Series Persuasive Speeches: Persuasive Speeches: Teacher Reflection

Persuasive Speeches: Planning a Lesson Series

Examining Elements of Persuasive Speeches

Delivering and Evaluating Persuasive Speeches

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Persuasive Speeches: Teacher Reflection

Lesson Objective: Reflect on a lesson series about persuasive speeches

Grade 8 / ELA / Speaking & Listening

4 MIN

ELA.SL.8.3 | ELA.SL.8.4 | ELA.SL.8.5

Discussion
Supporting Materials

Thought starters

What measures does Ms. Manley use to evaluate her class?
Notice how Ms. Manley reflects on how students did as both speakers and listeners. Ms. Manley remarks about how passionate her students were. What role did she play in sparking that passion?

44 Comments

Jennifer McCarthy Dec 5, 2017 5:21pm

1) Choose one speech that a student gives and reflect on their presentation (mention their argument, what they did well, and why you think this type of activity worked as well as it did) The speech that most resonated with me was the one titled, "We Need to Disconnect the Plug". The information she shared about teens spending 8 hours a day and in a lifetime spending 44 year of ones life behind a screen was shocking. It was an excellent statistic that I think she could have even emphasized that fact even more. She was certainly well prepared and had created a very persuasive argument. I think this topic is of particular interest to teenagers today and is an engaging topic for them. Students observing used excellent vocabulary to explain, assess, and reflect on one another performance. 2) What student assessment does the teacher review in order to reflect on the overall project? To assess students the teacher assessed their ability to present, reflect on their presentation, as well as have classmates assess and reflect on one another performances. Students were responsible for taking notes and offering both written and oral feedback.

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Ray Melograne Dec 5, 2017 5:16pm

- Choose one speech that a student gives and reflect on their presentation (mention their argument, what they did well, and why you think this type of activity worked as well as it did). Bryn Hogenson's speech on the fact that music should be available for free for fans to enjoy stood out to me. I think she was clearly passionate about her topic. She gave wonderful supporting evidence from the perspective of a fan/music consumer. However, she is obviously ignorant of the perspective of a music composer who lives off of royalty payments. At 2:04 in the video Bryn explained that she possessed a strong preexisting passion for the topic. However, she was unclear on how to put her argument into writing. The teacher provided an example text that helped to clarify what was expected. I think this activity was effective because it engaged the students on many different levels. The students giving the speeches needed to express themselves both in written and verbal form. They needed to research their argument, and clearly express their findings. The students listening needed to effectively assess the student giving the speech. This not only engaged them in listening, but help them to gain a greater understanding of effective speech delivery (which could be applied to their speech). Finally, I think that the students' ability to select their topic also added to the effectiveness of the lesson by making it more relevant. -What student assessment does the teacher review in order to reflect on the overall project? In order to reflect on the overall project, the teacher reviewed students presenting on preparedness and presence of all of the components of a persuasive argument. She also reflected on the ability of the audience to effectively assess the speech giver.

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Jaclyn Sadiker Dec 5, 2017 5:14pm

-Choose one speech that a student gives and reflect on their presentation (mention their argument, what they did well, and why you think this type of activity worked as well as it did). I liked the student who talked about depluging. The student showed supporting evidence really well and she was able to connect the evidence to her essay topic very clearly. I think this activity worked well because students had freedom to choose what they wanted. Students worked hard to supply evidence, and students had a model as an example. -What student assessment does the teacher review in order to reflect on the overall project? Students reflected on their speech, she analyzed students work, and student evaluations.

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Leighann Hollweg Dec 5, 2017 5:13pm

Choose one speech that a student gives and reflect on their presentation (mention their argument, what they did well, and why you think this type of activity worked as well as it did). "We need to disconnect the plug": A student may spend over 44 hours on some type of device. The student was very well prepared and articulate. I liked how the student was well prepared in supporting her claim with research and data. What student assessment does the teacher review in order to reflect on the overall project? The teacher used student self reflection assessments and the audience also evaluated the speaker through note taking. The audience also presented their findings to the presenter verbally.

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Erik Haughn Dec 5, 2017 5:11pm

Bryn's presentation in this video included many of a key components a student needs in order to give a successful, persuasive speech. She presented her argument by giving straight and to the point facts about why downloaded music should be free, including the time it would save to do so. If it was an argumentative essay or speech she would have to present a counter claim, but a persuasive speech was a better choice for her because she is clearly passionate about this topic. This is evident in her enthusiasm and delivery of the speech. She mentions that she knew in advance what she wanted to speak about because of her feelings on the topic. This was key because she then had background information on the topic, which is the way one is suppose to start or present a persuasive speech. I also enjoyed Linnea's speech where she used concrete facts to back her claim by also keeping her audience engaged by relating her topic to their everyday lives and futures. I believe this activity worked well because of the fact that students were able to choose what they spoke about, which guaranteed a genuine connection and interest to the activity. The teacher assessed this project in multiple ways by first hearing the student speak, then reading it in writing and finally through the students own responses to questions asked of them by their peers. Self-reflection and evaluation are crucial in growing as both a learner and teacher.

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Materials

Transcript: Persuasive Speeches: Teacher Reflection

Transcripts

TIMECODE SOT NOTES / TEXT ON SCREEN

TEXT:
Common Core: ELA
Reflections on Speech Presentations
00:00:06 JULIE MANLEY: Welcome to class.

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TIMECODE SOT NOTES / TEXT ON SCREEN

TEXT:
Common Core: ELA
Reflections on Speech Presentations
00:00:06 JULIE MANLEY: Welcome to class. You guys, I want you to do a couple of things before we get going with our persuasive speeches today.
00:00:11 JULIE MANLEY: I just taught two lessons that asked students to work on the standard of both reading and then constructing their own argument where they used a clear claim that was supported with a sound line of reasoning and well-chosen evidence. TEXT:
Julie Manley
8th Grade ELA Teacher
Chinook Middle School, Bellevue, WA
00:00:30 BOY: Studies shown by Elizabeth Hartney, a specialist and consultant with gaming addictions, found 10% to 15% of video game players meet the criteria for addiction. TEXT:
Speech Topic: Addicted to Video Games
00:00:39 JULIE MANLEY: I feel and saw that students achieved quite well and met the objectives that were set out at the beginning of the class period. The speakers, who delivered their speeches, did so successfully.
00:00:51 JULIE MANLEY: And they came prepared, and they were able to articulate their clear position through their claim, and defend that or support that with clear reasoning and evidence.
00:01:01 GIRL: In recent studies conducted by the Harris Interactive Teen Research Society, teenagers are spending close to eight hours a day using technology. TEXT:
Speech Topic: We Need to Disconnect the Plug
00:01:10 GIRL: If we continue this pattern throughout the course of our lives, we will have spent forty-four years straight of waking hours just sitting behind a screen.
00:01:18 JULIE MANLEY: Equally, the students in the audience, as listeners, were able to evaluate the speaker's performance and I was able to see that by their ability to take notes.
00:01:30 BOY: When she was talking, she was, like, really confident in what she was saying. Like, she really believed it. I mean she brought that out by, like, using a lot of really good word choice.
00:01:39 JULIE MANLEY: I was pleasantly surprised at how passionate and well-focused they were.
00:01:46 GIRL: This is outrageous. Music should be free in the first place. I mean buying it is way too expensive. It takes more time to buy it. It prevents popularity to not well-known or new artists. And it decreases the percentage of people that can afford it. TEXT:
Speech Topic: Downloading Music
00:02:00 BRYN: Well, I already had an idea in my head of what I wanted to do because I've always been passionate about music. But I was still kind of iffy on how I was going to write it because it was kind of confusing at first. TEXT:
Bryn Hogenson
8th Grade Student
Chinook Middle Schools, Bellevue, WA
00:02:12 BRYN: But Ms. Manley showed us a text, a really good example text that one of her past students had done and it really kind of helped me to get an idea of what this was going to be about and how this was going to go down.
00:02:24 JULIE MANLEY: Delivering a persuasive speech is a very sophisticated task. So I was very pleased to see that students were able to craft and write a text that included all of the persuasive components from claim reasoning, evidence that was logically organized.
00:02:40 GIRL: Not only is it scary to think that our teens are spending their valuable time with Facebook, video games, YouTube, texting, etc., the list goes on and on. But it's frightening for our future generations to come that teens are actually less interested in face-to-face conversing as UCLA has concluded in studies.
00:02:57 LINNEA: Today, I learned that I need to have more logos involved in my speech so people can't say I have faulty persuasion. And I need to be able to incorporate the studies in ways that is interesting and engaging to my peers, yet still backing up my claim. TEXT:
Linnea Uyeno
8th Grade Student
Chinook Middle Schools, Bellevue, WA
00:03:14 JULIE MANLEY: I would evaluate the class today as being very successful. The speakers that we heard we're all prepared. They had all of the components of argument.
00:03:25 JULIE MANLEY: And then, as audience members, I was pleased in all students' ability to formulate an evaluative response of feedback to give to their peers, both in writing and verbally.
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