1. Four classes have been allotted for this lesson and six for the Apply Lesson.
Depending on how many students you have, you may wish to change the
number of days for each segment.
Begin the lesson by showing the students what they have
accomplished up to this point; they have written
well-organized position papers, have learned
how to access the effectiveness of a persuasive speech given in a governmental
hearing, and have developed a rubric to rate the effectiveness and accuracy
of such speeches. Remind the students where they are going with this lesson
cycle and unit; they need to be able to present the arguments and important
information contained in their papers in a formal setting that simulates
a governmental hearing. This is what the next lesson
is and what part of the
final project for the unit will be. These next four days are to be used to:
1) reread their position papers and prepare the information to be presented
in an oral format; 2) use the rubric from the Explore Lesson to help them
create a well-organized and effective presentation; 3)
practice giving the oral presentation
of their papers multiple times before different students to get feedback
and also just on their own to be familiar with their
information and confident
in their delivery.
You may wish to consult the following website for specific
ideas on how to organize information from the position
paper into a format that anticipates
a critical response: http://www.studyguide.org/cm101_persuasive_speech.html-a
study guide for organizing a persuasive speech. The satisfaction step in
the cited lesson suggests that arguments be arranged in this manner: “Statement
of Solution, Explanation, Theoretical demonstration, Practical experience,
[ending with] Meeting objections.” This order could be used in place
of the usual one of beginning with the weakest argument and ending with
the strongest, with a special emphasis on the environmental health aspects
the position being presented.
Remind the students that giving each other truly critical
feedback is much more helpful than rubberstamping a friend’s
efforts and not alerting him or her to the problems that need to be fixed.
And there cannot be enough
practice of one’s presentation given that there are only four days
in this lesson.
Student learning in this lesson is evidenced by the amount of engagement each
student has with his or her own preparation and how well he or she assists
others in giving critical feedback when viewing another student’s practice
runs of his or her speech.
to be ready to present their position papers for the Apply
Lesson. If a student was not able to prepare his or her oral
presentation based on his or her position paper and practice
delivering its arguments sufficiently during class time, then
that student must do additional work to be ready for the next