Speak Up! Persuade for Change in Our Community
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as young advocates in the UAE, persuade our community to take action on sustainable practices that matter most to us?Essential Questions
Supporting questions that break down major concepts.- How can I choose a topic related to UAE's sustainability goals that is important to my community?
- What makes a speech persuasive when advocating for sustainable practices?
- How do I write a speech that will convince my audience to adopt sustainable habits?
- How do I effectively deliver a persuasive speech about sustainability?
- How can I support my claims about sustainability with evidence and reasoning specific to the UAE context?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Research community issues
- Develop persuasive arguments
- Write a persuasive speech
- Deliver a speech effectively
Common Core Standards
Entry Events
Events that will be used to introduce the project to students'UAE Sustainability Timeline Challenge'
Students collaboratively create a timeline of significant sustainability initiatives in the UAE. They research key events, policies, and figures, fostering an understanding of the country's commitment to sustainability. Each student then selects a timeline event to investigate further, preparing a short persuasive speech on its impact and future implications.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Issue Investigator
Students explore community issues related to sustainability in the UAE to identify a compelling topic for their persuasive speech.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA brief report outlining the chosen sustainability issue, its relevance to the UAE community, and initial research findings.Alignment
How this activity aligns with the learning objectives & standardsCovers W.5.2.a (Introduce a topic clearly and provide a general observation and focus).Argument Architect
Students develop strong, evidence-based arguments to support their stance on the chosen sustainability issue.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn outline of key arguments, supporting evidence, counterarguments, and rebuttals.Alignment
How this activity aligns with the learning objectives & standardsCovers W.5.2.b (Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic).Speech Draftsman
Students draft a persuasive speech incorporating their research, arguments, and persuasive techniques.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA complete draft of the persuasive speech, including introduction, body paragraphs, and conclusion.Alignment
How this activity aligns with the learning objectives & standardsCovers W.5.2.c (Use precise language and domain-specific vocabulary to inform about or explain the topic).Delivery Dynamo
Students practice and refine their speech delivery to engage the audience and enhance their persuasive impact.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA recorded practice speech demonstrating effective delivery techniques.Alignment
How this activity aligns with the learning objectives & standardsCovers W.5.2.d (Provide a concluding statement or section related to the information or explanation presented).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioPersuasive Speech Portfolio Rubric: Advocating for UAE Sustainability
Issue Investigator: Research & Relevance
This category assesses the student's ability to identify a relevant sustainability issue in the UAE, conduct initial research, and demonstrate an understanding of its importance to the community.Topic Relevance & Significance
How well the student identifies and explains the relevance and significance of the chosen sustainability issue to the UAE community.
Exemplary
4 PointsThe student selects a highly relevant and significant sustainability issue in the UAE, providing a compelling rationale for its importance and demonstrating sophisticated understanding of its impact on the community.
Proficient
3 PointsThe student selects a relevant sustainability issue in the UAE, explaining its importance to the community with clear reasoning and demonstrating a thorough understanding of its impact.
Developing
2 PointsThe student selects a sustainability issue in the UAE, but the explanation of its relevance and significance to the community is limited or unclear, demonstrating emerging understanding of its impact.
Beginning
1 PointsThe student struggles to identify a relevant sustainability issue in the UAE, and the explanation of its importance to the community is minimal or missing, demonstrating initial understanding of its impact.
Initial Research & Information Gathering
The quality and depth of the student's initial research on the chosen sustainability issue, including the sources used and the information gathered.
Exemplary
4 PointsThe student conducts thorough and insightful initial research using a variety of credible sources specific to the UAE context, gathering comprehensive information that demonstrates a deep understanding of the issue.
Proficient
3 PointsThe student conducts effective initial research using credible sources specific to the UAE context, gathering relevant information that demonstrates a solid understanding of the issue.
Developing
2 PointsThe student conducts basic initial research using limited sources, and the information gathered is incomplete or lacks depth, demonstrating emerging understanding of the issue.
Beginning
1 PointsThe student conducts minimal or no initial research, and the information presented is insufficient or irrelevant, demonstrating initial understanding of the issue.
Argument Architect: Evidence-Based Reasoning
This category assesses the student's ability to construct well-reasoned arguments supported by evidence, address counterarguments, and present a clear position on the sustainability issue.Strength of Arguments & Evidence
The clarity, logic, and persuasiveness of the student's arguments, as well as the quality and relevance of the evidence used to support their position (specific to the UAE context).
Exemplary
4 PointsThe student constructs compelling and insightful arguments, using strong and relevant evidence from credible UAE-specific sources to support their position effectively.
Proficient
3 PointsThe student constructs clear and logical arguments, using relevant evidence from credible sources specific to the UAE context to support their position.
Developing
2 PointsThe student's arguments are somewhat unclear or lack logical flow, and the evidence used is limited or not always relevant, demonstrating basic reasoning skills.
Beginning
1 PointsThe student struggles to construct coherent arguments, and the evidence used is minimal, irrelevant, or missing, demonstrating minimal reasoning skills.
Counterargument & Rebuttal
The student's ability to identify and effectively address potential counterarguments to their position on the sustainability issue.
Exemplary
4 PointsThe student anticipates and skillfully addresses potential counterarguments, providing insightful rebuttals that strengthen their position and demonstrate advanced critical thinking.
Proficient
3 PointsThe student identifies and adequately addresses potential counterarguments, providing clear rebuttals that support their position.
Developing
2 PointsThe student attempts to address counterarguments, but the rebuttals are weak, incomplete, or unclear, demonstrating basic critical thinking skills.
Beginning
1 PointsThe student fails to identify or address counterarguments, demonstrating minimal critical thinking skills.
Speech Draftsman: Persuasive Writing
This category assesses the student's ability to write a persuasive speech that effectively communicates their position, engages the audience, and uses persuasive language techniques.Clarity & Organization
The clarity and logical flow of the speech, including the introduction, body paragraphs, and conclusion.
Exemplary
4 PointsThe speech is exceptionally clear, concise, and well-organized, with a captivating introduction, logically structured body paragraphs, and a powerful conclusion that leaves a lasting impression.
Proficient
3 PointsThe speech is clear and well-organized, with a strong introduction, logically structured body paragraphs, and a clear conclusion that summarizes the main points.
Developing
2 PointsThe speech is somewhat disorganized or unclear, and the introduction, body paragraphs, or conclusion may be weak or incomplete, demonstrating basic writing skills.
Beginning
1 PointsThe speech is disorganized and difficult to follow, with a weak or missing introduction, poorly structured body paragraphs, and an ineffective conclusion, demonstrating minimal writing skills.
Persuasive Language & Techniques
The effective use of persuasive language techniques (e.g., rhetorical questions, emotional appeals, repetition) to engage the audience and enhance the impact of the speech.
Exemplary
4 PointsThe speech uses persuasive language techniques masterfully to create a powerful and engaging experience for the audience, demonstrating a sophisticated understanding of rhetoric.
Proficient
3 PointsThe speech effectively uses persuasive language techniques to engage the audience and enhance the impact of the speech.
Developing
2 PointsThe speech uses some persuasive language techniques, but they are not always effective or well-integrated, demonstrating basic understanding of rhetoric.
Beginning
1 PointsThe speech makes minimal or no use of persuasive language techniques, resulting in a less engaging and impactful presentation, demonstrating minimal understanding of rhetoric.
Delivery Dynamo: Effective Communication
This category assesses the student's ability to deliver the speech effectively, using appropriate pacing, tone, eye contact, gestures, and body language to engage the audience and enhance their persuasive impact.Vocal Delivery & Pacing
The clarity, volume, tone, and pacing of the student's voice during the speech delivery.
Exemplary
4 PointsThe student delivers the speech with exceptional clarity, volume, tone, and pacing, creating a captivating and engaging experience for the audience.
Proficient
3 PointsThe student delivers the speech with clear and appropriate volume, tone, and pacing, effectively communicating their message to the audience.
Developing
2 PointsThe student's vocal delivery is inconsistent or unclear, and the pacing may be too fast or too slow, hindering the audience's ability to understand and engage with the speech.
Beginning
1 PointsThe student's vocal delivery is mumbled, inaudible, or monotonous, and the pacing is erratic, making it difficult for the audience to understand the speech.
Eye Contact & Body Language
The student's use of eye contact, gestures, and body language to connect with the audience and enhance their persuasive impact.
Exemplary
4 PointsThe student uses eye contact, gestures, and body language masterfully to connect with the audience on a personal level, creating a powerful and persuasive presentation.
Proficient
3 PointsThe student uses appropriate eye contact, gestures, and body language to connect with the audience and enhance their persuasive impact.
Developing
2 PointsThe student's use of eye contact, gestures, and body language is limited or distracting, hindering their ability to connect with the audience effectively.
Beginning
1 PointsThe student avoids eye contact, uses distracting gestures, or exhibits closed-off body language, failing to connect with the audience and diminishing their persuasive impact.