Debate Lesson Plan by Melissa Mo

Objectives:

*    The students will express an opinion, either orally or in writing, using

      specific examples, about aspects of the Chinese society that might be

      beneficial for Canadians to adopt or vice versa.

*    The students will observe the courtesies of group discussions such as

      speaking in turn and using appropriate tone.

*    The students will be encouraged to develop objectivity by examining

      one’s own ideas about what is a better way of meeting basic needs.

Anticipatory set:

Bring in a guest speaker from the Chinese Cultural Centre, so the children can find out what they want to know and get correct information. The topics discussed by the speaker will deal with current issues about China. This will help the students to get into the right frame of mind for the debate that will follow. After the speaker has presented his/her information, the students will have an opportunity to use the knowledge they have accumulated thus far to ask questions.

Procedure:

The students will now engage in a class debate focusing on the kinds of things that might be beneficial for the Canadians to adopt from the Chinese and vice versa. An example of what Canadians can adopt from the Chinese is the way the Chinese value their food. Canadians are not known for any foods in particular whereas the Chinese are and it is something they can be proud of. As well Canadians can learn to respect the elderly like the Chinese. An example of what the Chinese can adopt from the Canadians, human rights and technology (appliances).

To help the students organize their ideas or information they will complete a graphic organizer (In class debate worksheet). They will use the knowledge they have gained about current issues from the guest speaker and write at least two things that the Chinese should adopt from Canada and vice versa.

The class will need to be separated into equal numbers, one side for China and the other for Canadians. The students should be allowed to choose which side they would like to represent. However, if there is an unequal number of students in one group then the teacher must ask for volunteers, and if there are no willing students then as a last resort the teacher can pick the name of students out of a hat to join the other group.

The students will be reminded of class discussion etiquette. Because some of the topics discussed during the debate will be controversial, some guidelines will be laid down. Students must remember to respect others opinions and ideas by not saying negative things about them and making sure not to interrupt someone while they are speaking. These guidelines will be held very strictly and if anyone during this debate becomes disrespectful in anyway, they will not be able to participate in the activity and will loose marks.

Closure:

After the debate, the students will be asked to reflect in their learning logs. They should talk about the issues that were presented during the guest speaker presentation and the debate. They should also reflect on something that they learned and found interesting from the presentation. Also, if the students have any misconceptions thus far, they should be addressed in the learning log entry.

Assessment:

Each student has to fill in an in class debate worksheet and then write a reflection of what they thought of the debate, the issues that were discussed and what they agreed or disagreed with in their learning logs. Use anecdotal records to check for participation and contribution of ideas or opinions. For formal assessment ask students to hand in their in class debate worksheet to ensure that the ideas presented are relevant, reasonable and demonstrates understanding.

Modifications:

Special needs students will be given guidance in completing the worksheet.

                                  In Class Debate Worksheet

     Things Canada Should Adopt       Things China Should Adopt

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