Argument & Debate

Lifting the Level of Conversation & Writing

Molly Leding, 4th Grade Teacher

Susan Dee, K-5 Literacy Strategist

​

RSU 5-Durham, Freeport, Pownal

Overarching Goals of Today’s Session

1. Broaden understanding of the ways student thinking, conversations, and writing grows through argumentation work.

2. Strengthen ability to guide students through the debate protocol.

3. Formulate an action plan for starting or extending argumentation work.

​

In today’s world we need people who...

• Think for themselves

​

• Read to be informed, who truly understand an issue before having an opinion

​

• Can work for change when it is needed.

​

Argument & Debate work supports learners in becoming more active and critical citizens.

What’s all the fuss about?

Embedding argumentation work in all content areas

• Shows students their voice matters
• Allows students to get better at talking “to” rather than “at” other students
• Sharpens students’ listening skills
• Helps students consider another point of view
• Strengthens students’ ability to use evidence from text to support thinking
• Promotes re-reading which deepens understanding of the text
• Oral rehearsal of ideas (reasons & evidence) improves opinion writing
• Enables teacher to coach & fix up thinking work in the moment
• Promotes 100% engagement during read alouds, conversations, and writing

​

Argument Protocol

1. Name the Argument
2. Listen & gather evidence for both sides
3. Pick a side
4. Caucus with your side
5. Face Off!
6. Repeat back opponent’s BEST reason/evidence
7. Rebuttal Caucus with your side
8. Rebuttal with opponent

Options:

• Flash Draft
• Develop more sophisticated Position C
• Chart powerful debate moves & strategies

We learn best by doing so…

let’s debate!

Let’s Debate….

Is the responsibility that Andrew’s father is teaching him good or bad?

Position A Position B

Good Bad

​

The more we debate...the deeper we think, talk, and write.

Debate Questions

Interpretations of Character(s) or Setting(s)

• Is this character strong or weak?
• Is this a good place or a bad place?
• Is this character a strong (leader, mother, friend, etc.) or not?

Arguable Rankings

• Which character is more to blame? ________ or ________
• Which character shows more bravery? _______ or _______

Theme

• Which theme is stronger? _______ or ________

Debate Questions

Author’s Craft/Choices

• Did the author create a sense of ______ more through the expert crafting of dialogue, or more through careful word choice?
• Is ________ a stronger symbol for ________ or ________?
• Does the author make it easier to envision this story more though _______ or _______?

A Possible Rapid Fire Debate Structure

Debatable Question (Q1) (Character/Setting)

• Give positions
• Gather information
• Caucus a/a b/b
• Debate A/B B/A

​

New Debatable Question (Q2) (Theme)

• Give positions
• Gather information
• Caucus a/a b/b
• Debate B/A A/B

​

New Debateable Question Q3 (Author’s Craft)

• Give positions
• Gather information
• Caucus a/a b/b
• Debate A/B B/A

​

​

Ways to Expand Debate Work Beyond the Full Protocol

• Partner Work and Book Clubs/Small Group� Example: Generate your own debateable questions
• Whole Class Read Alouds� Example: Character internal/external
• Cross Grade Level Student-Led Debate Coaching
• Content Area

​

Reach Out!

Susan Dee

Email: dees@rsu5.org

Twitter: @LiteracyDocent

​

Molly Leding

Email: ledingm@rsu5.org

Twitter: @MollyLeding

Presentation Resources

Levels of Debate; Teachers College Reading & Writing Project Argumentation Institute 2015.

​

#TCRWP Twitter Chat: Debate & Argument-Encouraging Student Voices; January 22, 2014 Moderated by Maggie B. Roberts

​

Rebecca Cronin, TCRWP Staff Developer for RSU 5~Durham, Freeport, Pownal

​

Teachers College Reading & Writing Project Argumentation Institute, January 2017

​

Ehrenworth, M. (2017) Why Argue?; Educational Leadership: Literacy in Every Classroom. Vol. 74. Pgs 35-40.