Beacon Lesson Plan Library

Vacation Destination

Kelly Toomey

Description

Students use their research skills to collect and present information in persuasive speeches by acting as travel agents trying to persuade classmates to visit their states while on vacation.

Objectives

The student understands information presented orally in a variety of forms (for example, informational speeches, humor, persuasive messages, directions).

The student listens attentively to the speaker (including but not limited to making eye contact and facing the speaker).

The student presents a speech in an organized manner (including but not limited to including content appropriate to the audience, using notes or other memory aids, summarizing main points).

Materials

-Copy of United States map
-Access to the library/media center (encyclopedias, magazines, newspapers, etc.)
-A copy of State Planning Sheet/Checklist for each student (see attached file)

Preparations

1. Teacher arranges in advance appropriate time periods to visit the library/media center.
2. Teacher makes a copy of the State Planning Sheet/Checklist for each student.

Procedures

1. (Day One) Lesson Introduction: Begin the lesson by grabbing the students’ attention. Show the students a map of the United States and ask them if they think they could persuade tourists to visit a certain state. Explain that in order to be successful at this they would have to know a great deal about that particular state.
2. Tell students that for this assignment they will act as travel agents. They will have to sell their states to the rest of the class. Their job is to provide the class with enough persuasive information to make us all want to travel to that state on our vacation.
3. It is up to the teacher whether the students will choose which state they would like to sell, or if the states should be assigned. Perhaps putting all state names in a bag and having students choose a name would be a fair approach. As long as each student studies a different state, it doesn’t really matter how they are assigned.
4. After all students have been assigned a state, tell the class that they will have time in the library/media center to research their states. They are to find out vital information about that state, plus points of interest a visitor might want to see. After all information has been collected, students will have five minutes to present a persuasive speech to the class. Their goal is to try to convince each person to visit the state on vacation. Explain that after all persuasive speeches have been given students will vote on where they would take their vacations based on the information presented in the speeches.
5. (Day Two) Pass out a State Planning Sheet to students and explain that they are to use this as a guide in their research. All areas on the planning sheet should be addressed in the five minute speeches. Also inform them that they will be allowed one 5X3 index on which they may include key points to use during their speeches. Allow students the rest of the period to begin to brainstorm. Go over the Planning Sheet in detail and give an opportunity for students to ask questions. Explain that this sheet will be turned in right before they complete their presentations. The bottom of the State Planning Sheet is for teacher use only, but should give them an exact idea of the criteria they will be graded on. Explain that the teacher will fill this part in while they are doing their presentations.
6. Take students to the library/media center. Allow them the class period to research information to fill in their planning sheets.
7. (Day Three) Take students to the library/media center. Allow them the class period to do their research.
8. (Day Four) Have students use this time to pull all of their information together. This may be a good time for them to fill out their index cards if they have decided to use them for their speeches.
9. (Day Five) Students present their persuasive speeches to the class. Remind students to pay attention because they will be responsible for choosing their vacation destinations based on these presentations.
10. After all presentations have been made, allow students to write down their vacation destinations on a piece of paper. Tally votes and announce the most desirable vacation destination.

Assessments

After completing the Beacon Learning Center Lesson, the teacher can use the following assessment criteria located on the checklist as a formative guide (see attached file).
Students should be able to:

1. understand information presented orally in a variety of forms (persuasive speeches).
2. listen attentively to the speaker (including, but not limited to making eye contact and facing the speaker).
3. present a speech in an organized manner (including but not limited to including content appropriate to the audience, using notes or other memory aids, summarizing main points).

Extensions

1. This lesson is designed for use with students who have experience with persuasive writing and speaking. They need to have some prior knowledge to be successful.
2. To extend this lesson students could plan an actual vacation to the state they have studied. They would be responsible for checking into transportation to and from their state, lodging, food, and for developing an itinerary of what they would do each day of their vacation.
3. Students could also be given a budget to work into planning their vacation. They would have to show exactly what they spent on each item and exhibit that they stayed within their allotted budget.

Attached Files

1.State Planning Sheet/Checklist for Assessment     File Extension: pdf

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