Name:MichelleCalimlim

LearningSegment:PersuasiveSpeech
LessonName:IntroductiontoPersuasiveSpeechAssignment

Duration:90min.
Subject:EnglishLanguageArts
Grade:7thGrade

ContentStandards:
CCSS.ELALITERACY.SL.7.1Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)
withdiversepartnersongrade7topics,texts,andissues,buildingonothers'ideasandexpressingtheirownclearly.
CCSS.ELALITERACY.RI.7.5
Analyzethestructureanauthorusestoorganizeatext,includinghowthemajorsectionscontributetothewholeandtothe
developmentoftheideas.
LearningObjectives:Studentswillbeabletoworkcollaborativelytoreviewtermsforthisunit.
Studentswillbeabletoidentifythedifferentpartsofapersuasivetext.
ContentObjectives:Asagroupstudentswillbeabletorecall
LanguageObjectives:
keytermsfortheunitbasedontheprovideddescriptionsand
Speaking:Studentswillbeabletodiscusswiththeirpeerswhat
definitions.Studentswillbeabletoidentifytheauthorsthesis
avocabularywordmightbe.
inatext.Theywillbeabletoidentifytheevidence,explanation, Listening:Studentswillbeabletodefinevocabularyand
counterargumentinthetext,andexplainhowtheinclusionand
discernimportantinformationbasedonwhatisstatedingroup
organizationoftheseelementseffectivelysupportsthethesis.
workandlecture.
Reading:Studentswillbeabletoreadtheassignmentsheetand
PersuasiveSpeechOrganizerexampletodeterminesignificant
featuresoftheassignment,aswellassignificantelementsofa
persuasivetext.
Writing:Studentswillbeabletoexplainorprovideexamples
whattheybelieveconstitutesagoodargumentandaneffective
speech.
Academic Language Requirements: Students will be able to identify the parts of a persuasive text.

Tim
e
10
min
.

5
min
.

5
min
.

20

Activity
Vocabulary Jigsaw Review (Anticipatory Set)
Students will be placed into groups of 4. There will be some
groups of 3 depending on the class size. Each student will
be assigned a role (Student A, B, C, D). Each role reads a
different description of a key vocabulary word. Student A
has the first letter of each word, Student B has the number
of syllables, Student C has the last letter of each word, and
Student D has the definition. There are 7 vocabulary words
total. Student A will start by reading what he/she has for #1
and then Students B, C, D will read what they have for #1.
After all clues have been read, students will determine what
the vocabulary word is and write it in their journal. This
process repeats for all 7 words
( 1.Expository 2. Thesis 3. Persuasive 4. Counterargument
5. Evidence
6. Solution 7. Call to action)
After 10 minutes, we will go over the answers as a class. I
will call on each group to read their descriptions (A, B, C, D)
for a number and they will state the vocabulary word that
fits their descriptions.
Quick Write
Students will answer the following questions in their
journals:
1) What do you think makes an argument strong?
2) What do you think makes a speech effective or
memorable?
We will address these questions as they come up in the
explanation of the assignment.
Persuasive Speech Assignment Introduction (Direct

Assessment/Differentia
tion
Differentiation:
Students with the
support teacher do this
activity as a whole
group.

Standards

S.L. 7.1

Students who are ELLs

are specifically seated
with non-ELLs.
Students who are nonELLs of a higher
reading level with have
the role of Student D to
provide their peers,
especially students
who are ELL, with a
clear definition of the
terms.
Writing
Objectives

Reading

min
.

12
min
.

Instruction)
In the previous class students chose their persuasive
speech topics and they were given a general overview of
what the assignment entailed. Before going over the
assignment sheet with the students they will be asked to
skim the sheet and underline any directions, dates, and/or
requirements, that stand out to them. I will then call on 3-4
students to share out what they found to be key elements
of the assignment.
Additionally, I will go over specific requirements for the
content of their speech (hook, thesis, 3 reasons, 3 pieces of
evidence, counterargument, solution, and call to action)
and relate that to their answers for what makes an
argument strong. I will also note the expectations for
speech delivery, which will relate to what their answers for
what makes a speech effective (eye contact, volume,
clarity, gestures). For the final speech assignment students
are required to make a PowerPoint with at least 9 slides,
and prepare note cards for their speech. The requirements/
expectations directly reflect what is being scored for their
final product.
Persuasive Speech Organizer Student Example
As a class we will be looking at a completed organizer that I
filled out myself to serve as the work from a former
student Melina Castro. I will read the problem and prompt
aloud. I will explain what a hook/ attention getter is and
relate it to a narrative hook because students have just
finished writing stories and should know that a hook is
supposed to grab the readers attention. The organizer has
spaces for students to write their hook, thesis, 3 reasons, 3
pieces of evidence, counterargument, solution, and call to
action. I will stress the areas for Reason, Evidence, and

Objectives

Informal
AssessmentQuestions to ask as
students read sample:
-At the start of your
speech you should
always clearly state
your opinion, what is
this statement called?
-Where did the student

R.I. 7.5.

15
min
.

Explanation to describe how her evidence supported her

reason, and her explanation connected her evidence to her
reason and/or provided more detail about the reason and
evidence. I will then call on students to read what she
wrote in each part of the organizer. I will note that the
organizer does not have to be filled out perfectly,
addressing the teacher feedback and comments that were
made on the example, however students are expected to
use complete sentences when working on the organizer to
ensure coherence between ideas, evidence, and
explanations.
Reading Assigned Articles
Students will log on to Achive3000. 2 articles related to the
topic they chose last week have been assigned and sent to
their Achieve3000 inbox. Students are to read and do the
activity questions for both articles, and if time permits, at
least start filling out their own Persuasive Speech organizer.
In case students have trouble logging in, I have printed out
4 copies of each of the articles.

get her evidence from,

are the titles of her
sources clearly stated?
-If her thesis is _____
what is the opposing
viewpoint?
-Why is it important to
have a
counterargument?
Differentiation:
Articles on
Achieve3000 are
different for each
student depending on
their Lexile Score.
Students may have
more condensed
articles or the
language may be
simpler.

Ticket Out the Door

Because this is in the last quarter of the class not all
students will be able to begin working on their Persuasive
Speech Organizers, every student should at least have their
prompt written down on their papers. Because each
student had a different topic, prompts were sent to their
Achieve3000 inbox as well.
Materials:
Vocabulary Jigsaw Student Sheets, adapted from activity introduced at Quality Teaching for English
Learners (QTEL) Training
Persuasive Speech Organizer, adapted from On-Demand Persuasive Writing Organizer, Jacobsen
Persuasive Speech Organizer Melina Castro Student Example, Calimlim 2015
20 articles from Achieve3000

Name:MichelleCalimlim
LearningSegment:PersuasiveSpeech
LessonName:GettingOrganized

Duration:90min.
Subject:EnglishLanguageArts
Grade:7thGrade

ContentStandards:
CCSS.ELA-LITERACY.RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient to support the claims.
CCSS.ELALITERACY.W.7.1.BSupportclaim(s)withlogicalreasoningandrelevantevidence,usingaccurate,crediblesourcesand
demonstratinganunderstandingofthetopicortext.
LearningObjectives:Studentswillbeabletoidentifythedifferentpartsofapersuasivetext.

Studentswillbeabletowriteapersuasivetext.
ContentObjectives:Studentswillbeabletoidentifythe
differentelementsofapersuasivespeech(thesis,reasons,
evidence,opposingviewpoint,solutionandcalltoaction).They
willbeabletoformtheirownthesisandsupportitwiththeir
clearreasons,relevantevidence,andlogicalexplanation.

LanguageObjectives:
Speaking:Studentswillbeabletocontributeideasandanswers
duringgroupdiscussionandreview.
Listening:Studentswillbeabletolistentoaspeech/
presentationandidentifyandfollowtheauthorsthesis.
Reading:Studentswillbeabletoreadexpositorytextstogather
relevantinformation/evidencefortheirspeech.
Writing:Studentswillbeabletomapouttheirideasfortheir
speechesusingtheorganizer.

Academic Language Requirements: Students will be able to identify parts of a persuasive speech.
They will be able to argue for their position on a chosen topic and explain their reasons and evidence.
Language Function: Students will be able to persuade the audience (the students and myself) to accept
their positions on topics and take specific actions in response to given problems.
Tim
e
3-5
min
.

10
min
.

Activity
Persuasive Speech Final Student Example
(Anticipatory Set)
Students will receive a copy of a PowerPoint and the note
cards that pair with the PowerPoint, which I have created to
serve as the former student example from Melina Castro.
I will have the PowerPoint projected on the board and will
say the speech out loud. This is meant to give the students
an idea of what their final product will be like.
Questions for PowerPoint and Note Card Example
(Guided Practice)
After I have read the speech students will answer the
following questions based on the presentation they just
saw:
1) What is the speakers thesis (argument/position)?

Assessment/Differentia
tion

Standards
Listening
Objectives

Informal
Assessment:
Students will
demonstrate their
understanding of
persuasive t structures

R.I.7.8.

1520
min
.

2) What are the speakers three supporting reasons?

3) What evidence (fact, quote, personal story, or example)
does the speaker have for these reasons? Are they related
or connected to the reasons?
4) What is the opposing viewpoint?
5) What is the speakers solution to the problem?
6) What is the speakers call to action? In other words,
what can people do to make the solution happen?
Review Speech Assignment Directions (Direct
Instruction)
I will explain to students how the information from the
organizer can be transferred and edited/revised when
creating the PowerPoint and note cards, by addressing the
teacher feedback/comments from the organizer again, and
showing the changes made in the final product. This will
also be done to emphasize the importance of completing all
thoughts and sentences on the organizer before they move
on.
Additionally, I will refer to the students previous
assignment of writing a persuasive letter to explain distinct
reasons, relevant evidence, and logical explanations. In this
previous assignment students had to write a persuasive
letter explaining why a certain person should come and
speak at the school. I will address the following issues from
the letters, and ask students questions about them, as well
as, address a students current topic and ask questions
about that. Students will answer questions aloud in a whole
group discussion. For example:
Distinct Reason:
Because he is famous vs. Because everyone knows
him.

by identifying them in
the speech example.

While explaining
Speaking
directions for the
Objectives
organizer again, I will
point out that sentence
frames are provided in
each box. This was
originally intended to
be a way to
differentiate for English
Language Learners,
however, after talking
with my guide teacher
we determined that all
students might find the
sentence frames
beneficial for
constructing their
arguments/ speeches.

Check for
Understanding: I will
ask for thumbs up,

-Are these two reasons different or separate from each

other or do they mean the same thing?
Relevant Evidence:
Because she would give us life advice She has dealt
with bullying before and could talk to us about how to face
our problems. vs. She has made many songs that a lot of
people like.
-Which piece of evidence would best support the given
reason?

40
-50
min
.

Logical Explanation:
Give the example of a students current topic: topic is
school lunches, thesis is junk food should be served, reason
is that kids will not eat vegetables, evidence is personal
story about throwing vegetables in the garbage,
explanation is about how pizza has vegetables and how
pizza is still junk food, so maybe pizza should be removed
too.
-Does the explanation describe how the evidence supports
the reason?
-Does it describe why kids dont like vegetables?
-Does the explanation support the overall thesis/argument?
Read Articles & Answer Activity Questions
(Independent Practice)
Prior to completing the Speech Organizer, students must
read and complete the activity questions for each of their
assigned articles. Questions for articles are often for
reading comprehension i.e.
-According to the article, why might people disagree with
this?
- What can the reader infer from the following passage?
-What is the best synonym or antonym for this word?

down, or in-between if
students understand
the task for today. If
even a few students
are in-between or
down then I will pull
completed organizers
from the previous
periods to show how
their peers have been
structuring and
organizing their
information and ideas.

Differentiation:
Articles on
Achieve3000 are
different for each
student depending on
their Lexile Score.
Students may have
more condensed
articles or the
language may be

Reading
Objectives

-What statement best summarizes the article?

-What is the best alternate headline for this article?
Persuasive Speech Organizer (Independent/ Guided
Practice)
Students will complete their Persuasive Speech Organizer. I
will walk around as they are working independently to
make sure they stay on task. Additionally, if any student is
stuck, struggling, and/or confused about a part of the
organizer then I will come around to answer questions,
clarify directions, or further explain terms and expectations.

simpler.
W. 7.1.B
Students that finish
their organizer early
can begin working on
their PowerPoint and
Note Cards.

Writing
Objectives

Formal Assessment:
Materials:
-Persuasive Speech PowerPoint Example, PowerPoint adapted from Persuasive Speech Assignment
Jacobsen 2013-2014
-Persuasive Speech Note Card Example, Calimlim 2015
-Student Sample Question Sheet, Calimlim 2015
-20 articles from Achieve3000

Name:MichelleCalimlim
LearningSegment:PersuasiveSpeech
LessonName:PresentationReady

Duration:90min.
Subject:EnglishLanguageArts
Grade:7thGrade

ContentStandards:
CCSS.ELALITERACY.W.7.1.AIntroduceclaim(s),acknowledgealternateoropposingclaims,andorganizethereasonsand
evidencelogically.
CCSS.ELALITERACY.W.7.1.EProvideaconcludingstatementorsectionthatfollowsfromandsupportstheargumentpresented.
CCSS.ELALITERACY.SL.7.5Includemultimediacomponentsandvisualdisplaysinpresentationstoclarifyclaimsandfindings
andemphasizesalientpoints.
LearningObjectives:Studentswillbeabletowriteapersuasivespeech.StudentswillbeabletocreateaPowerPointtoemphasize
importantpartsofthespeech.
ContentObjectives:Studentswillbeabletoconstructa
LanguageObjectives:
persuasivespeechbyformingtheirownthesisandsupportingit Speaking:Studentswillbeabletoaskquestionsaboutand/or
withtheirclearreasons,relevantevidence,andlogical
discusstheirfinalassignment.
explanation.Theywillacknowledgetheopposingviewpointand Listening:Studentswillbeabletofollowdirectionsformaking
provideacounterargument.Theywillproposeasolutionand
theirPowerPointandwritingtheirnotecards.
calltoactioninresponsetoaproblemregardingtheirtopic.
Reading:Studentswillunderstandtheexpectationsforthefinal
speechandPowerPointpresentationbasedontherubricand
whatwedeterminedasaclassconstitutedastrongargumentand
effectivespeech.
Writing:Studentswillbeabletowriteapersuasivespeech.

Academic Language Requirements: Students will be able to argue for their position on a chosen topic
and explain their reasons and evidence. They will be able to address the opposing viewpoint and
rationalize their own opinion. They will be able to describe the specific solution for their given problems
and the action that must be taken to make sure it happens.
Tim
e
10
min
.

Activity
Persuasive Speech Final Presentation Rubric
I have printed a class set of Persuasive Speech Rubrics.
Students will be seeing and using the rubric consistently
when listening to their peers present. There are 6 categories
in which students will be score: Hook and Thesis, Evidence
and Explanation, Counterargument, Solution and Call to
Action, PowerPoint Presentation, and Delivery. With each
category students will receive a score of a 1,2,3, or 4. Each
category was mentioned in the first lesson when introducing
the assignment. Now I am just describing what those entail
in relation to the different scores.
PowerPoint and Note Cards (Direct Instruction)
Assuming that the majority of students have finished their
persuasive speech organizers, students will begin working
on their PowerPoint and note cards.

10
min
.

I will hand out and go over the direction sheet for both the
PowerPoint and note cards. I will place the direction sheet
and student example that we looked at in the previous
lesson side by side so students can see the subtle
differences that were made between slides and cards. I will
also pass back the student example for students to use as a
model.

Assessment

Standards
Reading
Objectives

Check for
Understanding: I
will ask for thumbs
up, down, or inbetween if students
understand the
tasks for today. If
even a few students
are in-between or
down then I will pull
any completed note
cards from other
periods to share
with the class and
explain how they

Listening
Objectives

will be putting their

information on
PowerPoint and note
cards.
4050
min
.

PowerPoint and Note Cards (Independent Practice)

Students have the remainder of the period to work on
PowerPoint and note cards. During this time I will come
around to each table and look at the progress that is being
made and/or answer any questions that students may have
about the assignment. Because much of the focus of the
previous lesson was on reason, evidence, explanation, and
what they took away from the texts they have read,
individual help will be more specific to helping students with
hooks, counterarguments, solutions and call to actions.
For example- questions to consider that span the different
topics students are working on:
- What might teachers or parents think about the lunch food
being served at school?
- What are other activities we could have in PE besides
sports and running?
- How might arts be beneficial to learning in other subjects?
Do you want to pursue a career in the arts?
- In what ways have the computers here helped your
learning? How can we prevent kids from just using them to
play video games?
- How often do you think the counselor deals with instances
of bullying? How can parents and teachers be more
involved?
-Why might technology be more beneficial for shy people to
interact? In what ways does technology help you keep in
touch with people?
- What have you learned from playing video games? What
can kids to make adults understand that they are not

W. 7.1.A
W.7.1.E
SL.7.5

Informal
assessment:
As I am working
with students
individually, I will be
able to see where
they are struggling
and where they are
succeeding in the
finalization of their
persuasive speech.

Speaking and
Writing
Objectives

harmful?
- What might people who work at zoos think about animals
in captivity? How can we either help fund zoos or push zoos
to set animals free?
- Have you ever walked behind a person that was smoking
an inhaled their smoke? How might they feel if cigarette
smoking was banned on sidewalks?
- We live in a neighborhood of immigrants. Why might our
families and friends have moved here from other countries?
Students that finish both their PowerPoint and note cards
are free to further enhance their PowerPoint Presentation
with designs, pictures, and transitions. They may also help
their neighbor who may have questions about PowerPoint or
the assignment in general.
Materials:
Persuasive Speech Rubric, Calimlim 2015
PowerPoint Directions, Persuasive Speech Assignment Jacobsen 2013-2014
Note Card Directions, Calimlim 2015