Beacon Lesson Plan Library

Who's Speaking?

Vicky Nichols
Bay District Schools


Students prepare a short speech, record it on video tape, edit, then deliver the speech.


The student understands how volume, stress, pacing, and pronunciation can positively or negatively affect an oral presentation.

The student speaks for various occasions, audiences, and purposes, including conversations, discussions, projects, and informational, persuasive, or technical presentations.


-Note cards
-Video camera
-Video tapes for recording
-VCR and TV set-up
-Computer with Internet access


1. Visit the Internet Site.
2. Prepare an independent assignment.
3. Gather materials.
4. Know how to use a video camera and instruct students.


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.

(Allow students to visit the Internet site (see Weblinks), which is an excellent source of quotes, 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 associated 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.


1. Use self- and peer-assessment activities. The criteria are available in the following sources:

-Self-assessment sheet (See Associated Files)
-Peer evaluation sheet (See Associated 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.


Speech topics can be assigned according to what period of time the history teacher is currently teaching.

Web Links

Web supplement for Who's Speaking?
Public Speaking

Attached Files

The Peer evaluation and the Self Evaluation sheets.     File Extension: pdf

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