ƒ ‚ CLASSROOM DEBATE RUBRIC CRITERIA 5 POINTS 4 POINTS 3 POINTS 2 POINTS 1 POINT TOTAL POINTS RESPECT FOR OTHER TEAM All statements, body language, and responses were respectful and used appropriate language. é ê Although a rubric can have an infinite number of categories, the sample in this lesson includes six different categories that measure student performance. Rebuttal 4. t Knowledge of Topic 2. iJf 0* p Ñ — ( b Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö¶*6ö ö Ö ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿ2Ö i 3Ö 4Ö aö bÖytU^7 $¤ ¤ $If [$ \$ a$gd½[ö U g à P ê t ï ï â ¤ ¤ $If [$ \$ ¤ ¤ $If [$ \$ gd¤i ‚ Argument 3. In the event of having these two absent, you can always use our basic guide to holding a debate. ‚ § ¨ ® ¯ ³ ´ Ì Î Ï @ A t u º » # $ 7 üğèáİÑɸªœª˜ª�ª�ª�ª�†zfXÉG hU^7 5�CJ OJ QJ \�^J aJ hU^7 CJ OJ QJ ^J aJ &hU^7 hU^7 5�CJ OJ QJ \�^J aJ hU^7 hU^7 5�CJ aJ h€(¬ CJ aJ h€(¬ OJ QJ ^J h€(¬ h¤i CJ OJ QJ ^J aJ h€(¬ CJ OJ QJ ^J aJ h€(¬ 5�CJ OJ QJ \�^J aJ hU^7 CJ aJ hU^7 CJ OJ QJ ^J hU^7 hU^7 hU^7 h¤i CJ aJ h¤i CJ OJ QJ ^J h¤i « Uninteresting, unprepared; background info did not match what follows Has attention getter: Introduces main points of the topic with ease. Evidence 5. H § ï ß Ò ¤ ¤ $If [$ \$ ¤ ¤ $If [$ \$ gd½[ö ¤ ¤ $If [$ \$ gdÖ] § ¨ ¯ ° ; 5 % ¤ ¤ $If [$ \$ gd½[ö $If à kd² $$If Ö ”šÖr zÿ u ~ @�c���cy��ԔCݔ�o�+?�O���˫������������cy�{_ߗ���iꦮn�c�v��t�S76}3���U�һ'�_��j���|A���.���ű!d��mO}q����ش�\;��4 G �qS�m_��~,{%a���~qX��l�S��N^�a��uq���ѱVJ���8�5���c]�^��J�tc[ �f"��t��^��xWZ+�ӟ���N���f]@�|WX+�3L'5��p]��f]�[�ZCgP:��-"\N�F�J����ΧF�3{]|�Ǚ�~ꚓ�����Q"K>�S�4��Hh�&s���f����}�q��p�z�Fp�������!5� ƒ ���q���7]��)��q���MI��5����;��h���yC��>�&]-菾epMhlK���`���/��1��n.ML�3^���ґ�����P��2���g�K�Z@��ڶ�#i�wG�K1S�Kc@!NW�DZ_��겶���7�IWh��0�qf�������/�.m�%B�%M�%�.�k�K���i}�4���4��K�rZ�%M�%�.�k�Q|��\Sǘ�����ϊ�L�i<14�B�)244Uߜ��|w�H. iJf 0* p Ñ — ( b Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö¶*6ö ö Ö ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿ2Ö i 3Ö 4Ö aö bÖytU^7 x�]]��6v}��S�U%S��f�v��%ywƕ���2�lmf�Ռ��������\� ����KU�n6pq?.. This guide is intended for general use and you are encouraged to make adaptations where necessary. 1. Lesson: . Essential Standard: Claim and Evidence . � ~ ôğåáÙåáÕáÕáÕáÕáÙÑÍĸ¬¸ ” ” ˆ ሬ¸¬ ¬¸ˆ¸ ሸğÙ͈€ hU^7 CJ aJ hU^7 CJ OJ QJ ^J h¤i CJ OJ QJ ^J h” CJ OJ QJ ^J h½[ö CJ OJ QJ ^J h€(¬ CJ OJ QJ ^J h€(¬ 5�\�aJ hU^7 h³Cn h½[ö h€(¬ CJ aJ h€(¬ h€(¬ 5�CJ \�aJ h” h€(¬ OJ PJ QJ ^J 0 1 2 ; @ ï Ü W J : $¤ ¤ $If [$ \$ a$ ¤ ¤ $If [$ \$ „ kd $$If Ö ”‡Ö0 zÿ Most statements and responses were respectful and in # ò ò â ¤ ¤ $If [$ \$ gd” ¤ ¤ $If [$ \$ # $ 8 ; + ¤ ¤ $If [$ \$ gd&x. € – Day 1 – Students will pair up or go as an individual. CLASSROOM DEBATE RUBRIC --Levels of Performance Criteria Weak fair good excellent Opening statement Does not show an adequate understanding of topic. 4 0 obj These six categories will serve as a starting point for creating your own rubric. iJf 0* p Ñ — ( b Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö¶*6ö ö Ö ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿ2Ö i 3Ö 4Ö aö bÖytU^7 A u » ò ò â ¤ ¤ $If [$ \$ gd” ¤ ¤ $If [$ \$ ; + ¤ ¤ $If [$ \$ ¤ ¤ $If [$ \$ gd¤i à kd¬ $$If Ö ”øÖr zÿ
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