Problem Based Enhanced Language Learning

iteachELLs, Mary Lou Fulton Teachers College at Arizona State University

Teacher: Grade/Subject:
Jesus Espinoza 9th/10th Grade English
Argumentative/Persuasive Speech Writing

Title of Experience/Topic:

Persuade the School: Bring Attention to an Issue Now

Problem (framing words + person + action + audience1):

The school is currently exploring ways to improve student life on campus, and not just in the classroom.
What is one area of concern at school that you feel needs to be addressed immediately and why do you
believe it is a priority?
Problems may include:
 Better school lunch
 Improved safety measurements
 Better/more updated textbooks
 Improved technological access

❏ Relevant to students
❏ Addresses real-world problem
❏ Allows for multiple solutions

Time Frame: (number of sessions and length of sessions)

 3-5 days
 Each session is ideally one class period
Content Standard(s): (must put code and verbiage)

Arizona’s English Language Arts Standards – 9-10th Grade

Reading Standards for Informational Text
Craft and Structure
9-10.RI.6 - Determine an author’s point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.

Writing Standards
Text and Type Purposes
9-10.W.1 - Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Substandards a-e

1Buck Institute for Education (2011). Driving Question. Tubric 2.0. Retrieved from
http://www.bie.org/object/document/driving_question_tubric
 Production and Distribution of Writing
9-10.W.5 - Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 9–10.
Research to Build and Present Knowledge
9-10.W.7 - Conduct short as well as more sustained research projects to answer a
question (including a self‐generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
9-10.W.8 - Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.

Speaking and Listening Standards

Presentation of Knowledge and Idea
9-10.SL.4 - Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task; use
appropriate eye contact, adequate volume, and clear pronunciation.

English Language Proficiency (ELP) Standard(s) - ELL Stage V: Grades 9-12:

Reading:

Comprehending Text: Standard 4: The student will analyze text for expression, enjoyment, information, and
understanding.
Fiction/Non-Fiction: The student will demonstrate knowledge of reading comprehension by:
 HI-4: answering literal, inferential, prediction, evaluation, and/or personal response
questions about text.
 HI-7: explaining connections made to text while reading. (text-to-text, text-to-self, and text-
to-world)
 HI-8: summarizing the main idea (explicit or implicit) and supporting details in text.
 HI-12: determining the author's point of view and/or stated or implied purpose (i.e., to
inform, to persuade, to entertain).
Non/Fiction
 HI-22: carrying out to completion a set of written multiple-step directions/ instructions.
 HI-23: locating information in print and electronic reference sources for a specific purpose.
(e.g., encyclopedia, atlas, almanac, dictionary,thesaurus, website, etc.)
 HI-33: identifying words used in persuasive text to affect the reader. (e.g., stereotypes,
testimonial, exaggeration, loaded words, etc.)

Writing:
Writing Applications: Standard 1: The student will express his or her thinking and ideas in a variety of
writing genres.
Persuasive: The student will express his or her thinking and ideas by using a variety of writing
genres, as demonstrated by:
 HI-7: writing a persuasive text that states a position/claim, supports arguments with
evidence, and acknowledges and refutes opposing arguments.

Writing Process: Standard 3: Students use the steps of the writing process as a writing piece moves toward
completion.
Pre-Writing: Students use the steps of the writing process as a writing piece moves toward
completion as demonstrated by:
 HI-2: using a variety of organizational strategies (e.g., outline, chart, table, graph, Venn
diagram, web, story map, plot line, thinking maps, etc.) to plan writing.
 HI-3: determining the purpose (e.g., to entertain, to inform, to persuade, to explain) of a
writing piece.
 Publishing
 HI-17: presenting writing in a format (e.g., oral presentation, manuscript, multimedia*)
appropriate to audience and purpose. *Technology (PowerPoint, Word, etc.)

Writing Elements: Standard 4: The student will integrate elements of effective writing to develop engaging
and focused text.
The student will integrate elements of effective writing to develop engaging and focused text as
demonstrated by:
 HI-2: providing reasons (primary supports) and examples (secondary supports) to support
main idea/topic sentence and/or thesis statement.
 HI-3 through HI-13

Speaking/Listening:

Comprehension of Oral Communications: Standard 1: The student will listen actively to the ideas of others
in order to acquire new knowledge.
The student will demonstrate understanding of oral communications by:
 HI-6: responding to social conversations by rephrasing/repeating information,
askingcquestions, offering advice, sharing one’s experiences, and expressing one’s thoughts.

Delivery of Oral Communications: Standard 2: The student will express orally his or her own thinking and
ideas.
Student will communicate orally by:
 HI-3: expressing and justifying one’s needs and emotions in complete sentences.
 HI-6: sharing a personal experience/story with descriptive language supported by details and
examples in complete sentences
 HI-7: report detailed information on a topic supported by concrete details, commentary, and
examples in complete sentences
 HI-9: delivering an extemporaneous speech using simple, compound, complex, and
compound-complex sentences.
 ❏ Assessed
❏ Not Assessed

Content Language Objective (Language Function + Content Stem + Supports2): (verbs should be in bold)
Students will be able to...

SWBAT formulate an idea for a problem they have identified within their school and would like to see
addressed and come up with reasons as to why this problem matters and why it deserves to be addressed
above other problems which will be presented in a speech to the class.

Sub-Objectives: (steps to achieving main objective – verbs should be in bold)

SWBAT discuss what they believe makes an effective speech.

SWBAT take notes on the definitions of components of speeches being taught.
SWBAT keep a mini vocabulary notebook in which they record all the speech components/techniques, and
we discuss.
SWBAT analyze some speech excerpts in class with the teacher and identify the speech component that
exists within them.
SWBAT record examples in their vocabulary notebook for this lesson.
SWBAT take a speech or several speech excerpts home with them and analyze them to identify as many
speech components/techniques within them as they can.
SWBAT come into class next day, share what techniques they identified in the speech/speech
excerpts.
SWBAT determine whether or not the answers shared by their peers are correct and explain why it is
or is not. (Teacher will verify their responses)
SWBAT
SWBAT use speech techniques they have learned, identified, and explained in the speeches they write.

Materials:

Vocabulary Notebook pages – Use page 3, change draw to “in-class example” and activity to “homework
example”
Copies of Speeches/Speech Excerpts
Possible speeches to be used:
March on Washington – Josephine Baker
9/11 Address to the Nation – George W. Bush
Remarks to the U.N. 4th World Conference on Women Plenary Session – Hillary Clinton
I Have a Dream – Martin Luther King Jr.

Vocabulary taught prior to the experience Vocabulary developed during lesson:

(Background): Appeal
Defend Counterpoint
Rationale Rebuttal

2 World Class Instructional Design and Assessment Consortium (2012). Model Performance Indicator. Retrieved
from https://www.wida.us/downloadLibrary.aspx
Support Ethos
Evidence Pathos
Audience Logos
Speaker Rhetorical Fallacies (multiple terms, teach how to
avoid using them)

Lesson Planning Considerations:

Academic Conversation:
What language function will students have the opportunity to practice? How will this language be explicitly
taught? How will this language be applied and practiced?

Students will be taught about persuasive/argumentative speech. They will both write a speech and present it
to their classmates. They will be taught how to use persuasive writing techniques to ensure that their writing
is appropriate and engaging for an in-person audience they will recite it too. They will go over some famous
speeched [not yet decided which] and work in groups to identify why those speeches are famous and what
makes them effective. Students will be provided with a graphic organizer that lists different components of a
persuasive speech (purpose, evidence, rationale, etc.) that they will use as a plan/guide for the speech they
will write to ensure that they have covered each of those components.

Establish the Problem:

How will prior knowledge be accessed? How will the problem be introduced to students? How will students
inquire about the problem (optional planning tool attached) How are students using language (reading,
writing, listening, and/or speaking) and how are they being supported?

For the problem itself, students will (hopefully) have plenty of prior knowledge as they are right in front of
and within the potential problem every day; their own school and experiences at it. Students will be
encouraged to conduct research online to see how other schools have addressed the same or similar
problems and what the effects or public opinion of the solution imposed was. Students will read speeches to
help them generate elements and ideas that could make their speeches better, and they will also do research
and read through sources online to strengthen the purpose and validity of their paper. Students will write
their own speeches on the issue in the school that they have chosen to address. Students will present that
speech verbally to their classmates and offer instant feedback to their peers after a speech is given.

Differentiation:
Students can be allowed access the audio/video versions of speeches to better understand emotion and tone
within a speech and its words.

Creating the Experience:

How will students work together to develop and present solutions? How are students using language
(reading, writing, listening, and/or speaking) and how are they being supported?

After being introduced to the elements of persuasive speech and some elements of argumentation, students
will read some famous speeches with the teacher (modeling) and work to identify key elements that make the
speech effective. They will also be provided an opportunity to work in small groups and read a famous
speech and dissect it together. Lastly, students will create their own speech taking into account the
vocabulary/techniques they have learned, the speeches they read, and the discussions they had with the
teacher and their peers about the speeches. Some students can collaborate during the self-written speech
portion if their issues are similar enough, but ultimately, speeches must be written and presented
individually.

Evaluate:
When and how will you use formative and summative assessments to measure student progress and
learning (content and language)?
Formative: Two to three speech analysis worksheets for homework. At the start of class, the teacher will
walk around, check it for completion/participation points, depending on how much text is marked, and how
many questions related to speech composition and techniques are answered. After reviewing each student’s
work, the students will begin sharing what they identified/answered in the speech/speech excerpts and
correct/add to their homework as needed. Advise them to keep it for reference.

Vocabulary notebooks will be turned in with written copy of speech and also checked for completion.

Summative: Students will have to write and present a speech on a problem they have identified at school and
why it should be fixed. In the written copy, per the rubric, they should include and highlight 4 (for full points
in that category) speech techniques that we have covered in class, to ensure that they know how to
use/identify those techniques.

Lesson Plan Step-by-step instructions:

Engage:
How will you introduce the lesson/engage the learners to either build background knowledge and/or build
on background knowledge? *NOTE: There should be as many as or more student actions than teacher actions –
use this table to ensure students are doing more of the work to support learning
Teacher will: Student will:
Present students with free-writing prompt centered Write 1-2 paragraphs on the writing prompt.
around the pros and cons of their school.– Teacher
should encourage students to at least brainstorm Students will share what they wrote with the class and
about issues/benefits that exist in their school. explain why they consider some elements of the
schools beneficial and others problematic.
Have students share some of their responses and
ask why they feel passionate about that issue.

Explore:
How will students explore the problem/concepts to find a purpose for learning the content vocabulary?
Teacher will: Student will:

Teacher will ask students to select a problem within Determine a problem within their school they would
the school they would want to see fixed or want to see addressed.
addressed.

Teacher will tell students that they will write a short Finalize the selected issue within the school and use it
speech (3 paragraphs?) on why the issue they as the point of focus for the speech they will write.
selected is a problem and why it should be
addressed.

Teacher will help students familiarize themselves
with components of effective speeches and
encourage them to ensure that they apply those
elements to their own speeches,
Begin to learn about the elements of an effective
speech and experiment with them in the speeches that
they produce.
Differentiation:
Students who have difficulties coming up with an issue
will be given a list of potential topics they can choose
from.

Explain:
How will students learn the key vocabulary? This is the direct instruction part of the lesson to ensure all
students have access to all the content and key vocabulary to support the understanding of the content
Teacher will: Student will:

Teacher will do a presentation to introduce students Go through a presenation of the components of an

with the components of an effective speech. effective speech.

Teacher will provide students with copies of the
vocabulary notebook templates that they should fill
out as they progress through the lesson and cover
new speech elements/techniques each day.
Take notes on the different components of effective
speeches using the provided guided notes. Students
should also fill out the sheets for their vocabulary
notebooks. In the presentation, they should write down
the term and the definition.

Differentiation:
Teacher will provide students with guided notes
that they can record defintions for each term on.
The guided notes should also include a space for
examples.
Differentiation:
Students who have issues taking notes/distinguishing
important ideas from basic information will be
provided guided notes that list the essential
vocabulary terms related to speeches and provide a
space to write down the definition and example
provided.

Teacher will have checks for understanding within Students will occasionally answer questions
the presentation. If students have a difficult time throughout the presentation related to the components
answering a question related to a certain
component of an effective speech, teacher should
spend more time exploring that element.
Teacher will guide students through famous/iconic
speeches and demonstrate how the components (the
vocabulary words taught) appear within those
speeches. Teacher should read the speech out loud
and define confusing terms and frequently ask
students to try and summarize points like the issue
discussed in the speech, the tone, the audience,
etc.
At the start of each day after the first intro day,
teacher will check if students have completed the
homework assignment given in the previous class,
which asked them to review a speech/speech
excertps and identify and explain any techniques
that were covered in the last class. After checking
everyone, the teacher will moderate a discussion of
the homework as students share their answers.
Teacher will verify the answers students come to an
agreement on.
Differentiation: If needed, allow students to take a
few minutes (3-5) to discuss the speech wih their
peers in small groups. Provide guiding questions on
the board to help initiate student thought
Elaborate:
How will students move the learning from short term to long term memory to ensure they KNOW the
content?
Teacher will:
Teacher will introduce speech project to students in Students will identify the problem they want to use as
full. Provide students with an assignment sheet and the inspiration for their speech. They will use the
rubric.
Teacher will provide students with graphic
organizer for their writing, which lists the
components of effective persuasive speeches.
that have been taught. If students are unsure of an
answer, they should make those concerns known so
the teacher can revisit the component.
Read components of or entire transcripts of iconic
speeches and work with the class to identify the terms
they have learned within the speech itself. They will
also annotate the speech as it is discussed in class and
turn the annotations in. As the students work with the
teacher and identify the speech
techniques/components, the students should write
down the examples in the respective category in their
vocabulary notebook sheets.
Students will discuss how those components work in
favor of the author/speaker and how they affect their
understanding or perception of the speech.
At the start of each day after the first intro day,
students will have their homework assignment from
the previous night out on their desk. After the teacher
has checked everyone off, the students will discuss the
answers they provided related to the techniques used
in the speech/speech exceprts. They will determine as
a class what technique that was covered in the last
class is used in the speech, and where it was used, and
then call on the teacher to verify their answer.
After identifying the techniques used, the students
should write the example from their homework in their
vocabulary notebook under the respective section.
Student will:
techniques they have learned throughout the lesson in
their speech.
 Students with similar issues can work in groups as
Teacher will tell students that the speech needs to part of the pre-writing process, but every student will
discuss what the problem at school is, why it should individually present a unique speech.
be addressed, why it should be considered a high
priority above other issues, and why it would be
beneficial for this issue to be addressed
immediately.

Teacher will have students with identical or similar

issues to work in groups to research their issues
and come up with ideas for their speech. While the
students may work in group for discussions and
inquiry, the teacher must make it clear that each
student will turn in and present their individual
speech.

Evaluate:
How will you use formative and summative assessments to measure content and language objectives?
Teacher will: Student will:

Provide students with a components of an effective Receive a components of an effective speech checklist.
speech checklist. Students should aim to have checked off at least 80%
of the points on the list in their finalized speech.
Differentiation: Have a more simplified version of
the checklist for students who exhibit less developed
writing skills.

Have students submit an annotated version of their When students check something off the list, they
speech. should mark where it appears in their speech as well
and label it accordingly. This will be submitted once
speeches are delivered.

Take notes/observations and fill out the assignment
rubric as students present their speech.
Present their speeches to the entire class.
Differentiation: Students have the option to record a
video of them delivering their speech to friends/family
and present it in class. They will be graded by the
same rubric.