Subject: ELA

Topic: The Giver Debate

Grade Level: 7 Honors
Learning Context: Students have completed reading the book The Giver by Lois
Lowry. Students have also participated in two different mini-debates in previous
lessons. During the last two lessons, students were given the opportunity to review
the rubric, and plan their claims and evidence on a debate organizer sheet.
Students have participated in many small writing activities that have triggered
students thinking on whether this is a good society or a bad society, and students
have also compared it to society they currently live. During today's lesson, students
will get the opportunity to demonstrate their understandings and findings through a
class debate. Because this is a large class, students were broken up into four teams.
Two will debate during today's class, and two will debate during tomorrow's class.
Students are well prepared for this debate and fully understand the rules and
expectations for the lesson. After today's activity, students will be better able to
write their argumentative essay on the society next week. Students will have new
insights and views and will properly be able to identify many claims and counter
claims in their writing.
Objectives:
Short-Term Objectives:
Students will be able to discuss the pros and cons of the society in the book.
Students will be able to work closely with their peers to achieve success in the
debate.
Students will be able to debate on a number of issues presented in the book.
Long-Term Objectives:
Students will be able to write a well-written essay on the society in the
book.
Students will be able to discuss how the society contributes to the
conflicts present in the book.
Standards:
NY- New York State Common Core Standards (2011)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grade 7 students:
Content Area: English Language Arts
Strand: Reading Standards for Literature
Domain: Key Ideas and Details

Standard:
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Standard:
Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
Strand: Speaking and Listening Standards
Domain: Comprehension and Collaboration
Standard:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacherled) with diverse partners on grade 7 topics, texts, and issues, building
on others ideas and expressing their own clearly.
Indicator:
a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
Indicator:
b. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
Indicator:
c. Pose questions that elicit elaboration and respond to others questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed.
Indicator:
d. Acknowledge new information expressed by others and, when warranted, modify
their own views.
Indicator:
e. Seek to understand other perspectives and cultures and communicate effectively
with audiences or individuals from varied backgrounds.
Standard:
3. Delineate a speakers argument and specific claims, evaluating the soundness of
the reasoning and the relevance and sufficiency of the evidence.
Domain: Presentation of Knowledge and Ideas
Standard:

4. Present claims and findings, emphasizing salient points in a focused, coherent

manner with pertinent descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation.
Standard:
6. Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grade 7 Language standards 1
and 3 on page 52 for specific expectations.)
Strand: Language Standards
Domain: Knowledge of Language
Standard:
3. Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
Indicator:
a. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.*
Domain: Vocabulary Acquisition and Use
Standard:
6. Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
Summary:
Students will participate in a class debate on the pros and cons of the society in The
Giver.
Procedure:
1. To allow for the most amount of time for students to debate, class will start with a
very straightforward do now.

Do Now: Take out all material you will be using for the debate. Clear your
desk of any other unnecessary papers or books.
Students will be expected to complete this do now as they walk into the
classroom and immediately settle in.

2. I will then make sure students are sitting in the correct spots.

Judges will sit against the bulletin board by the door.

The audience will sit in the rows by the window.
The debating teams will be sitting facing each other in the middle.

3. I will then give students two minutes to come up with their opening statement.
4. The debate will then begin, as each side starts with their opening statement.

Either side may volunteer to go first.

5. Students will get three minutes to debate with their team until they hear the
gavel.

I will then bang my gavel after three minutes, and the other team will get the
opportunity to go.

6. Students will debate for 30 minutes, and then be asked to come up with the
closing statement.
7. The judges will meet to decide the winning team at the end of the class period.