Persuasive Speech Showcase

Overview

Lesson 12 of 12 in Persuade with Purpose. Students present a prepared persuasive speech live or as a recording to an authentic audience, use a co-constructed rubric to give kind, specific feedback, and reflect on their growth as speakers.

Learning intentions

• WALT present a clear persuasive speech for a real audience.
• WALT use structure, reasoning, evidence and audience awareness to strengthen a message.
• WALT use oral language, expression and delivery to engage listeners.
• WALT reflect on how our persuasive speaking has developed across the unit.

Success criteria

• I can introduce my position, organise reasons clearly and finish with a strong call to action.
• I can support my ideas with relevant examples, facts or evidence.
• I can adjust my voice, pace, volume, expression and body language for my audience.
• I can use the rubric to give useful feedback and identify my next step.

Curriculum links

• Creating and presenting spoken texts for a clear purpose, audience and context.
• Selecting and organising ideas, language features and evidence to communicate effectively.
• Listening actively, responding respectfully and building on others’ ideas.
• Developing communication, collaboration, critical thinking and self-management through speaking and reflection.

Lesson structure (30 minutes)

1. 0–3 minutes – Welcome and audience focus Open with the showcase hook and learning intentions. Explain that today’s audience could be the class, a buddy class, whānau viewing a recording, or another agreed authentic audience. Remind students that a persuasive speaker aims to influence respectfully, not simply to win.

2. 3–7 minutes – Co-construct the rubric Display the success-criteria prompt and ask: “What makes a persuasive speech convincing and enjoyable to hear?” Gather student suggestions and agree on four or five look-fors: clear structure, strong reasoning, supporting evidence, audience awareness, and expressive delivery. Students record the agreed criteria on the showcase feedback and reflection sheet. Clarify that feedback describes what was heard and suggests one practical next step.

3. 7–20 minutes – Speech showcase Arrange students in six groups of five. Each student presents for approximately two minutes, either live or by playing a prepared recording. While one student presents, group members listen without interrupting and use the agreed rubric to note one strength and one question or suggestion. If the class is presenting to a wider audience, invite the audience to show attentive listening through eye contact, stillness and brief applause. Keep transitions efficient by having the next speaker ready.

4. 20–24 minutes – Audience response Return to the audience-response prompts. In groups, students share feedback using the sentence frames: “Your message was convincing because…” and “One way to make it even stronger would be…”. Speakers may ask one clarifying question. Reinforce respectful, specific comments and ensure every student receives feedback.

5. 24–28 minutes – Individual reflection Students complete the reflection section of the showcase feedback and reflection sheet. They identify the rubric area they demonstrated most strongly, describe evidence from their presentation, and choose one next step. Prompt them to compare their speaking today with an earlier speech or rehearsal from the unit.

6. 28–30 minutes – Celebrate and close Invite two or three volunteers to share a growth statement. Revisit the final reflection prompt: “How can persuasive speaking help us participate in our classroom, community and wider world?” Celebrate thoughtful ideas, brave presenting and progress, rather than only polished performance. Collect the worksheets for assessment.

Resources

• the persuasive speech showcase deck
• the showcase feedback and reflection sheet
• Students’ completed persuasive speeches or presentation recordings
• Co-constructed class rubric displayed on the board
• Timer
• Device, speakers and projector for playing recordings
• Optional microphone or presentation space
• Seating arranged in six groups of five

Assessment

• Observe presentations and use the co-constructed rubric to assess structure, reasoning, evidence, audience awareness, oral language and expressive delivery.
• Review peer feedback for evidence of active listening, respectful response and understanding of persuasive features.
• Read reflection sheets to identify each student’s demonstrated growth and next learning step. Confer with students who need support before their next speaking opportunity.

Differentiation

• Provide rehearsal cards, sentence stems, a shortened speech option or recorded presentation for students who need reduced performance pressure. Allow cue cards with keywords rather than a full script.
• Offer visual rubric icons and read criteria aloud. Pair students with a supportive peer for technology, timing or feedback recording.
• Support EAL learners with vocabulary from the unit, oral rehearsal before presenting, and permission to use familiar language alongside newly learned persuasive terms.
• Extend confident speakers by asking them to explain how they adapted evidence, tone or call to action for this particular audience, or to provide feedback linked to more than one rubric criterion.