Learning is Change

Core 1:

1. 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.
2. 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?
3. Extensions:
• 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.

Core 2:

1. Write-on: If you were trying to change the world, how would you know if you were successful or not?
2. Introduce the Social Action Plan.
3. Discuss-On: Who should decide what gets taught in schools?
4. Read and Discuss Chapter 8:
   • What is the worst type of coercion displayed so far?
   • Why does T.J. “turn” on the Logans?
5. Extension:
• Finish chapter 8 for Wednesday.

Core 3:

1. Write-on: Is “happily ever after” a fictional creation or a representation of reality? Why?
2. Who gets a “happily ever after” in Act V of The Merchant of Venice?
• Construct a “Shrek-like” organizer.
3. Extensions:
• “Study” for MOV quiz on Friday.

Core 4:

1. Reflect-on: How was the “debate” you held while I was gone different from the debate that you designed (with diagram)?
2. Share out your diagrams on the document camera.
3. Test the most popular form out with “Solved: They mayor should have paid the Piper.”
4. What can we do differently/better next time?
5. Extensions:
   • Write out what kind of debate you believe are worth having.

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Core 1:

Solved: Online schools provide a more authentic learning environment than traditional ones.

1. Your 30-Minute-Expert Resources link is here.
   
2. You can also take a look at my blog post about the issue.

My sub plans are here.

Here are my sub plans.

Core 1

1. Write-on: Why do libraries matter?
2. Read the two contrasting articles on censorship in libraries.
• What facts do these two articles use in order to prove their sides of the issue?
• How are these articles both like and dislike a formal debate?
• Based upon the information, what is the biggest problem with censorship?
3. Extension: How is it possible to be better at going against what you personally believe in a debate than going for it.

Core 2:

1. Share-on: Read your racial ally piece to a neighbor and then discuss if this Mr. Morrison’s story is in any way unique (rare).
2. Share out your racial ally pieces.
3. Finish Chapter 7:
• What is a racial ally?
• How can you be a strong racial ally to others?
• How are the characters strong racial allies for one another?
4. Extension: Finish Chapter 7 for Monday.

Core 3:

1. Write-on: Why does Portia lead Shylock along, making him believe that he can have his bond, if all the time she knows that it is against the law to hurt a Venetian.
2. Continue reading through the trial as if a court case were actually being carried out.
• How is this case a farce? (What is it making fun of?)
3. Extensions:
• Write out how you believe the trial would change in a more modern setting.

Core 4:

1. Share-on: See diagrams on the document camera.
2. Test the most popular form out with “Solved: They mayor should have paid the Piper.”
3. What can we do differently/better next time?
4. Extensions:
   • Write out what kind of debate you believe are worth having.

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