Student Worksheet

'Thought-starter': "How can I help make a difference?"

Part A. How to change the World

1. Watch the following video closely and think about what the Ocean Guardians are saying about taking action to make the world better.

How to change the world (https://vimeo.com/1056609682/3526d344b6)

2. With your teacher’s guidance, complete the 'Circle of Viewpoints' routine below:

Circle of Viewpoints
I am thinking of how to take action to make the world better from the point of view of ____________ (the viewpoint you've chosen):
I think______________ (describe the topic from your viewpoint. Be an actor - take on the character of your viewpoint!)
A question I have from this viewpoint is _____________________(ask a question from this viewpoint)

Part B. Drafting, refining and practising a persuasive speech

Research and plan a 3 minute persuasive speech about a topic from the list below:

Our ocean planet
Ocean change (acidification, temperature)
Marine pollution
Plastic pollution
Ghost nets
Marine turtles
Marine sanctuaries

The following Factsheets might help you with some preliminary research and reading about the topics:

2. Plan your speech using a Brace Map Template. Once you have selected a topic, you need to identify a persuasive goal related to the topic. To do this, you will need to identify the audience for your speech, and what you want to persuade the audience to think, feel and do as a result of your speech. This will inform your research and planning from this point forward.

Use this table to plan the overarching goal and audience:

3. Use the space below to draft your speech and get some peer feedback on it, remembering to use the Persuasive Language Factsheetand Rhetorical Devices Factsheetto ensure it is persuasive. Remember to use the Brace Map Template to help plan out your arguments/points.

4. Next, form pairs or groups of three and rehearse your speech and practise your speaking skills and offer each other feedback. You can use the space below for some written feedback or comments about each verbal and non-verbal feature.

Part C. Persuasion in action - Delivering your persuasive speech

Your teacher will facilitate the delivery of everyone’s persuasive speech. As part of this process, you will be asked to give your peers feedback based on their use of persuasive language choices and verbal and non-verbal presentation skills. You will also get feedback. This will be in the form of a ‘praise burger’ analogy: providing a positive, followed by a constructive criticism/improvement, followed by another positive. Use the space below to record the feedback you are given.

Reflection

What process did you go through to produce this piece?

What resources did you use while working on this piece? Which ones were especially helpful? Which ones would you use again?

How do you feel about this piece of work? What parts of it do you particularly like? Dislike? Why? What did/do you enjoy about this piece or work?

What did you learn about yourself as you worked on this piece?

Have you changed any ideas you used to have on this subject?

If you were assessing your work, what comments would you make about this piece?

What the one thing you particularly want people to notice when they look at your work?

One thing I would like to improve upon is ...

What would you change if you had a chance to do this piece over again?

What's the one thing that you have seen in your classmates' work or process that you would like to try in your next piece?

Blue - Speaking to Inspire Action

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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