Lesson+2+Erin+H

Persuasive Speech
Don’t Touch That Towel by Shannon C. Persuasive Speech Checklist Persuasive Speech Rubric [|Persuasive Speech Graphic Organizer] Student Sample Graphic Organizer Research Tools Filamentality Jing to navigate Filamentality ||
 * **Lesson Title:** || **Persuasive speech** ||
 * Subject Area: || English/Language Arts ||
 * Grade Level: || 5 ||
 * Unit Title: || The Healthy Body – An Interdisciplinary Unit ||
 * GLCEs/ HSCE: || S.DS.05.04 Plan and deliver persuasive presentations or reports using an informational organizational pattern for a specific purpose (e.g., to persuade, describe, inform) that conveys and supports the point they want to make, while varying voice modulation, volume, and pace of speech to emphasize meaning ||
 * METS-S/NETS-T || NET 4.c. Collect and analyze data to identify solutions and/or makes informed decisions ||
 * Essential Questions: || How can students learn to think and plan systematically? ||
 * Objectives: || Using the tools provided in class, students will plan and present a persuasive speech and show competency based on the rubric provided ||
 * Tools and Resources: || Computer with projection screen
 * Rationale: || Students need to be able to organize their ideas in a systematic way and present them in a way that will convey they point they want to make. ||
 * || **Sequence of Activities:** ||
 * Anticipatory Questions/Activity: || Does anyone know the word for trying to convince someone to change his mind about something?

When have you heard someone give a speech?

Why do people give persuasive speeches? || (Artifact: link to real world, website, book, picture, etc.) || Read the students the persuasive speech “Don’t Touch that Towel” by Shannon C.
 * Body of Lesson Plan:
 * //Segment #1//**

Allow for 5 minutes to read the speech and an additional 15 minutes to discuss with students the quality of the speech based on the guidelines given in the persuasive speech rubrics. || (Factual information/Vocab Includes sample feedback loop) || Teacher: What are some characteristics of an effective speech? Student: //Interesting opening sentence, speech focus on a two or three topics, speak in a loud, clear voice//
 * **//Segment #2//**

Teacher: What is meant by the term counter argument? Student: A //counter argument expresses a view of a person who disagrees with your position.//

Teacher: What is meant by the term rebuttal? Student: O //ffering a contrary contention or argument// || (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || Distribute the persuasive speech graphic organizer and go over instructions for the map.
 * **//Segment #3//**

Pass out and review teacher created sample map to the students and review.

Have student’s first fill in their name and topic.

Complete the first section “Goal” in class. Everyone’s goal should begin “To persuade my classmates to…”

Students should brainstorm two or three reasons to support their Goal, and come up with facts and examples to support each reason. || (Detailed directions on how to complete activity) || This is a three part lesson: 1. Prewriting 2. Persuasive writing 3. Speech delivery
 * **//Segment #4//**

PREWRITING 1. Begin when Anticipatory Set by conducting a class discussion. Teacher: Does anyone know the word for trying to convince someone to change his mind about something? Students: //Persuade//

Teacher: When have you heard someone give a speech? Students: //School assembly, presidential or political speech//

Teacher: Why do people give persuasive speeches? Students: //To try to convince or persuade people to do something//

2. Tell students they will be doing two things: Presenting a persuasive speech on a health topic of their choice and listening to each other’s speeches and evaluating them.

3. Pass out the persuasive speech rubric and explain that students will be using these characteristics to evaluate each other's speeches. Define the word //rubric// (in this case it is a chart that helps classify and evaluate information). Review the four areas that they will evaluate and explain the four-point scale.

4. Tell students you are going to read a speech and they will use the rubric together to evaluate the speech. Tell them to take notes on the rubric while you are giving the speech because they are going to turn it in at the end of the class.

5. Begin Segment #1: Read “Don’t Touch That Towel” aloud.

When you are finished, go over each category on the rubric and discuss what students thought of it and what rating it should receive. Ask students to indicate their ratings on their sheets, along with a few short reasons why they selected that particular rating. Collect the rubrics at the end of the session.

6. Begin Segment #2: Discuss with students about the characteristics of an effective speech. Some things to consider pointing out Counter argument: If the electricity goes out, the hand dryer will go out too. Rebuttal: We will store extra paper towels in the custodian’s room for emergencies.
 * She indicates very clearly the reasons to use automatic hand dryers. You can ask students if they remember any of these reasons, using this information to discuss the importance of clarity in their own speeches.
 * The Review the meaning of the terms counter argument and rebuttal
 * She raises a counterargument and provides a rebuttal. This is essential to make an argument well rounded.
 * The end of her speech has a “call to action”. She says “Let’s install automatic hand dryers!”

PERSUASIVE WRITING 7. Distribute the //Persuasive Speech Checklist//, telling them they should refer to it as they are writing their speeches to make sure they are on the right track.

8. Direct students to computers with internet access. Provide them with the URL for the //[|Research Tools Filamentality].// Tell them it is a directory of approved websites that they can access for information and research for their speech. For further instruction on how to access the Filamentality, direct students to [|Jing to navigate filmentality.]

9. Allow time for brainstorming ideas and recording preliminary research. Example topics: Persuade my classmates to eat more fruit and vegetables, persuade my classmates to do yoga, persuade my classmates to stop consuming high fructose corn syrup.

10. Begin Segment #3: Distribute the Persuasive Speech Graphic Organizer and go over instructions for the map. Pass out and review teacher created sample map to the students and review. Have students’ first fill in their name and topic. Complete the first section “Goal” in class. Everyone’s goal should begin “To persuade my classmates to…” Students should brainstorm two or three reasons to support their Goal, and come up with facts and examples to support each reason.

12. Allow time to complete the //Persuasive Speech Graphic Organizer.//

13. When students complete their graphic organizers, they should use the rest of the class time to start writing their speeches using their maps and their Persuasive Speech Checklist as guides. Throughout the writing process students are encouraged to obtain feedback from both the teacher and their classmates. Peers can raise counterarguments to each other’s positions which the speech writer can rebuttal.

SPEECH DELIVERY 14. Give students time in class to rehearse their speeches. Students can practice alone or with a partner to obtain additional feedback.

15. While each class member is giving his or her speech, three other classmates and the teacher will be assessing the speech using the //Persuasive Speech Rubric//. Assessors are encouraged to be honest, constructive, and to write at least one positive comment on the rubric.

16. When speeches are complete, conduct a class discussion. Questions teacher could consider asking
 * What made a particular speech more effective than another?
 * What did students learn?
 * What activities/lifestyles do you want to try now after you heard the speeches?

17. Collect rubrics at the end of class. ||
 * **//Assessment//** || Observe student participation in initial discussions, prewriting and during individual speech practice.

Review the completed Persuasive Speech Rubrics (by peers) to determine that students understand the criteria.

Complete a Persuasive Speech rubric for each student. ||

Unit Plan Erin H | Lesson 1 Erin H | Lesson 2 Erin H | Lesson 3 Erin H | Lesson 4 Erin H | Lesson 5 Erin H