Today we will STAY THE COURSE (keep going strongly)
with our book and our debate preparation. But, I will also have
a look at 'CREDIBLE' or "VIABLE" sources.

FIRST, we need to update some info as we
work toward publishing your dystopian stories.

LIST OF SUPPORTING DEBATE DOCUMENTS
Guidelines - overall
Debator Research and Planning Guide
Speaker Roles
Constructive Graphic Organizer
Example of:
         First and Second Affirmative Constructives
         First and Second Negative Constructives
         Rebuttle
Useful Debate Phrases

Good morning and happy TUESDAY -DFTBA.

Homework: come to class with new research.

Today the goal is to:
1)   set up some questions for our reading of REAL TIME
2)   read for about 15 minutes
3)   take a few minutes to discuss the reading and write down
your thoughts:

Think about MEMORY - Why is memory important in the book
What are you thinking about?
What questions do the characters aske themselves?
Is there a fabulous quote you would like to remember?
Is there a scene that sticks in your head

AND

Begin your research for the debate.  But, you must decide who will research the affirmative and who will research the negative.
REMEMBER TO BEGIN WITH YOUR RESEARCH QUESTION - this question should directly tie into the affirmative and negative sides of the proposition.

Begin finding evidence - go beyond GOOGLE and into EPSCO.

Today we will:

TURN IN YOUR REFLECTION HOMEWORK
NEW YEAR HOUSEKEEPING

1) Discuss the DEBATE TUTORIAL
       What are your thoughts? What are your questions?

2) I will provide you with the resolution, the guidelines, and the speaker roles.
       What are your thoughts? What are your questions?

3)    An introduction to

Welcome to 2016 - it's going to be a great year!
You will make the jump from MS to HS
WILL YOU BE READY??????????

Due on Thursday January 7 (Blocks C&D)
             Friday January 8 (Blocks F&H)
Watch the Lincoln-Douglas Debate Tutorial posted below on this blog
Turn in your parent signed reflection about your dystopian short                                                             story
                             
Today's agenda includes:

1)     Handing you back your dystopian stories -
        NOTE:  The grades are in Power School, BUT, I always
                      encourage rewriting.  SO, this means, if you
                      wish to rewrite, you can, BUT, you must confer
                      with me AND turn the rewrite in by 
                                     JANUARY 28TH FOR F AND G BLOCKS
                                     JANUARY 29TH FOR C AND D BLOCKS

ALSO DUE: YOUR REFLECTION 
WITH PARENT SIGNATURE
Blocks C&D on Thursday Jan 7
Blocks F&H on Friday Jan 8

2)   An introduction to our unit on DEBATE
             What do you know about debate and debating?

3)   Mock mini-debate with a partner Resolution:
         Be it resolved that schools should block the use of
         mobile phones during school hours.

TIMING:
10 minutes to prepare - affirmative and negative teams
2 minutes affirmative
2 minutes negative
1 minute to prepare questions
2 minutes open crossfire
1 minute affirmative summary
1 minute negative summary
DONE

LINCOLN-DOUGLAS DEBATE TUTORIAL


       

MS FINAL DEBATE COMPETITION



CLICK HERE to read a little about the history of the LINCOLN-DOUGLAS debate.

PREP TODAY

GET TO WORK

ASK ME QUESTIONS

TURN IN YOUR STORY, YOUR DRAMATIC ARC, AND YOUR CHECKLIST

FISHBOWL EXAMPLE

STEP 4 FISHBOWL DISCUSSION                                                     

DYSTOPIAN UNIT

Fishbowl Project

                 Many themes were discovered throughout our research, our readings, our writing, and our discussions about dystopian ideals and characteristics. Now, we will have a formal discussion about Freedom vs. Safety, Individuality vs. Equality and what makes a perfect society. Many ideas and questions were raised throughout this unit that will result in a culminating discussion called a Fishbowl.  The Fishbowl will count as another summative assessment for the unit.

GOALS ·       To ENGAGE in a collaborative discussion to further our understanding of dystopian ideals and characteristics. ·       To EXPRESS opinions clearly using evidence from the unit. ·       To DEMONSTRATE a command of the vocabulary associated with dystopian art and literature. ·        To DEBATE the question - what is more important to have as a citizen of a community – SAFETY – FREEDOM – INDIVIDUALITY – COMMUNITY? ENDURING UNDERSTANDING (here, we will go back to the beginning) ·        Discussing Dystopian themes in art and literature help us in understanding the current trends, social norms, and/or political systems in our own community, country, and/or world. ESSENTIAL QUESTIONS ·        How can coming prepared to a formal discussion build self-confidence in expressing our opinions? ·        How can listening to other opinions help us reflect and refine our thinking? ·        Why is it important to listen and question ideas in a formal discussion? ·        What is more important to have as a citizen of a community – Safety, Freedom, Individuality, or Community Wellbeing?

The Process

• You will receive a formative grade for the pre-work accomplished before the Fishbowl takes place. Coming to this discussion prepared involves the following:

·        Notes (they will be collected after the fishbowl) prepared for EACH topic or question presented in preparation for the fishbowl.

o   Notes must include at least THREE complete thoughts or sentences that could be used to spark or contribute to a discussion.

o   These notes need to be supported by evidence in the form or QUOTES AND EXAMPLES from the knowledge you have gained during this unit – research, reading, class discussion, and writing

·        Your own opinions can be expressed as long as you have completed the other requirements.

QUESTIONS/TOPICS

The following are questions and topics for your fishbowl.

1.    Contrast the societies in “Harrison Bergeron”, “The Lottery”, your self-selected

novels, and your short story. What makes them dystopian?

2.    “Is it truly freedom if you don’t have the freedom to make mistakes?” How does this quote from Ghandi relate to the narratives (the stories)?

3.    Why do the characters in the stories we/you have read accept the societies they live in?

a.    Under what circumstances could these societies exist?

b.    What do these societies offer that our society does not offer mankind?

4.    What do the benefits and flaws of the seemingly utopian societies in “The Lottery” and “Harrison Bergeron”, as well as the other dystopian stories you have read, teach us about our society?

5.    Are attempts at Utopian societies truly fair for all citizens? Why or why not?

a.    Based on the research and readings, is it possible for mankind to ever achieve Utopia?

6.    Debate the following question - What’s more important to have as a citizen – SAFETY, FREEDOM, INDIVIDUALITY, OR COMMUNITY WELLBEING?

Fishbowl Structure/HOW IT WORKS

·        For this formal discussion students will be expected to participate both the inner group and the outer group.

·        While in the inner group, students are engaged in active discussion addressing the given questions/topics according to expectations.  

·        Students in the outer group are observers.  They must actively observe the discussion, take notes and tap into the circle at least two times during the Fishbowl.

·        *Empty Chair: This is for the teacher to enter when necessary.

EXPECTATIONS

1.  Restate the previous comments using student’s first names.

2.    One person speaks at a time.

3.    Use body language and eye contact for clues when to speak.

4.    Comments and questions are only asked by the people in the inner circle.

5.    Support answers/comments with evidence.

6.    To enter the inner circle, you must tap into someone who has already participated in the conversation.

7.    If you elect to leave the bowl, you MUST say something meaningful before leaving.

8.    Each person must connect their comment or questions to the previous comment or question.

9.    No question must begin with the word why.

10. The conversation does not exist just so you can hear yourself talk, it is for the group to explore ideas and questions.

11.  People in the outer circle must write down statements that make them go “hmmm” or “aah” or “huh”.

12. One student enters the circle to begin the discussion.

13. The discussion keeps going even when people enter or leave the bowl – flow should be seamless, without pause.

14. Keep the discussion focused!!!!*******

15. Incorporate others in the discussion.

16. Provide examples to support your opinion.

17. Come prepared with all notes AND whatever reading you wish to pull evidence from.

18. Respect all opinions and views.

ABOUT LISTENING AND SPEAKING

·        When a student is not speaking, he or she is expected to be an active listener. This includes making eye contact with the person that is speaking, staying quiet while somebody is speaking, and maintaining interest even if not directly participating.

• While speaking, students need to be respectful in all areas.
• Students are in no way to put down the ideas of other students – disagreement with the idea is fine, but no disparaging comments towards other students will be tolerated.
• Likewise, students need to respect the amount of times and length of time during which they speak.  “Share the air” – everyone needs time to speak, so do not monopolize the conversation by speaking too often or by speaking for too long.
• Your point should be concise, meaning to the point.
• Remember when speaking that accuracy is important. Arguments that are not accurate or supported by proof will result in a poor grade.

·        Finally, stereotyping of any type will not be tolerated

Whether in the inner or outer circle, active listening is still expected. If on the outer circle, students are responsible for taking notes based on the conversation taking place in the Fishbowl.

Standards Ø  Engage in a collaborative discussion within a formal group setting Ø  Prepare for the discussion using notes from the research, reading, discussion, and writing during the unit  Ø  Explicitly draw on evidence to further a point, justify your idea, or to reflect on ideas discussed Ø  Pose questions that connect the ideas presented Ø  Acknowledge new information

STEP 4 FISHBOWL DISCUSSION

Evaluate your preparation and participation in a collaborative discussion on a scale from 1 to 7.	YES! 1-7	NOT SURE 1-7	NO Not at all!
Ø  Prepare for the discussion using notes from the research, reading, discussion, and writing during the unit
Ø  Explicitly draw on evidence to further a point, justify your idea, or to reflect on ideas discussed
Ø  Engage in a collaborative discussion within a formal group setting
Ø  Pose questions that connect the ideas presented
Ø  Acknowledge new information

WORKSHOP TODAY

Reminders:

Due on MONDAY (C&D BLOCK)

Turn in A HARD COPY OF

           YOUR STORY

            YOUR DRAMATIC ARC

              YOUR CHECKLIST.

In addition to the questions you must ask yourself as you
prepare to finalize your stories, check your writing for the following:

Commas before and after quotes

Comma always before the word “which”

Have you used dystopian words?

Spelling

Do you have exciting, active verbs

White Space
12 font Times New Roman