Procedures
Note: This lesson is an introductory lesson on effective speaking skills. Students will later use the effective speaking skills introduced in this lesson to complete Summative Assessment 1 on Day 8 and Summative Assessment 3 on Day 14. Both of these Summatives should take place during the designated language arts time.
1. Grab a microphone (doesn't have to be functional, just use one for a prop), put on a hat or jacket or some other piece of clothing to make yourself look different, and ask the question, What makes a good speaker? Allow time for discussion.
2. Explain that because there is so much information about Native Americans you need the students to help you be the teacher. Tell them that over the next couple of weeks they will learn many interesting facts about Native Americans. You are counting on them to share these facts with each other.
3. One way of learning a lot of facts about Native Americans is to read informational texts. Define informational text as printed words that tell information or facts about a subject. Explain that students will then use this information to speak to the class and share what they have learned about their subject.
Note -If the teacher has not already added this word and its meaning to the Big Word display, do so at this time.
4. Therefore, students will need to learn how to speak to inform. (Set purpose).
5. Explain that when we speak to inform we speak to tell others information or facts about a subject.
6. Pose the question What makes a good speaker? again. Allow time for additional comments.
7. Tell students you've asked two fifth graders to come in and speak to the class. Ask them to listen to the speakers and try to figure out which one does the best job of speaking and what he does that makes him a better speaker.
8. The two fifth grade students role-play an effective and an ineffective speaker. One student includes proper volume, phrasing, intonation, eye contact, and gestures, while the other turns his back from the audience, speaks in broken phrases in a low, monotonous voice and does not include any gestures.
9. When the role-playing is finished, students discuss effectiveness of each speaker and the criteria for being a good speaker.
10. Together the teacher and students devise a list of key criteria for effective speaking. The teacher records these on chart paper.
11. The teacher will use the student-generated list of criteria to formatively assess student knowledge of effective speaking criteria and provide feedback. Feedback should be guiding (Actually, tone means the sound of your voice.) and positive (Yes, great thinking! We do need to speak with more volume when we are speaking to a large group.).
12. Share the Second Grade Sunshine State Standards for speaking and the Rubric for Speaking.
13. Compare the students' list of key criteria with the criteria on the rubric. Define volume, tone, phrasing, eye contact, and gestures.
- Volume the loudness of your voice
- Tone changing the sound of your voice when you say different kinds of sentences
- Phrasing grouping words you speak in a way that makes your speech easy to understand
- Eye Contact Looking at the people who are listening to you while you speak
- Gestures Moving your hands or body to make your speech more interesting to those who are listening.
14. Add these words and their meanings to the Big Word display established earlier in the unit.
15. Tell students the criteria on the rubric are the qualities of speaking they will be learning about in the next few weeks. Post the rubric in an appropriate spot for future reference.
16. Throughout the remainder of the day, the teacher will make a conscious effort to point out evidence of good speaking when the students speak.
17. A few minutes before dismissal distribute Vocabulary Quiz papers. Explain that students will not receive a grade on the quiz. Read the directions to the students. Have students complete the quiz and turn in their papers. The teacher will use the quiz papers to formatively assess student understanding of the vocabulary and to guide instruction. Feedback should be both positive and guiding. Positive feedback might include Great job! You remembered all the words and their meanings. Guiding feedback might include, You got a little confused. See me so I can help you.
Note: The teacher will need to cover the Big Word Display before the quiz is administered if the students can easily see it.
Extensions
1.
Click here to view the Beacon Unit Plan associated with this lesson. See Attached Files to download the Unit Plan Overview, Unit Assessments, and other associated files.
2. Securely fasten a full-length mirror to a wall or other surface in the room so students can stand in front of it and practice their speaking skills throughout the unit.
3. For added practice with gestures, have students write a sentence that lends itself to gestures, such as: Shhh, the baby is sleeping. The door is over there. Allow students to practice and discuss their sentences and gestures to make sure they are appropriate and enhance the communications.