Nsda LESSON PLAN TEMPLATE - National Speech & Debate ...



Teacher’s Name:Unit Name:Public Forum, Lincoln Douglas, PolicyLesson TitleLesson 3: Resolutional Analysis—Keywords and DefinitionsIndicate which: Beginner Intermediate AdvancedFocus Skill:Define and analyze the resolutionTime Frame:PART 1—ESSENTIAL ELEMENTSEssential QuestionWhat are we debating?Objective 1Students will identify key words that are necessary to the understanding of the resolution.Objective 2Students will define key words using synonyms, antonyms, and definitions.Objective 3Students will rephrase the resolution including nuances and limitations.Overview of Lesson (General summary of what will be covered):In this lesson, students will dissect and analyze a debate resolution designed for Public Forum. They will look at individual words as well as related current events and topics that might help them further their initial understanding of the topic.PART 2—THE LESSONDetailed Step-by-Step Lesson (be sure to include time allocation information):Session #TimeDetails of the Lesson3.0Homework to be done BEFORE the lesson: Have students read Chapter 6 in the PF textbook and either discuss or have students answer the following questions:Explain why Public Forum must treat each resolution independently to determine burdens?Explain the goal of every debate.What is the difference between the positive and normative models of truth?Give an original example (one written by you) of each type of resolution: fact, value, policy. 3.1Have students copy down the exact wording of the resolution and underline words that are KEY to understanding what the resolution wants us to debate. Discuss what students underlined and why they underlined specific words. [Note: if the students are having a difficult time with the idea of key words, take the examples given above and show them what key words might be good for each.]Resolved: The United States federal government should adopt a carbon tax.3.2Have students circle indicator words and discuss (i.e.—words that indicate a contrast, an addition, a reason, a value, etc.). [Note: again, if students struggle with this, show them examples in the sample resolutions you gave above.]Resolved: The United States federal government should adopt a carbon tax.3.3Have students list both synonyms and antonyms and definitions for key words and discuss how the synonyms and antonyms can extend our understanding of the resolution. [Note: Ask questions like: Is the word used in the resolution more or less specific? Are there aspects of the word in the resolution that are included in the actual resolution when compared to the synonyms? That are limited? [Note: again, if students struggle with this, show them examples in the sample resolutions you gave above.]Federal Government—US only, NOT State GovernmentAdopt—put in place, accept, embrace, NOT reject, opposeCarbon— carbon dioxide or other gaseous carbon compounds released into the atmosphere, associated with climate changeTax—fine, obligation, dues NOT Should—ought, need NOT 3.4Have the students re-write the resolution in their own words. The legislative and executive branches of the US government should put in place a fine for the use of things that release carbon compounds.3.5Have students share their re-writes, and vote on whose resolution best mirrors the meaning and intention of the resolution. Discuss why. 3.6Have students brainstorm reasons why this resolution might have been chosen. [Teacher Note: to guide them, ask them what has happened within the last year that might have prompted this discussion—Public Forum Debate Resolutions are often linked to more current events.] Climate SummitRegulation and laws increasing use of renewable energyNew developments in renewable energy3.7Have students get into pairs and brainstorm topics that might be related to the resolution. [Draw students back to the reason the resolution might have been chosen. Also, help them think of areas the resolution might impact.]Renewable EnergyClimate ChangeCarbon TaxCap-and-trade3.8Pro and Con Discussion: Individually and/or in pairs or groups, have students brainstorm why we should (PRO) and should not (CON) adopt this resolution. It is often helpful to get the students to think about this in terms of benefits (PRO) and harms/problems (CON). Pro/BenefitsCon/Harms/ProblemsDecrease Climate ChangeDecrease use of fossil fuelsCostDoesn’t really work3.9*Note: This lesson may be repeated for each resolution.PART 3—ASSESSMENT EVIDENCEPerformance Task, Product, or Other Key Evidence of Learning (How will students demonstrate a level of proficiency for this skill?)Within the context of the lesson, students will be demonstrating learning as they brainstorm and discuss. More formally, have students individually work through the process with another topic. Key criteria to measure Performance Task(s) or Key Evidence:Examples: Rubric, Checklist, etc.Assessment Strategies (Identify Informal/Formal Strategies):Informal: Discussion throughout lessonFormal: Students go through the process individually and hand in their definitions of key terms in the resolution. As a next step, have students exchange their individual work and give feedback and/or add to their brainstormed lists.Plans for after this lesson/competency is complete (How will you extend, enrich?):Continue process for each resolutionKey Resources Used: Websites, books, film clips, etc.Names of Resource(s):Access to Resource(s) if available:PF Textbook Ch. 6 Resources for Exploration: Websites, books, film clips, etc.Names of Resource(s):Access to Resource(s) if available:Various dictionaries for definitions of termsVarious government and/or legal resources for finding definitions of words which are “terms of art.”Reflections/Review for Future: ................
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