Being Negative: What Could Go Wrong?

Learning Objectives

  • Reinforce format of a disadvantage.

  • Deliver speech from prepared notes.

Time Needed

~15-20 min.

Resources & Materials

  • Paper (2-3 sheets per student)

  • Pencil/pen (1 per student)

Teacher Preparation

  • Review the parts of a disadvantage, per the AUDL curriculum.
  • Write down ~8-10 “policy proposals” for which students could brainstorm sample disadvantages. Phrase the topic in the form of a “What could go wrong…?” question.
    • For less experienced students, focus on humorous/simple topics to maintain interest.
      • Example: What could go wrong if Principal X increased the length of spring break?
      • Example II: What could go wrong if a unicorn attacked?
    • For more advanced students, focus on political topics, particularly specific policy proposals.
      • Example: What could go wrong if the United States increased the minimum wage?

Lesson Outline

  • What Could Go Wrong? (Activity)
    • Review parts of a disadvantage.
    • Divide students into small groups (2-3 students).
    • Announce the topic for the round. Begin the game.
      • After each topic is announced, give students a brief period of time (no more than two minutes) to answer the question with a mock disadvantage. Each answer must contain:
        • All parts of a disadvantage, clearly separated and labeled.
        • Specific links that clearly apply to the mechanism of the plan.
        • A specific terminal impact, with a clear “story” of the negative.
      • When time expires, select two groups to present their mock disadvantages to the squad. Flow each disadvantage on the board.
      • After the two selected groups have presented, vote for the best disadvantage. If possible, give the winning group a suitable reward (e.g., candy).
        • Give a brief RFD (reasons for decision), being sure to reference the guidelines for a disadvantage.
      • Repeat until available time expires, or each group has had a chance to present.

Points of Improvement

  • Students offer vague disadvantages, with an unclear story that bears no clear relation to the proposed policy.

Signs of Mastery

  • Disadvantages have clear, specific links that directly relate to the specific mechanism of change identified by the plan.

Instructor Notes

  • Keep up the pace! This game is engaging because it is fast paced.

  • No round should take more than five to six minutes from start to finish.

  • Don’t let any one group dominate.

  • For less experienced students, have fun with the topic creation process!