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This course is focused on the highly advanced and complex use of correct and effective language and organizational skills in preparing, delivering, and evaluating argument and debate. Students will critique debates, paying close attention to content, organization, language, and delivery style, and produce and present well-structured, developed arguments, applying oral communication concepts and strategies for public debate in a variety of given settings. Some work outside of the regular school day may be required.

Debate 7 Honors (#1007390)
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Course Standards

 Visit the specific benchmark webpage to find related instructional resources.
  • ELA.12.C.1.3: Write arguments to support claims based on an in-depth analysis of topics or texts using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.
    Clarifications:
    Clarification 1: See Writing Types and Elaborative Techniques.

    Clarification 2: These written works will take longer and are meant to reflect thorough research and analysis.

    Standard Relation to Course: Major
  • ELA.12.C.1.4: Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.
    Clarifications:
    Clarification 1: See Writing Types.
    Standard Relation to Course: Major
  • ELA.12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.
    Standard Relation to Course: Major
  • ELA.12.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.
    Clarifications:
    Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. Students will be using rhetorical devices as introduced in the 11th grade benchmark. Added to this grade level is a responsiveness to the needs of the audience and adapting to audience response. Students will read the nonverbal cues of the audience to do this. Students first learned nonverbal cues in elementary for this benchmark.

    Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

    Standard Relation to Course: Major
  • ELA.12.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
    Clarifications:
    Clarification 1: See Convention Progression by Grade Level for more information.
    Standard Relation to Course: Major
  • ELA.12.C.4.1: Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.
    Clarifications:
    Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
    Standard Relation to Course: Major
  • ELA.12.C.5.2: Create, publish, and share multimedia texts through a variety of digital formats.
    Standard Relation to Course: Major
  • ELA.12.R.2.2: Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.
    Standard Relation to Course: Major
  • ELA.12.R.2.3: Evaluate an author’s choices in establishing and achieving purpose(s).
    Standard Relation to Course: Major
  • ELA.12.R.2.4: Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.
    Clarifications:
    Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning.

    Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

    Clarification 3: Validity refers to the soundness of the arguments.

    Standard Relation to Course: Major
  • ELA.12.R.3.2: Paraphrase content from grade-level texts.
    Clarifications:
    Clarification 1: Most grade-level texts are appropriate for this benchmark.
    Standard Relation to Course: Major
  • ELA.12.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
    Clarifications:
    Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

    Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

    Standard Relation to Course: Major
  • ELA.12.V.1.2: Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.
    Clarifications:
    Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.

    Clarification 2: Derivation refers to making new words from an existing word by adding affixes. 

    Clarification 3: See Foreign Words and Phrases for a list of commonly used foreign phrases.

    Standard Relation to Course: Major
  • ELA.12.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
    Clarifications:
    Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary.

    Clarification 2: See Context Clues and Word Relationships.

    Clarification 3: See ELA.12.R.3.1 and Secondary Figurative Language.

    Standard Relation to Course: Major
  • ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
    Clarifications:
    K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

    2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

    4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

    6-8 Students continue with previous skills and use a style guide to create a proper citation.

    9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

    Standard Relation to Course: Supporting
  • ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
    Clarifications:
    See Text Complexity for grade-level complexity bands and a text complexity rubric.
    Standard Relation to Course: Supporting
  • ELA.K12.EE.3.1: Make inferences to support comprehension.
    Clarifications:
    Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
    Standard Relation to Course: Supporting
  • ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
    Clarifications:
    In kindergarten, students learn to listen to one another respectfully.

    In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

    In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

    Standard Relation to Course: Supporting
  • ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
    Clarifications:
    Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
    Standard Relation to Course: Supporting
  • ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
    Clarifications:
    In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
    Standard Relation to Course: Supporting
  • ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
    Standard Relation to Course: Supporting
  • ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
    Standard Relation to Course: Supporting
Course Information
General Notes

English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.

The content should include, but not be limited to, the following:

  • delivering and analyzing a variety of complex argument and debate formats such as
    • Lincoln-Douglas
    • team debate
    • extemporaneous
  • delineating and evaluating the argument and specific claims in an oral or written text by
    • citing specific text evidence
    • assessing the validity of the evidence and soundness of the reasoning
    • determining the sufficiency of evidence for success
    • recognizing when irrelevant evidence or faulty reasoning is introduced
  • demonstrating appropriate advanced formal and informal public speaking techniques for audience, purpose, and occasion
    • eye contact and body movements
    • voice register and choices of language
    • use of standard English
  • using advanced research and writing skills to support selected topics and points of view
    • across a range of disciplines
    • using a range of sources, including digital
  • assessing the veracity of claims and the reliability of sources
    • determining different types of evidence (e.g., documentary evidence in the social sciences, experimental evidence in the realm of natural sciences)
    • determining reliable print and digital sources
  • demonstrating use of techniques for timing and judging debates and other forensic activities
  • collaboration amongst peers, especially during the drafting and practicing stages

 

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf

Version Requirements

One-third of the titles from the 12th Grade Sample Book List should be used in instruction.

General Information
Course Number: 1007390
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: English/Language Arts > SubSubject: Oral Communications >
Abbreviated Title: DEBATE 7 HON
Number of Credits: One (1) credit
Course Length: Year (Y)
Course Attributes:
  • Honors
Course Type: Core Academic Course
Course Level: 3
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Performing/Fine Arts
Educator Certifications
One of these educator certification options is required to teach this course.