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High School English Methods – Kirk Giroaurd

What is an elevator pitch?


An elevator pitch is a short sales pitch that one could introduce, sell and wrap up
within the span of a typical elevator ride (let’s say 30 seconds). Like an essay, an
elevator pitch should have a thesis statement, three reasons why that thesis
statement is correct and something to wrap things up.
WRITING
ACHIEVEMENT
What does an elevator pitch look like? STANDARDS:
ORGANIZATION
In order to get the best use out of this idea, an elevator pitch should have the
following structure:
Along with the indicators
Thesis > 3 Reasons > Conclusion outlined in
Appropriate Achievement,
writers performing
at Strong:
• introduce with a compelling
Why use elevator pitches in the classroom? statement that
informs purpose; create a
One word: Essay Organization. focused and
dynamic thesis statement
This exercise is a simple way to get students thinking about how to organize an • include smooth paragraphs
argument. Later in an essay unit, students can use the concept of elevator with fluid
pitches to test the organizational strength of their drafts; i.e., if a student essay transitions between all
is well organized, one should be able to isolate the paper’s thesis statement, elements
each paragraph’s topic sentence and the conclusion, and be left with something • vary internal structures to
that strongly resembles an argumentative elevator pitch. If this result is not enhance interest
yielded through the same process the student has to work on the essay’s • impact the reader with a
organization. dynamic and
effective conclusion

General Curriculum Outcomes Specific Curriculum Outcomes


1. Students will be expected to speak and listen to • examine others’ ideas and synthesize what is helpful to clarify and expand on their
explore, extend, clarify, and reflect on their own understanding
thoughts, ideas, feelings, and experiences. • listen critically to analyse and evaluate concepts, ideas, and information
3. Students will be expected to interact with • consistently demonstrate active listening and concern for the needs, rights, and
sensitivity and respect, considering the situation, feelings of others
audience, and purpose. • produce writing and other forms of representation characterized by increasing
9. Students are expected to create texts complexity of thought, structure, and conventions
collaboratively and independently, using a variety • demonstrate an understanding of the ways in which the construction of texts can
of forms for a range of audiences and purposes. create, enhance, or control meaning
• make critical choices of form, style, and content to address increasingly complex
demands of different purposes and audiences