Sophomore Final Exam Assessment- Level 2
Persuasive Presentation
Persuasive Presentation
This assignment is worth 40% of your mark
What will you do?
- You will deliver a 4 .5 minute no more than 5 minute persuasive presentation
- Choose a topic or issue
- You will try to persuade your audience to agree with you
- You must use at least one visual aid.
What should you focus on?
- Choosing a topic or issue that you have an opinion about and that you think is important and/or interesting to your classmates
- Clearly organizing your argument to ensure clarity and persuasiveness
- Speaking loudly and clearly with proper pronunciation and in grammatically correct sentences
- Focus on your classmates as they give their presentations and think of (make a note of) good questions to ask
- Be prepared
- VERY IMPORTANT: Remember you are not just a presenter—you also need to be a good audience member who listens to and supports your classmates while they are doing their presentations. To encourage active listening and engagement while others are speaking you are able to gain bonus points!
After each presentation you may be called upon to ask a question about the presentation. If you are prepared to do so when you are called upon, then you will earn 2 bonus points per question asked. Notice there is a place for bonus points on the rubric!!!
Remember—this is a speaking activity, so make sure you focus on speaking and not reading!
Final Exam Rubric
Persuasive speech
CATEGORY
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4
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3
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2
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1
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Story message:
Introduction
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Student included the greeting, what, why, and overview of the topic, and transition to the body.
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Student was missing 1 of the previous 5 elements.
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Student was missing 2 of the previous 5 elements.
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Student was missing more than 2 of the previous 5 elements.
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Story message:
Body
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Student included the main points, details and/or examples, and transitioned from point to point.
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Student was missing 1-2 of the previous 3 elements.
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Student was missing 2-4 of the previous 3 elements.
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Student was missing more than 3 of the previous elements.
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Story message:
Conclusion
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Student repeated the main points from the overview, and included focus points.
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Student was missing 1 (total) of the previous 2 elements.
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Student was missing 2 (total) of the previous 2 elements.
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Student was missing more than 2 (total) of the previous 2 elements.
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Visual message:
Explanation
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Student introduced and/or explained all of their visuals.
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Student introduced and/or explained more than half of their visuals.
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Student introduced and/or explained less than half of their visuals.
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Student did not introduce or explain any of their visuals.
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Visual message:
Effectiveness IMAGES
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Student’s images were appropriate and not confusing.
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Student’s images were appropriate but confusing.
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Student’s images not appropriate but not confusing.
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Student’s images were not appropriate and confusing.
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Visual message:
Effectiveness
KISS
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Student kept all visual info short and simple.
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Student kept more than 75% of visual info short and simple.
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Student kept 50-75% of visual info short and simple.
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Student kept less than 50% of visual info short and simple.
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Physical message:
Voice
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Student emphasized all keywords and phrases (stressing, stretching, and pausing). Voice volume was loud.
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Student emphasized many keywords and phrases (stressing, stretching, and pausing). Voice volume was loud.
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Student emphasized a few keywords and phrases (stressing, stretching, and pausing). Voice volume should be louder.
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Student did not emphasize keywords and phrases (no stressing, stretching, nor pausing). Voice volume should be louder.
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Physical message:
Gestures
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Student used 15 or more gestures.
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Student used 10 - 15 gestures.
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Student used 5 - 10 gestures.
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Student used less than 5 gestures.
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Physical message:
Eye contact
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Student made eye-contact more than 90% of the time.
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Student made eye-contact more than 50% of the time.
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Student made eye-contact less than 50% of the time.
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Student did not make eye-contact.
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Physical message:
Posture
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Student’s feet and hands were set, and their weight was balanced more than 90% of the time.
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Student’s feet and hands were set, and their weight was balanced more than 50% of the time.
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Student’s feet and hands were set, and their weight was balanced less than 50% of the time.
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Student’s feet and hands were set, and their weight was balanced less than 10% of the time.
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Preparedness
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Student was completely prepared and rehearsed enough. Did not read.
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Student was completely prepared but needs more rehearsals. Did not read.
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Student was somewhat prepared but needs more rehearsals. Read more than 10% of the time.
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Student was not prepared, and/or read more than 50% of the time.
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Time limit
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100% of time and did not go over
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80% of time
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60 %of time---
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Less than 60 %
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Bonus points
