Beacon Lesson Plan Library

Create Your Personal Shield

Patricia Morres
Santa Rosa District Schools


For the purpose of presenting a one - minute personal introduction speech, students create a poster in the shape of a shield , which represents their individual lives by using art, photographs, magazine and newspaper graphics


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.


-Colored pencils
-Colored magic markers
-Assignment handouts


1.Gather materials.
2.Prepare handout.(see attachment)
3.Prepare evaluation sheets.(see assessment)


This project is most successful when done at the beginning of the school year. Throughout the school year I assign students public speaking assignments. This assignment (creation of a poster which represents their personal lives) is an introduction or an “ice-breaker” to help students to get acquainted with one another and to prepare them for making presentations in front of their peers. They are not expected to stand in front of the room but they are required to use eye contact and speak loudly and clearly.

1.Explain to students that they will be creating a -personal shield- of their lives and then presenting this poster to the class.
2.Tell students that they will be starting their projects in class, but they may take their materials home to complete the project.
3.Distribute prepared handout to students and discuss it in detail. (See Attachment)
4.Show students some shields which former students created.
5. Explain that this is a dual assignment that is worth two grades: one for completion of the poster and one for presentation of the poster to the class.
6.Explain that oral presentations are expected to be informal but that they will be evaluated on the use of good eye contact and clear speech.
7.On the day assignments are due, students present posters and then hand them in for evaluation by teacher.


Please note: these are suggested criteria; the teacher can apply any point system to the evaluation.

*uses volume ,stress, pacing ,enunciation, eye contact , and gestures that meet the needs of the audience and topic.

*uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade or entertain.


100 points- pictures or artwork which represent at least six of the eight categories are neatly displayed
80 points-few pictures displayed; poster board not large enough and categories are not represented.
50 points- poster was handed in but student refused to do oral presentation.
0 points -student does not do assignment.

Oral presentation
100 points – student shares six categories, uses good eye contact and speaks clearly.
80 points-student does not discuss categories in an organized pattern, has little eye contact but speaks clearly.
50 points- student does not discuss all categories and does not use adequate eye contact.
0 points- student does not do oral assignment.


This assignment is appropriate for all levels of students. Mainstreamed ESE students really enjoy this project. This project can also work as a cross- curricular project. Foreign language- explain poster in that language; art- present it to the class as multi media project. This project will be used as a pre-writing exercise for lesson number two, which will explore autobiographical writing.
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