Drafting the Speech

Overview

Curriculum Area: Social Sciences – Religious Studies
Curriculum Level: Level 6 (Year 11)
Unit Title: Exploring Christian Beliefs
Lesson Number: 14 of 18
Lesson Duration: 60 minutes
Class Size: 25 students
Lesson Focus: Assisting students with drafting their persuasive speeches on a Christian belief, emphasising clarity, organisation, and the effective use of persuasive techniques.

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Big Idea

Christian beliefs influence how individuals think and act. Learners will articulate their understanding of a Christian belief and how it impacts behaviour using persuasive oral communication strategies in preparation for their individual speeches.

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Achievement Objectives (Aligned with NZ Curriculum)

• Understand religious, ethical, and spiritual ideas and how these relate to real-world issues (Social Sciences – Religious Studies, Level 6).
• Use language purposefully and confidently when constructing oral texts for a specific audience and purpose (English Curriculum, Level 6).
• Apply thinking and communication skills to craft a well-reasoned, clear, and persuasive argument on a religious concept.

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Learning Intentions

By the end of this lesson, students will:

• Begin drafting a persuasive speech on a key Christian belief covered in the unit.
• Structure their speech clearly, with a compelling introduction, logical body, and impactful conclusion.
• Apply at least two persuasive techniques (e.g. rhetorical questions, repetition, emotive language).
• Receive peer and teacher feedback in real time.

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Success Criteria

Students will demonstrate success by:

• Completing a detailed first draft of their speech.
• Using specific Christian belief(s) covered in the unit to develop their argument.
• Incorporating persuasive devices to strengthen their speech.
• Sharing part of their draft with a partner or small group for feedback.

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Key Competencies Focus

• Thinking – Applying critical thought to structure and content of speeches.
• Using Language, Symbols, and Texts – Crafting persuasive oral text.
• Relating to Others – Listening and responding constructively during peer feedback.
• Managing Self – Staying focused during independent drafting.
• Participating and Contributing – Sharing ideas and engaging in collaborative dialogue.

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Resources Needed

• Chromebooks or notebooks
• Graphic organiser handout: ‘Persuasive Speech Planner’
• Whiteboard and markers
• Timers (for peer feedback rounds)
• Sticky notes for quick peer feedback
• Printout of each student’s selected Christian belief (from previous lessons)

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Lesson Breakdown (60 mins)

1. Karakia & Roll Check-In – (5 mins)

Begin with a short karakia to centre the class. Take the roll and do a well-being check-in using "thumbs up / sideways / down" to gauge energy and readiness.

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2. Mini-Lesson: Crafting a Powerful Speech – (10 mins)

Teacher Talk with Board Examples:

• Recap: What makes a Christian belief persuasive in the real world?
• Structure reminder:
  • Introduction: Hook + belief statement
  • Body: 2–3 key points with evidence or real-life examples
  • Conclusion: Call to think or act
• Persuasive techniques brainstormed on the board:
  Rhetorical questions, repetition, emotive language, statistics, personal testimony

Visual Aid: Annotated sample speech shown on board or projector.

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3. Student Task: Drafting the Speech – (25 mins)

Set-Up:

• Students open ‘Persuasive Speech Planner’ completed in the previous lesson.

• Begin writing full draft in Google Docs or notebooks. Teacher circulates with this prompt:

  ❝ How does the Christian belief you chose shape thinking or actions in New Zealand today? ❞

Teacher Roles:

• Conference with 3–4 students for 4-minute slot each.
• Guide structure and help implement persuasive techniques.

Student Support Options:

• Use of exemplars from previous years (anonymous).
• Sentence starters on board:
  • "Many Christians believe that…"
  • "A powerful example of this belief in action is…"
  • "This matters today because…"

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4. Feedback Carousel: Peer-to-Peer Review – (15 mins)

Setup:

• Students partner up.

• Each reads their introduction and one main point aloud to partner.

• Partner gives feedback using sticky notes:

  ✅ One strength
  🔄 One suggestion for improvement
  ⭐ One use of a persuasive technique

Rotate partners after 7 minutes. Do this twice to hear different perspectives.
Teacher facilitates and ensures respectful interaction.

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5. Reflection & Wrap Up – (5 mins)

As a class:

• Share favourite opening sentences (invite volunteers to read theirs aloud).
• Quick write → Answer on paper or device:
  ❝ What part of your speech are you most proud of today? ❞

Homework: Continue drafting — goal: complete full draft by next lesson.

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Differentiation Strategies

• Support: Students with literacy needs provided with sentence stems and paragraph scaffolds.
• Extension: High-performing students may include a counterargument section or adapt their speech to address a specific modern context (e.g. climate change, equity issues).

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Assessment for Learning

• Informal: Observations during drafting and peer review
• Peer feedback notes collected as evidence of engagement
• Individual 1:1 conferences guiding progress

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Teacher Reflection Prompt (Post-Lesson)

• Which students were most engaged in drafting today?
• What themes or beliefs are resonating most with the class?
• Did peer feedback improve the speeches' clarity and persuasiveness?

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Next Steps

Upcoming Lesson (15/18):
Polishing and Performance Practice – Students will refine their drafts using teacher and peer feedback before rehearsing delivery.

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Let this be the speech that speaks not only to belief — but to action.