Beacon Lesson Plan Library


Debbie Funkhouser


This lesson will give each child an opportunity to share something important to him and will encourage the development of good verbal communication skills.


The student speaks clearly and at a volume audible in large- or small-group settings.

The student asks questions to seek answers and further explanation of other people's ideas.

The student uses eye contact and simple gestures to enhance delivery.


-Chalkboard or whiteboard
-Chalk or markers
-Duplicated monthly calendar (one per child)
-Some sort of timer


1. Produce a monthly calendar with each child's name listed on an assigned day. I use -Print Artist- by Sierra.
2. Duplicate the calendar so that each child receives a copy.
3. Set aside a period of time each day for the assigned child to share.


1. The first time I do this, I list the children on the calendar in alphabetical order by their first name. Each month, I rotate the names so that the same child is not always first or last. This calendar is sent home on the last Friday before a new month begins. I attach it to my weekly newsletter.

2. On the child's assigned day, he will bring something from home to share. This can be anything of interest to him. (i.e. a gift, something he collects, something he has found and would like to tell us about, etc.)

3. Set a timer for the amount of time allotted the child (i.e. 15 minutes).

4. After the child has told about his item, have him choose a friend who will be a scorekeeper.

5. On the board, I write the words -questions- and -statements-, leaving enough room between the two so that a tally can be kept. (At first, we do a lot of discussion about what is a question and what is a statement. If something demands an answer, it is a question. We also discuss what might be an appropriate question. The teacher could make a list of who asks questions and their appropriateness for a later discussion.)

6. Allow the child who is sharing to call on children as they raise their hands. These children may ask the sharer a question or make a statement about his item. The score keeper will make tally marks under the correct heading. This will continue until the timer bell rings. We do the tallying because this tends to keep the children more focused and makes them participate more. The question/answer time is especially important to encourage the children to elaborate more on the item, especially for the children who are more shy than others.

7. The teacher should be sitting in the back of the room where the sharer can see her. She should be giving the child some pre-arranged signals to let him know if he is speaking clearly and at an appropriate volume as well as making eye contact.

8. Sharing gives the children practice speaking orally. The questions/statements segment gives everyone an opportunity to practice oral communication.


Mark each child according to the following Rubric:
Student Assessment Rubric
--Speaks audibly,
--Speaks clearly,
--Makes eye contact,
--Uses appropriate gestures,
--Shows knowledge of topic by asking and/or responding to questions appropriately.

--Speaks less audibly,
--Speaks less clearly
--Little eye contact,
--Uses some gestures
--Shows some knowledge of topic by attempting to ask and/or respond to questions.

Changes Needed:
--Weak volume,
--Little clarity
--Little or no eye contact
--No gestures
--Shows little or no knowledge of topic by not acknowledging or responding to questions.
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