Beacon Lesson Plan Library

Take My Word for It

Vicky Nichols
Bay District Schools


Students take a summative assessment, then begin researching and organizing information for an oral presentation on significant leaders in history.


The student knows when to use formal and informal English based on audience and purpose.


-Summative #1 and Student Answer Sheet for What Makes a Good Speaker? (See Extensions)
-Group Presentation Instructions (See Associated File)
-What Makes A Good Speaker? Rubric (See Associated File)
-Internet availability
-Student Folders


1. Duplicate the pages found in the attached file.
2. Reserve time in the media center for students or obtain appropriate research materials for your classroom.
3. Have a system devised to break students out into groups of four.


This is the sixth lesson of a Unit called Speak for Yourself found on Beacon Learning Center.

1. Begin this lesson by discussing the previous day's homework of answering the Great Speeches Question #4 (Why should a speaker pay attention to the volume, stress, pacing, and pronunciation when making an oral presentation?) Students may take notes and will use all 5 previous questions and answers in the next procedure.

2. Administer Summative #1 (See Extensions) which is a multiple choice test. Allow students to use their Question of the Day notes from the previous lessons and homework assignments. This should take about 15-20 minutes. Collect the tests.

3. Hand out the Group Presentation Instructions (see attached file) for the significant leaders assignment. (See teacher lesson plan, What Makes a Good Speaker? at the weblink listed below. A list of significant leaders is in the attached file.) Since students chose their leaders and groups in the first lesson of this unit, they may need to be reminded of their choices. Review the instructions and allow for any questions. Stress to students that they will EACH be doing a speech; however, they are only doing a piece of the research. Since they will be SHARING their research with other students and other students will be relying on their RESPONSIBILITY and COMPLETION of the activity, it will pay to be thorough and complete. Allow groups to meet briefly to choose which segment of the presentation they will research and prepare.

4. Review the What Makes a Good Speaker? rubric. (In student folders or See Extensions). Review and discuss each area, relating it to previous activities and lessons in this unit. Allow for questions.

5. At this time assign the media center research schedule. Make sure students understand that they will be assessed only on the oral presentation and that the teacher will not be assessing the written speech but will offer suggestions about purpose, audience, organization, or word choice in order to help with the oral presentation's content. Determine a date for each group and write it on the board so that students know when they should have their research completed in order to continue with this unit. By utilizing the Unit Plan which this lesson is associated, the timeline is as follows (Two days, including today, to do research. One day for another piece of instruction followed by two days for their presentations.)


The multiple choice test is the summative assessment given in this lesson. There are only 8 questions and using their notes, students should be able to answer all 8 correctly. As the students are conducting their research in the media center, give feedback to those who missed 2 or more of the questions. Make sure that they understand which is the correct answer and why.

As students are researching, circulate around the media center and check to see that they don't have questions and have chosen appropriate materials. Since no research skills are being taught or assessed in this unit, it is necessary to make sure that students complete the research task in the alloted time. Also, since students are depending on other group members for some of their research, feedback should also involve classroom management techniques which will guide students back to the topic at hand and keep them on task.


The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

A previous lesson in the unit, Speak for Yourself
What Makes a Good Speaker

This is the entire unit including files and instructions.
Speak for Yourself

Attached Files

The Group Presentation Instructions, for the unit presentation.†††††File Extension: pdf

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