Professional Communications
Persuasive Philanthropists: Persuasive Speech and Philanthropy
Arts, AV Technology & Communication
Lesson Plan
Performance Objective
Students will be able to explore personal interests as they relate to philanthropy, analyze philanthropic
endeavors and opportunities, and persuade an audience to get involved with the organization or cause that
they choose.
Specific Objectives
• Organize oral and written information.
• Interpret and communicate information and observations.
• Present an informal presentation.
• Apply active listening skills.
• Make and evaluate informal professional presentations by:
a) using effective strategies to organize presentations;
b) using appropriate techniques to manage communication apprehension, build selfconfidence, and gain command of the information; and
c) using effective verbal and nonverbal strategies in presentations.
• Apply desktop publishing to create products by:
a) applying design elements, such as text, graphics, headlines, use of color, and white space;
and
b) applying typography concepts, including font, size, and style.
• Define the elements of persuasion.
Terms
Philanthropy
Persuasive
Charity
Community service
Philanthropic endeavor
Visual
Rough draft
Persuasive speech
Elements of persuasion
Analyze
Time
When taught as written, this lesson should take approximately 7 1-hour class periods to complete.
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.99. (c) Knowledge and Skills
(1) The student applies English language arts in professional communications projects. The student is
expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(D) compose and edit copy for a variety of written documents
(2) The student applies professional communications strategies. The student is expected to:
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills
(4) The student applies information technology applications. The student is expected to use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet or database
applications for professional communications projects.
(9) The student applies technical skills for efficiency. The student is expected to employ planning and timemanagement skills to relate to professional communications.
(10) The student develops an understanding of professional communications through exploration of the
career cluster. The student is expected to:
(E) make and evaluate formal and informal professional presentations by:
(i) analyzing the audience, occasion, and purpose;
(ii) determining specific topics and purposes for presentations;
(iii) researching topics using primary and secondary sources;
(iv) using effective strategies to organize presentations;
(v) using information to support points in presentations;
(vi) preparing scripts or notes for presentations;
(vii) using visual or auditory aids to enhance presentations;
(viii) using appropriate techniques to manage communication apprehension, build selfconfidence, and gain command of the information;
(ix) using effective verbal and nonverbal strategies in presentations;
(x) participating in an informative or persuasive group discussion;
(xi) making individual presentations to inform, persuade, or motivate an audience;
(xii) participating in question-and-answer sessions following presentations;
(xiii) applying critical-listening strategies to evaluate presentations; and
(xiv) evaluating effectiveness of presentations
(J) apply desktop publishing to create products by:
(i) using word processing, graphics, or drawing programs;
(ii) applying design elements such as text, graphics, headlines, use of color, and white space;
(iii) applying typography concepts, including font, size, and style;
(iv) applying graphic design concepts such as contrast, alignment, repetition, and proximity;
(v) editing products; and
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
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(vi) developing and referencing technical documentation
Interdisciplinary Correlations:
English Language Arts and Reading, English I, II, III, IV & V
• 110.31 (4) (b) (1) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
• 110.32 (4) (b) (17) Students understand the function of and use the conventions of academic language
when speaking and writing. Students will continue to apply earlier standards with greater complexity.
• 110.33 (4) (b) (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions.
• 110.34 (4) (b) (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check correct spellings.
• 110.35 (4) (b) (20) Research/Research Plan. Students ask open-ended research questions and develop
a plan for answering them.
• 110.35 (4) (b) (21) Research/Gathering Sources. Students determine, locate, and explore the full range
of relevant sources addressing a research question and systematically record the information they
gather.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Demonstrators and Product Promoters
O*Net Number: 41-9011.00
Reported Job Titles: Demonstrator, Product Demonstrator, Merchandiser, In Store Demonstrator, Event
Specialist, Field Merchandiser, Food Demonstrator, Product Ambassador
Tasks:
•
•
•
•
•
•
•
•
•
•
Demonstrate or explain products, methods, or services to persuade customers to purchase products or
use services.
Provide product samples, coupons, informational brochures, or other incentives to persuade people to
buy products.
Keep areas neat while working, and return items to correct locations following demonstrations.
Record and report demonstration-related information, such as the number of questions asked by the
audience or the number of coupons distributed.
Sell products being promoted, and keep records of sales.
Set up and arrange displays or demonstration areas to attract the attention of prospective customers.
Suggest specific product purchases to meet customers' needs.
Transport, assemble, and disassemble materials used in presentations.
Identify interested and qualified customers to provide them with additional information.
Practice demonstrations to ensure that they will run smoothly.
Soft Skills: Critical Thinking, Judgment and Decision Making, Listening Comprehension, Presentation
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
3
Preparation
• Review and familiarize yourself with the terminology, website links, and community organizations.
• Be prepared to help students find components listed in the slide presentation.
• Set up class days for presentations and any additional audience members.
• Have materials, including slide presentation, computers with internet, and word processing software
ready prior to the start of the lesson.
References
WFAA Staff. (2011, January 7). Rachel’s challenge: Naaman Forest High helps abused children. Retrieved from
http://www.wfaa.com/news/special/rachels-challenge/Naaman-Forest-High-School-Makes-A-Difference111766104.html
WFAA Staff. (2011, May 6). Garland teen gets big surprise at Rachel’s Rally in Frisco. Retrieved from
http://www.wfaa.com/news/Garland-teen-gets-big-surprise-at-Rachels-Rally-in-Frisco-121367504.html
Instructional Aids
• Lesson: Persuasive Philanthropists
• Slide presentation: Persuasive Philanthropists
• Philanthropy Questionnaire and Speech Handout
• Philanthropy Visual Aid Instructions handout
• Student Speech Grading Instructions handout
• Student Speech Grading handout
• Word processing and slide presentation software
• Computers with internet
• Grading rubric
• Instructor computer or projection unit
• Online websites (teacher-directed)
Introduction
Ask students what they know about philanthropy. Are they aware of any philanthropic endeavors they can get
involved with in their area? Discuss some of the following questions:
•
•
•
What is the purpose of a persuasive speech?
Define philanthropy.
List any well-known philanthropists.
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
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Students will complete the instructions
and answer questions on the Hando
Outline
MI
Outline
Instructor Notes
I: Persuasive Philanthropists
II: Philanthropy
III: Well-Known Philanthropists
IV: The Importance of Philanthropy in the
Professional World
a. Community
b. Hope
c. Connections
d. Perspective
e. Accomplishment
V: Persuasive Speeches 101
a. Goal
b. Be persuasive
c. Be committed
d. Use positive words
e. Prove point
f. Be knowledgeable and truthful
g. Show a little emotion
Go through the slide
presentation with students.
Discuss information and have
students follow along,
answering questions along the
way.
Review each aspect of the
assignment and discuss the
steps students will take in
completing their projects.
VI: The Importance of Vocal Variance
IX: Your Audience: Peer Graded Speech
X: Choose a well-known organization
XI: Checkpoint
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Application
Guided Practice
1. Introduce the slide presentation. Go over terminology, and make sure students understand terms.
2. Go back through the slides and model what to do for each portion of the assignments. Explain that
students will complete the instructions on their own.
3. Review the information at the beginning of each class and answer any questions.
4. Go over the checkpoint and grading requirements based on the attached rubric.
Independent Practice
Students will work individually to complete their documents.
1. Students will complete the Philanthropy Questionnaire and Speech Handout.
2. Students will create a visual aid using the Philanthropy Speech Visual Aid Instructions handout.
3. Students will complete the Student Speech Grading Instructions assignment.
4. Students will complete the Student Speech Grading handout during the speeches.
Pacing Recommendation:
Lesson and Slide Presentation
Lesson - Go over what students will do in this lesson.
Key terms - Have students define terms.
Show students examples of persuasive speeches.
Show students examples of community outreach organizations.
1 1/2 lesson periods
Have students choose an organization and start their research, answer
all questions, and write their three-paragraph speech.
2 lesson periods
Have students create their visual aids.
1 lesson period
Have students present their speeches.
Students will need a grading sheet to grade all peer speeches.
2 1/2 lesson periods
Summary
Review
Review talking points from the presentation and key terms from slide presentation.
Discuss any issues that come up while creating the documents.
Evaluation
Informal Assessment
Students may be informally assessed through the following methods:
• Instructor observation during slide presentation, Guided Practice and Independent Practice
• Observe as students follow the steps on each slide and in each assignment.
• Review or reteach as needed.
• Check understanding of terms and instructions.
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Formal Assessment
Students may be formally assessed through the following methods:
• Philanthropy Questionnaire and Speech Handout: Assignment may be assessed using the attached
rubric.
• Philanthropy speech visual aid: Assignments may be assessed using the attached rubric.
• Student grading: Assignment may be assessed using the attached rubric.
• Peer grades for speeches.
•
Enrichment
Extension
• Students may want to get involved in one or more of the community service projects that they learned
about.
• Have students write a “show and tell” speech (or create a slide presentation) of their community
service experience.
• Start a campaign to get the school involved in a particular worthwhile organization.
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Philanthropy Questionnaire and Speech Handout
1. Define Persuasive & Philanthropy in your own words.
2. Choose a community service project (philanthropic endeavor). Check with your teacher for approval.
3. After selecting a teacher-approved project, answer the following questions:
a) What is it (type of organization)?
b) Who does it help?
c) How do you donate or help?
d) Is it easy to sign up or donate? Explain the process.
e) How does the organization work to help others? (This is where you persuade the audience
by giving details of what their donation of money, goods or service really does.)
f) Provide a contact or web address for the Community Project.
4. Take the answers above and create a three-paragraph speech persuading your audience to get
involved with the organization that you chose.
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Philanthropy Speech Visual Aid Instructions
You are required to have a visual aid with your speech. This visual aid can be one or more of the following: a
flier for each audience member, a slide presentation, a brochure, or a poster board with pictures and
information.
The visual aid should include the following:
• Answers to the questions on the “Philanthropy Questionnaire and Speech Handout” in a brief, bulletpoint format. (No sentences or lengthy descriptions.)
• Pictures of the organization’s logo, the people it helps, and volunteers in action.
• Optional: Videos may be included, but should be less than 30 seconds in length.
Use the following criteria to develop the visual aid:
•
Analysis: How well does the visual aid reflect an understanding of the topic?
•
Reasoning: Is the visual aid believable, and does it display enough background for the audience to
understand the material presented?
•
Evidence: Is there enough information given on the visual aid to convince the audience to believe in
the purpose of the endeavor?
•
Organized: Does the visual aid flow in a logical sequence?
•
Interest: Is the visual aid interesting for the audience?
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Student Speech Grading Instructions
Students will evaluate each other’s speeches and will receive points for each speech they evaluate. (Example:
If there are 25 students, then each student can earn 4 points per peer evaluation, up to 100 points.)
1. Divide into groups of 5. Each group will discuss one criterion and create a description for it. After the
groups are finished, combine the criteria definitions into one document and distribute to each student
so everyone can use it during the evaluation.
Example: Some illustrative descriptors for Interest:
4 Points: Interesting & worthwhile, well-defined; the central idea is clear; supported with large
amounts of relevant and appealing details.
3 Points: Somewhat interesting and defined; the point of the speech is not perfectly clear but still able
to be found out; supported with fair amount amounts of general detail; detail might be repetitious.
2 Points: Somewhat uncreative; offering very little to no relevant detail; extremely hard to
decipher the point of the speech.
1 Point: Not at all creative; hard to follow; not giving any detail; seeming to have no point.
2. Use the following criteria to grade each speaker, on a scale of 0-5 points each:
• Analysis: How well does the speaker reflect an understanding of the topic?
• Reasoning: Is the speaker believable, and does the audience have enough background information
to understand the material presented?
• Evidence: Does the speaker provide enough information to convince the audience to believe in the
purpose of the endeavor?
• Organized: Does the speech flow in a logical sequence from beginning to end?
• Interest: Is the speaker interesting for the audience?
3. Add up the scores of each student’s criteria columns to get a Total.
4. Divide the total by 5 to get an Average score per student.
5. Multiply the average score of each student by 5 to get a Final Score. A maximum of 100 points may be
recorded for each student’s speech.
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Name: ____________________________
Student Speech Grading
Speaker
Analysis
(0-5)
Reasoning
(0-5)
Evidence
(0-5)
Organized
(0-5)
Interest
(0-5)
Total
(0-25)
Average
(0-25)
Final
Score
(0-100)
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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Persuasive Philanthropists Project Grading Rubric
Points
Philanthropy
Questionnaire
and Speech
Handout
(100 points)
Visual Aid
(100 points)
Student
Grading
(100 points)
10 points each
5 points each
Answering the
six questions
for the
organization.
Defining the
terms in their
own words.
90-100 points
75-89 points
50-74 points
0 points
The student
completed
each required
part of the
visual aid.
Most items are
included, but
organization is
lacking.
The student is
missing more
than half of
the items.
No attempt was
made.
90-100 points
75-89 points
The student
completed
each required
section for all
students.
Completed
most
evaluations.
90-100 points
Peers Grade
This
Presentation
(100 points)
Comments:
All parts of the
presentation
are complete
and
presentation is
professional.
75-89 points
Peers Grade
This
Most parts of
the
presentation
are complete
and
presentation is
adequate.
30 Points
0 points
Completing
No attempt was
student speech
made and did
with three
not participate.
paragraphs.
50-74 points
0 points
The student
has not
completed or No attempt was
is missing
made.
more than half
of the work.
50-74 points
Peers Grade
0 points
This
Some parts of
the
No evidence of
presentation
completion and
are incomplete
no prepared
and
presentation.
presentation is
unprofessional
TOTAL
POINTS:
AAVTC: Professional Communications: Persuasive Philanthropists: Persuasive Speech and Philanthropy
Copyright © Texas Education Agency, 2015. All rights reserved.
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