Individual: Communicate their message clearly to Students will turn in an The teacher should group members outline/ summary of the provide a handout Critically think about how the material research and how they plan assisting the students in Each member researched contributes to the greater on using it with group. best practices for researches a whole of the group project guiding their research; perspective in incorporating the research As a class, look at one Creative of the topic into group acceptance common neutral pertaining to either document that the a past or present students can use to event in preparation dissect and comprehend to present it to the the different group & during the perspectives, both points public forum event of view, whose voice is being portrayed, etc. Each member Communicate the point of view that Students will need to turn The teacher should take creates a list of the student is asking questions from in a summary of the time in the classroom to interview questions Critically think about how the questions that they ask review interview to ask a TSU expert different points of view can create the TSU expert as well as etiquette. Also, the pertaining to their different answers a reflection on the teacher should provide topic/ point of view Creative in the way students ask TSU interview experience. examples of teacher experts questions approved questions to ask the TSU experts during their interviews. Each student must Collaboration with teammates to draft Students will submit The teacher should assist during a the persuasive speech multiple drafts of students in strategically portion of the Communicate their message clearly to speeches to be reviewed selecting their message speech audience and critiqued by the in order to deliver a Critically think about material teacher. persuasive and researched in order to construct their convincing standpoint. perspective views Creative in their delivery in order to engage and convince the audience
Individual: Each member researches a perspective of the topic pertaining to either a past or present event in preparation to present it to the group & during the public forum event Communicate their message clearly to group members Critically think about how the material researched contributes to the greater whole of the group project Creative in incorporating the research into group acceptance Students will turn in an outline/ summary of the research and how they plan on using it with group. The teacher should provide a handout assisting the students in best practices for guiding their research; As a class, look at one common neutral document that the students can use to dissect and comprehend the different perspectives, both points of view, whose voice is being portrayed, etc. Each member creates a list of interview questions to ask a TSU expert pertaining to their topic/ point of view Communicate the point of view that the student is asking questions from Critically think about how the different points of view can create different answers Creative in the way students ask TSU experts questions Students will need to turn in a summary of the questions that they ask the TSU expert as well as a reflection on the interview experience. The teacher should take time in the classroom to review interview etiquette. Also, the teacher should provide examples of teacher approved questions to ask the TSU experts during their interviews. Each student must during a portion of the speech Collaboration with teammates to draft the persuasive speech Communicate their message clearly to audience Critically think about material researched in order to construct their perspective views Creative in their delivery in order to engage and convince the audience Students will submit multiple drafts of speeches to be reviewed and critiqued by the teacher. The teacher should assist students in strategically selecting their message in order to deliver a persuasive and convincing standpoint.
rubio_lemon_pbl-final.docx