Notes : Introduction or welcome screen. Using a picture of computer generated people takes away the impression that there is a certain type of person that debates—it can be anyone of any size, gender, race, age, etc. Title shows what the focus will be; navigation buttons provide the ability for the learner to move between slides easily. Narration is used in the presentation to provide information to students not seen in text on the slide. The narration begins automatically when put into slideshow Animation (yes or no): Yes Text/Audio Narration : Welcome to debate! In this camp we will explore what it means to debate a point, watch an example of a debate that has been developed by students in middle school, learn how to build your own argument, understand the need for evidence, and practice choosing strong arguments. Title: Debate Camp Scene (opening page) Graphics (yes or no):Yes Audio (yes or no): Yes Slide number: 1 Skill or Concept: Introduction to debate 6-8 Debate Camp Navigation buttons allow students to move forward or backward at their own pace.
Transcript
1. Title: Debate Camp Scene (opening page) Slide number: 1
Skill or Concept: Introduction to debate Animation (yes or no): Yes
Graphics (yes or no):Yes Audio (yes or no): YesNotes:Introduction
or welcomescreen. Using a picture ofcomputer generatedpeople takes
away theimpression that there is a 6-8 Debate Campcertain type of
person thatdebatesit can be anyoneof any size, gender, race,age,
etc.Title shows what the focuswill be; navigation buttonsprovide
the ability for thelearner to move betweenslides easily.Narration
is used in thepresentation to provideinformation to studentsnot
seen in text on theslide. The narration beginsautomatically when
putinto slideshow mode. Navigation buttons allow students to move
forward or backward at their own pace. Text/Audio Narration:
Welcome to debate! In this camp we will explore what it means to
debate a point, watch an example of a debate that has been
developed by students in middle school, learn how to build your own
argument, understand the need for evidence, and practice choosing
strong arguments.
2. Title: Vocabulary Scene: Vocabulary (pre-training &
segmenting) Slide number: 2 Skill or Concept: Introduction to
debate Animation (yes or no): Yes Graphics (yes or no):Yes Audio
(yes or no): No Notes: Use size 24 or larger text; the vocabulary
Important Vocabulary words are the focus Debate: A competition in
which two opposing here. Use a text box to help highlight
vocabulary words with a colorful teams make speeches to support
their background to arguments and disagree with those of the other
team visually enhance the slide. Resolution: The opinion about
which two teams Narration is used in this slide to explain the
vocabulary words and to provide argue foundation for those words.
Affirmative team: Agrees with resolution Negative/Opposing team:
Disagrees with resolution Rebuttal: Explains why one team disagrees
with the other team Navigation buttons allow students to move
forward or backward at their own pace.Text/Audio Narration:Debate
is a competition. There are two sides to the debate just like in
most sports or games. Each team is part of a side of the point that
is argued calledthe resolution. The affirmative team agrees with
the resolution and the negative or opposing team disagrees with it.
Each team provides rebuttals againstarguments. For example, my
resolution might be that social media such as Facebook should be
banned. The affirmative team argues why this shouldhappen while the
negative or opposing team argues why it should not happen. When one
team provides a reason or argument, the other team provides
arebuttal arguing against their point!
3. Title: Debate Camp Scene: Vocabulary in action Slide number:
3Skill or Concept: Introduction to debate Animation (yes or no):
Yes Graphics (yes or no):Yes Audio (yes or no): Yes Rebuttal
Debate!Notes:The graphic in thisslide shows a two Resolution:
TVspeakers in a debate.Using the facial is a badexpressions and
influenceaudio, students canmore clearlyunderstand thevocabulary
wordsintroduced in theprevious slide.Narration here isbrief,
explaining Opposing Affirmativestudents can click on Team Teameach
number to get ashort description ofthe vocabulary wordin action.
Thestudents click on Navigation buttons allow students to moveeach
number to hear forward or backward at their own pace.the
audio.Text/Audio Narration:In this slide we see a sample debate.
Click on the numbers in order one through 4 to hear the description
of each word in action!
4. Title: MS Debate example & explanation Scene:
Explanation of sample debate Slide number: 3 Middle School Skill or
Concept: Introduction to debate Animation (yes or no): Yes Graphics
(yes or no):Yes Audio (yes or no): No Notes: Simple text here
explains the purpose of the video and what students should watch
for when viewing the video. Debate Resolution: All parents be
required to have a license before having children. Format: Opening
Remarks Point on the PRO side Rebuttal on the NEGATIVE side Closing
Remarks Consider which side you are on! Navigation buttons allow
students to move forward or backward at their own pace.Text/Audio
Narration:Now we are going to view an actual debate held in a
middle school. Students argue if parents should be required to have
a license before having children.Pay special attention to how each
team member forms his or her arguments and then decide which side
you felt was most compelling.
5. Title: Sample Debate Scene: Sample debate Slide number: 4
Skill or Concept: Introduction to debate Animation (yes or no): Yes
Graphics (yes or no):Yes Audio (yes or no): Yes Notes: The photo
shows a yes and no Click on the picture to view the video
sideexactly how a debate appears and provides the link to the video
students will view. Navigation buttons allow students to move
forward or backward at their own pace.Text/Audio Narration:In this
debate, pay attention to the speakers and their arguments. What are
their best points? Which side is most compelling?
6. Title: Arguments Scene: Sample debate Slide number: 5 Skill
or Concept: Introduction to debate Animation (yes or no): Yes
Graphics (yes or no):Yes Audio (yes or no): Yes Notes: The graphic
here shows again two men in suits disagreeing Arguments Arguments
are formally rather than in a violent way. The not conflicts or
text supports the idea that the arguments are formal rather than
informal, quarrels! Your argument violent clashes. is your position
on the issue or your point of view that you will defend. Navigation
buttons allow students to move forward or backward at their own
pace.Text/Audio Narration:Arguments are what we all think of as
fights! In debate, arguments are fights of logic and words only.
Your job is to develop a stronger case than youropponent and then
effectively argue that point with your team or on your own if not
in a team debate.
7. Title: Types of evidence Scene: Four types of evidence Slide
number: 6 Skill or Concept: Introduction to debate Animation (yes
or no): Yes Graphics (yes or no):Yes Audio (yes or no): Yes Support
for an argument consists Notes: Simple text here to show the four
types of evidence. This is both instructional of EVIDENCE. and
informational. 1. Example: From your own experience or from what
you heard or read. 2. Common Sense: Things that you believe
everyone knows. 3. Expert Opinions: The opinions of expertsthis
comes from research. 4. Statistics: Numbersthis also comes from
researchText/Audio Narration:Evidence supports arguments. Think of
evidence like the parachute for your argument! It holds that
argument up! There are four types of evidence wewill examine
hereexample; common sense; expert opinion; statistics. An example
is just what you think it isgrabbing something from yourown
experience and sharing it in support of your argument. Common sense
evidence is something most people should know such as look both
waysbefore you cross the street. Expert opinions support facts and
are found in research along with statistics (numbers).
8. Title: Examples of evidence Scene: Plain background; worked
example Slide number: 7 Skill or Concept: Introduction to debate
Animation (yes or no): Yes Graphics (yes or no):Yes Audio (yes or
no): Yes Notes: This slide is a duplicate of the Smoking should be
banned in all public places. previous slide so students can make a
1. Example: Whenever I go into a restaurant and there are
correlation between the four types of people smoking near me, I
feel I am breathing in their evidence and these four simple smoke.
This makes me a smoker even though I dont want examples. Here they
to be. can understand that providing evidence 2. Common Sense:
Secondhand smoke is very unhealthy for make sense. This is
informational as well nonsmokers. as instructional here! 3. Expert
Opinions: Secondhand smoke causes 250,000 respiratory infections in
infants & children each year. 4. Statistics: According to the
Environmental Protection Agency, secondhand smoke causes
approximately 3,000 lung cancer deaths in nonsmokers each
year.Text/Audio Narration:Now lets take a look at some examples!
The resolution we are looking at is smoking should be banned in all
public places. We want to argue for thisresolution so lets see what
evidence we can provide! The first type is example. (read the
example). Remember this is something from personalexperience. The
second type is common sense. Everyone can agree that secondhand
smoke is very unhealthy for nonsmokers! (and smokers alike, Idsay!)
Experts say that secondhand smoke causes 250,000 respiratory
infections in infants and children each year. This data is from
pediatricians examiningthe effects of smoking on kids. Finally the
numbers dont lieEPA shares that secondhand smoke causes about 3,000
lung cancer deaths in non-smokerseach year. As you can see there is
a place for each type of evidence in a debate so consider which
piece you believe is most compelling!
9. Title: Sample Which Speaker Wins? Scene: Plain background;
worked example Slide number: 8 Skill or Concept: Introduction to
debate Animation (yes or no): Yes Graphics (yes or no):Yes Audio
(yes or no): Yes Notes: In this worked example students can Which
Speaker Wins? see the speakers Television is a good Speaker 1 says
TV is a points and decide for influence because it helps good
influence but I themselves which speaker is more you learn valuable
skills. disagree. TV is a bad effective. By using For example,
children influence because it speakers behind a learn to read and
count causes obesity. For podium, the formal impact of the by
watching educational example, the average child language is
programs. spends 4 hours every day conveyed. watching TV when they
White background could be engaged in puts text at forefront
physical activities. of the slide and is the focus. Therefore, TV
is more of a bad influence. Children can always learn to read and
count from other sources but they cant get back the time they have
wasted in front of the TV.Text/Audio Narration:Here we have an
example of two speakers in a debate. Which argument is more
compelling to you? Why? Read each argument then click on the
speakeryou believe provided the best argument!
10. Title: Sample Which Speaker Wins? Scene: Plain background;
worked example Slide number: 8 Skill or Concept: Introduction to
debate Animation (yes or no): Yes Graphics (yes or no):Yes Audio
(yes or no): No Notes: In this worked example students can Which
Speaker Wins? see the speakers points and decide for This speaker
had a themselves which strong start but provided speaker is more
very little evidence. In this effective. By using speakers behind a
simple argument, podium, the formal Speaker 1 is not the impact of
the victor! language is conveyed.Text/Audio Narration:
11. Title: Sample Which Speaker Wins? Scene: Plain background;
worked example Slide number: 8 Skill or Concept: Introduction to
debate Animation (yes or no): Yes Graphics (yes or no):Yes Audio
(yes or no): No Notes: In this worked example students can Which
Speaker Wins? see the speakers This speaker provides a points and
decide for rebuttal to the information themselves which speaker is
more shared by speaker 1. In effective. By using addition, the
speaker adds speakers behind a evidence. The speaker podium, the
formal impact of the uses statistics as well as language is common
sense evidence! conveyed. Speaker 2 is the victor!Text/Audio
Narration:
12. Title: Practice choosing arguments Scene: Sample debate
Slide number: 12 Skill or Concept: Introduction to debate Animation
(yes or no): Yes Graphics (yes or no):Yes Audio (yes or no): Yes
Notes: The photo here again shows the need to think of the Your
turn to practice! argument and the rebuttal when in a debate. The
idea is to keep students understanding that the point is to use
formal language and be polite at all times. Click on the picture to
visit your practice website!Text/Audio Narration:Now it is your
turn to have some fun with arguments. Click on the picture. It will
take you to FunEnglishGames.com where you will choose a topic
toargue (there are four choices), then read the argument presented
by your opponent. Click on Argue and you will be presented with
four argumentchoices. Make your choice and the game will tell you
if you made the right choice or not!, and why!
13. Title: Sparring Debate Practice Scene: Dog reading book;
colored background Slide number: 13 Skill or Concept: Introduction
to debate Animation (yes or no): Yes Graphics (yes or no):Yes Audio
(yes or no): Yes Notes: The background is simple in color; text box
primary focus. Simple photo that might spark ideas for students
when they are approaching their Sparring Debates! positions in the
debate. Our topic is Animals think like humans. We will have a
brief sparring debate, where each speaker can share ONE affirmative
position and then there will be one rebuttal.Text/Audio
Narration:It is your turn to practice debate skills. For this
activity, you will need your microphone. This is called a sparring
debate. In this debate, we will argue theresolution Animals think
like humans. Consider your position on this issue. Do you agree or
not? What are some arguments you could make to supportyour opinion?
Jot down a few ideas. In just a few moments, we will debate by
having one person who supports this resolution make an argument,
thenwe will have a rebuttal to that argument. Lets go!