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Student Debate News Segment PBL
This resource is one news segment of my student run newscast Project Based Learning Enrichment Packets. This segment focuses on opinion and persuasive writing, reading informational texts using textural evidence, debate, research and the Universal Constructs. This resource is complete with job descriptions, graphic organizers and the writing process. Each job is centered around completing tasks that when put together, create a complete news segment. Students choose a question/topic with their partner but work through their jobs individually. All jobs, when put together, create a debate news segment. Each segment is centered around engaging tasks that give students a voice and choice in their investigations that are highly engaging and motivating!
Debate is designed to teach students about the importance of a good debate. Students are required to create persuasive speeches related to a controversial topic of their choosing. Students will develop and defend their opinion with facts while preparing for arguments from the opposing view. Students will learn that there are always two sides to every story.
In this project, students work with a partner to engage in investigations on a topic of their choice. They will choose a topic together to debate against their partner. Each partner chooses an opposing position and will conduct research using facts to back up their claims. Both students will build a strong argument using facts, protect their claim and develop possible counterclaims and rebuttals. Both partners will present in a debate fashion.
This project may be completed in a few weeks with a focus on a specific issue, or may be spread out across a semester or entire school year to using multiple issues.
Students use what they learn about the topic they choose to create a print, digital or video to persuade their class, school, community or the world.
Each student completes a job that will become a section of the final presentation. Their jobs include a visual, written and spoken description related to a debate. Students are required to use 2 sources, report facts, cite sources and will get their stories approved by the teacher before reporting.
•Students MUST keep their audience in mind in choosing stories to report on. If it doesn’t interest them, it won’t interest their audience.
•This project focuses on answering the the following questions.
•How was the debate topic chosen?
•How does it relate to your audience?
•What is your claim?
•What evidence do you have to support your opinion?
•What are possible counterclaims? What are your counterarguments?
Type of Project: Simulation/ real student run News Debate Segment
Driving Questions: How does a newscast help us communicate with one another? How can different opinions persuade audiences?
Tangible Outcomes: Student Newscast Program- Debate Segment
Timeframe: This project is designed to take 2 weeks but may be extended over a longer time period) We produce a new segment every 2 weeks for the entire school year.
Video camera, laptops, PowerPoint, projector, tripod, iPad, lanyards, video creation tool such as iMovie, segment props. This can be adapted as a group presentation.
Context: Students will create a student debate segment to share with the world. Students will complete literature circle type jobs with the end product of a news segment that can be a part of a student news program or presented individually. The news segments includes Would You Rather? Debate, and All About Them Books-book talk- Reading Rainbow style .
Student voice and choice: Students can be assigned a role or can choose a role for the segment. They will work with a partner to choose a topic to debate. They decide on a side to report on to persuade their audience.
Adult World Connection: Meet with community members including school staff and students as the “experts” for their segments. Connect with business leaders in the community. Visit a newsroom and take a tour. Interview a news anchor.
Content Standards: These can be adapted for any grade.
ELA: RI.3.1, RI.3.5, RL.3.10, RF.3.3, RF.3.4, W.3.2, W.3.7, L.3.2
Social Studies: SS.3.19-21, SS.3.22-24, SS.3.25-26
Universal Constructs: 21.3-5.ES.1 , 21.3-5.ES.2, 21.3-5.ES.5
Lesson 1: Real Or Hoax
•Lesson 2: Narrow A Web Search
•Lesson 3: Is It Newsworthy?
•Lesson 4: Newscast Look Fors
•Lesson 5: Name Your News
•Lesson 6: Design A Logo
•Lesson 7: Design A Slogan
During: Reading A Non-Fiction Text
Asking and Answering Questions Using Textual Evidence
Using Graphic Organizers To Collect Notes During Research
Using Notes To Write A Summary
Informative writing/ research lessons included:
•Lesson 8: Select A Topic
•Lesson 9: Research Question
•Lesson 10: Subtopics
•Lesson 11: Sources
•Lesson 12: Jot Notes
•Lesson 13: Note taking
•Lesson 14: News Headline
•Lesson 15: Hook Your Audience
•Lesson 16: Introduce Your Topic: Introduction Paragraph
•Lesson 17: Subtopic Paragraphs
•Lesson 18: Conclusion Paragraph
•Lesson 19: 1st Draft
•Lesson 20: Editing Checklist
•Lesson 21: Final Draft
•Lesson 22: Newscast Storyboard
•Lesson 23: Group checklist
•Lesson 24: Individual Checklist
•Lesson 25: Exit Tickets
Individual Newscast Checklist, Editing Checklist/Peer Editing
Group Newscast Checklist, Newscast Storyboard
Exit Tickets: Newscast Notes
Suggested Timeline: 2 weeks
1.Digital Citizenship: I can identify a credible source, cite sources and narrow a web search.
2.Research Strategies: I can safely search the web. I can use multiple sources in my research.
3.Collaboration: I can collaborate with my peers to create a student new segment.
4.Reading Informational Text: I can read an informational text.
5.Fact & Opinion: I can understand the difference between fact and opinion. I can report using facts.
6.Speaking & Listening: I can communicate respectfully with my group members.
7.Technology: I can use technology to research and present my findings. I can produce a digital product to communicate my news story.
8.Writing: I can write an informational, persuasive or opinion piece to share my news story. I can summarize my research.
9.Grammar: I can use proper grammar and spelling in my writing.
Suggested Helpful Resources:
New-O-Matic (available as an iPad app and online). This is a great student current event, daily digital newspaper resource with stories that are happening in our world today and written for students. Each daily edition includes 5 news articles with a wide range of topics including animals, sports, politics, and current events.
Newsela: This is a great resource with multiple topics and news stories that can be filtered by lexile, grade level and topic. Students just need to pay attention to the dates on the news stories because some stories are not currently happening.
Both resources offer comprehension type quizzes, the option to save articles and highlight options within each resource. As a teacher, you can create student accounts and link them to a Google Classroom or Seesaw account for quick access.
Credits: Graphics- Educlips and Thistle Girl Designs
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