Sure, your hero may have saved the day in your own story, but how would they fare if they were engaged in a head-to-head battle with another superhero?  Well, it's time to put your hero to the test.  After you have submitted your own superhero story to Mr. Ramon, you will partnered with another student in the class for the superhero debating tournament: The Ultimate Hero Battle.  You will send an electronic copy of your story to your partner for their perusal.  You will want to read over each other's stories carefully and begin to design a convincing argument that proves your hero to be superior.  You will want to look for weaknesses that you can exploit or situations that would allow your hero to reign supreme when compared to your partner's creation.

The debate will last five minutes and be structured in the following manner:

Debater A) 1 Minute to state the positive attributes of your hero

 

Debater B) 1 Minute to state the positive attributes of your hero

 

Debater A) 1 Minute to criticize your opponent and make claims about your hero's superiority

 

Debater B) 1 Minute to criticize your opponent and make claims about your hero's superiority

 

Debater A) 30 Seconds for closing comments

 

Debater B) 30 Seconds for closing comments

 

 

 

After the closing comments from each debater, the class will vote for the hero that they felt was superior.  The winner of this vote will move on to the next round of competition.

 

Each student will receive a mark in the Oral Presentation category that will be based on the following three rubrics.

PERSUASIVE ARGUMENT

Thorough

Level 4

Considerable

Level 3

Developing

Level 2

Limited

Level 1

Grade

Organization of Ideas and Information

 

 

 

 

 Speaking Conventions and Persuading the Audience

• student is focused and specific and explains own points logically and clearly

 • uses a precise and appropriate vocabulary

 

 • tone is confident and persuasive

 • pace of comments and body language contribute to the persuasiveness

 • speaks in response to other comments

 • addresses comments to the class rather than the teacher and maintains eye contact with the entire class 

• student is focused and explains points clearly, using an appropriate vocabulary

 

 

 

 • tone is confident

 • pace is consistent and body language is used

 • generally responds to others

 • usually addresses comments to the class rather than teacher and has consistent eye contact 

• ideas are offered but are not always clear, logical, or tend to be broad rather than specific

 • vocabulary tends to be underdeveloped or inaccurate

 

 • tone can be bored, detached or critical at times

 • pace is consistent, but difficulty with enunciation or flow or body language

 • has difficulty offering genuine response to other’s comments

 • mainly addresses comments to the teacher rather than the class and has limited eye contact

• ideas are not offered or are unclear

 • vocabulary is consistently underdeveloped or inaccurate

 

 

 • tone or volume is apathetic and unconvincing

 • pace is erratic and awkward – enunciation, flow and body language is weak

 • is not responsive to comments of opponent

 • directs comments exclusively to the teacher or to no one at all

 

/4

 

 

 

 

 

 

 

 

 

 

 

/4