Language Arts · Grade 8

Active learning ideas

Presenting an Argumentative Speech

Active learning works for argumentative speeches because students need immediate feedback to refine their delivery and argument structure. Speaking aloud forces them to confront gaps in reasoning or delivery that silent writing cannot reveal.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.SL.8.4
• CCSS.ELA-LITERACY.SL.8.6

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

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• 45 min · Small Groups

Small Groups: Speech Rehearsal Rounds

Divide class into small groups. Each student delivers a 2-minute speech segment on their claim. Group members use a simple rubric to provide feedback on evidence strength and delivery clarity, then the speaker revises one element before a second round.

Design a speech outline that effectively builds a persuasive case.

Facilitation Tip

During Speech Rehearsal Rounds, circulate with a timer and a checklist to ensure every student practices at least once.

What to look for

Students watch a short video clip of a model argumentative speech. In pairs, they use a provided checklist to evaluate the speaker's thesis clarity, evidence quality, and use of at least two rhetorical devices. They then share one strength and one suggestion with the speaker.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 02

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• 30 min · Pairs

Pairs: Rhetorical Device Practice

Partners analyze a short model speech together, labeling examples of ethos, pathos, and logos. Each then adds one device to their own speech outline and practices delivering it aloud, with the partner noting audience impact.

Critique a speech for its use of rhetorical devices and audience engagement.

Facilitation Tip

For Rhetorical Device Practice, provide index cards with device names and examples so pairs can quickly apply techniques.

What to look for

After students have drafted their speech outlines, ask them to write down their thesis statement and list three main points with a brief note about the evidence they plan to use for each. This checks for clarity and logical structure.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 03

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• 40 min · Whole Class

Whole Class: Feedback Gallery Walk

Students post speech outlines with key claims and evidence on walls. Class members circulate, leaving sticky-note comments on persuasiveness and suggestions for rhetorical improvements. Individuals review notes and update their speeches.

Evaluate the impact of non-verbal communication on the delivery of an argumentative speech.

Facilitation Tip

In the Feedback Gallery Walk, post clear instructions on the walls so students know exactly where to leave written feedback.

What to look for

Facilitate a whole-class discussion: 'Imagine you are presenting your speech to an audience of your peers versus an audience of younger students. How would you adjust your language, examples, and delivery? What specific changes would you make to ensure they understand and are persuaded?'

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 04

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• 25 min · Individual

Individual: Video Delivery Review

Students record a full practice speech using phones or tablets. They watch playback with a checklist for articulation, gestures, and engagement, then note two changes and re-record a revised version.

Design a speech outline that effectively builds a persuasive case.

Facilitation Tip

For Video Delivery Review, assign students to watch their own videos twice: once for content and once for delivery.

What to look for

Students watch a short video clip of a model argumentative speech. In pairs, they use a provided checklist to evaluate the speaker's thesis clarity, evidence quality, and use of at least two rhetorical devices. They then share one strength and one suggestion with the speaker.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Experienced teachers focus first on structure before delivery. Begin with a clear thesis and logical sequence, then layer in rhetorical devices and non-verbal cues. Avoid rushing practice sessions; give students time to internalize their argument. Research shows that students improve most when they hear their own weaknesses, so recorded feedback is essential.

Successful learning looks like students adjusting their pacing, volume, and evidence in real time based on peer reactions and self-assessment. They move from reading notes aloud to owning their argument with purposeful gestures and clear thesis statements.

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Watch Out for These Misconceptions

• During Video Delivery Review, students may believe louder volume always makes a speech more persuasive.

  Use the self-video to track volume and tone. Have students mark where their voice rises naturally for emphasis and where shouting occurs. Compare their video to a model speech to see how clear, varied delivery strengthens the argument.

• During Speech Rehearsal Rounds, students may think passion alone convinces without evidence.

  Assign a peer to challenge each point with a 'why?' question. If the student cannot defend their claim, they must revise their outline before the next round, reinforcing the need for credible sources.

• During Rhetorical Device Practice, students may see gestures and eye contact as optional add-ons.

  Provide a mirror or a peer audience for pairs to practice purposeful gestures tied to key points. Ask them to mark on their outlines where gestures will occur, ensuring non-verbal elements serve the argument.

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Methods used in this brief

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