Title: Fearless Leaders

Social Studies

2nd grade Government and Civic Understandings

By: Jonathan Page

 

 

Performance Task- GRASPS

 

Goal- The student will know how and what it takes to perform a persuasive speech and will demonstrate through a speech their knowledge and understanding of leadership roles.

 

Role- The student’s role is to select a leadership role that they have been learning about. The choices are governor, mayor or president.

 

Audience- The student’s audience will be their fellow classmates and neighboring classmates. These classmates will have to vote on one person from each election to see who was the most persuasive.

 

Situation- Each student will have to select a leader. Once they have selected their leader they will get into groups based on their choice. Once in their groups they will discuss the roles that each of the leaders play in our government. After this discussion the teacher will then say that it is their duty to write a persuasive speech/paragraph on why they should be chosen for the position.

 

Product/Performance- The students will need to write their own paragraph or speech as though they are running for office. The students will have two days to complete this assignment. Within their speech they must define what their role will be and how they will fulfill this role. This can be done by outline changes in laws or policies or by any means the students thinks will ethically persuade. Once they are finished they will present their speeches to their other classmates as well as the neighboring class.  

 

Standard for success- Rubric

 

Oral Presentation Rubric : Our Election

Teacher Name: Jonathan Page


Student Name:     ________________________________________

 

CATEGORY

4

3

2

1

Content

Displays a firm grasp of the leadership role that was chosen.

Shows a somewhat firm grasp of the leadership role chosen.

Shows a slightly firm grasp of the leadership role chosen.

Barely shows a grasp of the chosen leadership role.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Speaks Clearly

Speaks clearly and distinctly most of the time, and mispronounces very few words.

Speaks clearly and distinctly more often then not, and mispronounces very few words.

Speaks clearly and distinctly some of the time while also only mispronouncing some words

Mispronounces many words and seldom speaks clearly.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

 

Date Created: Feb 16, 2009 07:08 pm (CST)