From completing the Creative Writing Common Assessment Task to the Persuasive Oral Presentation one… What does success look like?
Year 7 English Persuasive Speech Assessment
CAT Task Description
Following the writing process, draft and then write a persuasive speech on an issue of your choice. Your speech must outline the issue, have a clear contention and supporting arguments and contain persuasive techniques. It should be 2-5 minutes in length.
Remember that your task is to convince the audience to agree with your point of view. To be as successful as possible, you will need to understand and use a variety of persuasive techniques such as:
– Inclusive Language, Anecdote, Listing, Rhetorical Question, Use of Authority, Exaggeration, Generalisation, Statistics, Appeal to Emotion, Simile, Repetition, Loaded Language.
What’s happening in the tutor group this week?
The work for the week will be posted here. When the time line runs out, it will be archived and the next time line will be activated.
- Mar 21st
Mon P1, Weds P6 - Mar 28th Mon P1, Weds P6
- Apr 4th Mon P1, Weds P6
- Apr 11th Hols
- Apr 18th Hols
- Apr 25th Mon Hols, Weds P6
NAPLAN PREP INTEGRATED WITH CLASS WORK:
Reading the whole text using metaphorical thinking and the Inferential Iceberg.
- Why use metaphors to understand ideas in the first place?
- Case Study 1: Charlie Brown & Lucy
- Case Study 2: The Captain On The Titanic
- Understand synonyms for EXPLICIT and IMPLICIT. Creating a SYNONYM TREE
Understanding the rubric for completing a creative writing Common Assessment Task (CAT) – Or, connecting ‘Big Learning Outcomes’, NAPLAN and life-long learning.
| Content (contention and arguments) |
| Content (evidence and persuasive techniques) |
| Structure |
| The writing process |
| Evidence of preparation and rehearsal |
| Presentation skills |
Standards assessed in English Learning Outcomes
Writing – Language
Expressing and developing ideas: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas to a specific audience (VCELY387)
Speaking & Listening
Interacting with others: Plan, rehearse and deliver an oral presentation, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning (VCELY396)
Critical & Creative Thinking
Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
The Year 7 Persuasive Speech Rubric
| Rubric Elements | Not Shown | Emerging | Beginning | Competent | Proficient |
|---|---|---|---|---|---|
| Students can recall key knowledge and skills, with teacher and peer support. | Students are beginning to identify and use key knowledge and skills | Students are able to apply key understandings and skills. | Students are able to analyse and justify key knowledge and skill | ||
| 0 | 1 | 2 | 3 | 4 | |
| Content (contention and arguments) | Insufficient Evidence | Persuasive text contains a point of view on the issue, and basic arguments. | Persuasive text contains a point of view on the issue, and mostly clear arguments that link directly with the topic. Some detail is provided that advances these arguments. | Persuasive text contains a point of view on the issue, and clear arguments that link directly with the topic. Appropriate detail is provided that advances these arguments. | Persuasive text contains a point of view on the issue, and thoughtful arguments that link directly with the topic. Sophisticated detail is provided that advances these arguments. |
| Content (evidence and persuasive techniques) | Insufficient Evidence | At least one persuasive technique used to support the arguments or contention. | Some use of evidence and persuasive techniques that strengthen the supporting arguments and contention. | Frequent use of evidence and persuasive techniques that strengthen the supporting arguments and contention. | Sophisticated use of evidence and persuasive techniques that strengthen the supporting arguments and contention. |
| Structure | Insufficient Evidence | Speech contains an argument and very brief paragraphs. Conclusion is brief and summarises main points. | Speech contains an argument which sometimes has a series of sequenced and linked paragraphs, that mostly follow the TEEL structure. Conclusion restates the main points. | Speech contains an argument which has a series of sequenced and linked paragraphs, that consistently follow the TEEL structure. Conclusion restates the contention and main points in an engaging way and contains a powerful finish. | Speech contains an argument which consistently has a sophisticated series of sequenced and linked paragraphs, that follow all elements of TEEL. Conclusion restates the contention and main points in an engaging way, using different language and contains a powerful finish. |
| The writing process | Insufficient Evidence | One stage of the writing process is shown. | Multiple stages of the writing process are shown. | Most stages of the writing process are shown, including evidence of editing made. | All stages of the writing process are shown, including evidence of significant editing and revision made. |
Evidence of preparation and rehearsal | Insufficient Evidence | Limited evidence of preparation and rehearsal. | Some evidence of preparation and rehearsal Read directly from cue cards or notes. | Evidence of preparation and rehearsal. Used prepared cue cards throughout their presentation Spoke for a minimum of 2 minutes. | Evidence of thorough preparation and rehearsal Effective use of cue cards – by referring to them throughout the presentation Spoke for a minimum of 2 minutes and encouraged audience engagement. |
Presentation skills | Insufficient Evidence | An attempt to make eye contact at least one. Could be heard clearly at times. One example of positive body language shown. | Some eye contact throughout the presentation. Some voice and volume variation. Clearly spoken at times. Some purposeful body language. | Mostly used eye contact throughout the presentation. Purposeful body language. Clear, confident and engaging voice. If included, referred to visual aid one or more times. | Consistently used purposeful body language and eye contact. Consistently clear, confident and engaging voice. Varied volume and pace of voice for effect. If included, referred to visual aid to support the advertisement. |
How is ‘proficient’ described?
Content (contention and arguments)
Persuasive text contains a point of view on the issue, and thoughtful arguments that link directly with the topic. Sophisticated detail is provided that advances these arguments.
.
Content (evidence and persuasive techniques)
Sophisticated use of evidence and persuasive techniques that strengthen the supporting arguments and contention.
Structure
Speech contains an argument which consistently has a sophisticated series of sequenced and linked paragraphs, that follow all elements of TEEL. Conclusion restates the contention and main points in an engaging way, using different language and contains a powerful finish.
The writing process
All stages of the writing process are shown, including evidence of significant editing and revision made.
Evidence of preparation and rehearsal
Evidence of thorough preparation and rehearsal
Effective use of cue cards – by referring to them throughout the presentation
Spoke for a minimum of 2 minutes and encouraged audience engagement.
Presentation skills
Consistently used purposeful body language and eye contact.
Consistently clear, confident and engaging voice.
Varied volume and pace of voice for effect.
If included, referred to visual aid to support the advertisement.