Debates

 Update: the teens started the debate; both sides delivered their arguments.  What I learned is that we hadn’t defined ‘processed foods’.  Does it mean highly processed or just preserved?  We clarified.  I used the example of Pringles versus a potato.  Pringles have added salt and preservatives.  ; potatoes are harvested and sold.  Preservation is used for both highly processed and whole foods. Lesson learned.  Next time, I need to define the topic.  Here are a few notes we used before the debate.  I made notes during the debate, as if I were judging a competition. Here is a rubric to help you act as judge.  

Today the Co-op Composition class started working on a debate: processed foods vs whole foods.  I wrote pro and con on craft sticks.  The kids partnered and started to research pros and cons for specifically processed foods.  The teens were instructed to be able to defend and refute one another’s arguments.  Today, they spent class researching evidence to support their sides.  I’m excited!  Is this composition?  Oh, yes!  The kids have to research, jot down ideas, edit,  organize their evidence—all before  speaking one word.