Beacon Lesson Plan Library
Who's Speaking?
Vicky Nichols
Bay District Schools
Description
Students prepare a short speech, record it on video tape, edit, then deliver the speech.
Standards
Florida Sunshine State Standards
LA.C.3.3.1
The student understands how volume, stress, pacing, and pronunciation can positively or negatively affect an oral presentation.
LA.C.3.3.3
The student speaks for various occasions, audiences, and purposes, including conversations, discussions, projects, and informational, persuasive, or technical presentations.
Florida Process Standards
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.
Cooperative Workers
08 Florida students work cooperatively to successfully complete a project or activity.
NETS for Students
4.1
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
4.2
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Materials
- Note cards
- Video camera
- Video tapes for recording
- VCR and TV set-up
- Computer with Internet access
- Printer
- Podium
Preparations
1. Visit any appropriate Internet Site on public speaking.
2. Prepare an independent assignment.
3. Gather materials.
4. Know how to use a video camera and instruct students.
Procedures
1. Discuss what makes a speech and a speaker interesting. Include: focus, voice expression, facial expression, logic, examples, attention-getters, making a point, sticking to the topic, etc.
(Optional- show a video of a speaker who is good, such as Martin Luther King.)
2. Instruct students to choose a topic for a 2-3 minute speech. Allow students time to write after viewing and discussing the assessment rubrics.
(Optional- Allow students to visit an Internet site on public speaking for examples, etc.)
3. Students copy their speeches onto note cards. Caution students to number the cards.
4. In groups of four, allow students to -deliver- their speeches. One person video tapes while another student delivers a speech. Rotate so that each student delivers a speech and then video tapes a speech. (I also run an independent assignment for 3 or 4 days, so that groups can have 20 minutes to tape their speeches then see the result while others are working.)
5. After viewing themselves, students complete the self-assessment (see attached file). Some students may wish to ask others in their group how improvement can be made.
6. Teacher presents the peer evaluation to the class and assigns a date for giving speeches to the class.
7. Students present their speeches and are graded by peers (see file). The teacher may ask three different students to grade each speaker. That way, all class members get a chance to assess as well as give speeches. The three grades can be averaged. Other ways can be devised according to what the teacher feels is fair.
Assessments
1. Use self- and peer-assessment activities. The criteria are available in the following sources:
-Self-assessment sheet (See Attached Files)
-Peer evaluation sheet (See Attached Files)
2. Use teacher observation for effective handling of the video camera and viewing the tapes.
3. Students who use the Internet site must show their print-outs to the teacher.
Note: Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.
Extensions
Speech topics can be assigned according to what period of time the history teacher is currently teaching.
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