Inherit the Wind: Persuasive Speech Project

Submitted by: Elizabeth Berry
Collaborators: Caroline Arp, librarian
School: Deep Run High School

Summary

Students will research and analyze persuasive speeches within literature and media for content, purpose, non-verbal communication, and effectiveness. Students will collaborate with classmates in real and non-real time to share research and information and choose appropriate sources for their product. Students will synthesize new knowledge to create individual persuasive speeches about real-world issues that are original and creative. Students will present the speeches in class.

TIPC Ratings

The lesson is at the target level because students were asked to research and apply information found on the internet to write a persuasive speech on a real-world topic. Students were not directed to use any one source, and part of their research task was to evaluate each source used for credibility and usefulness to the project. Students posted their findings on an electronic discussion board, available for viewing by all students and the teacher. Students also shared their annotations with their peers and evaluated peer annotations.

The lesson is at the approaching level because students collaborated in real and non-real timeby sharing materials on a private online forum and in class as well as gave peer feedback on each step in the creation process.

The lesson is at the target level because students used prior research of Inherit the Wind along with new research of persuasive speech to create an original product based on a real-world topic or issue. Students used individual annotations along with peer annotations to produce new understandings of persuasive speech and apply the new understandings to the final product. Students also used prior knowledge of composition to create a persuasive speech about an open-ended topic.

The lesson is at the target level because students chose a real-world topic and created an original speech that has value to the average American teenager. Students did not complete formal research for the completion of their speeches; instead, they had to apply innovative anecdotes, narratives, and reasoning in order to write a persuasive speech. Students worked with their peers throughout the speech process; they worked together to identify the strongest and most effective persuasive speech tactics, and they analyzed media examples that would best help them with their speeches. Students’ final products-their speeches-related to their audience and expressed diverse and unique perspectives on everyday issues.

Student Artifact

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Contents:

  • Persuasive Speech Lesson Plan
  • Examples of Student Work (3)

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