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Teacher in a Box – PF – Lesson 02 – What is Public Forum Debate?

 Overview

Lesson Title

Lesson 2:  What Is Public Forum Debate?

 

Indicate which:

Beginner         Intermediate      Advanced

Focus Skill:

Introduction to Public Forum Debate

 

Time Frame:

1 Hour (could be extended)

 

 

PART 1—ESSENTIAL ELEMENTS

 

Essential Question

 

What is Public Forum Debate as compared with other styles?
Objective 1

 

Students will understand the general terms of any PF debate
Objective 2

 

Students will be able to find the key parts of opening speeches
Objective 3

 

Students will begin to understand good debating techniques that they should emulate

 

Overview of Lesson (General summary of what will be covered):

 

Students will understand parts of a Public Forum Debate.

Students will see part of an exemplary debate and get to have open discussion about which side did better based on their current knowledge.

 

PART 2—THE LESSON

 

Detailed Step-by-Step Lesson (be sure to include time allocation information):

Session # Time Details of the Lesson
2.0 5 min. Define Public Forum

See end of this document

2.1 20 min. Pass out worksheet and show video of a PF debate. Only show the video until after the first crossfire.
The 2015 final round is linked here, but you can use any PF debate that you want.You may want to stop the video after the first contention to allow the students to get caught up on the worksheet.
2.2 35 min.

 

Discussion Questions with Class

See below

2.3  

 

Homework – Read Chapter 1 in the PF textbook
2.4  

 

Homework – Have students create a quiz on the reading with a key to prove that they picked up on key terms in the chapter.

PART 3—ASSESSMENT EVIDENCE

Performance Task, Product, or Other Key Evidence of Learning (How will students demonstrate a level of proficiency for this skill?)

Within the context of the lesson, students will be demonstrating learning as they brainstorm and discuss.

More formally, have students individually work through the process with another topic.

Within the context of the lesson, students will be demonstrating learning as they brainstorm and discuss.

More formally, have students individually work through the process with another topic.

Within the context of the lesson, students will be demonstrating learning as they brainstorm and discuss.

 

Key criteria to measure Performance Task(s) or Key Evidence:

Examples:  Rubric, Checklist, etc.

Students should be able to discuss debate ideas using the new vocabulary introduced to them.

 

 

Assessment Strategies (Identify Informal/Formal Strategies):

 

Informal (only): Discussion throughout lesson

  


Plans for after this lesson/competency is complete (How will you extend, enrich?):

 

Webinars available on NSDA web site – https://staging.speechanddebate.org/webinar-archive/

 

 

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