Debate Speeches and Feedback

The Great Debates of 2010



Here are the instructions given to my students as they prepared to write their debate speeches this spring.


The Grade 5 2010 Great Debates
10 May, 2010
Dear Parents and Students:
As you already know, the children are preparing for their debate speeches. These will be delivered on June 2 during our family get-together in the IT room. The instructions for the debates are just a bit different. The main difference, of course, is that that each student is paired up with an “opponent”. They will be debating a topic chosen last week. One of them will speak in favor of the topic or statement, while his or her opponent will speak in opposition to the stated position.
1. The person speaking in favor of the topic will speak first. They will have two minutes to give what they consider to be the best reasons why they support that position. Then the student speaking against the position will have their turn to state the reasons why they oppose it. Each speech should be about two minutes in length.
2. Following the opening statements, each of the team members will have up to one minute to rebut or challenge something that their opponent mentioned or perhaps failed to mention in their speech. While each of the members of the team are giving their opening statements, their partner should listen carefully and jot down any notes that they think they might use in their rebuttal statement.
3. While preparing for this debate it would be a great idea to think about the debate as a chess game of sorts. In other words, along with giving your best reasons why you support or are against the statement, you should also be thinking about what your partner might say. Be prepared to challenge them on something you THINK they might say in their speech.

Good luck to you as you prepare for these speeches. I am looking forward to hearing them…..

Mr. M






The next step was to record the debates. This was done at school. The two participants in each debate recorded the speeches during lunch hour in an empty classroom.










The speech was linked to the class website. After school the students took the following rubric document home, listened to the speeches and gave each participant a performance grade.

CLASSROOM DEBATE RUBRIC
Homework Should Be Given Every Night 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 relevant reasons given in support


3. Use of Examples and Facts:
Examples and facts are given to support reasons. Few or no relevant supporting examples/facts Some relevant examples/facts given Many examples/facts given 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

N=Neha
FD=Farida D
Give each member of the team a score by placing their initials in all five boxes, according to how you think they did in that section of the debate. They will either get a score of 1,2,3, or 4 points for each section. On the back side of this form write a paragraph of between 5-10 sentences in which you give your general opinion of the debate. What did the debaters do well, and how could they have done a better job?