11-12.SL.2.2

Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific evidence.

Learning Outcome:

Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

I Can Statements Question Stems
-I can stimulate a debate and exchange of ideas by referring to specific evidence.

-How do you use evidence to support your ideas in a debate?
-How can you refute opposing viewpoints with evidence?
-Have you heard anything that made you change your ideas/opinions?
-How have you acknowledged new ideas of your peers?
-What evidence can you present for/against _____?
-How does your evidence support your opinion?
-What might you want to discuss more deeply with your group?
-What evidence can you pull from these materials to support your ideas?
-What other resources could you use to support your thinking?
-How can you explain the evidence you chose?
-How does this evidence support your opinion?

Academic Vocabulary

debate
evidence
stimulate

Looking Back Looking Ahead

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
Small Groups: Students locate two articles about the same incident from differing news outlets.
-Students create 5 to 7 discussion questions reflecting a range of Depth of Knowledge to compare/contrast the stories, paying special attention to how the stories are shaped by the point of view of the sources.
-Students share the stories and questions with another small group who will use the questions and textual evidence to debate the story's accuracy.
Provide students with a debate text or topic before the day of the debate.
-In groups, students will generate specific debate position for each side of the debate.
-Find evidence to support their positions.
-In addition, students will identify potential counterarguments and rebuttal points from the debate text.
-Students will take notes to be prepared for the debate.
Select two NFL Super Bowl advertisements or two popular print advertisements. -Project the advertisements and have students identify the elements that make them memorable and effective persuasion.
-Ask for volunteers to debate the merits of each and determine which is the most effective ad as a viewer and/or as a sponsor.
Reading Standards Writing Standards Speaking and Listening Standards
11-12.RN.1
11-12.RN.2.1
11-12.RN.2.3
11-12.RN.3.3
11-12.RN.4.1
11-12.RV.3.1
11-12.RV.3.2
11-12.RV.3.3

11-12.W.1
11-12.W.3.1

 

11-12.SL.1
11-12.SL.2.1
11-12.SL.2.2
11-12.SL.2.3
11-12.SL.2.4
11-12.SL.2.5
Digital Resources

-ELA Bookmarks:

-Depth of Knowledge:

-Webb’s Depth of Knowledge Model:

-Webb's Depth of Knowledge in the Four Content Areas:

-Iconic Superbowl Advertisements:

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-use appropriate rate of speech
-expect one word answers and responses
-sequence ideas (pre-teach sequence words)
-allow students to use conversation frames or talk moves
-do multiple rounds of pair and share over same prompt
-collaborative discussions with sentence starters or visual cues
-watch models (including examples and non-examples)
-present basic components and parts with pictures

-expect sentence level discourse
-evaluate information from social and academic conversations
-use graphic organizers to take notes, practice determining important information
-use talk moves and conversation frames
-do multiple rounds of pair and share over same prompt
-have collaborative discussions with sentence starters

-expect longer, flowing discourse
-do multiple rounds of pair and share over same prompt
-distinguish between multiple-meaning oral words
-use specific and technical language (provide word bank, visuals, realia, google image search)
-gradual release
-explain content related views and concepts

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy Examples

Present a video to support the standards being taught

Students collaborate in small groups to discuss what they learned

Present a piece of writing to classmates

Classmates are actively listening and jotting notes about the presentation 

Provide fill in the blank notes for students

Project notes in front of class and have a set in front of students

Teach social skills associated with speaking and listening

Model appropriate body position for speaking

Use picture to show what is required for proper listening and speaking

Identify audience, tone, and mood for presentation 

Use checklist for student to ensure a presentation is appropriate for the audience

Use a checklist to monitor tone and mood