Debate A Side
Debate a Side is an interactive activity that engages students in a structured, academic discussion. This activity engages students in critical thinking and supports them as they learn how to form original arguments.
To begin, provide a debatable topic and ask students to choose a side. Once students choose a side, they take turns expressing their positions to the entire class. During this activity, all students will have multiple opportunities to think at a higher level and communicate with others.
The purpose of this activity is to teach students how to articulate a position and support it with strong evidence. This is a fun way for students to express viewpoints and learn how to effectively use language to persuade an audience.
The following steps will guide you through the activity.
Step 1: Provide a topic that can be debated
The following sample topics are general and could be used to teach this activity.
- Should schools require students to wear uniforms?
- Should schools be allowed to sell energy drinks?
- Should schools give students access to Facebook?
- Should students be allowed to use cell phones in class?
- We need to lower the (driving or voting) age?
- Students should be allowed to use mobile devices like smartphones and iPads in class.
- We should stop making products out of plastic.
- Young students should not be allowed to play contact sports like hockey and football.
- Middle school and high school campuses should have designated bike and skate paths in and around their schools.
- Students should be allowed to work at the age of 13.
Topics can be generic like the sample questions above or they can relate to specific ideas studied in class.
Step 2: Students discuss both sides of the issue
Have students pair up and share their thoughts about the topic/issue. Students should share for a few minutes.
Step 3: Students independently create a list of pros and cons
Students should use the Debate a Side Prep Sheet found on the Debate a Side skill page or write down their ideas in their notes. Students should take three minutes to write down the pros and cons to the issue.
Step 4: Students share their pros and cons with a partner
Students should be encouraged to share with a new partner. We want students to compare their pros and cons with others in the classroom before they make a final decision about the topic.
Step 5: Students craft a one sentence statement
The one sentence statement should include the students' main position on the issue and one reason or detail.
Step 6: Students choose a side
Divide the student desks evenly, creating two physical sides. Identify which side is the pro and which side is the con. Allow students to get up and move to the side they support.
Step 7: Volunteers from each side stand and make arguments
One student stands at the front of the class and speaks. Set time limits so that students do not dominate the conversation. Two minutes should be a maximum time allowed for students to stand and speak to the class. As an option, have students evaluate the arguments by either using "thumbs up or thumbs down" or "green, yellow, red" cards. For more on student responses see Critical Responding Strategies.
Step 8: All students share their one sentence statements
This step should be used when you are wanting to engage all students in the discussion. There are a few things you can do here. You can have students share their one sentence statements in small groups or have them stand at their desks and share their statements with the whole class. Setting an expectation that all students will share will increase student engagement and improve the success of future speaking activities.
Literacy Standards In Action
We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.
