Trimester 2 Class Projects--Persuasive Presentation: Water in the classroom
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This is the culminating activity from our persuasive unit.
- Students were presented with the following scenario: Imagine that there was a new rule/law that all students must be provided with a source of fresh, clean, drinking water. Would you choose bottled water, a water dispenser, or a drinking fountain?
- As we were discussing our choices a number of students remarked how they wished that this scenario was a reality. What if there was a way to get drinking water to be available in the classroom? This is where we ended up with the idea of a specific audience for our presentation--a school board member, by luck I was able to get our NLMUSD School Board President, Margarita Rios.
- After making a preliminary choice, and telling the reasons for it, the students watched a persuasive video called "The Story of Bottled Water."
- We then close read the script for "The Story of Bottled Water" including studying the vocabulary.
- We next looked at the persuasive techniques used including snob appeal, band wagon, propaganda, appeal to logic (which included linking statistics and facts as well as anecdotes), fallacious reasoning, stereotyping, and hasty generalization. Testimonial was not used since there were no celebrities mentioned in the script.
- The students next decided if their ideas for the best source of fresh, clean, drinking water had stayed the same or changed. By using a technique called socratic chairs, the students grouped according to their decisions, then formed working groups to make their own persuasive presentations.
- Our introductory class group formed two groups--one worked with Mrs. Tokashiki and the other with Mrs. Booher .
- Each group came up with 3 reasons plus details to support their choices. Then they created a counter argument (a problem with their choice along with its solution). Finally they came up with a counter argument
- These are their final products.
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