Should science change humanity?

Lesson One: Character Up! Choose a character from the book whose experiences you will use to form an opinion on this topic. Please note that opinions formed need to be connected to experiences that the character has in the book and not just your opinion. For books with limited characters to choose from, you can create an associate character who could be someone who has experienced things at the same time as actual characters in the book. This works so long as you make sure that the associate character has experiences from the book or the world in which the book is set. Lesson Two: Do your research and get ready to speak. The town hall meeting will begin with each character introducing themselves to the audience. Your introduction should include: Name and a little character background Explanation of why your character has expertise in this area Outline of your characters point of view about the topic Should science change humanity?

You will have 1.30 minutes to speak. You should research your area of expertise, finding arguments, statistics, quotes and evidence to support your opinion. Remember you will need to defend your position and dispute the opinions of others. One starting point could be http://idebate.org/debatabase/themes/science If you have time you could consider some of the other areas to be discussed (cloning, population control, plastic surgery, weapons development etc) and think about the opinions your character might have about them. Lesson Three: The day arrives The town hall meeting: Each character will have 1.30 minutes (and no more) to introduce themselves and their opinion The audience should take notes so they can respond, disagree or find allies during this time. Mr Sanchez or Ms Richey will introduce the discussion time. As you are ready to contribute to the discussion you line up behind the podium. You will have a maximum of 1.30 minutes to speak at any one time. If you wish to continue or respond you need to go to the back of the line. You have a maximum of 6 minutes in total. If you run out of time you can make suggestions for talking points by giving a note to a character who may have a similar opinion to yours Time permitting, there will be a 30 second closing statement from the characters

The town hall meeting will be videotaped. Decisions made by the council (Mr Sanchez and Ms Richey) are final.

Assessment Criterion A: Content Knowledge of the novel and knowledge of the topic Using evidence to support your opinions Being able to respond coherently to the arguments Criterion B: Organization Using time effectively both before and during the town hall meeting. Structuring ideas well: Opening statements and Q&A. Providing a realistic and thoughtful concluding remark to the town hall meeting. Criterion C: Oral Component You will be marked on your use of argumentative techniques. You will be marked on your avoidance of logical fallacies. You will be marked on your use of formal language BALANCED against your appropriate use of emotive language when the situation calls for it (BE careful, though) and your use of language appropriate for the character You will be marked on the combination of scripted presentation and unscripted responses. It is important to be prepared for both sets of skills for the town hall meeting.

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Language A

Name:

Grade: 8

Task: B. ORGANISATION: The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention. The work is consistently wellorganized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner. The student integrates critical apparatus correctly and effectively.

LEV A. CONTENT: EL 9/1 The student 0 demonstrates a perceptive understanding of the text, topic and the authors choices, consistently using illustrative detail, development and support. In creative work, pieces reflect a lot of imagination and sensitivity; the student employs literary and/or non-literary features effectively that serve the context and intention. The student shows a sophisticated command of relevant terminology, and uses it appropriately. 7/8 The student demonstrates a good understanding of the text, topic and the authors choices, using substantial detail, development and support. In creative work, pieces reflect imagination and sensitivity; the student employs literary and/or non-literary features that serve the context and intention.

Date: 5/24/2013 C. STYLE & LANG. MECHANICS: The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication. The student demonstrates mastery of a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. In oral/presentation work there is a high level of competence in oratory technique.

The student consistently employs organizational structures and language- specific conventions that serve the context and intention. The work is usually well-organized, clear and coherent and the ideas being expressed build on each other. The

The student employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; occasional errors rarely hinder communication. The student consistently uses a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication. In

5/6

Relevant terminology is used accurately and appropriately. The student demonstrates a sufficient understanding of the text and topic, and an awareness of the authors choices, using adequate detail, development and support. In creative work, pieces reflect some imagination and sensitivity; the student generally employs literary and/or non-literary features that serve the context and intention. Terminology is usually accurate and appropriate. The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the authors choices, although detail, development and/or support are insufficient. In creative work, pieces show limited imagination or sensitivity; the student attempts to employ literary and/or nonliterary features; these sometimes serve the context and intention. The use of terminology is sometimes accurate and appropriate. The student demonstrates very limited understanding of the text and topic, and little or no awareness of the authors choices.

student employs critical apparatus correctly. The student usually employs organizational structures and language- specific conventions that serve the context and intention. The work is generally organized, clear and coherent. The student generally employs critical apparatus correctly.

3/4

oral/presentation work there is a good level of competence in oratory technique. The student generally employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder communication. The student often uses a register and style that serve the context and intention. Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication. In oral/presentation work there is adequate competence in oratory technique. The student The student employs a limited sometimes employs range of appropriate organizational vocabulary, idiom and structures and/or sentence structure. There are language-specific frequent errors in grammar conventions that serve and syntax, which hinder the context and communication. There is some intention. The work evidence of a register and style shows the beginnings that serve the context and of organization but intention. There are frequent lacks coherence. The errors in punctuation and student employs spelling/writing, which hinder critical apparatus with communication. In limited success. oral/presentation work there is some competence in oratory technique.

1/2

The student rarely employs organizational structures and/or language- specific conventions, or uses

The student employs a very limited range of appropriate vocabulary, idiom and sentence structure. There are very frequent errors in grammar and syntax, which

There is little or no detail, development or support. In creative work, pieces show very limited imagination or sensitivity; the student rarely employs literary features, or employs literary and/or non- literary features that do not serve the context or intention. The use of terminology is missing, inconsistent and/or incorrect.

those that do not serve the context and intention. The work is generally disorganized, unclear and/or incoherent. The student employs critical apparatus inappropriately or not at all.

persistently hinder communication. There is little or no evidence of a register and style that serve the context and intention. There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. In oral/presentation work there is little or no competence in oratory technique.