To Wear or Not to Wear?

Practicing Persuasion

A WebQuest for Middle Grades

Designed by

Dana Colon

 

Introduction | Task | Process | Evaluation | Conclusion | Credits | D.Colon Page

 


Introduction

The students are in an uproar!! The school board in your town is deciding whether to institute a mandatory uniform code. Some students think it’s good, others are in a heated debate. Your task is to decide whether or not school uniforms in your town are good or bad. The students on your team have elected you to represent them. You will have to present a speech, letter, or media presentation to defend your side to the mayor and school board.  


The Task

You will have to tackle the following steps to make this work:

  • Pick a side
  • Defend your argument with good, realistic reasons
  • Decide why this effects you
  • Decide if your opinion is strong enough
  • Persuade others to agree with you
  • Be careful- what do you think other people may argue against you? Be prepared to answer them!

This will not be easy, but it will be worth it! Do you want to be told what to wear every day, or do you want to have the freedom to decide?

 


The Process

So here’s what you’ll have to do:

  1. Read some articles to become familiar with both sides of the issue. Try these:
    Time for Kids Articles
    http://www.timeforkids.com/TFK/magazines/story/0,6277,175927,00.html
    http://www.timeforkids.com/TFK/magazines/story/0,6277,90790,00.html
    http://www.timeforkids.com/TFK/magazines/story/0,6277,175946,00.html
    Other articles
    http://teacher.scholastic.com/kidusasu/uniforms/index.htm
    http://www.pbs.org/newshour/infocus/fashion/school.html
    http://www.pbs.org/newshour/bb/education/uniform_4-17.html

  2. Pick which side you are on. You must pick only one side!
  3. Decide on three good reasons that are realistic to defend your side.
  4. Use graphic organizers and webs to organize your ideas. You can try some of these:
    http://www.cheney268.com/Learning/Organizers/Persuasive.htm
    http://www.cheney268.com/Learning/Organizers/5Paragraph.htm
    http://www.cheney268.com/Learning/Organizers/ParagraphOrganizer.htm

  5. Validate your reasons with details and examples.
  6. Create a presentation with your partner to express your opinion in an organized, powerful way! This could be the form of an essay, speech, or media presentation.
  7. Use graphs, charts, pictures, and even skits to express your opinion in your presentation.
  8. For your final product, think about these questions:

    Who are you trying to convince?
    Are your reasons silly or will your audience really listen to you?
    Can you give an example that has to do with the reasons you gave?
    Does it make sense when you present it to some one else?

  9. Evaluate your work according to the rubric.


Evaluation

Your work will be graded according to the rubric below.

 

Score Point

6

Score Point

5

Score Point

4

Score Point

3

Score Point

2

Score Point

1

Score

 

 

Introduction

 

States topic, position, and introduces reasons. Writer is aware of audience.

States topic and position, minimal introduction of reasons. Somewhat aware of audience.

States topic and position, no reasons introduced. Minimally aware of audience.

States topic with unclear position and unclear reasons. Minimally aware of audience.

Topic not stated. No reasons introduced. No awareness of audience.
Topic not stated. No awareness of auidence.
 

 

Support

 

 

Each reason is developed with specific details and examples.

Each reason is developed with specific details. No examples are provided.

Reasons are minimally developed with a mix of general and specific details.

Reasons are minimally elaborated, with more general than specific details.

Undeveloped reasons, brief with details just listed.
Reasons not stated, details not included.
 

 

Conclusion

 

 

Restates position and reviews reasons for support. Summarizes details. No new material.

Restates position with few reasons for support. Minimally summarizes details.

Restates position with no reasons for support. Introduces new information. Minimally summarizes details.

Position unclearly restated. Introduces new information. No summary of details.
Position not restated. Reasons not summarized, no details summarized.
Position not restated. New information introduced not relevant to topic.
 

 

 

Organization

Strong organization, fluent. One topic flows into another with use of transition words.

Generally strong organization, moderately fluent. Few transition words.

Satisfactory organization, somewhat fluent.

Some awkwardness may be present.

Disorganized, moderately awkward and confusing.
Disorganized, very awkward and confusing.
 

 

Mechanics and grammar

 
No errors in mechanics and grammar.
Minimal (2-4) errors in mechanics and usage, does not change or interfere with meaning.
Some (5-7) errors in mechanics and usage, may interfere with meaning.
Many (8-10) errors in mechanics and usage, interferes with meaning.
Many(10-15) errors in mechanics and usage, interferes wtih meaning.
Many (more than 15) errors in mechanics and usage. Meaning is unclear.
 



Conclusion

By completing this task, you will have learned so much without even realizing it. For example, you will have learned how to take a side of an argument and back it up. How about graphic organizers? Sure you’ve used them before, but here you will be able to put them to good use and use them in the future.

The funny thing is, persuading people to listen to your opinion and to agree with you happens all the time. Do you ever ask your parents for anything? What happens when they say no? You are being persuaded almost every minute of the day. Don’t you watch TV commercials? Aren’t they persuading you to buy their products?

Next time you ask your parents for something or have to express your opinion, think about why you are doing it, who you are doing it to, and why they should listen to you!


Credits & References

Thanks to : Time for Kids, PBS, Scholastic.
Special thanks to : Milford Dept. of Education Technology Department, MBS Web Creations, Cheney Public Schools, teacherfiles.com.
Return to Milford BOE Return to D.Colon Page

Last updated on December 10, 2002. Based on a template from The WebQuest Page