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Lesson Plan

Inventing and Presenting, Part 3: Persuasive Speaking and Invention Promotion

Grade
Lesson Plan Type	Unit
Estimated Time	Ten 50-minute sessions
Lesson Author	Karen Sinning Pittsburgh, Pennsylvania John Blank Jeannette, Pennsylvania
Publisher

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Standards

Resources & Preparation

Instructional Plan

Related Resources

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Preview

OVERVIEW

This lesson is part of a larger interdisciplinary unit combining experimentation and the scientific method, critical thinking, clear writing, and effective speaking. In this lesson, students propose in writing an appropriate scenario for sharing inventions they have created and the results of their experimentation. They create visuals to share the data they have gathered. The unit culminates with each student delivering a speech presenting their invention in a large group setting.

This lesson was originally published in June, 2003. It was updated from its original version in March, 2013 by Christy Simon, ReadWriteThink staff.

FEATURED RESOURCES

Invention Speech Unit Student Notes: This printout includes questions on topics including audience and purpose, content and tone, structure, and delivery, designed to help students write an effective speech.
The Invention Unit: A Culminating Activity: This printout contains a list of all the requirements for the Inventing and Presenting project.
Invention/Investigation Speech Proposal: This printout describes the requirements for the speech proposal, including information about the audience and tone of the speech, as well as how it will be delivered.

FROM THEORY TO PRACTICE

Young adolescents thrive in active learning situations, and they work best when they are engaged in their topic and are able to connect their learning to their own lives. These connections can more easily be made in interdisciplinary units that accommodate multiple learning styles and multiple ability levels. When students produce something that they value and for which there is a real audience, the learning and assessment are authentic. In their article describing a team-taught interdisciplinary science class that heavily integrated writing, Gardner and Southerland state "One of the most significant means for helping students to see this interconnectedness [among science disciplines], they reported, came from their writing experiences..." As one student in their class noted "Writing helped concretize what I knew." (35) This lesson, part of an interdisciplinary unit integrating language arts and science, provides students with chances to use writing and presenting to "concretize" their scientific thinking.

Further Reading

Gardner, Susan A. and Sherry A. Southerland. "Interdisciplinary Teaching? It Only Takes Talent, Time, and Treasure." English Journal 86.7. (November 2007): 30-36.

Standards

Resources & Preparation

MATERIALS AND TECHNOLOGY

Folders or binders for work accumulated through the unit
List of suggested resources

STUDENT INTERACTIVES

Grades 3 – 12 | Student Interactive | Organizing & Summarizing

Persuasion Map

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

Grades K – 12 | Student Interactive | Writing & Publishing Prose

Printing Press

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

PRINTOUTS

PREPARATION

The activities in this lesson continue from sessions presented in Analyzing Nonfiction and Inventing Solutions and Building the Invention and Effective Speeches. Teachers should review those lessons before continuing with Part 3.
Test the Printing Press and Persuasion Map on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
Schedule class time for students to prepare their presentations. They will need access to computers for drafting, producing graphs, brochures and other visuals, and using presentation software. They will also need time to practice and critique speeches in small groups.
Create and publish a list of assigned dates and sessions for student speeches. Students should have this list a few weeks before the speeches begin. This lead time gives fair notice to everyone and allows time to catch and accommodate legitimate conflicts. Schedule no more than six speeches per 50-minute session to allow for questions and set-up between speeches.
Send invitations for the presentations to principals, counselors, parents, school board members, etc., if desired.

Instructional Plan

STUDENT OBJECTIVES

Students will:

write a proposal for a speech.
prepare appropriate visuals for use in the proposed speech.
produce one or more graphs that summarize the results from the experimentation.
deliver an effective speech in a large group setting.

Session One

Distribute and discuss the speech proposal instructions and the speech proposal rubric. Remind students that they should refer to these and to their notes on good speeches as they plan and write their own speeches about their inventions.
Explain again the scenarios that are available to students. Examples were handed out at the beginning of the unit on the checklist of requirements.
Remind students that they should also refer to their invention rubrics for the speech when they plan the content part of their proposals.
Emphasize that students are not to write their speeches at this point. The paper that is due is a proposal, so they must carefully consider what they want to accomplish with their speeches and how they should plan that.
Have students select a scenario and begin to plan their proposal paper for the remainder of the session.

Session Two

Distribute and discuss the speech rubric.
If you have done similar speech units in the past, watch videotaped speeches given by students in previous years. Have students use the rubric for the speech to critique and discuss what they see and hear.
Introduce the Persuasion Map, and use the tool to demonstrate how students can gather supporting details for their persuasive speeches. Allow time for students to use the tool in class or as a homework activity.
For the rest of the session, students should continue to draft their proposals.

Session Three

Students should spend the majority of this session drafting, exchanging, revising, and typing their proposals. The teacher can act as facilitator and can consult on technique.
Check each student’s proposal during drafting so that major problems can be caught before the proposal is turned in for assessment
Students should print two copies of their proposals: one to turn one in for a grade and the other to use as they work on their speeches.
Over the next day or two, read the proposal papers in the order of scheduled presentations so that students have time to correct the occasional problem that may be found.
Before continuing to the next session, allow as many days as possible for students to use their graded proposal papers and their prepared audiovisual materials to write and practice speeches. Provide video cameras and projectors for rehearsal and allow students to critique each others' presentations.

Session Four

Discuss with the class the need for good audiovisuals in a speech and a persuasive sales brochure.
Over the next few days, students should generate PowerPoint slides and create their Invention Brochures for the final presentation.
As an alternative to working in a word processor, demonstrate the Printing Press, which students can use to publish their brochures. Allow time in class to complete work with the tool.

Session Five

Remind students of the details of the presentation periods and discuss the logistics of the schedule.
Over the next few sessions, students review and practice their speeches promoting the inventions they created. If the students will be using PowerPoint in their presentations, they should practice with the equipment. If the students will be using other kinds of audiovisuals, make sure that the materials are large enough and clear enough for their audience to see.

Sessions Six through Ten

Have speakers bring their materials in before school unless they can be safely stored in the large group room or auditorium.
Remind students about the characteristics of a good audience and a good listener. Remind them of the items on the rubric that relate to being a good audience.
Follow the schedule for speakers as posted, adjusting for absences.
As students present their speeches, use the chosen rubric or Invention/Investigation Speech Delivery Checklist to assess them.
Hold a public display of inventions - your Invention Convention! Invite the school community to share in all of the hard work that the students accomplished!

STUDENT ASSESSMENT/REFLECTIONS

Teachers have a variety of opportunities to assess students throughout the Invention Unit. Rubrics specific to the handouts from this lesson can be adapted to meet the specific needs of the specific classroom/students.

Related Resources

STUDENT INTERACTIVES

Grades K – 12 | Student Interactive | Writing & Publishing Prose

Printing Press

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

CALENDAR ACTIVITIES

Grades 3 – 6 | Calendar Activity | December 17

The Wright brothers made their phenomenal flight!

Students celebrate the Wright brothers' flight in 1903 by having a classroom celebration that includes a multimedia timeline and comparisons of the Wright Flyer to the planes we have today.

Grades 5 – 8 | Calendar Activity | November 6

James Naismith, inventor of the game of basketball, was born in 1861.

Students look at Naismith's original 13 rules for basketball and write about the rules and how they have changed in small groups.

Grades 1 – 8 | Calendar Activity | October 14

Kodak was issued a film patent on October 14, 1884.

Students create a scrapbook of their favorite pieces throughout the year and present it to parents at an end-of-year party.

Grades 7 – 12 | Calendar Activity | November 19

Abraham Lincoln delivered the Gettysburg Address in 1863.

Students practice the Pre-AP strategy called SOAPSTone, identifying important parts of the Gettysburg Address and comparing it with John F. Kennedy's inaugural speech.

Grades 5 – 12 | Calendar Activity | May 24

The Brooklyn Bridge opened on this day in 1883.

Students explore the literary concept of point of view by examining a pair of picture books that highlight the controversies surrounding the Brooklyn Bridge.

Grades 3 – 12 | Calendar Activity | June 23

The first typewriter patent was awarded in 1868.

Students take part in an inquiry-based study that compares typewriters to computers.