Grade Level: Grade 10

Quarter: 2nd
Learning competency: Compose an argumentative essay.
Authentic task: Resolve an issue through a debate.
Guidelines:
1. The task will be done by group which composes of 10 members each group.
2. All groups will be given 3 weeks to do their research, interviews, and data
gathering of necessary information, and preparation for the said debate.
3. Ask different person in a specific place about the issues in their place.
4. Identify one issue and propose a solution to resolve it.
5. Compose an argumentative essay on how to resolve the issue.
6. Through a debate, resolve the issue.
7. The attached rubric will be used to rate your performance.

Rubric
Criteria
Respect for
other team

Information

20
All

15
Statements

5
Most

1
Statements

statements,

and responses

statements

and/or body

body language,

were

and body

language were

and responses

respectful and

language were

consistently

were

use

respectful and

not respectful.

respectful and

appropriate

in appropriate

in appropriate

language but

language but

language.

once or twice

there was one

body language

sarcastic

was not.
All information Most

remark.
Most

Information

presented was

information

information

had some

clear, accurate

presented was

presented was

major

and thorough.

clear, accurate

clear and

inaccuracies or

and thorough.

accurate but

was not clear.

was not usually

Use of facts

Every major

Every major

thorough.
Every major

point was well

point was

point was

supported with adequately

Organization

Some points
were

supported with supported well

several

supported with facts and/or

others were

relevant facts

several

examples but

not.

and/or

relevant facts

the relevance

examples.

and/or

of some was

All arguments

examples.
Most

questionable.
Some of the

Most

were tied to

arguments

arguments

arguments

an idea

were tied to

were not tied

were not tied

(premise) and

an idea

to an idea

to an idea

organize in a

(premise) and

(premise) and

(premise) and

tight and

organize in a

some were not

most were not

logical fashion.

tight and

organize in a

organize in a

logical fashion.

tight and

tight and
logical fashion.
The team

Understanding

The team

The team

logical fashion.
Then team

of topic

clearly

clearly

seemed to

didnt show an

understood

understood

understand

adequate

the topic in

the topic in

the main

understanding

depth and

depth and

points of the

of the topic.

presented

presented

topic but

their

their

didnt present

information

information

with ease.

forcefully and

with ease.

convincingly.
All counter

Most counter

Most counter

Counter

arguments

arguments

arguments

arguments

were accurate

were accurate

were accurate

were not

relevant and

relevant and

relevant and

accurate

strong.

strong.

strong but

and/or

several were

relevant.

Rebuttal

weak.

Grade Level: Grade 10

Quarter: 2nd
Learning competency: Evaluate literature as a vehicle of expressing and resolving
conflicts between and among individuals or groups.
Authentic task: Research paper regarding literature as a vehicle of expressing and
resolving conflicts.
Guidelines:
1. The task will be done by group which composes of 6 members each group.
2. All groups will be given 10 months to do their research, interviews, and data
gathering of necessary information.
3. Find a research papers/ peer reviewed articles that are related to the topic.
4. Make a research paper regarding literature as a vehicle of expressing and
resolving conflicts
5. Defend/ present their research paper.
6. The attached rubric will be used to rate your performance.

Rubric for the research paper

Criteria
Content

30
Balanced

20
Information

10
Information

5
Central

presentation

provides

supports a

purpose is not

of relevant

reasonable

central purpose

clearly

and legitimate

support for a

and analysis is

identified and

information

central

basic or general.

analysis is

that clearly

purpose and

vague or not

supports a

displays

evident.

central

evidence of a

purpose and

basic analysis

shows a

of a

thoughtful, in

significant

depth analysis

topic.

of a
significant
Organization

topic.
The ideas are

The ideas are

The writing is

The writing is

arranged

arranged

arranged

not logically

logically to

logically to

logically,

organized.

support the

support the

although

Frequently,

purpose. They

central

occasionally

ideas fail to

flow smoothly

purpose. They

ideas fail to

make sense

from one to

are usually

make sense

together.

another and

clearly linked

together.

are clearly

to each other.

linked to each

Grammar,

other.
The writing is

There are

The writing has

There are so

spelling, and

free from

occasional

many errors.

many errors

writing

errors.

errors but

that the

they dont

meaning is

represent a

obscured.

mechanics

major
distraction or
obscure
Use of

Compelling

meaning.
Professionally

references

evidence from

legitimate

attributions are

seldom cited

professionally

sources that

occasionally

to support

legitimate

support claims

given, many

statements.

sources is

are generally

statements

given to

present and

seem

Although

Reference are

support claims. attribution is

unsubstantiated

Attribution is

for the most

clear and

part clear and

fairly

fairly

represented.

represented.

Rubric for the defense

Criteria
Content

Organization

Delivery

15
Demonstrate

10
Fulfills topic; uses

5
Does not give

substance and

appropriate

adequate coverage

depth; is

sources and is

of the topic; lacks

comprehensive and

objective.

sources.

shows mastery.
Has a clear opening

Has opening

Has no opening

statement that

statement relevant

statement or

catches the

to topic and gives

irrelevant

audience interest;

outline of speech.

statement, and

stays focus

leaves listener

throughout and

wondering where

summarizes main

the presentation is

points.
Have a modulated

Have a quite

headed.
Have a soft voice,

voice, projects

modulated voice,

projects

enthusiasm,

projects

enthusiasm,

interest and

enthusiasm,

interest and

confidence; uses

interest and

confidence; but

body language

confidence; uses

does not use body

consistently.

body language but

language.

not that
Response to

Demonstrates full

consistent.
Shows ease in

question

knowledge of the

answering

information; has

topic; explains and

questions but do

unclear answer to

elaborate all

not elaborate.

questions.

questions.

Shows grasp of