Students will
1. | Introduce the concept of speechwriting to students. Ask them to brainstorm a time when they have heard someone give a speech (e.g., school assembly, presidential or political speeches) Talk about why people make speeches. Specifically discuss campaign speeches and their purpose (i.e., to try to convince or persuade people to vote for or support a particular candidate). |
2. | Tell students that they are going to do two things. Pretending that they are running for president, they will write a campaign speech. They will also listen to each other's speeches and evaluate them. |
3. | Using either individual computers, or one demonstration computer with a projection screen, go to . Read aloud (or play the audio for) the homepage and the page. In addition, show students the page. |
4. | Discuss with students what you have read and talk about the characteristics of an effective speech. |
5. | Pass out the and explain that students will be using these characteristics to evaluate each other's speeches. Define the word (in this case it is a chart that helps classify and evaluate information). Quickly review the five areas that they will evaluate and explain the four-point scale. You may want to go over some of the more complicated terms on the rubric, such as what is meant by expressive speech. |
6. | Tell students that you are going to read a speech and that they will then use the rubric together to evaluate the speech. Tell them that they should take notes on the rubric while you are giving the speech because they will be turning it in at the end of the session. |
7. | Read aloud (or, if you have chosen to write your own or selected another speech, read that 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 them 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. Some things to consider pointing out |
1. | Distribute the and briefly discuss it with students, telling them they should refer to it as they are writing their speeches to make sure they are on the right track. |
2. | Help students access the and go over instructions for using the map. If you have created a sample map, pass it out to the students and review. Have students enter their names and topics on the opening screen. Complete the first section ("Goal or Thesis") as a class. The goal or thesis is the stance that students are taking on the issue. Everyone's goal or thesis should be "To persuade others in my class to vote for me for president." Students should then brainstorm three reasons to support their stance, and come up with facts and examples to support each reason. Tell students that "Tips from the Pros" on the website suggested covering only one or two major ideas, so they may fill in only one or two reasons on their maps for each piece of evidence (there is space for three reasons). |
3. | Allow students time to complete their Persuasion Maps. You may want to have the Speechwriting site available on one computer for students to review if they need a refresher. Remind students to print their maps before exiting. |
4. | When students complete their maps, they should use the rest of the time to start writing their speeches using their maps and the Persuasive Speech Checklist as guides. |
1. | Students should spend the first half of the session working on their speeches. After about 25 minutes, tell them that if they have not completed their speeches, they should do so during their free time or for homework. |
2. | Access . Read aloud (or play the audio) for the section entitled and talk to students about the importance of rehearsing their speeches. Spend some time reviewing how to mark up a speech. You might want to mark up part of the speech you delivered, pass it out to the class, and then demonstrate how the marks show you how to read the speech. |
3. | Give students time to rehearse their speeches (even if they are not quite complete) and encourage them to mark it up as described on the Speechwriting website. Depending on the needs and abilities of your class, you may want to have students practice alone or with a partner. Inform students that they will be presenting their speeches to a small group and encourage them to practice at home that evening. |
1. | Divide the class into small groups of four to five students. If this is a new activity for them, explain the expectations-they will speak quietly, demonstrate respect for other speakers by listening carefully, and not comment until the speaker is finished. Appoint one student to be the group manager; he or she will contact the teacher if there are any problems following these procedures. |
2. | While each group member is giving his or her speech, one other member will be assessing the speech using the . A different group member should complete the rubric for each speech. Make sure each student is clear on who will be completing the rubric for whom (you might want to prepare a list in advance). The other members of the group will be listening carefully and should be prepared to give verbal feedback. |
3. | Allow students time to present their speeches to their small group. Give the group a few minutes to discuss each speech before moving on to the next one. |
4. | When the speeches are complete, bring the class together to discuss them. Questions to consider include: What made a particular speech more effective than another? What did they learn? Who would they vote for from their group and why? Collect the rubrics at the end of the class. |
Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.
Election Day is held on the Tuesday after the first Monday in November.
The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.
Subject: English
Age range: 11-14
Resource type: Lesson (complete)
Last updated
4 February 2015
Creative Commons "Sharealike"
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I can plan a persuasive speech about my new word.
Key learning points.
Students should avoid short or one-word sentences in favour of longer, complex sentences.
If used correctly, shorter sentences can be great for amending pace and giving emphasis to particular parts of a speech.
Viewpoint - A viewpoint refers to a person’s point of view on a particular issue.
Pace - In relation to speeches, pace refers to the speed with which ideas are presented and developed.
Emphasis - Emphasis refers to the particular importance given to something.
Sequenced - If ideas are sequenced then they are presented in a logical order.
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