Grade/Level:
5
Time Allotment:
1 class period. 1.75 Hrs per class.
Summary:
Using the relevant example of political campaigning, this lesson teaches students the characteristics of effective persuasive speech writing and oral argument. By studying an online tutorial and looking at examples, students learn what makes a strong speech. A second online tool helps them learn how to formulate a persuasive argument. Students then apply this information in two ways: by writing their own speeches and by evaluating others. Although students are writing speeches to be delivered orally, they practice skills needed for all effective persuasive writing.
Subject(s):
American Studies, History, Language Arts (English), Life Skills, Media Studies, Research, Social Studies, Technology
SUBJECT CONTENT AREA
Concept:
Analyze and conduct research for particular persuasive techniques. Use critical reading skills to deconstruct advertisements and articles and discriminate between the stated and inferred and to differentiate between fact, and opinion. Articulate how persuasion in media can affect and manipulate people's thinking. Relate what has been learned by creating a final project reflecting an effective advertisement. Develop an awareness of advertisements and persuasive writing that is a part of our daily lives.
Goals and Objective:
The goal of this lesson is to improve students' speaking skills by understanding persuasion proficiencies.
-Develop critical thinking skills by learning about the characteristics of an effective speech, both how it is written and how it is delivered, and then applying these criteria to sample speeches.
-Formulate an argument, including the use of examples to support a thesis, using an online tool that helps them organize their ideas.
- Develop skills in persuasive writing and oral delivery by writing a one to two minute persuasive speech and taping it as a commercial.
Cross-Curricular Goal(s) or Objective(s): Standards:
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MATERIALS
Instructional Materials:
-Video clips of past presidential campaigns.
-Topic Slips
-Student name tags
Unusual materials:
-Video Camera
Resources:
- Technology resources:
Firefox, Internet Explorer, Word - The number of computers required is 1 per 3 students.
CLASSROOM ORGANIZATION
Grouping Strategies:
-There are 21 students in our class. For this activity they will be in groups of 2 and 3. The groups will be as follows:
Group 1: Kayla, Rhonda, Michael Topic: McCain- Economics
Group 2: Kathy and Alyssa Topic: Obama- Economics
Group 3: Jon, Heather, Megan Topic: McCain- Vice President Running Mate
Group 4: Kristen, Ben, Linda Topic: Obama- Vice President Running Mate
Group 5: Joshua, Katie, Abby Topic: McCain- Education
Group 6: Kelli, Ashley, Alex Topic: Obama- Education
Group 7: Kristin and Linda Topic: McCain- Healthcare
Group 8: Jenna and Jamie Topic: Obama- Healthcare
Physical Classroom Layout:
The students will be grouped in 2's and 3's and set up at a table with 2 computers. There will be a total of 8 groups. In a group of three, two will work on the computer and one will be the recorder. In groups of two, both students will be responsible for the research.
ACTIVITY
Procedure:
1) Have everyone sit in the middle of the room on the carpet.
2) Begin the lesson by asking the following background knowledge questions:
· Can anyone tell me what it means to persuade?
· Can you recall a time when you needed to persuade your parents to get something you wanted? Extended bedtime? Game?
· Tell me what you said to try and persuade your parents. What were your main selling points? What was your parents’ response?
3) Discuss what the important strategies are to building a strong argument. Show PowerPoint from Read, Write, and Think website. Pass out graphic organizer.
4) Explain that for the upcoming presidential elections, there have been many commercials trying to persuade the American public to vote for a particular presidential candidate. Have they seen any on T.V?
5) Show the video clip of a past ad shown on T.V. to try and get people to support a presidential candidate.
6) After watching the video, ask the students to look and listen for each of the strategies used during the persuasive commercial.
7) After watching the video again, discuss how each of the strategies were used.
8) After the commercial has been discussed, explain that they will be making commercials supporting an assigned presidential candidate of an assigned topic. Explain why each of the groups is going to be assigned a candidate and a topic.
9) Then explain that they are going to have to do the following:
· Research the issue that they have been assigned using the given resources on their graphic organizer sheet
· Develop an argument supporting McCain or Obama on an assigned issue
· Fill out the graphic organizer to help build their argument
· Create a 1-2 minute commercial supporting their presidential candidate and their topic.
10) Have them find their groups which will be posted on the computers along with their candidate and topic.
Modeling:
We will be explaining the different parts of a persuasive speech and watching youtube videos demonstrating what they will be doing.
THE NEXT STEP
Next Step:
Create a video commercial persuading the audience to vote for a specific presidential candidate.
Assessment:
There is an assessment check list.
This is a great lesson to take to your classroom, to learn about politics. This lesson can make your students aware of issues going on in our country, or even let them know about any election coming up. You can not only use this for a Presidential election, but you could use it for state wide elections that may take place. It will make your students learn about issues or propositions that are really taking place.
