Beacon Lesson Plan Library
All's Well That Ends Well
Bay District Schools
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.
The student focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information).
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).
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).
The student organizes and effectively delivers a speech using a beginning, middle, and end.
-Some Strange Speeches (See Asssociated File)
-Student Topics for Presentation (See Associated File)
-White board or Chart Paper or overhead transparency
1. Practice the speeches in the Associated File.
2. Duplicate the topics found in the Associated 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.
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 Associated 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 Associated 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?
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.
The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2949. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, ďAssociated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
This is an excellent site for backgound material for either the teacher or the students.Public Speaking
This is the entire unit including files and instructions.