- Empathy
- Persuasion
- Active Listening
- Respectful Tone
Introduce the Partner Debate Activity. Explain that students will work in pairs to debate a literary topic. Refer them to the handout with prompts and instructions.
Reflect and Share
What made communication successful today?
What was challenging about debating with empathy?
How can these skills help you outside of class?
Guide the wrap-up discussion. Ask these questions to prompt reflection.
Exit Ticket
On the digital form, please answer:
What is one thing you learned about empathetic debate today?
Explain the exit ticket and why it's important for their learning.
Discussion
Literary Debate Prompts
Choose one of these topics to discuss with your partner. Remember to share your ideas, listen carefully, and respond kindly.
Prompts:
- Of Mice and Men: Was George right to kill Lennie at the end of the book? Was it the only way to keep Lennie safe from an even worse future? Do you agree or disagree? Explain your side.
- Of Mice and Men: Was Curley's wife a mean person, or was she a victim of the hard times and the way women were treated back then? Do you agree or disagree? Explain your side.
- Unbroken: Did Louis Zamperini survive mostly because of his own strong will and tough body, or were other things and people more important in helping him? Do you agree or disagree? Explain your side.
- Unbroken: Even though the Japanese prison guards were cruel, should we try to understand that they were also shaped by their country's culture during wartime? Do you agree or disagree? Explain your side.
- The Crucible: If John Proctor had lied and confessed, even though he was innocent, would it have been the right thing to do to save his life and family from more pain? Do you agree or disagree? Explain your side.
- The Crucible: Were Abigail Williams's bad actions mainly caused by her living in a very strict society where she had little power, and she just desperately wanted some control? Do you agree or disagree? Explain your side.
Activity
Partner Debate Activity: Debating with Empathy - Guidelines
Instructions:
- Form Pairs: Find a partner for this activity.
- Use Your Planner: Refer to your Empathetic Debate Planner Worksheet for your chosen prompt and prepared arguments.
- Take a Side: You and your partner have already decided who will argue "For" the statement and who will argue "Against."
Debate Guidelines (Remember to be Empathetic!):
- Opening Statement (1 minute per person): Clearly state your prepared position and main reasons.
- Active Listening & Note-Taking: While your partner is speaking, listen carefully to their points. Do not interrupt. Take notes on their arguments so you can respond thoughtfully.
- Rebuttal (1 minute per person): Respond to your partner's main points. Explain why you disagree or offer an alternative perspective. Crucially, start by briefly summarizing your partner's point before you respond. This shows you were listening and understand their view.
- Closing Statement (30 seconds per person): Briefly summarize your strongest argument and reiterate your main position.
- Sentence Starters: "In conclusion, my main point is...", "To summarize, I firmly believe that...", "Therefore, it is clear that..."
- Sentence Starters: "In conclusion, my main point is...", "To summarize, I firmly believe that...", "Therefore, it is clear that..."
- Maintain an Empathetic Tone: Even if you disagree, ensure your language and body language are respectful. The goal is to understand and persuade, not to attack.
Reflection (After the Debate):
Discuss with your partner:
- What was challenging about debating with empathy?
- What did you learn from your partner's perspective?
- How did focusing on active listening change your approach?
Worksheet
Empathetic Debate Planner Worksheet
Your Debate Prompt:
(Choose one from Literary Debate Prompts)
Your Side: (For / Against)
Planning Your Opening Statement (1 minute)
- Clearly state your position and provide 1-2 main reasons.Sentence Starters:My Opening Statement Plan:
- "I believe that... because..."
- "My stance on this topic is... for two main reasons. First... Second..."
Anticipating and Planning Your Rebuttal (1 minute)
- Think about what your partner might argue. How will you respond to their main points?
- Remember to briefly summarize your partner's point before you respond. This shows you were listening and understand their view.Sentence Starters:My Rebuttal Plan (Anticipated Partner Point & My Response):
- "While I understand your point that..., I see it differently because..."
- "You made a good point about..., however, I'd like to offer a different perspective..."
- "I respectfully disagree with... because..."
Planning Your Closing Statement (30 seconds)
- Briefly summarize your strongest argument and restate your main position.Sentence Starters:
- "In conclusion, my main point is..."
- "To summarize, I firmly believe that..."
- "Therefore, it is clear that..."
My Closing Statement Plan:
Reflection (After the Debate)
- How did practicing empathetic debate today help you understand your partner's viewpoint or consider their ideas differently?
Discussion
Non-Literary Debate Prompts
Choose one of these topics to discuss with your partner. Remember to share your ideas, listen carefully, and respond kindly.
Prompts:
- School Uniforms: Should all students be required to wear school uniforms? Does it help students focus better or does it take away their way to show who they are? Do you agree or disagree? Explain your side.
- Screen Time: Should there be a limit on how much screen time kids have each day, like for video games or phones? Is it good for them to have less screen time or does it stop them from learning and connecting? Do you agree or disagree? Explain your side.
- Homework: Is homework helpful for students, or does it cause too much stress and take away from other important activities? Do you agree or disagree? Explain your side.
- Social Media: Is social media more good or bad for teenagers? Does it help them connect or does it make them feel worse about themselves? Do you agree or disagree? Explain your side.
- Pets in Class: Should schools allow students to bring well-behaved pets to class sometimes? Would it make learning better or cause too many problems? Do you agree or disagree? Explain your side.
- Year-Round School: Should schools have shorter summer breaks and more frequent, shorter breaks throughout the year? Would this help students learn better or take away from important time off? Do you agree or disagree? Explain your side.