Beacon Lesson Plan Library
All's Well That Ends Well
Vicky Nichols
Bay District Schools
Description
Beginning and ending are two of the most important parts of a speech! The middle is rather important also. Students check out the importance of organizing a speech.
Standards
Florida Sunshine State Standards
LA.B.1.3.2.7.1
The student focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information).
LA.B.1.3.2.7.2
The student uses devices to develop relationships among ideas (for example, transitional devices; paragraphs that show a change in time, idea, or place; cause-and-effect relationships).
LA.B.1.3.2.7.6
The student uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness (for example, considering audience, sequencing events, choosing effective words; using specific details to clarify meaning).
LA.C.3.3.1.7.3
The student organizes and effectively delivers a speech using a beginning, middle, and end.
Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.
Materials
-Some Strange Speeches (See Asssociated File)
-Student Topics for Presentation (See Attached File)
-White board or Chart Paper or overhead transparency
-Student Folders
Preparations
1. Practice the speeches in the Attached File.
2. Duplicate the topics found in the Attached File.
3. If necessary, prepare definitions and examples of the words introduction, conclusion, body, beginning, middle, end, support, transitions, and sequence.
4. Write the words (above) on an overhead transparency, chart paper, or white board.
Procedures
NOTE: This is lesson four of the unit, Speak for Yourself, found on the Beacon Website.
1. Introduce this lesson by reviewing the Great Speeches Question 3 from yesterday (Why would a speaker use tools such as metaphors, repetition, slang, formal language, careful word choice, etc. when writing and delivering a speech?). Students also need to review the questions and answers from the worksheet entitled, Speaker's Tools Worksheet from the previous lesson. Formatively assess student answers and corrections. This information should be placed in the students' folders since they use this as study material for one of the summative assessments. While students have their folders out, have them take out the rubric What Makes A Good Speaker. Refer them to the section on Organization.
(At some point during the day's lesson, review the unit's timeline created in previous lessons which informs students as to when the assessments will take place.)
2. Put the following words on the board and review the definition of each with students. They need to take notes to use in today's lesson and in answering Great Speeches Question 3. The words are introduction, conclusion, body, beginning, middle, end, support, transitions, and sequence. Ask students how each word relates to a speech or oral presentation. It may be necessary to provide an example of each as well.
3. Read the speeches from the worksheet, 'Some Strange Speeches' to the students. (See Attached File) There are directions on the sheet. Reinforce the concepts of beginning, middle, and end to the students as they pertain to speeches or oral presentations.
4. Give each student one of the topics listed on the Student Topics for Presentation sheet found in the Attached File. The directions for this activity are listed on the sheet.
5. Give students a few minutes to 'practice' their topics and then ask for volunteers to read their presentations aloud. Most will be funny or creative and students will enjoy sharing them. After each, ask the class, was there a definite beginning? a definite ending? a middle with support and that was logical according to the topic? If not, utilize this time to provide specific and corrective feedback which will lead students to an understanding of the topics presented today.
6. Assign the Great Speeches Question 4 to students:
Why should you take the time to organize an oral presentation with an introduction, body including support and transitions, and a conclusion?
Assessments
1. Formatively assess the Speaker's Tools Worksheet. Assess students' answers for correctness as it pertains to the answer sheet. Identify those students who missed a majority of the answers and provide them additional instruction. It is also advisable that praise be given to those students who have a majority of the answers correct. Utilize Best Practices when giving feedback to students so it is positive and specific.
2. Collect the papers written by the students for the topics. Formatively assess them by noting whether the student who wrote the first paragraph was able to write a beginning, the second student should've written a body with some type of example, support, etc., and the third student should've been able to bring it all to a conclusion. Students whose paragraphs indicate a lack of understanding of their part of the development of the topic need to conference with the teacher and pinpoint the problems. Conventions are not important at this point unless they impede understanding. If students do have the material correct, provide feedback here as well so students receive praise for the learning that has occured.
Extensions
Click here to view the Beacon Unit Plan associated with this lesson. See Associated Files to download the Unit Plan Overview, Unit Assessment, and other associated files.
Web Links
This is an excellent site for backgound material for either the teacher or the students. Public Speaking
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