Conduct, debate, and discuss to allow all views to be presented; allow for a dissenting view, in addition to group
compromise; and determine what additional information or research is required to deepen the investigation or
complete the task.

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 conduct debates and discussions which allow all views to be presented.
-I can allow for dissenting views and group compromise in a debate or discussion.
-I can determine what additional information or research is required to deepen the investigation or complete the task.

-How do you conduct a debate?
-What is your role in participating in the debate?
-How can you ensure that all views are presented in the discussion or debate?
-Can you support your views with research?
-Are you able to establish connections between currently held beliefs and new evidence?
-What is group consensus?
-How will your group reach consensus?
-What techniques will you use to include and respond to dissenting views?
-How will you determine what information is needed to deepen the investigation?
-What role does compromise play in a debate?

Academic Vocabulary


Looking Back Looking Ahead

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Choose several historical speeches from Americanrhetoric.com for students to analyze in text and video format.
-Groups of 3-4 students will pick a famous historical speech and analyze the speech in terms of the tropes and schema and how they relate to the historical context of the period in which it was delivered.
-Students will debate whether the topic of the speech is relevant to audiences today and how the stance of the speaker would be received.
-Students will discuss what additional information or rhetorical appraches would be needed to make the speech relevant to today's audiences and why. -Students could use this discussion as a foundation for an argumentative essay.
-In pairs or small groups, have students write three higher order questions about a literature topic or text. Pass the papers two groups clockwise for discussion.
-Each group summarizes the discussion and ensures that all points of view are mentioned.
-Consider a real or hypothetical problem in your community, school, or the country. Provide a text set with unbiased information about the problem. Identify the stakeholders according to the Multi-Track Diplomacy paradigm.
-Allow each student to choose the track he or she will represent in the role play activity.
-Students read the text set with their track in mind, considering how this problem impacts their group and how they could contribute to a solution.

-The next class period, have students gather in a circle. The teacher will facilitate the conversation. Each person will state his name and role and what he feels the problem is, based on the text set provided. Encourage elaboration and examples. After each person has spoken, the group will take a break, giving the group members time to talk with one another. The group will reconvene after five minutes. Each person will now suggest one way his group could help solve the problem. No one is permitted to state how someone else might solve or contribute to solving it. At the end, the group will debrief to consider what additional information would be needed to actually have a lasting solution or address other related issues or issues not resolved.

Reading Standards Writing Standards Speaking and Listening Standards

Digital Resources

-World Speeches:

-ELA Bookmarks:

-Multi Track Diplomacy:

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