Areas with an asterisk (*) are required; all other areas are recommended. Template Description
Lesson  title* Persuasive Speaking in Language Arts using I-Movie  
Subject area*  English Language Arts
Secondary subject  Technology
Grade*   6th - 9th
Duration/time*  Five 50 minute class periods
Overview*  Students will endorse a product and film a short skit on why we need this product.  They will apply concepts of persuasive speaking as they create and critique their commercials.
Technology overview*

click on level for description

 
Level 1: Students will access information. 
Students will use television and videos to view examples of persuasive speeches, including commercials.
Level 2: Students will collect data for research.
During class discussion and viewing of persuasive speeches, students will generate a list of key components for persuasive speaking.  They will also collect ideas about promoting their type of product.
Level 3: Students will analyze information.
As students craft their persuasive commercial, they will review television commercials to determine what makes certain commercials effective and apply that information to their commercial.  Students will also critique the work of other groups in the class.
Level 4: Students will synthesize and communicate information.
Students will film the commercial on video cameras and edit the commercial on i-books, then present the finished product to the class.
Focus questions* What are the key aspects of persuasive speeches?  How can i-movie technology be used to produce a persuasive speech?
Content standards and benchmarks*

(Mastery)

 Michigan English Language Arts content standards and benchmarks:"

ELA IV.6.MS.1  Practice using elements of effective communication to enhance their relationships in their school and communities.  Examples include enunciation of terms, use of humor, and use of emphasis.
ELA IV.6.MS.2  Explain the importance of developing confidence and a unique presence or voice in their own oral and written communication.
ELA IV.6.MS.3  Identify the style and characteristics of individual authors, speakers, and illustrators and how they shape texts and influence their audience's expectations.
ELA IV.6.MS.4  Reveal personal voice by explaining growth in learning and accomplishment through their selection of materials for different purposes and audiences.  Examples include portfolios, displays, literacy interviews, and submissions for publication.
Content standards and benchmarks*

(Secondary)

   
Technology standards and benchmarks*

(Mastery)

 National Technology Standards:
 9-12.2.1 Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.
9-12.2.3 Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.
9-12.4.6 Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Technology standards and benchmarks*

(Secondary)

   
Resources*  1.  Teacher made video of a number of television commercials.
 2.  Video cameras - students made VHS rough drafts of their commercials, then imported them into i-books for editing, then made final drafts on DVDs.
Lesson Plan(s)*  Activity 1:   

Anticipatory Set
Before this activity, I start discussing with students about powerful speakers.  We brainstorm names and place the names on the board.  We then discuss what made these people powerful speakers.  I make it a point to bring up Adolf Hitler.  I discuss how he had a low education level but yet was still a very power persuasive speaker.

 Next, I discuss with students about commercials and how they are persuasive speakers.  We then watch commercials that we compared and contrasted together.  I leave this analysis of the keys to persuasiveness on the board for the students to use as a guide to what they need in their activity.

The lesson then follows these steps:

1.  Students divide themselves into groups of 4 to 5.
2.  Each group creates a skit or a video of a product to sell.  This can be a new product or one that has been around.
3.  Make sure your group goes into GREAT detail about your product.  We want to know what is so great about it and why we should buy this product.
4.  Both video and skit need to be creative.  Use props and whatever else to make this item interesting.
5.  Students will sign up to use the video camera to tape their material.
6.  I will have one I-book for each group to sign out and use.  These can be taken home overnight to work on the skits.  The skits will be edited using i-books.
7.  All skits will be put onto 1 VHS or DVD.
8.  Teachers can set their own due dates.
9.  Teachers should plan a video night with parents to watch their presentations.
10.  Remember you are selling something!  Make yourself very persuasive.

Activity 2:
1.  Discuss with students how this technology can be used in careers, school, home, and future advancements.
2.  Within each group, students need to add a short clip stating how this technology can help them in school, home, career, and the future.

Activity 3:
1.  Each group presents its video.  Students in the rest of the class fill out a 
Persuasive Speech Peer Evaluation.
Alternatively, students/teacher use this scoring rubric.
2.  After all presentations and evaluations are finished, we revisit the list of keys to persuasive speaking and, in a class discussion, add new keys and prioritize the list.

Example student materials  Student presentations were not saved.
Assessment* 1.  Students will evaluate each other after each group presents their skit.
2.  Students will have to compare and contrast the differences in each group.
3.  Students will discuss the results with each other and the teacher.
Reflection Throughout this activity, students asked challenged themselves and each other by asking, "How could we make this better?  What can we do to make sure our product would sell?"  As they watched other groups' productions, they built concepts of what effective persuasive speaking requires.  Students were excited about this project and chose products that were important to them, such as snowboards that they redecorated with their own logos, skiis, and Slim Fast.  This real world connection was motivating.
Home activities    
Credits  Mark Pugh, English Language Arts teacher, Kingsford High School, 431 Hamilton Avenue, Kingsford, MI   49802   mpugh@kingsford.org