This document outlines a lesson plan for a gun control debate hosted on Edmodo. Students will research the issue independently and compile sources. They will be placed into groups to debate the topic and develop a consensus position. Each group will write an opening statement to post. During the debate, students will apply their research and argue their perspective. The teacher will judge the winners and provide feedback using a rubric. Finally, students will write a persuasive letter to the editor illustrating their opinion on the issue based on what they learned.
2. Introduction
• The activity I’m attempting to create is a gun
control research and debate lesson that will
culminate in a persuasive essay or letter to the
editor. My conception is that this activity will
take place entirely on-line and will be hosted
by Edmodo.
3. Learning Objective & Standard
• The working learning objective is: Students will learn how
to research topical issues, and develop a critical perspective
on information. They will practice developing a critical
opinion on their own terms after thoroughly disseminating
the information they’ve collected. They will also practice
formulating and supporting an argument as well as
providing a persuasive composition. Collaborative learning
is essential to each facet of the unit and roles will be
assigned within each group; such as, facilitator, writer,
researcher, etc…
• Common Core Standard for Writing # 1: Write arguments to
support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
4. Overview
• The activity will begin with independent research; the
students will have to make inferences about the source of the
information in regards to the level of objectivity of the source
and evaluate the source based on potential motivations and
analyze how the information might support or help the
students formulate their argument. When research is
complete, the efforts will be placed in a “small group folder”
on Edmodo with a list of citations of the resources for the
benefit of all students and to provide transparency as the
activity progresses.
• Video/film excerpts from both sides of the issue will be
downloaded to the Edmodo “Library” and questions for film &
video will be “posted” and the students will have to analyze,
evaluate, and apply the information to their own process.
5. Instructions
• The beginning of the debate segment of the activity
will be hosted in Edmodo’s “Small Group” function so
that each team can compare ideas and achieve
consensus.
• Once a consensus is reached, the “writer” of the group
will articulate the group’s position. That articulation
will be posted under “Posts” so that both teams can
read the opening statements and provide a rebuttal.
• During this activity students will apply the information
gleaned from research and dramatize their personal
perspective for the benefit of their debate team.
6. Assessment
• As the judge, the instructor will state the
winners of the debate in the “My Student
Badges” function under “Student Progress”
and provide feedback according to the
following rubric.
8. Culminating Assignment
• After interpreting and synthesizing the
information from research and debate the
students will illustrate their opinions and produce
a persuasive document in the form of a letter to
the editor.
• This assignment will be posted by the teacher on
the “Posts” function and the students will upload
their letters to the editor also within “Posts” by
accessing the “Assignments” function on
Edmodo.
