Lesson Plan
Lesson 11: Persuasive Speeches – Presenting
A 60 minute lesson in which students will present a persuasive speech to the class using appropriate oral presentation skills.
Lesson Plan
Tuning In
- Explain to the students that, in this lesson, they are going to present their persuasive speeches to the rest of the class.
Teacher Instruction
- Remind the students of the arguments they conducted in pairs in the first lesson of the unit. Ask the students:
- What tone of voice did you use while you were arguing?
- What facial expressions and hand gestures did you use?
- What other techniques are useful when trying to sway someone to support your point of view?
Guided/Independent Learning
- Provide the students with a reasonable amount of time to review and rehearse their persuasive speeches e.g. ten minutes.
- Allow each of the students to present their persuasive speeches to the rest of the class. After each speech, ask the students:
- Which argument was the most convincing? Why do you think this?
- Which persuasive devives did you notice as you were listening to the speech?
- Were facial expressions and hand gestures used? Which ones did you notice?
- Encourage the class to provide each student with feedback using the ‘Three Stars and A Wish’ technique (three positives and one suggestion for improvement).
Wrapping Up
- In order to review the content of the unit, write reflective sentence starters on the board for the students to complete. Examples might include:
- During this unit, I really enjoyed…
- I found it challenging when…
- Knowing how to write a persuasive text is important because…
Differentiation
Extending Students
- Encourage more confident speakers to use palm cards only when presenting their speeches.
Supporting Students
- Support less confident speakers through their presentation with gentle guidance and positive encouragement.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
NSW Curriculum alignment
- EN3-5B
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
Victorian Curriculum alignment
- VCELY338
Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
- VCELY367
Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making...
Australian Curriculum alignment
- ACELY1700
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
- ACELY1710
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis...
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