Lesson Plan
Lesson 11: Persuasive Speeches – Presenting
60 minutes | Suitable for Grades: 5 - 6A 60 minute lesson in which students will present a persuasive speech to the class using appropriate oral presentation skills.
This lesson plan includes the following resources:
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 appropriate choices for modality and emphasis
Australian Curriculum alignment
- ACELY1700
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elementsElaborationsplanning a report on a topic, sequencing ideas logically and providing supporting detail, incl...
- 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 emphasisElaborationsusing technologies to collaboratively p...
Find more resources for these topics
EnglishPersuasive WritingSpeaking and ListeningText TypesWriting
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