Marquette University

Lesson Plan Template (REVISED 8/15/13)

Lesson Title: Debate: Merry Christmas, how should it be discussed
Date 12/2/15
Social Studies/Grade 8/55
Winter Holidays
Subject/Grade Level/Lesson Duration
Section A. Lesson Preparation
Rationale Why is it important for students to learn the content of the lesson?
It is important for the students to learn this content because it will give them a deeper
understanding of the holidays that are celebrated during wintertime. I calls for them to be
critical about how society treats these different celebrations and how they can be advocates
for acceptance and respect for others.
Objectives/Learner Outcomes and Assessments (formal and informal)
1. List the measurable learning outcomes (knowledge, skills, dispositions) that students are
expected to demonstrate as a result of the lesson?
-The students will be able to explain the differences in opinions gained from
interviews of what greeting should be used when discussing winter holidays
-The students will be able to create a pro and con list for each holiday saying
-The students will be able to discuss with respect to other opinions

2. For each of the above outcomes, what ASSESSMENTS will you use to evaluate each of
your learning outcomes? (Give a brief description).
-While in groups and in large group discussions, the students will be able to
articulate what they noticed in their interviews and out of class investigation of how
winter holidays are portrayed in their community.
- In groups, they will analyze our class data and create pro and con list from what
they have discussed and learned so far about each holiday
- While in group and large group discussions, the students will be able to
communicate with one another in a respectful manner and listen to one another
Standards Addressed What Core State Standards (English/Language Arts, Math, Disciplinary
Literacy) or Wisconsin model academic standards (Science, Social Studies, Foreign Language)
are specifically addressed in the lesson? Please list the number and text of the standard. If only a
portion of a standard is being addressed, then only list the relevant part(s).
- B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have
influenced the past and the present in United States and world history
-B.8.4 Explain how and why events may be interpreted differently depending upon the
perspectives of participants, witnesses, reporters, and historians
-B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups,
societies, or nations
-E.8.2 Give examples to explain and illustrate how factors such as family, gender, and
socioeconomic status contribute to individual identity and development
-E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the
everyday lives of people

-E.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age
on the interactions of individuals
-E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they
contribute to conflict in a society
-E.8.8 Give examples to show how the media may influence the behavior and decisionmaking of individuals and groups
-E.8.10 Explain how language, art, music, beliefs, and other components of culture can
further global understanding or cause misunderstanding
Materials/Resources/Technology List all materials/resources/technology needed to support
instructional procedures in this lesson.
- Student research on their side of the debate
- Desks
- Pro and con sheet filled out
Section B: Introduction to Lesson
Purpose How will you state the purpose of the lesson?
The purpose for this lesson will be for the students to be able to participate in a
discussion and debate respectfully and with correct information.
Prior learning What do students know? What can they do? What are they learning to
do? How will you make connections to prior learning?
- They will know about each holiday from past lessons
- Understanding from the previous days discussion about interviews
o Have the pro and con sheet from the day before
- How to debate with another opinion respectfully
Connections to personal/cultural/community assets How will you make connections to
your students strengths as a way to motivate students to engage in the learning activities
you have planned? (HOOKS)
- The students will have the knowledge from the interviews of people in their
community
- Connect to their interest in having debates about topics of their own interests
such as sports teams, which singer is better, which movie is better, etc.
Section C: Content/Procedures/Sequence (Include estimated time for each activity)

Content outline

Instructional strategies/learning tasks/sequence of

activities (include what you and the students will be doing
that supports diverse student needs)

Introduction (5)

Go over what we discussed the day before

having the students tell me one important
thing from each side of the pro and con for
both of the papers and put them on the board.
This will get their minds into what we are
discussing that day.

Group discussion (10)

I will have the students go into their groups

and discuss what points they believe will be
important for the debate and anything they
were not sure of so they have the correct
information when coming into this.

Remind the students that they all must be able

to discuss because they need to go up to the
table at least 2 times but no more than 5. This
will remind students who may be shy that they
have to have points that they can discuss when
they are up there. Also it will remind students
who usually dominate discussions that they
have to share the spot light and hold
themselves back from taking over.

Have the students help move the classroom

into a circle with four desks in the middle.

I will explain to the students that each side

needs to discuss and debate their side to the
other and be respectful while others are
talking that they must listen no matter what
they want to add. To be respectful to others
opinions and not to rudely disagree but to
explain why they do not believe their opinion
using information.

Each side needs to have two people up at all

times and students can kneel at the table if
they have an important point they want to add
but there are not enough seats but must go
back to their seat after or take over someone
elses seat.

I will ask for anyone who wants to volunteer

to be in the middle first and if there are any
empty spots, I will randomly select students.

Debate preparation (5)

Debate (30)

Post debate (5)

Have students discuss their sides opinion on if

saying Merry Christmas is disrespectful
I will throw in ideas if the conversation starts
to die out:
Bringing in ideas of media- how tv shows
have Christmas specials, Christmas
sales/advertisements, Christmas music
playing
Any ideas I heard during discussions
previous to this debate
Ask the students how they would feel if they
celebrated a holiday that is not Christmas
and how they would feel about being told
Merry Christmas
Ask the students how they would feel if they
celebrated Christmas and were told
Happy (another holiday)
How businesses should treat holidays: signs,
music, sales, decorations, etc.
While the students are in their debate, I will be
writing down the number of times each
student comes up to the table and how well
they add to the conversation. Any key points
that I found interesting that they brought up
I will regulate the amount of time each student
can be in the table (no more than 8 but not less
than 5)
Any heated discussion, I will break apart so
that no fighting breaks out between opinions
With 5 minutes left I will allow for each team
to get together for 3 minutes and create a
closing argument and present it to each other.
While the students are debating, I want the
other students to be writing down ideas that
connected to them on their own opinion on the
topic as they will be writing a persuasive
paper later.
Also to have them write down
counterarguments to their opinions they heard.
I will have the students sit down and grade
their own participation in the debate and write
anything they wanted to add but were not able
to come up to the table/ did not feel
comfortable saying- for shy kids who have
ideas but are too nervous to get in the debate
Have them write which side they felt won and
why.

Section D: Closure
Summary of lesson How will you bring the lesson to a close? (One-two statements that
you will say at the end of the lesson)
This debate was between two informed sides on the topic of winter holidays along
with being informed on your sides opinion on the matter. It is important to have
these discussions so that we are able to see how both sides feel about the topic and
how there may be misunderstandings that can be cleared up from someone else.
Assignment What independent work will be assigned?
Construct a outline for a persuasive paper on how saying Merry Christmas
should be dealt with their own opinion
Be sure to have areas where they can put the counter argument into their paper to
strengthen their stance.
Section E: Self-Assessment and Reflection (To be completed only if and after you teach the
lesson)

1. Was the lesson successful? What DATA or EVIDENCE support your conclusions?
2. Based on your conclusion above about what your students know and are able to do
(individually and collectively), what next steps in instruction are you planning?
a. For the class as a whole:
b. For individuals with specific learning needs within the class