- Write-on: If I told you that there were three elements of any good argument, what would they be called? Create a workable acronym for them as well.
- Use the resources at MiddleSchoolDebate.com to practice making Arguments.
- Are the opinions you have been voicing in your 30-minute-expert sessions arguments?
- Would the facts in your 30-minute-expert sessions fit into this type of structure?
- Read the discussion (from Wallingford, Conn.) going on at Discourse about Discourse: Should Students Come To Class? From your own 30-minute-expert session, write up your own opinion.
- Write-on: If you were trying to change the world, how would you know if you were successful or not?
- Introduce the Social Action Plan.
- Discuss-On: Who should decide what gets taught in schools?
- Read and Discuss Chapter 8:
- What is the worst type of coercion displayed so far?
- Why does T.J. “turn” on the Logans?
- Finish chapter 8 for Wednesday.
- Write-on: Is “happily ever after” a fictional creation or a representation of reality? Why?
- Who gets a “happily ever after” in Act V of The Merchant of Venice?
- Construct a “Shrek-like” organizer.
- “Study” for MOV quiz on Friday.
- Reflect-on: How was the “debate” you held while I was gone different from the debate that you designed (with diagram)?
- Share out your diagrams on the document camera.
- Test the most popular form out with “Solved: They mayor should have paid the Piper.”
- What can we do differently/better next time?
- Write out what kind of debate you believe are worth having.
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