Sie sind auf Seite 1von 3

Persuasive Presentations

Topic: Creating a persuasive presentation with a group or individually based on essay topics Length of lesson: 2-4 days Who are your students and what are their specific learning needs? 7th grade mixed ability language arts students. A few have a 504 plan for extended time or behavior. Standard(s) to be addressed: IB Learner Profile Traits: Knowledgeable They explore concepts, ideas and issues that have local and global significance. Open Minded They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, making reasoned, ethical decisions. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. (SL.7.1.) Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.7.4.) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (SL.7.5.) Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): EQ: How can I influence others? EU: All effective arguments must be supported by strong evidence.

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Teacher: Given a model and several examples, students will be able to discuss and examine an important issue with peers and design an effective way to present their finding as specified by the rubric. Student: I can discuss and examine an important issue with others and design the best way to

present our findings. Teacher: Given models and examples, students will be able to create a visual to effectively support and illustrate all group members main arguments as specified in the rubric. Students: I can create visual displays to support and illustrate the main points of all group members essays. Teacher: Given examples and explicit instruction, students will be able to deliver and effective oral presentation, collaborating equally with other group members and using a strong visual, good eye contact, volume and pronunciation as specified in the rubric. Students: I can cooperate with others to deliver an effective presentation using a visual, good eye contact, volume and pronunciation. Instructional method(s) chosen in this lesson: Group work, creating a visual, creating a skit, debate, speech or Power Point to persuade, direct instruction and modeling and presenting an argument orally and visually to a class. Materials/Resources: Paper, pencils, markers, magazines, other art supplies, computers, each students essay, rubric Lesson Sequence: (How will you organize your lesson?) 1. Hook: Show sample public service announcements. Discuss briefly. Review persuasive techniques (bandwagon, appeal to pity or vanity, testimonial, humor, etc.) 2. Modeling: Show/perform my own public service announcement based on the model essay I created for the writing assignment. Go over the rubric for the public service announcement assignments while showing my presentation. Model how to check and assess themselves based on the rubric. 3. Divide students into groups of 2 or 3 based on common essay topics. Some will work on their own because they are the only one who has chosen their topic. I will offer a list of seven topics to provide more opportunities for students to work in groups. Coach them to discuss supporting facts/details and synthesize their ideas. Provide with rubric for presentations. Provide tools to create visuals, including computers for a Power Point or other visual. 4. Students spend two class periods creating the visuals and practicing their performances. Students who are working on their own will practice their presentations on 1 or 2 other students to give them an opportunity to discuss their topic and get feedback. 5. Review rubric with class before presentations begin. Especially remind them of the presentation components of the rubric before they begin. Review respectful audience behavior.

6. Groups spend 1-2 class periods sharing their presentations. The students in the audience assess each presentations effectiveness on a scale of 1-10. Teacher assesses each presentation while students present using the rubric. Coach students to write down one point they found particularly persuasive during each presentation. Discuss and share some of these out at the end of each presentation.

Assessment of learning (How will I know if students achieved my learning objectives?) I will informally assess by observation as students create their presentations. In addition, I will informally assess student responses to each presentation. I will formally assess each performance and visual while students present based on the rubric.