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classroom debate rubric

stream Depending on the age range and debate topics, you may need fewer or more categories. ôğåáÙåáÕáÕáÕáÕáÙÑÍĸ¬¸ ” ” ˆ áˆ¬¸¬ ¬¸ˆ¸ áˆ¸ğÙ͈€ 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 $$If Ö ”‡Ö0 zÿ ƒ Most statements and responses were respectful and in u CLASSROOM DEBATE RUBRIC --Levels of Performance Criteria Weak fair good excellent Opening statement Does not show an adequate understanding of topic. � {��k��m3Vu/x��f�5��x-��k-�Ԫ; ,)-|W��]3�]I�1�������4�D�9� – Each pair/individual will choose a topic of interest and side they are wanting to … iJf 0* p Ñ — ( b Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö¶*6ö ö Ö ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿ2Ö i 3Ö 4Ö aö bÖytU^7 ! " # ò ò â ¤ ¤ $If [$ \$ gd” ¤ ¤ $If [$ \$ # $ 8 ; + ¤ ¤ $If [$ \$ gd&x. iJf 0* p Ñ — ( b Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö¶*6ö ö Ö ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿÖ ÿ ÿ ÿ ÿ ÿ2Ö i 3Ö 4Ö aö bÖytU^7   Evidence 5. Uninteresting, unprepared; background info did not match what follows Has attention getter: Introduces main points of the topic with ease. § ¨ ® ¯ ³ ´ Ì Î Ï @ A t u º » # $ 7 üğèáİÑɸªœª˜ª�ª�ª�ª�†zfXÉG hU^7 5�CJ OJ QJ \�^J aJ hU^7 CJ OJ QJ ^J aJ &hU^7 hU^7 5�CJ OJ QJ \�^J aJ hU^7 hU^7 5�CJ aJ h€(¬ CJ aJ h€(¬ OJ QJ ^J h€(¬ h¤i CJ OJ QJ ^J aJ h€(¬ CJ OJ QJ ^J aJ h€(¬ 5�CJ OJ QJ \�^J aJ hU^7 CJ aJ hU^7 CJ OJ QJ ^J hU^7 hU^7 hU^7 h¤i CJ aJ h¤i CJ OJ QJ ^J h¤i « x�]]��6v}��S�U%S��f޴�v��%ywƕ���2�lmf�Ռ��������\� ����KU�n6pq?.. 0* p Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö¶*6ö ö Ö ÿ ÿÖ ÿ ÿÖ ÿ ÿÖ ÿ ÿ2Ö i 3Ö 4Ö aö bÖytU^7 $¤ ¤ $If [$ \$ a$gd÷2û ¤d ¤d $If [$\$gd” @ E J T U ì ì ì ( à kd» $$If Ö ”1Ör zÿ %PDF-1.3 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¬ $$If Ö ”øÖr zÿ %��������� Debate Lesson and Rubric. Interaction with Opposing Side 6. H § ï ß Ò ¤ ¤ $If [$ \$ ¤ ¤ $If [$ \$ gd½[ö ¤ ¤ $If [$ \$ gdÖ] § ¨ ¯ ° ; 5 % ¤ ¤ $If [$ \$ gd½[ö $If à kd² $$If Ö ”šÖr zÿ Knowledge of Topic 2. Although a rubric can have an infinite number of categories, the sample in this lesson includes six different categories that measure student performance.

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