I have reverted to a rubric format that I used to use with my high-schoolers, one that itemizes the criteria for the assignment more specifically, giving each criterion its own four-point scale. With the exception of the last requirement (including a meaningful title), each requirement echoes the language of the CCSS.
I walk my students through the rubric and answer any questions they may have about the categories. None of the requirements should be a surprise to them, as they are all concepts that they have been working to incorporate into their writing all year.
The central focus of today's lesson is a continuation of the debate begun in the previous lesson on whether or not sports belong in schools. Fortunately, I was able to locate this video that includes the author of one of the articles my students have read debating the issue of high school sports with three other experts (Taking the Debate Live).
I first distribute a That's Debatable handout to each student. I explain to them that we will be listening to excerpts of a larger debate that highlight each debaters most salient arguments on the issue of whether or not sports belong in schools. I explain that I will pause the debate after each point is made in order to give my students time to write down the argument in the appropriate column, and to naturally discuss the points made as we move through the video.
While the actual video is a mere five to six minutes long, I anticipate that with all the necessary pausing, as well as knowing the discussion-prone nature of my students, this activity will take up to 45 minutes of class time.
The bottom portion of the handout requires that my students identify who they believe is the most effective debater in the video. In the final minutes of class, I ask for student volunteers to share who they thought was the most effective debater and why.