rla public speaking

8/10/2019 RLA Public Speaking

1/33

Lesson Plan

Lesson 1 of 10

Subject/Grade Level: 2/3rdGrade Date: 04/21/2014

Topic: Public Speain! Student:

"e!an #alina

$ontent Standards % $orrelatin! lesson objective

2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts andrelevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*appropriate facts and relevant+ descriptive details+ speain! clearl' at an

understandable pace&

After modeling how to perform an impromptu speech and how to be a good

audience, TSWBAT to perform an impromptu speech in front of the class and score

their performance on an evaluation form.

-ssess.ents:

Students )ill ll out a selfevaluation for. on t*eir perfor.ance& Pri.ar'

use of toda's lesson is *ave students beco.e .ore co.fortable )it*

speain! in front of t*e class and to beco.e a !ood audience&

"eetin! all Learners eeds:

Description ofstudents

(how many students,gender, uniue needs or

Adaptations reuired to meetlearning needs for thislesson

"earners withspecialneeds

# $ %emale "earning Disability

# $ %emale Study S&ills

# ' ale "earning Disability

)elp students understand the

impromptu speech topic or allow

them to choose a di*erent one.

TA+ learners

S-" learners

-ther # $ ale ngagement ssues Be sure to allow this student to have

a turn somewhere in the middle of

. /alina, grades 012, 3"A, spring 04#5 #


2/33

"aterials eeded:Teacher6

icrophone printed on cardstoc&.mpromptu Speeches in cup7hart 8aper

ar&erTimer

Students6 Self'valuation %orm

Lesson 5pener: -s students )*at i.pro.ptu .eans& Tae a fe)

responses 6(plain t*at i.pro.ptu .eans to do so.et*in! )it*out

plannin! or t*inin! about it& Toda' )e are !oin! to be doin! i.pro.ptu

speec*es& 7*at do 'ou t*in t*at .eans8

Su..ar' of Lesson

7*at )ill teac*er do8 7*at )ill students do82 .in&

-s students )*at i.pro.ptu .eans&

Tae a fe) responses 6(plain t*at

i.pro.ptu .eans to do so.et*in!

)it*out plannin! or t*inin! about it&

Toda' )e are !oin! to be doin!

i.pro.ptu speec*es& 7*at do 'ou

t*in t*at .eans8

9 .in&

rin! out c*art paper&

7e are !oin! to create a list of )*at it

.eans to be a !ood audience& 7*at

s*ould a !ood audience do8 Tae

responses fro. students&

1 .in&

Tell students t*at t*e' )ill be allo)ed

30 seconds to spea and t*at t*e'

.ust read t*eir topic aloud&

30 .in&

-llo) eac* student in class to *ave a

-ns)erin!/Listenin!

,espondin!

Listenin!

Participatin!/Listenin!

. /alina, grades 012, 3"A, spring 04#5 0


3/33

turn& Tae anecdotal records on *o)

t*e students perfor.& Praise

class/individual students on t*eir

!ood audience .anners&

9 .in&

Tell students t*at ; )ant to no) *o)

co.fortable t*e' feel )it* public

speain!&


4/33

other students to choose a di*erent topic, but really wanted him to participate. )e

still didn:t li&e the topic and told him that two chances were all he got. )e ;ust

stood there and as&ed him if was going to participate or not. )e went bac& to his

des& and started dumping everything out of his des&. &ept the students doing their

impromptu speeches and ignored the student:s behavior. )e eventually pic&ed

everything o* the listening time.

Lesson Plan

Lesson 2 of 10


Topic: Public Speain! Pacin! Student: "e!an#alina

$ontent Standards % $orrelatin! lesson objective2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts and

relevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*appropriate facts and relevant+ descriptive details+ speain! clearl' at anunderstandable pace&

After modeling appropriate pacing for di*erent audiences and purposes, TSWBATperform a short reader:s theater to the class using appropriate pacing for theirpurpose and audience.

-ssess.ents:

6(it Ticet > Pacin!> $*oral ,esponse

7ritin! do)n na.es of students )*o need e(tra *elp )it* volu.e )*ile ;observe t*e. readin! t*rou!* t*eir script&

Listenin! to t*e. individuall' spea )*ile t*e' perfor. t*eir readerst*eater& Give i..ediate feedbac&


. /alina, grades 012, 3"A, spring 04#5 5


5/33


(how many students, gender,uniue needs or

characteristics!

Adaptations reuired to meetlearning needs forthis lesson





Di*erentiated levels of reader:stheatre. Students are groupedaccording to reading ability.

TA+learners

S-"

learners

-ther # $ ale ngagement ssues

0 $ %emales =eed moresca*olding.

ncourage him to participate.

"ower level reader:s theater.

"aterials eeded: Teacher6icrophone printed on cardstoc&.2 $ 8oems (Any!

)ighlighter? copies $ The Three Billy +oats +ru*5 copies $ +oodnight oon? copies $ &now an -ld Teacher0 copies $ +reen ggs and )am@ 7opies $ Dog Breath Students6 =-=

Lesson 5pener:

e!in readin! a poe.& ,ead too slo)l'+ ?uicl' Pause fre?uentl' andlisten to t*e students responses to .' poor atte.pt at readin! poetr'&

7*at a. ; doin! )ron!8T*is is called pacin!@


6/33

3 .in&

e!in readin! a poe.& ,ead too slo)l'+ ?uicl' Pausefre?uentl' and listen to t*e students responses to .'poor atte.pt at readin! poetr'&

7*at a. ; doin! )ron!8

T*is is called pacin!@


7/33

40 .inutes

AATransition to )ritin!&

,e=ection of Teac*er:The students were denitely a little confused on how to do reader:s theatre. Turningthe pages, following along, &nowing what parts to read, and etc. The studentsthought you were supposed to read the character:s name before you read the line. should have found a reader:s theatre script that could have incorporated the wholeclass and done it in a group. "istening to them read, did hear the group correctingtheir pacing and all it too& from me was a gentle reminding and their pacingdramatically improved. hope to continue to see improvement as we do this more.

Today was a trial run. t appeared to be an en;oyable e9perience for all studentssince chose groupings according to reading level. will use the same scripts later

this wee& and the same groupings in order to improve


8/33

specialneeds

# $ %emale Study S&ills# ' ale "earning Disability

TA+ learners

S-"

learners-ther # $ ale ngagement ssues

"aterials eeded: one

Lesson 5pener:

Su..ar' of Lesson

7*at )ill teac*er do8 7*at )ill students do8

C .in&

e!in readin! a poe. ver' ?uietl'& inis*t*e entire poe.& Loo up and as students)*at t*e poe. )as about& Students )ill sa't*at t*e' couldnt *ear .e& e!in readin!poe. a!ain+ but t*is ti.e too loudl'& Looup after readin! a fe) lines& Students )illsa' t*at ; )as readin! too loudl'& ,ead t*epoe. at a nor.al volu.e& -s students)*at t*e' t*e topic )ill be toda'8 Pro.ptstudents& ;f t*e' dont !et it )it*in a fe)!uesses tell t*e.&

Bolu.e is *o) loud or *o) ?uiet 'ou are&Eou need to be sure t*at 'our volu.e isappropriate to 'our audience& ot too loud+not too ?uiet+ but just ri!*t& T*e Goldilocsvolu.e&

Lets practice talin! too loudl'& o) letspractice talin! too softl'&

3 .in&

Toda' )e are !oin! to be intervie)in! a

partner& ; )ill assi!n partners& ; )ant 'ou toas t*e.:

1& 7*at is 'our full na.e8

2& 7*at is 'our favorite t*in! to do int*e su..er8

Eou )ill need to introduce 'our partner& Fse

Listenin!/,epl'in!

. /alina, grades 012, 3"A, spring 04#5 C


9/33

anot*er student as an e(a.ple& T*is is"e!an #alina& S*e lies to !o s)i..in! int*e su..er&

2 .in&

Pair students up and tell t*e. to !et bus'intervie)in! t*eir partner& ,e.ind studentst*at t*e' are not to )rite do)n t*e ans)ersto t*e ?uestions& T*e' *ave to .e.oriet*eir partners ans)ers&

10 .in&

-llo) students to intervie) t*eir partners&"ae sure to !ive t*e. a ve .inute)arnin!&

20 .in&


10/33


Topic: Public Speain! Bolu.e andPacin! Student: "e!an #alina

$ontent Standards % $orrelatin! lesson objective2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts andrelevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*appropriate facts and relevant+ descriptive details+ speain! clearl' at anunderstandable pace&

After reviewing appropriate volume and pacing for di*erent audiences andpurposes, TSWBAT perform a short reader:s theater to the class using appropriatevolume and pacing for their purpose and audience.

-ssess.ents:

6(it Ticet > Bolu.e and Pacin! > $*oral ,esponse

7ritin! do)n na.es of students )*o need e(tra *elp )it* pacin! andvolu.e )*ile ; observe t*e. readin! t*rou!* t*eir script&

Listenin! to t*e. individuall' spea )*ile t*e' perfor. t*eir readerst*eater& Give i..ediate feedbac&



(how many students, gender,uniue needs orcharacteristics!

Adaptations reuired to meetlearning needs for

this lesson





Di*erentiated levels of reader:stheatre. Students are groupedaccording to reading ability.

TA+learners

S-"learners

. /alina, grades 012, 3"A, spring 04#5#4


11/33


0 $ %emales =eed moresca*olding.

ncourage him to participate.

"ower level reader:s theater.

"aterials eeded: Teacher6icrophone printed on cardstoc&.2 $ 8oems (Any!)ighlighter? copies $ The Three Billy +oats +ru*5 copies $ +oodnight oon? copies $ &now an -ld Teacher0 copies $ +reen ggs and )am@ 7opies $ Dog Breath

Students6

Lesson 5pener:

e!in readin! a poe.& ,ead too loudl'+ ?uietl'+ slo)l'+ ?uicl' Pausefre?uentl' and listen to t*e students responses to .' poor atte.pt atreadin! poetr'&


12/33

too ?uiet+ too fast+ and too slo)&


13/33

49 .in&

AATransition to )ritin!&

;nvent a ne) ind of sand)ic*& Describe )*at is on itand *o) 'ou )ould .ae it&

,e=ection of Teac*er:

Students seem to be really receptive to reader:s theatre. tried to carefully group

students according to ability and manage behavior. All of the groups wor&ed well

together e9cept for one group. -ne girl wasn:t happy with the part she was given

and the rest of the group was getting frustrated with her lac& of participation. was

able to get her through this lesson and participating by freuent tal&s to her and

assuring her that she would have a di*erent part the ne9t time we did reader:stheatre. also had an aide for half of the period and had her wor&ing with the

lowest group. didn:t realiFe that would have her doing today:s lesson, but am

than&ful did. was able to manage the other groups while she solely stuc& with

that one group. She &ept them following along and ma&ing sure they were turning

to the right pages. A problem didn:t realiFe would come up, was students not being

able to turn pages in a pac&et and end up on the right page. did highlight their part

for them, but it wasn:t enough to &eep them all on trac&. "uc&ily, there was at least

one group member that &ept everyone on trac& and allowed the reader:s theatre to

run smoothly.

Lesson Plan

Lesson 9 of 10


Topic: Public Speain! > 6'e $ontact

Student: "e!an #alina


2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts andrelevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*appropriate facts and relevant+ descriptive details+ speain! clearl' at anunderstandable pace&

-fter .odelin! poor and appropriate e'e contact+ TS7 practice

appropriate e'e contact b' introducin! t*eir partner&

. /alina, grades 012, 3"A, spring 04#5#2


14/33

-ssess.ents:

-re students able to introduce t*eir partner usin! appropriate e'e

contact8

"ae note of students )*o arent .ain! appropriate e'e contact&


15/33

arent looin! at t*e audience& Tell t*e. t*at t*is is called e'e contact&

Su..ar' of Lesson7*at )ill teac*er do8 7*at )ill students do89 .in&

ace t*e )all and be!in introducin!toda's lesson& 7*en students

.ention so.et*in!+ stand reall' close

and stare at one student& 7*en t*e'

sa' so.et*in! about t*at+ !o and face

t*e )indo)s& -s students )*at t*e'

t*in ; a. not doin! correctl'&

Students s*ould sa' t*at 'ou arent

looin! at t*e audience& Tell t*e. t*at

t*is is called e'e contact&

6(plain )*' e'e contact is i.portant:

6n!a!es audience

"aes people feel lie 'oure

talin! to t*e. instead of at

t*e.

-udience *ears 'our .essa!e

better

3 .in&

Toda' )e are !oin! intervie) a

partner lie )e did last )ee& T*is

ti.e )e are !oin! to as diIerent

?uestions& 7rite ?uestions up on t*e

board& 7*en )e introduce our partner

)e are !oin! to *ave to focus on

*avin! appropriate volu.e+ pacin!+

and e'e contact&

C .in&

Pair students up and allo) t*e. to

intervie) t*eir partner& "ae sure to

Listenin!

Listenin!

;ntervie)in!

Listenin!/;ntroducin!

. /alina, grades 012, 3"A, spring 04#5#


16/33

tell t*e. )*en to s)itc* so bot*

partners !et intervie)ed&

13 .in&

rin! !roup bac to!et*er and *ave

t*e. introduce t*eir partner to t*e

class& Stop t*e. and re.ind t*e. if

t*e' arent usin! appropriate e'e

contact+ volu.e+ or pacin!&

3 .in&

-s students to !et out a piece ofscratc* paper& -s t*e. to )rite )*at

t*e feel is t*e *ardest sill for t*e.

ri!*t no)& Bolu.e8 Pacin!8 6'e

contact8 7*at do 'ou need to do to

!et better at t*is8

Partner

7ritin!

$losure

Tae volunteers to s*are )*at t*e' feel t*e' need to )or on t*e .ost&


Students were able to wor& a lot more eciently and didn:t need as much time as

they did before when they were interviewing their partners. We got through the

pairs interviewing each other and then we had a re alarm. This as you can imagine

created uite the stir and we missed out on a lot of the time for the lesson. n order

to assure there was enough time for everyone to introduce their partner, split the

class into four larger groups and had them share among their groups. went from

group to group to listen in. This wasn:t ideal as am sure missed things would

have caught if they each would have had my one on one attention. )owever,

didn:t want the students to miss time practicing their public spea&ing s&ills. The

students appeared to be able to incorporate all three of the s&ills into their spea&ing

today. -ne thing found were students who were not comfortable with the content

&ept loo&ing up at the ceiling. thin& with time and with a topic they &now the

content better they will be able to have better eye contact. The ma;ority of

student:s pacing and volume was ideal.

Lesson Plan

Lesson C of 10

. /alina, grades 012, 3"A, spring 04#5#@


17/33

Subject/Grade Level: 2/3rdGrade > 6'e $ontact+ Bolu.e+ Pacin! Date:

04/2J/2014

Topic: Public Speain! >Student: "e!an #alina


2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts andrelevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*appropriate facts and relevant+ descriptive details+ speain! clearl' at anunderstandable pace&

-fter revie)in! e'e contact+ volu.e+ and pacin!+ TS7-T perfor.

i.pro.ptu speec*es in s.all !roups&

-ssess.ents:

Students )ill !ive eac* peer feedbac&

$an t*e student use appropriate e'e contact+ pacin!+ and volu.e )*ile

doin! an i.pro.ptu speec*8


Descriptio

n ofstudents

(how many students,gender, uniue

Adaptations reuired to meet learningneeds for this lesson


# $ %emale "earning

Disability


# ' ale "earning

Disability

+roups will be predetermined with these

students being paired with the Iclassroom

helpersJ.

TA+ learners

S-" learners

-ther # $ ale ngagement

ssues

Student has been engaged throughout the

previous lessonsK don:t thin& today:s lesson

will be an issue for this student. )e appears t

"aterials eeded:

. /alina, grades 012, 3"A, spring 04#5#?


18/33

Teacher6mpromptu Speech 7up+roups of 5

Students6 =-=

;.pro.ptu Speec* Topics

Stop 7atc*es > T6$


19/33

and eac* person )ill *ave a turn doin!

an i.pro.ptu speec*& 6ac* person *as

t*irt' seconds& S*o) students *o) to

use stop )atc*& "odel *o) to do an

i.pro.ptu speec*& S*o) students *o)

to !ive eac* ot*er feedbac )it*out*urtin! anot*er !roup .e.bers

feelin!s&

2 .in&

Put students in !roups and !ive eac*

!roup t*eir .aterials&

10 .in&

-llo) students to do i.pro.ptu

speec*es& T*is s*ould !ive eac*

person t*ree turns&

9 .in&

-s !roups to co.e up )it* )*at t*eir

!roup is t*e best at doin! and )*at do

t*e' need to )or on t*e .ost8


20/33

was pleased with how engaged and focused they stayed throughout the entire

fteen minute of group wor&. =o group members complained about whom they

were placed with, which is a huge step for this group of students. The one issue

found was the stopwatches. didn:t want it to become a management issue, but of

course it did. tried to only have one student run the stopwatch to save time from it

being passed around and &ids: arguing over whose turn it was. -f course this stillhappened and all the &ids wanted to play with it. n the future, should have

allowed a few minutes where all of the students could have played with the

stopwatches and got to e9perience them. should have &nown that from the

beginning, so to solve this gave a few minutes at the end and allowed the students

to play with the stopwatches.

Lesson Plan

Lesson K of 10


Topic: Public Speain! > $ontent



2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts andrelevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*appropriate facts and relevant+ descriptive details+ speain! clearl' at an


-fter creatin! a list of ti.e order )ords and discussin! )*at a be!innin!+

.iddle+ and end is in a speec*+ TS7-T put ju.bled sentences to!et*er in

order )it* a partner&

-ssess.ents:

-re students able to create a list of ti.e order )ords8

-re students able to )or )it* a partner and put sentences in order fro.

be!innin! to end8

-re students able to read t*e sentences aloud usin! appropriate pacin!

and volu.e8


. /alina, grades 012, 3"A, spring 04#504


21/33


(how many students, gender,


"earners with

specialneeds




will wor& with these students in

a small group while the otherstudents wor& in pairs.

TA+ learners

S-" learners

-ther # $ ale ngagement ssues =one needed.

"aterials eeded:Teacher6 7hart 8aper

Students6 Lumbled SentencesLesson 5pener:

Sa' t*is:

irst+ ; ate .' breafast&

T*en+ ; poured t*e .il on .' cereal&

inall'+ ; !ot a bo)l&

-s students )*at is )ron! )it* .' stor'&


Sa' t*is:

irst+ ; ate .' breafast&

T*en+ ; poured t*e .il on .' cereal&

inall'+ ; !ot a bo)l&

-s student )*at is )ron! )it* .' stor'&


22/33

"rs&


23/33


spo&e with their teacher about previous e9perience with time order words. The

teacher assured me that they had spent ample time on time order words. Students

did have previous bac&ground &nowledge with time order words. Some students

were able to remember them uic&er than others. We were able to generate adecent list as a class. had to sca*old them in order to reach some of the words

was hoping they:d come up with. Students wor&ed well with their partners and it

allowed me to spend time with the students who needed additional support. The

students who needed additional support really struggled with putting the sentences

in order. read them all aloud to themK we tried di*erent orders and read them

aloud again. This was a dicult concept for them. hope to continue to wor& with

the students on putting a story in order during 3"A. didn:t get as much time to

listen to the students read the sentence aloud as had hoped. spent the ma;ority

of my time wor&ing with the small group. )owever, the discussion about what the

hardest part was to put in order usually consisted of the middle. Some students said

the beginning, because once they had the beginning, they will able to follow how

the story 7rite a Speec*



2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts and

relevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*

appropriate facts and relevant+ descriptive details+ speain! clearl' at anunderstandable pace&

-fter revie)in! ti.e order )ords+ elicitin! e(pectations+ and c*oosin! a

topic+ TS7-T )rite a speec* includin! a clear be!innin!+ .iddle+ and

end& 3rd !raders )ill be re?uired to *ave t)o additional supportin!

sentences&



24/33

-ssess.ents:

$an second !rade students )rite a speec* on *o) to .ae t*eir favorite

food t*at *as a be!innin!+ .iddle+ and end8

$an t*ird !rade students )rite a speec* on *o) to .ae t*eir favorite

food t*at *as a be!innin!+ .iddle+ and end )it* t)o supportin! details8

$an students )or )it* a partner to peer edit t*eir speec*es8



(how many students, gender,uni ue needs or


"earners with

specialneeds




Students will be given a piece of

paper that consists of6

%irst,Then,%inally,

TA+ learners

S-" learners

-ther # $ ale ngagement ssues =one needed.

"aterials eeded:

Teacher6 7hart with time order words

Students6 8aper8encil

Lesson 5pener:

7*o re.e.bers so.e of t*e ti.e order )ords )e ca.e up )it*

'esterda'8 Tae a fe) responses fro. students& rin! c*art out to re.ind

students&

Su..ar' of Lesson7*at )ill teac*er do8 7*at )ill students do8

2 .in&

7*o re.e.bers so.e of t*e ti.e

order )ords )e ca.e up )it*

'esterda'8 Tae a fe) responses

fro. students& rin! c*art out to

re.ind students&

Listenin!/,espondin!



25/33

3 .in&

7e are !oin! to be )ritin! a speec*

toda' on *o) to .ae 'our favorite

food@ ; )ant 'ou to t*in of 'our

favorite food& Go around t*e roo.

and as students )*at t*eir favorite

food to .ae is& "ae sure all

students *ave an idea&

9 .in&

Since )e *ave bot* 2ndand 3rd

!raders in our class+ ; a. !oin! toc*allen!e t*e 3rd!raders& T*e 2nd

!raders need to be sure t*e' *ave a

be!innin!+ .iddle+ and end&


26/33

6;Tloo& for the

beginning, middle, and end or beginning, middle, and end with the two supporting

details.

Lesson Plan

Lesson of 10

Subject/Grade Level: 2/3rdGrade Date:

09/01/2014

Topic: Public Speain! > $ontent > Peer 6dit/Practice



2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts andrelevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*

appropriate facts and relevant+ descriptive details+ speain! clearl' at an


-fter .odelin! *o) to peer edit a speec*+ TS7-T nis* )ritin! t*eir

speec*es and peer edit t*eir speec* )it* a partner&

. /alina, grades 012, 3"A, spring 04#50@


27/33

-ssess.ents:

-fter speec*es are peer edited+ are t*e' free fro. errors8

$riteria: 2ndGrade $lear be!innin!+ .iddle+ and end usin! ti.e order)ords&

3rdGrade > $lear be!innin!+ .iddle+ and end usin! ti.e order )ords and

t)o supportin! sentences&



(how many students,

gender, uniue needs or






8artner that is able to patiently

wor& students who need more

support.

TA+ learners

S-" learners

-ther # $ ale ngagement ssues =ot needed. This student is still

being successfulM

"aterials eeded:Teacher6 =one

Students6 Written SpeechesLesson 5pener:

7*o can re.ind .e of )*at )e )ere )orin! on 'esterda'8 7ritin!

speec*es on *o) to .ae t*eir favorite speec*es 7*at ind of )ords

)ere )e usin!8 Ti.e order


28/33

)orin! on 'esterda'8 7ritin! speec*es

on *o) to .ae t*eir favorite speec*es

7*at ind of )ords )ere )e usin!8

Ti.e order


29/33

speec*& T*e end8 T*e .iddle8 - detail8

$all on eac* student in class to present

one sentence fro. t*eir speec* )it*out

looin! at t*eir pa!e&

Total Time: 45 minutes

$losure

7*o t*ins t*e' *ave t*eir speec* .e.oried8 7it*out looin! ; )ould

lie 'ou to tell .e t*e be!innin! oI 'our speec*& T*e end8 T*e .iddle8 -

detail8 $all on eac* student in class to present one sentence fro. t*eir

speec* )it*out looin! at t*eir pa!e&


The students were able to peer edit after me modeling. had to model more than

once. nstead of ;ust me giving feedbac& to the student, modeled speeches thatcontained di*erent issues such as no beginning, no supporting details, and etc.

then as&ed the students to chorally answer what the issue was with my speech. This

ended up ta&ing more time than planned, but &new it was important to spend the

time upfront teaching them how to peer edit or it would have ta&en a lot more time

later on. t saved me from having to answer the same uestion over and over again.

8eer editing will ta&e a lot more time for the students to become Speec* Da'



. /alina, grades 012, 3"A, spring 04#50E


30/33

2&SL&4 Tell a stor' or recount an e(perience )it* appropriate facts and

relevant+ descriptive details+ speain! audibl' in co*erent sentences&3&SL&4 ,eport on a topic or te(t+ tell a stor'+ or recount an e(perience )it*

appropriate facts and relevant+ descriptive details+ speain! clearl' at an


-fter practicin! recitin! t*eir speec* on t*eir favorite food to a partner+

TS7-T to perfor. t*eir speec* to t*e entire class usin! appropriate

pacin!+ volu.e+ e'e contact+ and t*eir speec* )ill include a be!innin!+

.iddle+ and end&

-ssess.ents:

,ubric > elo)

Peer 6valuation or. > elo)

"eetin! all Learners eeds:Description of

students(how many students,

gender, uniue needs or






Di*erentiated levels of reader:s

theatre. Students are grouped

according to reading ability.

TA+ learners

S-" learners


"aterials eeded:Teacher6 Timer

3ubric $ 24

Students6 emoriFed Speech8eer valuation %orm

Student What are they best atHStudent # 8acing

Student 0 ye 7ontact

Lesson 5pener:

5ur public speain! is sadl' co.in! to an end& Toda' is t*e da' t*at )e

!et to perfor. our speec*es t*at )e *ave been )orin! so *ard on& 7e

!et to s*are t*e. )it* our class.ates and fa.il'@ 7*o can re.ind .e

)*at sills )e *ave been learnin! to .ae us better public speaers8



31/33


5ur public speain! is sadl'

co.in! to an end& Toda' is t*e

da' t*at )e !et to perfor. our

speec*es t*at )e *ave been

)orin! so *ard on& 7e !et to

s*are t*e. )it* our class.ates

and fa.il'@ 7*o can re.ind .e

)*at sills )e *ave been

learnin! to .ae us better public

speaers8 Pacin!+ Bolu.e+ 6'e

$ontact+ $ontent

9 .in&

; a. !oin! to put 'ou )it* a

partner and allo) 'ou to practice

!ivin! 'our speec* before 'ou do

it in front of t*e )*ole class&

Eour partner s*ould be listenin!

for 'our volu.e+ pacin!+ and

content& Eour partner s*ould be

looin! to .ae sure 'oure

.ain! e'e contact& "ae sure

'oure !ivin! feedbac to 'ourpartner& Pull up a student and

.odel t*is&


32/33

Tell t*e students t*at t*e' )ill

)rite t*e na.e of t*e student

and )*at t*e' did best )*ile

!ivin! t*eir speec*& 7rite t*e

options on t*e board& Bolu.e+

Pacin!+ 6'e $ontact+ $ontent&

29 .in&

-llo) students to !ive t*eir

speec*es&

K .in&

-s students to =ip t*eir peer

evaluation s*eet over and )rite)*at t*e' t*in t*e' *ave

i.proved on t*e .ost& 7*at do

t*e' still need to )or on8

Total Time: 45 minutes.

Givin! speec*+ liustenin!+ llin!

out peer evaluation for.

$losure

Tell students t*at ; )ill be co.pilin! all of t*e infor.ation t*at t*eir peers

too and )ill be !ivin! a)ards to t*e people )it* t*e best Bolu.e+ Pacin!+

6'e $ontact+ and $ontent&


The students were grumbling about having to practice their speech with their

partner, because they insisted that they had their speeches memoriFed. insisted

that more practice will allow you to focus on the volume, pacing, and eye contact

instead of worrying about the content. Students were willing to practice their

speeches and many of them commented on the fact that it was harder to do their

speech in front of a peer. %rom previous times of having the students do speeches,

learned that the students can:t sit for that long listening to speeches without havingsomething to do. decided to have the students choose one s&ill that they thought

their peer had mastered and write it down. This allowed the students to actually

have to listen>loo& at the student presenting. This did help &eep the students

attention. )owever, there were still a few students who were distracted by other

things in their des&. =e9t time, would have included a rating system that reuired

the students to do more than write one thing down while each student was



33/33

spea&ing. The improvement that these students had made in their spea&ing was

very evident. They are more competent in their public spea&ing s&ills. do feel that

two wee&s wasn:t uite enough time to cover public spea&ing in'depth. thin&

public spea&ing is a s&ill that needs to be practiced constantly throughout a

student:s life in order to improve>maintain their s&ills.

rla public speaking

Documents