Lesson Plan

Day: Monday Date: 25/03/2019 Time: 2:10 Year: 9

Learning Area: English Topic: Persuasive speech analysis
Curriculum content description: Listen to spoken texts constructed for different purposes, for example
to entertain and to persuade, and analyse how language features of these texts position listeners to respond in
particular ways (ACELY1740).
Understand that authors innovate with text structures and language for specific purposes and
effects (ACELA1553).
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting
persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound
effects (ACELY1811).
Students’ prior knowledge and experience:
- Explored persuasive techniques and developed their own examples.
- Watched ‘I Have a Dream’ and ‘Freedom or Death’.
- Session on contention and lesson on persuasive arguments.
Learning purpose: To have students apply their knowledge of persuasive techniques to the analysis of a
speech.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: - Completed worksheet of Suzuki speech.
- Analyse a speech and its use of persuasive - Understand effective persuasive
techniques. techniques (assessed through informal
- Assess the effectiveness of persuasive speeches. summative discussion.)
- To learn what social issues are

Preparation and Resources:

Pages 5-11 of ‘The Girl Who Silenced the World for Five Minutes.’
- Includes speech transcript with room for notes and worksheet for speech analysis.
Stationary.
Video of the speech.
Timing: Learning Experiences:

Introduction:
Students in- 15 mins silent reading.
17 mins

Sequence of learning experiences:

Hand out the worksheet, go through it with students to ensure everyone understands the
20 mins questions being asked and watch Suzuki’s speech.
(intermittent BEFORE WE WATCH- explain ECO (Environmental Children’s Organisation) and the UN’s
pauses in Earth Summit then ask students to predict the argument of the speech (EVALUATION-
video and time BLOOM’S.)
to write.) - Stop the video throughout to ensure students are answering the questions and
getting the correct information out of it.
- Make sure students know that they are looking for techniques.
- Video is 8:25 long.
What is Severn’s argument? (To be answered on the worksheet but will ask the class to
ensure they understand).
- What are the issues with Severn’s speech? What impact does her age have on her
speech? How does she overcome these issues? Does she overcome them?
- REMIND STUDENTS- persuasive speeches are not written for the people who
already agree with the arguments presented.
- IF WE HAVE SOME EXTRA TIME: Compare techniques in other speeches students
have watched (‘I Have a Dream’.) Looking for repetition, imagery, emotional
appeal, inclusive language.

5 mins Explain what a social issue is, definition on the board for students to write down in their
notebooks.
5 mins Brainstorm contemporary issues of concern in the community/society as a class.
- Canva presentation and brainstorm.
 Management of behaviour:
Low key strategies such as proximity and eye contact throughout the lesson.
Calling on students by name.
I will also be sure to remind the louder students to be respectful of their classmates and
try and select quieter students for their input.
Move students if they are being too loud or disruptive.

Lesson conclusion:
Reaffirm what a social issue is, let students know that they will need to choose a social
issue on Tuesday for their own speech. Reaffirm effective persuasive techniques.

Lesson Evaluation:
Today’s lesson went way over time. I had planned to start students discussing social issues so that we could
begin working on their introductions for the persuasive speech assessment that is due in week 10.
Unfortunately, that was not the case and as a result, we will have to begin our discussion on social issues next
lesson and students will have to choose their issue then so that they can begin working on their speeches.
However, the class was able to successfully identify the use of persuasive techniques in the speech we
watched.
Their behaviour wasn’t too bad this lesson. They were very tired because it was the last period of the day and
it was hot so quite a number of them were not engaged in the lesson at all. I called on them to answer
questions and gave them opportunities to ask a friend for help to help ensure they have understood each
technique. They were also required to write down their own examples to further ensure that they understand
the techniques they will be required to use.