Lesson
Materials (word document)
(TNLI MetLife Fellow Leslie Jirsa adapted this lesson. See her students' work!)
Aim:
How can we persuade others to take action on the
Campaign for Fiscal Equity (CFE) case?
Objectives:
New
York State Learning Standards:
- Standard
1: Language for Information and Understanding
- Standard
3: Language for Critical Analysis and Evaluation
- Standard
4: Language for Social Interaction
Materials:
Articles
“The
State of Learning” in New York: An Annual Snapshot
with Comparisons of Select Counties around the State and
Short History of CFE v. State, outline
template for speech, assessment rubric
Motivation:
Quick
write—If you were going to improve our school, what
would you do? Who would you ask to help you?
Procedure:
-
Students read articles if they have not read in previous
lessons
- Discuss
how the following aspects affect speech writing and style
- Audience
-
Purpose
- Students
are divided into groups of 4 and given one of the following
audiences (If they suggested other groups during the motivation,
they may also be used).
- Group of teachers
- Parent association meeting
- Local congressperson
- Group of high school students
- Local business owners
-
Students will write a persuasive speech to motivate their
audience to take some sort of action involving the CFE
case.
- Before
the students begin writing, ask them to answer the following
questions:
- What information does their audience already know
about the case? What do they need to know?
-
How can this group help to get New York City schools
equal funding?
- What are we trying to convince this group to do
or believe?
- What is the purpose of this speech?
-
Students will use the outline provided to draft a persuasive
speech
- Students
will practice the speech in groups
-
As students present the speech to the whole group, audience
members will evaluate based on the rubric.
Application:
Students
should be encouraged to give the speeches for the real intended
audience.
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Subject
Areas:
English
Grade Levels: 9-12
About
the teacher:
Wanda
Dingman has been teaching English as a Second Language
(ESL), English, and French in New York City public high
schools for the past nine years. This includes seven years
at a large comprehensive high school in the South Bronx.
She is currently working at the Heritage School, a small,
arts-based school in East Harlem. Wanda came to New York
after teaching accounting to small business owners in Mali,
West Africa while in the Peace Corps. She has a B.S. in
International Business from St. Cloud State University in
Minnesota and an M.A. in TESOL from Teachers College, Columbia
University.
Wanda
is interested in the effects that public education policy
has on English language learners (ELLs). Two areas she would
like to explore are high stakes testing for ELLs and how
the trend towards smaller schools impacts this population.
E-mail
wandadingman@msn.com
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