Core 1:
- Brainstorming Write-on: How will you know which points to refute in which ways while the debate is going on?
- What is a Flow Sheet?
- What should you write on it?
- What kinds of codes/shorthand can you create for yourself?
- Practice a flow sheet with the Video of Television is a Bad Influence
- Extension:
- Continue to work on your essay and work toward a good list of resources for your debate.
Core 2:
- Share-on: Share your responsibility and blame pictures with at least two other people. Discuss and come to a consensus on who blames others, him/herself, or takes responsibility.
- Discuss each character and how their outlook on blame and responsibility continues to drive the story.
- Start Chapter 11:
- Is T.J. responsible for his actions?
- How do the children see this issue differently than the adults?
- What do you think the Sheriff’s intent is when talking about lynching?
- Extension:
- Finish Chapter 11 for Wednesday.
Core 3:
- Write-on: How do you think that Vladek’s experience in the camps changed his outlook and actions with his son after the war as seen through the first chapter of the book?
- How did this type of organized prejudice spread?
- Nazi Propaganda Film: “Der Ewige Jude”
- Extension: How did this film and other propaganda help the camps to exist?
- Nazi Propaganda Film: “Der Ewige Jude”
Core 4:
- 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. - Watch Television is a Bad Influence and talk about official debate format.
- 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?
- Extensions:
- Finish your ARE arguments on the back of the handout.
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