 |
Debating The Song of the Lark
By Gail Lindenberg
Overview
"Fair is foul and foul is fair" from Shakespeare's Macbeth is a line that echoes certain realities about our
human experience. In today's world of Jerry Springer and Ricki Lake, students are apt to mistakenly equate disagreement with little more than a loud brawl. While the Bard's bearded hags might say otherwise,
debate should be an arena where fair is fair and foul is not allowed. English teachers sometimes avoid what can be a rich and rewarding part of the literary experience because students lack the skills to structure
a debate and conduct civilized discourse—modes of communication that are not patterned by today's popular media.
A study of literature can be greatly enhanced through the
use of debates to explore controversial issues. Requiring students to delve into the text, extract evidence to support their arguments and then verbally present their positions is a perfect way to go into, through
and beyond a literary work. This unit, designed for The Song of the Lark by Willa Cather, primarily serves secondary students and can be modified for all grades and ability levels.
Objectives
- Analyze literature, noting controversial issues
- Demonstrate support for contentions
- Defend a logical and reasonable viewpoint
- Practice public speaking and topical discourse
Skills Attained
- Citation of textual support for personal opinion
- Close reading and analysis of literary text
- Recognition of logical fallacies
- Oral presentation of controversial issue
Lesson Outline
I. Introduction
Review with your students the terms, protocol, strategies and logical fallacies sections that are contained
in "Literary Debate Guidelines." To access this document, click here.
II. Select a Debate Format
Depending on the number of students in and skills level of your class, select an appropriate debate format: Vote with Your Feet, Formal Team, Panel and Class
Discussion, or Hot Seat. (See "Literary Debate Guidelines" for descriptions of each format.) Divide the class into debate teams,
making sure that students are aware of their roles (debate member, moderator, timekeeper, etc.).
III. Literary Debate Topics
Have students come up with topics for debate. Remind them that in preparing for debate of any style, topics should be written as affirmative resolution statements by
the team members. This allows students to explore terms, agree on areas of controversy and establish boundaries for the debate forum.
With regard to The Song of the Lark
by Willa Cather, here are some possible resolutions to consider:
Be it resolved that . . .
. . . Thea is special because she was born with unique qualities and talent.
. . . Thea would have become an artist no matter where she was raised or with whom she
lived.
. . . the people of Thea's Colorado town are stereotypes rather than full-fleshed characters.
. . . artists lead unique lives. Their work draws public attention and, as such, bears considerable
social risk. This often leads to behavior outside social norms.
IV. Hold the Debate
Carryout the event using the instructions and guidelines for the debate format that you've selected.
Assessment
Student evaluations should be based on their strengths in the following areas:
- Oral expression of logical arguments
- Presentation of literary comprehension
- Use of literary piece as evidence in support of contentions
- Use of effective public speaking techniques
Gail Lindenberg teaches at Nogales High School in La Puente, California. |
