Debate+110

//Review of Gov side responsibilities.// //Review our proposed bill for class practice.// //Discuss Opp responsibilities. Apply to the bill.// //Parliamentary practice activity...due for presentation tomorrow.// //Awesome class today! For those of you who were at Clinton's speech or decided to jig, here's what you missed...be sure to know 'Opposition' side for tomorrow.//
 * //13 May//**
 * //12 May//**
 * //11 May//**

Government duties (outlined in pt form on page 12)

· Burden of proof o Gvt proposes the change; measures again existing state of affairs (status quo); worded positively o Must prove something is wrong w/ status quo and that the gvt will fix it.

· Definitions ‘The terms of the resolution are defined as follows’

o Make clear what the debate is about o Explain vague or diff terms. o Do not exaggerate, but must explain res as a whole. This is important, as the OPP may redefine a term that is not explained correctly, or if they disagree, forcing the speaker to rule for def with best definition.

· The Plan – see ‘Need – Plan’ case

o Gov must explain exactly HOW they will implement the change. Gov can say there’s a problem, but better be ready to fix it.

· Issues o Both sides must make argument manageable by breaking it down to issues and examples. These are concrete reasons to accept this change. § Proposing reinstitution of capital punishment: deters murderers, no re-offenders.


 * //2 May//**

//If you're 18, go vote today. People are dying for a right we take for granted. If you happen to vote NDP, then I'll be even happier.//

My apologies for being out today.

//A few things on the agenda today. If we are going to make our party happen, **these all need to be accomplished.** Please keep the extra conversations to a minimum. Zero would be best. We get off track too easily.//

//* Presentations are DONE and PRACTICED at least once. Remember your visuals will be projected.// //* Your presentation should be either emailed to me or saved to my laptop via memory stick. This must be taken care of by first of class tomorrow -- NO EXCEPTIONS! I need to test that they work.// //* Please sign up to bring snacks to the event. If possible PLEASE bring something to serve it on.// //* Food should be brought to my room Wednesday am, or to the library by Wednesday noon.// //* YOUR permission slips need to be returned.// //* Megan and WD should discuss the 'Welcome' handshake, etc. I know it sounds obvious, but better to be ready ahead of time.// //* Keegan's intro, outro/thanks and improv commentary between talks should be prepped.// //* Somebody must deliver invites today to the following://

//Mr. Pottle// //Mr. Wilton// //Mr. Sturgeon// //Ms. Waddell// //Mrs. Capson-Daniels// //Ms. White// //Ms. Crawford// //Mrs. Keating// //Mrs. Holyoke-Walsh// //Mrs. Stairs// //...and any other favourite teachers who have a 4th or 5th period prep and want to come down for part or all of the fun.//

//* You will also receive permission slips for one guest each. Depending on how things go, you may end up with a second invite tomorrow.// //* I will be writing table topics today for us to speak on before the prepared talks. These will be impromptu for you, but based in the theme of 'the future'. Some are serious; most are not.//

//Mr. Sloan will be checking that these jobs are accomplished by end of class. I really need us to be OVER prepared for this.//

//If there are questions or concerns, please have Mr. Sloan email them to me OR Presby can DM them via Twitter. I will be out during your classtime, but will post all answers to this website this evening.//

//Let's work together on this. Then Thursday, we can finally figure out what happened on '12 Angry Men'. Poor kid.//

// Prepping for the Toast! // // Demo toast from champion Toastmaster. // // ﻿ // media type="youtube" key="tSFzopHy8qI" height="349" width="560"
 * 29 April **

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// By the end of class tomorrow... // // * Presentations are done. We practice for each other on Monday. There will be a homework check on Monday. All assigments will be put onto a memory stick on Tuesday. // // * Invitations need to be completed. We will deliver these on Monday. // // * Music should be arranged / decided upon. // // * Sign up for food -- if any of you have serving trays, that would be great to borrow as well. // __// ME //__ // * Finalize invite list // // * Contact Carol Ann Hanley // // * Speaker requests //
 * __// YOU //__**
 * // * //**// Table cloths //

PRACTICE ... //To prep for our activity, we will be practicing with table topics. I will announce a topic for the day and ask a few of you to speak on it for a minute or two. No prep time. Topics will be general and easy.//

//Tips from TI://


 * Give an opinion, and then justify it with two or three specific reasons. For example, talk about your favorite film and give some reasons you like it.
 * State a problem and show its causes. For instance, you might explain how traffic became a problem in your city.
 * Offer a viewpoint – yours or someone else’s – and elaborate on it. Did your city council ban smoking in government offices? What arguments were given by the ban’s supporters?
 * State a goal or problem and then tell what must be done to achieve the goal or solve the problem. If you recently found a new job, tell about the steps you took to reach your goal.
 * Describe a process, such as how to plant a tree.
 * Break a problem, situation or object into its components and discuss them. For example, describe the branches of your country’s government.

// Checking for self-assessment. Recording zero until it comes in. // // Reviewing Friday; dbl checking topics //
 * 26 or 27 April **

The event:



// Laptops are available all week. Prepare your work. //
 * // need to list all necessary pre- work asap: //**
 * // host(ess) //**
 * // invitations //**
 * // projector //**
 * // all work loaded to my laptop //**
 * // Ms. Richard notified. //**

Debate 110

Self Assessment and Exit Survey

Please write a short piece (3/4 – 1 page) outlining the following points as they pertain to our Cross-Ex debate.

· Do you feel your debating skills have improved for this debate? · Which elements of this activity did you find most difficult? Which were the least difficult? · Which portions of instruction do you feel should have received more time spent in class (format, building arguments, cross examination, flowing and note-taking). · The formality of this exercise. · Any other ideas, concerns, reflection that you may have.

To finish this piece of writing, please assign yourself a mark out of a possible 10. If possible, please justify where you feel you could have improved.

Due: Thursday


 * //6 April//**

//Review the judging note. Assign students to open / close the debate and time.// //Review script...have demo people in place.//

//By now, these things should have been taken care of://

//* Your roles and responsibilities understood. You will be graded on this.// //* Review of the score sheet. This was handed to you.// //* Research of your two resolutions...it will be very helpful to know both sides.// //* Speeches prepared; special consideration will be given to those who have flowed their arguments.//

//Rick Mercer//
 * //1 April//**

//Review idea of Cross-Ex debate.//

//Hand out Roles and time limits / expectations//

//Discuss resolutions -- decide on 4.//

//Assign resolutions and schedule.//

//Flowing article//

//Hand out Flowing template for Cross Ex//



//Jeremy's Toulmin...finally// //Complete debate rounds.// //Allie / Emma vs. Murray / Jeri (Community Service)//
 * //30 March//**

//Better Flow video//

Flow activity...notes from a recipe reading.


 * //29 March//**

//Stephen / Jenny vs. Allie Emma (Canada's role in Libya)//

//Intro to Cross-X//

//Hand out...read page 3 for preview of video.// //Review the four-step process in refutation. This will be used in your debate activity:// //THEY SAY...(restate claim)// //BUT...(counter-claim)// //BECAUSE....(grounds/warrant)// //THEREFORE...(new claim)//
 * //24 March//**
 * //23 March//**
 * //Refutation video//**

//* Today's debate:// //* Teams of two, each with their own resolution to argue, and one to oppose.// //* Explain rubric.//

//Are we ready?//




 * //21 March//**

//Review and debrief the Toulmin assignment//

//Outline for the next couple of weeks:// //* Exercises in Refutation and Rebuttal (ppt notes and activity)// //* Refutation // //* When debating as opposition, you can really do one of three things with the affirmative argument:// 1) Accept it 2) Argue it 3) Ignore it (same as accepting it)


 * //Argument / refutation activity based on your Toulmin papers.//

//READ refutation handout, highlight key points.//

THEY SAY... BUT...  BECAUSE...  THEREFORE...

//Notes on refutation -- Copy slide 6. Discuss the rest.//

//Activity sheet: Cost/benefit//

//Practice with the following resolutions or brainstorm a few.//

//* Dogs are better than cats because they offer a more faithful and human-like companionship.// //* The Canadian military has no business taking action in Libya because there are no economic or social ties with that country.// //* Video games should not have graphic violence, as they create a violent culture.//

//Excellent advice for your next work: //

Video

//Next assignment:// //* Distributing the Toulmin arguments (random or chosen?)// //* You will construct a 3-minute refutation argument using the 4-step flow process outlined in ppt.//

//FORMAT:// //* Affirmative makes a 1-minute outline / review of the original argument// //* 3-minute refutation// //* Aff and Opp each have 1 minute rebuttals following same format. Note-taking encouraged.//

//Class decides whether or not motion passes.//

//Moving on to Cross-Ex Debate.//

SPAR //Exercise//

//A logical argument can be very effective...// media type="youtube" key="i6ezmj-cnOM" height="390" width="640" //Reviewing Toulmin's method:// //Claim: Idea you are communicating / persuading.// //Grounds Data: The truth upon which the claim is based.// //Warrant: Links data to the claim.// //Backing: Additional support by answering different questions.// // ﻿ //
 * //2 March//**

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//Time to construct argument.//

VIDEO WEBSITE

//Complete the debate with Megan and Jeremy. Do we want to hear winners?//
 * //28 February//**

//Review self-assessments. Hand out mine.//

//Introduce skill: Creating the Argument using Toulmin's Model.// ... //students read this to familiarize themselves w/ terminology.//

//Handout -- this one has the graphic. Read this as homework tonight. Will help you with tomorrow's assignment.//

//Handout from website...review prior to video.// VIDEO WEBSITE

... //use for review.//

//Assignment...// //Using Toulmin's model of argumentation, develop a 5 minute Affirmative argument on one of the following resolutions:// //* Be it resolved that American inmates on death row should be allowed to donate their organs for transplant.// //* This house believes that the 'War on Terror' has significantly contributed to the abuse of human rights.// //* This House supports the creation of a 'Fat Tax' of 20% on all foods deemed to have negative health effects.// //**You may create your own resolution in consultation with me. All resolutions must support a motion for change in status quo.**//

//You will need to submit the written version of your argument, identifying all six elements of Toulmin's model.// //Following your presentation, you will be required to defend your argument against your peers and me.//



//VIDEO WEBSITE// //Collect self-assessment assignments.// //Review outline for the day. Handout //
 * //25 February//**
 * //24 February//**

//Complete round three.//

//Time to work on reflection if not complete.//

//If this is not happening, go to SPAR://

//* Outline resolution// //* Allow time to organize both sides of arguments. MUST have a prepared logical and sequential argument to open. Choose two names at random, flip coin to decide angle.//

//Goal -- complete 2nd round today.// //Tomorrow I will be out. I will need you (volunteer) to organize the schedule for round three -- Chicken or the egg.// //I will leave judging rubrics. We will also need a timer.// //After third round, I would like to move toward a more detailed discussion on 'constructing the affirmative'.// //Due Friday: 1 page self reflection on first debate.//
 * //22 February//**

//Complete round 1. Hand out marks.// //Reminder that there must be a self-reflection at the end of this debate.//
 * //16 February//**

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[]

//Public Forum Debate -- round 1// //Set up seating w/ podium in middle// //One student to time.// //Video?// //Review the sheet that we made from Kelly's presentation...//
 * //14 February//**

//Review opening format for Public Forum debate....You will need to decide on who will speak, and in which order. You will also need to organize introductory arguments and rebuttal questions.// //* 1st speaker affirmative// //* Crossfire rd 1 (w/ 1st speaker Neg)// //* 1st speaker negative// //* Crossfire rd2 w/ 1S+// //* 2S+// //* Crossfire w 2s-// //* 2s-// //* Crossfire w/ 2s+//

//View video of 1st speaker Affirmative// //Research to end of class.//

//While class is working, construct the tournament sheet (flowchart?)//


 * //10 February//**

Debate resolutions – Public forum debate

· Superman, Spiderman and Batman: Superheroes, not misleading idols? · Human cloning should be allowed. · Which came first – the chicken or the egg? The Chicken…no question. · Euthanasia

For each resolution, have a thesis (affirmative and negative) and questions.

Check handout for times required.


 * //9 February//**

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//Review of the activity...Want a job?//

//Faceoff two more rounds of Facebook.//

//Continue sparring until all have gone.//

//What did you find successful or unsuccessful? NEWS -- After each formal debate, you will be required to submit a brief 1 page outline / reflection.//

//TOMORROW -- Kelly Lamrock. Bring questions. Think of speaking skills you would like to develop. I will also reveal the resolution for our debate.//

//Teams of 2...you choose this time, thereby eliminating that person as your partner for the next formal debate.//

//FINISHING FIRST PRESENTATIONS...// //Jeremy, Emma and Katie introduce.// //Remainder of readings.// //Introduce Public Forum debate...handout and activity.// //Write resolution. Allow 2 minutes to formulate aff and neg.// //Choose random names to present...1 minute each (new points only). 30 second refutation (question and argument).// //John Malkovich -- reading with subtext// //15 minutes for final prep...intro rubric.//
 * //8 February//**
 * //7 February//**

//Intro to policy debate...// -- //Should be called 'Public Forum'...sorry.//





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//Continue and finish intros.//
 * //4 February//**

//Body posture when speaking// //Jesse Jackson// //John Malkovich// //Now YOU try...//

//I finally know...(insert subtext)//

//Check for stories...// //What are we looking for?// //* Voice -- inflections, pause, volume// //* Body language -- controlled amount. Effective.// //* Should we record? I vote yes.// //* Wikispace? Some forum for video sharing.//

//Work on dramatic reading.//

//Public adjudication...self analysis. Self assessment.//

//Best story ever// //Say 'no' to spandex// //What made these effective? Think body language and content.// //Decide / review aspects of presentation to look for:// //* Body// //* Content// //* Flow// //Each presentation will be critiqued by two other students. Looking for 2+/1-.// //Intro the idea of note taking...handout// //Note taking game / activity -- // //Next -- preparing dramatic reading // //Public forum debating -- I intro topic...divide class into two groups, plus 2 - 3 people for judges. Discuss sentence starters:// //I agree, but...// //On the other hand...// //While that may be true...// //...more// //Intro the course...handout and explain.//
 * //3 February//**
 * //2 February//**

//KEY POINTS:// //* New course. You are an experiment. My goal is that it will be presented in a sequence that builds on skills. This may, however, require some manoeuvering// //* This course is **LARGELY** presentation based. You will be speaking nearly every day. If this is a problem...// //* Many / Most / All speaking performances will be critiqued --> both positive and negative.// //* You will be, for the most part, creating your own notes. We will discuss skills for this.//

//The beginning of course will deal with getting comfortable speaking in front of peers. We will do dramatic readings, public-style debates, paired debates / SPAR, debating games, and short-preparation debates.//

//Once things have calmed and we are comfortable speaking with each other, we will continue to more formalized debate. We will look at British Parliamentary stye, Cross-Ex and impromptu debating.//

//INTRO --// Think / Pair / Share

Think: 3-5 minutes on your own. Pair: Discuss your ideas with partner...which ideas did you have in common? Share Discuss as a class...decide on first judging criteria.

//* What skills do you feel a debater and public speaker must develop to become successful?// //* What specific issues contribute to a person's fear of public speaking?// //* What would a successful public speaker / debater look like in action? Think body language.//

//Along the way we will concentrate on speaking techniques, getting over stage fright and researching skills. I also hope to have a few guest speakers.// //Today's feature presentation: YOU!//

//The best way for us to get comfortable speaking is to know a little bit about each other.// //You will be given three minutes to prepare a 2 minute presentation about yourself that will allow us to know you.//

//Think beyond the obvious.//

//Make your points 'quality'.//

//FIRST: Brainstorm what things might be good to include.// //SECOND: You MUST make notes and refer to them. These can be in any format you like.// //THIRD: Be prepared to discuss how you felt up there.// //Intro, expand, conclude.//

//Notes...This is for later on...maybe second official debate..media type="custom" key="8373446"//