68 3. The teacher divides the students into several
groups. Each group consists of six students. 4. The teacher gives each group a topic to be
debated. 5. The teacher gives the students time to prepare
their arguments. 6. The teacher invites each group to come in front
and perform the debate.
Post-Activity:
1. The teacher gives some evaluations on the students’ performances.
2. The teacher summarizes the activity today. 3. The teacher asks the students to reflect what they
have learnt.
IV. Source Canfor-Dumas, Edward. 2005. The Buddha, Geoff and
Me. London: The Random House Group Limited.
V. Assessment
Students will be scored on the accuracy and fluency in speaking.
69
CLASSROOM DEBATE RUBRIC
Levels of Performance Criteria
1 2 3 4
1. Organization and Clarity
: viewpoints and responses
are outlined both clearly and orderly.
Unclear in most parts
Clear in some parts but not
over all Most clear and
orderly in all parts
Completely clear and
orderly presentation
2. Use of Arguments:
reasons are given to support viewpoint.
Few or no relevant
reasons given Some relevant
reasons given Most reasons
given: most relevant
Most relevant
reasons given in
support
3. Use of Examples and Facts:
examples and facts are given to support reasons.
Few or no relevant
supporting examplesfacts
Some relevant examplesfacts
given Many
examplesfacts given: most
relevant Many
relevant supporting
examples and facts
given
4. Use of Rebuttal:
arguments made by the other teams are responded
to and dealt with effectively.
No effective counter-
arguments made
Few effective counter-
arguments made
Some effective counter-
arguments made
Many effective
counter- arguments
made
5. Presentation Style:
tone of voice, use of gestures, and level of
enthusiasm are convincing to audience.
Few style features were
used; not convincingly
Few style features were
used convincingly
All style features were
used, most convincingly
All style features
were used convincingly
Taken from: http:mh034.k12.sd.usclassroom_debate_rubric.htm
70
APPENDIX E
Definitions of Terms
Motion Full proportional statements that determine what a debate shall be
about. Example: That United Nations is not needed by the world anymore
To rebut
To attempt to disprove or negate another person’s arguments, andor evidence.
A formal debate consists of two teams of people who put forward opposing points of view on a particular topicmotion. The affirmative
team agrees with the topic statement. The negative team does not
Debates involve opinions and arguments that are supported
by research or other evidence. Debates are more that just
discussions, they are efforts to persuade others. The winner of the
debate will be the team with the strongest and most convincing
argument. The debate is controlled
by a chairperson who works with a timekeeper to make
sure that each team has exactly the same amount of
time in which to argue its
