Beacon Lesson Plan Library

Speeches to Introduce

Dawn Capes
Bay District Schools


Students create multimedia speeches of introduction which focus on women and Hispanics.


The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion.

The student uses electronic technology including databases and software to gather information and communicate new knowledge.

The student uses responsive listening skills, including paraphrasing, summarizing, and asking questions for elaboration and clarification.

The student uses movement, placement, juxtaposition, gestures, silent periods, facial expressions, and other nonverbal cues to convey meaning to an audience.

The student understands how the multiple media tools of graphics, pictures, color, motion, and music can enhance communication in television, film, radio, and advertising.

The student incorporates audiovisual aids in presentations.

The student uses language that is clear, audible, and suitable.

The student delivers an effective informational, persuasive, or technical speech.


-Computer-based research software such as:
Middle Search
UXL Biographies
World Book Encyclopedia CDROM
-Presentation software such as Microsoft PowerPoint
-AV computer and TV
-Camcorder and tapes


1. Gather materials.
2. Research names of important Hispanics or women.
3. Create or duplicate Speech Rubric. (See Associated File)
4. Be familiar with the presentation software (MS PowerPoint or other) and videotaping.
5. Create a handout specifying information students should look for when researching their famous person. (Optional)
6. Create a sample PowerPoint presentation.


1. To introduce students to the concept, provide them with real-world examples of speeches of introduction. Examples include the Grammy's, MTV Music Awards, the Emmy's and the Oscars. Discuss with students the types of information normally learned during an introduction (accomplishments, birthdate, currently known for, etc).

2. Tell students that now they will be introducing a famous person themselves.

3. Students, working with a partner, choose a person to research from a list of Hispanic and/or women's names. Suggestions include Oprah Winfrey, Sammy Sosa, Carlos Santana, Eleanor Roosevelt, Emily Dickinson, and Amelia Earhart. Choose a range of historically and currently famous people. The teacher may want to take the list of names and cut them up and place in a hat. This keeps students from choosing the same person.

4. Share the Speech Rubric with students. (See Associated File) At this time, point out only the portions of the rubric which have to do with Cooperative Workers and the speech information. Inform students that you will be referring to the rubric throughout the process so they should keep this rubric on hand.

5. Students spend two to three days doing their research. They utilize the Internet, Middle Search, UXL Biographies, World Book Encyclopedia CDROM, or similar research programs. Make sure students write down bibliographic information as they will be turning this in for assessment later. Students should research topics such as birthdate, accomplishments, items of interest, etc.
Note: Have students begin thinking of a context for their speech. Allow students to have fun and create an event and an award for which their person may be eligible. If the person whose name they drew is dead, have them assume the person is still living. Example: If they drew the name of Amelia Earhart, then have them pretend she never disappeared.

6. As students are working, walk around observing the partners. Watch for arguments, problem solving, work ethic (Are both partners working?) and note any problems. As problems arise, point out the portion of the rubric concerning Cooperative Workers and indicate what students need to do to improve. Keep notes as needed.

7. Take students back through the scoring rubric, now focusing on the other areas of the rubric such as Nonverbal Cues, Verbal Cues and PowerPoint Presentations. Inform students that they will be presenting using Power Point presentation, a podium, AV computer and TV. Remind students that a portion of their assessment deals with gestures, so they need to work in natural gestures towards their PowerPoint presentation. Also, point out to students that they will be assessed on the writing of the speech. A written copy of their final speech will be turned in to the teacher before students begin their introduction.

8. Emphasize to students that each partner must have a speaking part and they must gesture to the PowerPoint in order for it to be useful. Incorporate a short discussion on the importance of visual aids and why they are important.

9. Discuss noticeable group behaviors at this time. If certain partners are having problems, address this with them immediately. Point out any positive group behaviors as well for effective modeling of this skill.

10. Show students a sample PowerPoint presentation. (Other presentation software may be used.) The students may need instruction on this presentation platform (or whatever one the teacher chooses). Model appropriate speaking techniques and provide non-examples.

11. Students spend 3-4 days completing the assignment and practicing their presentation. Encourage students to self-assess using the rubric. Also encourage students to practice using the AV computer and TV. For larger classes, the teacher may want to assign times for students to practice with the equipment.

12. Students introduce their famous person. They use a podium, AV computer and TV. The speeches are videotaped.

13. Students in the audience write down the name of each person presented and two facts they learned about them. They need to turn in this information at the close of each class session. The teacher uses this information for assessment purposes. (See Assessments)

14. Students watch their videotape. They then write two paragraphs telling what they did well and what needs improvements. They will also need to write a reflection statement in which they answer, “How did your PowerPoint presentation enhance your communication with your audience?”


1. Use the Speech Rubric (See Associated File) to score the computer-generated presentation, the speech, and the information. Utilize cooperative work information gathered during student's research time to assess student's group work.
2. During speeches, assess students' listening skills by using a traditional percentage-correct method. Students record two facts about each person introduced. At the end of all speeches, students are assessed based on the correctness and completeness of their lists.
3. Assess student reflection paragraphs by checking to ensure they are grammatically correct and thoughtfully answer the intended question. If student's paragraphs do not indicate improvements or things done well, the student should rewatch the videotape and rewrite the paragraph. If students cannot explain how the PowerPoint presentation was a visual aid which helped audience members focus on the subject and provide interest, reteach individually and have students rewrite the paragraph.


1. The speeches need not focus on women and Hispanics. Any person or group can be identified.
2. Pair low-level students with higher-level students.
3. Instead of having students introduce famous people, have them begin the school year by introducing other students.
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