Beacon Lesson Plan Library
Bay District Schools
Students select topics about Florida Indians to research and give an informative speech to class about their topics.
The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.
-Computer access to Internet
-Electronic encylopedias or hard copies
1. Prepare handout for students to use about how to prepare a speech. See Attached File.
2. Prepare transparency about the parts of a speech. See Attached File.
3. Share the Speech Rubric by creating one and duplicating or listing criteria for students on the board. See Assessment for criteria to make rubric.
1. Introduction: Read example of expository talk (informational) written by student. Show students that by writing an essay they may use it for a speech by using their notes, mind map or outline. Show video, news clip or something from a movie to get a good idea on gestures, eye contact, and general presentation. Share the criteria found in the assessment section with students at this time. Review and explain the assessment criteria guidelines. You may need to model the presentation criteria -eye contact, etc.
2 Go over with students the procedure for writing speeches, using Introduction, Body, Conclusion. See attached file.
3. Students use the Web sites provided by the teacher to research the Florida Indians. Students are to use three different resources including books and encyclopedia to find information about their topics.
4. Students use outline or mind map to gather their information and write it into rough draft essay format.
5. Students practice orally delivering the rough drafts of their speeches. Allow time for revision of points that aren't clear or speaking behaviors that need practice.
6. Students have another student proofread their speeches and make a final copy on notecards or half sheets of paper skipping every other line.
7. Work with students to add notes or colors to the cards to remind them of good speaking behaviors. For instance, tell students to put a red line under the sentence that needs to be stressed. Have them put a yellow circle where they might want to slow down. Have them draw an eye on each card to remind themselves to make eye contact with the audience.
8. Students prepare illustrations or visual aids to enhance their speeches. These can be as simple or as elaborate as the class has time.
9. Students give their speeches using the Speech Rubric to self-evaluate and evaluate other students' speeches.
Criteria for evaluation: (Point value may be assigned by the teacher or this can be a checklist if it is a formative assessment.)
Informational speech given;
Introduction gets attention of audience;
Body is clear and easily understandable;
Conclusion either summarizes or makes the talk relevant to the audience
Uses visual aid;
Frequently looks at audience;
Talks to audience, does not read speech in monotone voice
Stresses important parts of speech;
Speaks so entire class can hear;
Uses notecards, outline, or mind map to give talk;
To complete the assignment students need to organize the following parts of the whole assignment, staple and hand in to teacher
1. Notes ( mind map, outline, or rough notes) from three sources: list of titles of articles, Web Sites, or books where information was found.
2. Rough draft of talk in written format to include introduction, body, conclusion with editor (teacher or another student) comments.
3. Final copy of speech.
4. Speech rubric completed for self and other students.
Students need to know how to take notes using an outline format, or mind mapping techniques rather than just copying out of the book.