LESSON TITLE: _____Persuasive Speeches Unit 6____________________ Lesson #: ___8___

https://prezi.com/view/kTgja5YZQN50A6cfJbcd/

TEACHER NAME: ____Kimberly Bressan ________ DATE:____March 22, 2018___________

Attach any handouts or materials required for this lesson.

Preparation/Planning
EFL Course: Presentation
Skills for English and Level Beginning Pre-Intermediate Advanced Multilevel
nd
Communication Majors (2 □ /Intermediate □ □
year students; 19-20 years □
old)
Topic/Theme: Persuasive
Speeches
Listening To learn about persuasive speeches; to understand the new concepts of
Objectives Ethos, Pathos, and Logos. Students will listen to the agenda, warm-up
responses, and a brief lesson (including a video) on Ethos, Logos, and
Pathos and then synthesize this new information with the unit reading to
better prepare their persuasive speech outlines and scripts. Students will
listen to their group members as they create their posters. They will also
be able to comprehend the main ideas of the unit lesson by listening
attentively to other groups’ poster presentations.
Speaking To practice speaking in front of others using the skills previously taught
through this course. Students will be able to share out their responses
from the warm-up to the whole class using clear pronunciation and voice
projection. Students will speak with team members to answer Kahoot
game questions. Students will use effective communication strategies
(turn taking, requests for clarification) to speak with fellow students in
groups to create a poster to demonstrate their part of the information.
Students will speak to the whole class in sharing their posters; they will
be able to utilize the presentation skills previously taught through this
course (eye contact, pace and pausing, voice projection, and gestures) to
present their points on giving effective persuasive speeches.
Reading To learn about the fundamentals of persuasive speeches. Students will be
able to review what they have read about the fundamentals of persuasive
speeches to summarize the key information and synthesize it with the
new information from the lesson in order to create a poster and
presentation. Students should have pre-read the unit. They may use the
book to create their posters and refer back to the reading for the week.
They will also read Kahoot questions.
Writing To practice writing in clear, precise language. Students will be able to
write complete answers to the two warm-up questions clearly sharing
their thoughts. Students will be able to create a visual aid to clearly
support the main ideas assigned to them.
Bridging
What background knowledge This lesson is from week 8 of a Presentation Skills class at Ubon
do the students already have? Ratchathani University in Thailand. The class is conducted in a
flipped-classroom learning style. The students should have read Unit 6
 on Persuasive Speeches prior to class. Furthermore, they have had
several weeks learning about Presentation Skills and have written and
given a group Demonstration speech.
What will you do to activate The warm-up serves to activate student thinking on the upcoming
or link students’ prior content by asking them to respond to two questions pertaining to
knowledge or experience to persuasive speeches.
upcoming content?
Engagement with New Material
What will you do to engage I will provide a short lesson on Ethos, Pathos, and Logos through a
students in the active learning video format. This will be followed by a Kahoot to check
of the new material? comprehension on the new terms. To reinforce the important points
from the unit, students will form groups to create a poster designed to
teach the designated information. These posters will be presented at the
end of class via a gallery walk.
What will you do to ensure I will circulate during the writing warm-up to make sure students are
that all students are engaged? on task. I will also provide feedback to them on their comments during
this time. I will provide group roles which the students have autonomy
to choose within their groups. This helps to focus them on their part of
the group work. I will continuously check-in on groups while they
create their posters providing support and encouragement.
Application
What opportunities will you This class is designed to support students as they prepare to write their
provide students to practice persuasive speeches. The homework assigned is to prepare their
and apply their outlines and scripts for the next class which will entail workshopping
knowledge/skill to meet the these scripts.
objectives for this lesson? To
apply to other contexts?
Assessment
How will you assess their I will assess student learning through the Kahoot and also through their
learning of the objectives? finished posters. In the weeks to come, I will assess their learning
through their speech scripts and their presentations of these speeches.
Closing
How will you help students The closing is designed to set students up for their next class. It is the
recap the learning and link it students choosing Fact, Value, or Policy for their speeches and going
back to the original purpose of over the instructions for the online class where they will submit their
the lesson? scripts and do peer evaluations.
Technology
If applicable for your context The lesson is delivered via Prezi with one video on YouTube to teach
and your lesson, how will you Ethos, Pathos, and Logos as well as a Kahoot game to check for
meaningfully integrate comprehension of these same concepts.
technology into your lesson?

Reflection
What went well? How do you The Ss always like learning through different means. The Ethos,
know? Pathos, Logos mini-lesson with the video and Kahoot went well
although I feel the concepts were still a little confusing for some. I
would add a handout to this part of the lesson with each term, its
definition and an example. My liason’s advice was to pause on the last

What didn’t go as planned?
What contingency plan did
you employ?
What would you do
differently next time?
Did your students meet the
purpose and objectives for this Ethos, Pathos, Logos. They reviewed and reinforced the main points
lesson? What is your
evidence for each?
What do your students need
next? How do you know?
What did you learn about your Overall, I feel that I can organize a lesson to follow a logical and
glows and grows as a teacher? stimulating sequence in order to reinforce the information provided to
screen of the video and have the Ss take notes during “The Big
Review.” This would also be a good reinforcement of the main points.
Making the posters was something new and it allowed the students to
work together and out of their seats. Everyone seemed genuinely
invested in participating and contributing to the process.
Rob coming in and asking for our participation in listening to and
judging his class’ speeches.
Ss did not assign the roles in their poster groups. Cultural factors could
be at play here (collectivism). They more or less all just worked on the
posters together and then chose two people to speak at the end.
I allowed for the interruption by Rob’s class and made it a learning
point, but we had to cut the gallery walk and just have Ss present in
front of the class for the sake of time.
As I circulated during the group poster time, I implored who had
chosen which role. When most of the students told me they hadn’t done
this yet (and they were well into their posters), I realized my error. I
reminded them to choose roles, but I was not successful.
One of the things my university liaison pointed out was how much
teacher talk-time existed in the first part of the class. In order to reduce
this, I would apply my liaison’s advice to do a think-pair-share instead
of just whole class discussion after the writing warm-up. Also, when
talking about the quote during the review of the agenda, I can allow
them a few minutes to discuss the quote with a partner. This serves to
given them more speaking time and also preps them to share out during
the whole class discussion.
Concerning the group roles, I would first put Ss into their groups. Then
I would tell them to choose their roles. Next, I would have a check-in.
Raise your hand if you are the art director etc. to make sure the group
roles are actually assigned. Maybe it is too much of a cultural clash, but
it didn’t get a fair chance to be explored.
Yes. They learned new concepts as indicated by the Kahoot review of
from the Unit; this was apparent in the posters they created.
The Ss will continue to need support as they prepare their persuasive
speech scripts. I will be providing examples of persuasive speeches in
the online class. I will be giving individual feedback, and they will also
be getting peer feedback x 3 to support them. I know this because we
were only given one class period to teach the persuasive speech unit,
and it is a lot of information. Furthermore, this is their first individual
speech, so they will not have as much support from the group
arrangement.
students through the class text. I create and implement activities that
What can you do to work on incorporate all four skills. Furthermore, these activities take into
your areas needing growth? consideration various learning styles. I create a positive and light
classroom environment in which students can learn best.

Some areas which I would like to continue growing in include

providing clearer objectives, more supports for student learning and
more student talk time. I will work on this by taking the time to
consider my objectives for each skill in each lesson plan. I can clearly
write out my objectives to see if they relate back to specific learning
points in the syllabus. What specifically do I want students to be able to
do each class in the areas of reading, writing, listening, and speaking?
Concerning supports for students, I can double-check that I have
something to guide their learning in each activity. For example, assign
them to take notes during a video or give them a handout to complete.
To allow for more student talk time, I will utilize think-pair-share more
often. This gives students extra talk time with a partner instead of
going from writing prompts directly into whole-class discussions.
Additionally, I can use more student volunteers to help me read
through presentation slides instead of always doing this myself. I will
continue to think of ways to allow students to share their voice more
during class by researching ideas online and speaking with colleagues.