Argument Presentations Part 1
Lesson 16 of 17
Objective: SWBAT present and evaluate arguments effectively.
Model Monday/Pen Pal Project Week 3 of 6
For the first 20 minutes of class students will login to their Pen Pal accounts and respond to both the Pen Pal and this weeks topic. Note that I have reduced the time to 20 minutes since students are accustomed to the program now.
First, they will respond to their Pen Pal since they will be discussing last weeks topic. Then, we will view the video for this weeks topic together and briefly discuss "model" responses before they dive into the questions for the week. To demonstrate "models", I chose a student or two based on their work from the previous week and ask them to share their work on the SMART board. I also have SMART sync software that allows me to broadcast individual student screens to all other student computers. Of course, if you do not have access there are always ways around it. For example, you could print and copy student models to distribute to students for discussion.
Any questions not completed and submitted in class are homework. Students have until the end of the week to submit. This allows those without internet access at home to stay after school and utilize the school labs during Extended School Services.
Before we begin student presentations, I will review the group presentation rubric for the audience. (Note that the one we are using applies to groups, but I am including an evaluation for individual presentation as well.) I want the audience actively participating so we will discuss that page.
Next, I will review the procedure for students. I base this procedure on our states KUNA Conference which is a mock United Nations program. There are several sites on line that provide information about these programs. Within our school most students are familiar, but those who attend the Kentucky United Nations Assembly - a mock UN conference will be able to model and assist students. (This is a great opportunity for them to share their expertise.)
Note that one member of the group will read the title of the piece before the speaker takes the floor. Any students who speak will introduce themselves and identify the table they are representing and address me as Madam Chair before speaking.
1. Group presentation/Speech (audience evaluate and take notes)
2. Pro/Con Speeches (1 minute each)
3. Group addresses the Pro/Cons (1 minute) This should a group member who was not the speaker
4. Groups Confer (1 minute)
5. Call for Vote (Each table gets one vote. The vote signifies that your table supports the argument made by the group.)
To begin, I will randomly select a table to go first, second, third, etc. Then, the representative from each group will come up and deliver their speech while other group members assist with any multimedia components.
Students in the audience will evaluate and take notes sat why listen to prepare to share a pro or con statement.
One table may send a student to make pro statement and one may send a student to make a con statement. Each speaker will have a maximum of one minute.
The group presenting may then have one minute to respond to the pro/con statements.
Afterward all groups will have one minute to confer and make a decision for how they will vote.
After the presentation is accepted or rejected, we move to the next group.
To wrap up class today, I'll ask that students finish up any notes about the presentations today and place them in the caddy at their table.
I'll also ask for any questions or comments - anything we need to correct for tomorrow?