Lesson+3

__** The Great Debate **__ Students discuss why safety is important and why we need to be responsible for our own safe decisions. Students are also moved to groups and assigned roles they will create their multimodal texts in. || Safe Living S2.13 Discusses how safe practices promote personal wellbeing. - Describes certain behaviours that can create a safe environment for themselves, their school and community. Interacting S2.3 Makes positive contributions in group activities. Talking and Listening S2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.  -elaborates on others’ suggestions  -contributes to class discussion -expresses and reasons their own point of view and acknowledges the point of view of others -plans and/or speaks as part of a debate Talking and Listening S2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. -listens to spoken presentations and responds appropriately  -responds to different viewpoints in a discussion || - Observation of student contribution to class and group discussions and debate, and class and group collaborative tasks - Observation of peer interactions within groups - Analysis of individual student reasoning and justification of personal stances and arguments <span style="font-family: Verdana,Geneva,sans-serif;">- Analysis of group written Persuasion Map || || |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Student ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Timing ** || **<span style="font-family: Verdana,Geneva,sans-serif;">Management ** || **<span style="font-family: Verdana,Geneva,sans-serif;">Resources ** || ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">KLA: PDHPE ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">KLA links: English - Talking and Listening ** |||| **<span style="font-family: Verdana,Geneva,sans-serif;">Stage: 2 ** |||||| **<span style="font-family: Verdana,Geneva,sans-serif;">Sequence: 3/10 ** ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Purpose: **
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Outcomes and Indicators: **
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Assessment Strategies: **
 * **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Teaching/Learning Sequence **
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Teacher **
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Introduction
 * <span style="font-family: Verdana,Geneva,sans-serif;">Introduce learning goal to class i.e. today we will be having a debate about our personal safety. Outline structure of lesson and the time frame for each section.

<span style="font-family: Verdana,Geneva,sans-serif;">Remind students of rules and etiquette when having open discussions and debates - the One Step Removed strategy; respecting others' opinions; accepting what others say without judgement or criticism; the importance of respecting others’ feelings and confidentiality. Ask class if anyone disagrees with or wishes to elaborate on any of the rules set out. List the agreed upon rules on the IWB.

<span style="font-family: Verdana,Geneva,sans-serif;">Brief students on first activity and its rules. Lead class in activity, keeping in mind the sensitivity of some issues that may arise and using Protective Interrupting if necessary. The teacher will then lead the class in a brief discussion about that statement and the different points of view taken by the class. Call upon students to respond to others and monitor interactions for adherence to the rules for discussion set out.

<span style="font-family: Verdana,Geneva,sans-serif;">Statements to be discussed: <span style="font-family: Verdana,Geneva,sans-serif;">"I am on the only person responsible for my safety." <span style="font-family: Verdana,Geneva,sans-serif;">"I need to be able to do everything for myself." __<span style="font-family: Verdana,Geneva,sans-serif;">"The most important part of being healthy is being safe." __ |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students are familiar with the process of informal debates and the One Step Removed strategy when having open discussions. <span style="font-family: Verdana,Geneva,sans-serif;">Students are seated on the floor in a circle. Students listen to and discuss the rules and etiquette of open discussions and debates and agree as a class on a set of rules to be followed throughout the lesson.

<span style="font-family: Verdana,Geneva,sans-serif;">Students close eyes as statement is read out by teacher and consider the statement and their position on it silently. Students consider if they strongly agree, agree, disagree or strongly disagree with that statement. When students have decided their position they open their eyes. Following directions of the teacher, students move to their position when instructed. Students then participate in a brief discussion of why they chose that position, raising their hands to volunteer their reasoning and answering and responding to others when called upon. If after the discussion students wish to change their position they can do so. |||| <span style="font-family: Verdana,Geneva,sans-serif;">20 min || <span style="font-family: Verdana,Geneva,sans-serif;">Lesson takes place in an open area of the classroom or school, such as a hall. Desks may have to be rearranged to provide more space to move around classroom.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher sets out clear rules for discussion to avoid conflict or negative interactions in the lesson that the class agrees upon.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher staggers the process of decision making and moving around the classroom so students move together and with limited disruption.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher uses protective interrupting if necessary during discussion. || <span style="font-family: Verdana,Geneva,sans-serif;">IWB

<span style="font-family: Verdana,Geneva,sans-serif;">Position cards (4xA4 sheets; Strongly Agree, Agree, Disagree, Strongly Disagree) spread out along the length of the classroom

<span style="font-family: Verdana,Geneva,sans-serif;">Statements to be read by teacher || ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Body
 * <span style="font-family: Verdana,Geneva,sans-serif;">Keep students standing in their positions of the final statement, __"The most important part of being healthy is being safe."__ Explain that this will be the topic for their debate. If necessary ask some students in the 'agree' and 'disagree' positions to change their positions so that both sides of the argument are even sided. Ask for three volunteers from each side of the argument to be the speakers for their side.

<span style="font-family: Verdana,Geneva,sans-serif;">Bring students to the floor in their groups and discuss structure of a debate with class. Outline the role of each of the three speakers and the time limit each speaker will have. Briefly clarify the role of each speaker on the board for students to refer to. <span style="font-family: Verdana,Geneva,sans-serif;">First speaker: introduces main points of argument <span style="font-family: Verdana,Geneva,sans-serif;">Second speaker: Elaborates on their main points <span style="font-family: Verdana,Geneva,sans-serif;">Third speaker: Responds to opposing team and reinforces main points. Discuss and decide which of the volunteers would like to be which speaker for their team.

<span style="font-family: Verdana,Geneva,sans-serif;">Demonstrate a Persuasion Map on the IWB. Outline parameters for modified debate structure i.e. only one example/fact needed for each reason and appropriate language and reasons to be used in debate. Discuss group collaboration and the sharing of ideas in forming the group's argument, revisiting the rules discussed at beginning of lesson.

<span style="font-family: Verdana,Geneva,sans-serif;">Distribute to each group an A3 Persuasion Map, butchers/scrap paper and textas. Move between groups monitoring discussion and interactions and guiding where necessary. |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students choose their final positions for debate on the statement "The most important part of being healthy is being safe." Students who wish to speak in the debate volunteer and are chosen by teacher.

<span style="font-family: Verdana,Geneva,sans-serif;">Students return to floor and discuss the structure, language and roles within a debate. The speakers for each team choose which role they would like to have in the debate.

<span style="font-family: Verdana,Geneva,sans-serif;">Students watch the process of filling out a Persuasion Map and discuss how as a group they will form their arguments and reasoning. As a class students discuss what language and reasons are appropriate in a debate.

<span style="font-family: Verdana,Geneva,sans-serif;">In their groups students brainstorm arguments and then fill out the Persuasion Map, using ideas from the group and refining their arguments and reasoning. |||| <span style="font-family: Verdana,Geneva,sans-serif;">25 min || <span style="font-family: Verdana,Geneva,sans-serif;">Teacher is selective in choosing appropriate volunteers as speakers for optimal positive group interactions.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher monitors interactions between group members in discussion and sharing of ideas.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher makes explicitly clear the language and reasons appropriate in a debate (e.g. no personal attacks) and revisits and reinforces the rules outlined in the introduction.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher monitors the groups, if necessary assigning a scribe, to discourage domineering or social loafing within the group. || <span style="font-family: Verdana,Geneva,sans-serif;">IWB

<span style="font-family: Verdana,Geneva,sans-serif;">Persuasion Map IWB activity (See Appendix A)

<span style="font-family: Verdana,Geneva,sans-serif;">A3 copies of Persuasion Map

<span style="font-family: Verdana,Geneva,sans-serif;">Butchers/ scrap paper

<span style="font-family: Verdana,Geneva,sans-serif;">Textas ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Conclusion ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Bring class together on the floor, mixing the two opposing sides of the argument, with the three speakers for each side sit at the front, facing the class.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher adjudicates debate, keeping time and assessing. Afterwards discuss as a class what students thought about each sides argument, whether either was completely right or wrong, and how the statement of debate could be changed so that everyone agrees. Teacher collects each side's Persuasion Maps.

<span style="font-family: Verdana,Geneva,sans-serif;">Conclude lesson by discussing the different roles students will be engaging with in creating their multimodal text and having students write individually on a small piece of paper their name and who they think they would work well with to create their multimodal texts. After class teacher then allocates groups that will work well together based on these nominations and other social and academic factors. |||| <span style="font-family: Verdana,Geneva,sans-serif;">Students returns to the floor with speakers for each team facing the class.

<span style="font-family: Verdana,Geneva,sans-serif;">Class listens to debate. Speakers can use the Persuasion Map or their own notes to assist them in their speaking. <span style="font-family: Verdana,Geneva,sans-serif;">After debate class discusses the arguments presented and come up with a statement both sides can agree on.

<span style="font-family: Verdana,Geneva,sans-serif;">Students listen to teacher's description of the different roles that will be assigned in the groups that will be creating the multimodal text. Individually and without discussing it students write down who they think they would work well with to create their multimodal text. These nominations are then submitted to the teacher. |||| <span style="font-family: Verdana,Geneva,sans-serif;">15 min || <span style="font-family: Verdana,Geneva,sans-serif;">Teacher adjudicates debate with regard to the rules outlined at beginning of lesson.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher encourages class to discuss the arguments presented objectively and positively.

<span style="font-family: Verdana,Geneva,sans-serif;">Students are to write down their nominations for group work without discussing it or showing others who they wrote down. || <span style="font-family: Verdana,Geneva,sans-serif;">Bell

<span style="font-family: Verdana,Geneva,sans-serif;">Time keeping device

<span style="font-family: Verdana,Geneva,sans-serif;">Box/hat for collecting nominations for group work || <span style="font-family: Verdana,Geneva,sans-serif;">TIMING: Was the time allowed for each section of the lesson appropriate? <span style="font-family: Verdana,Geneva,sans-serif;">CONTENT: Was the level and amount of content covered appropriate? Were concepts reiterated enough for students to apply skills to new contexts? <span style="font-family: Verdana,Geneva,sans-serif;">CLASSROOM MANAGEMENT: Would learning have been more effective if students were grouped differently? Was the encouragement of peer-talk and discussion effective or counterproductive? Could the level of student participation and activeness in the lesson be increased? <span style="font-family: Verdana,Geneva,sans-serif;">QUESTIONING: Did all students have enough opportunities to ask and answer questions? <span style="font-family: Verdana,Geneva,sans-serif;">ASSESSMENT: Could different assessment methods give a better indicator of whether students achieved the syllabus outcomes? ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Evaluation: **