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Kaitlyn Williamson

November 10, 2015

Graduate School of Education and Psychology
Lesson Plan 3
Lesson Title: Speech Development (Part 1)
Context: 5th Grade
English (Speech)
Number of students in the class: 20
# ELLs (?) # Students with Disabilities (?) # Gifted and Talented
Special considerations: This will be part one of a short speech
unit that will prepare them to write speeches of their own.
Time: 45 minutes
Learning Target: By the end of todays lesson I will be able to
summarize the given speech by identifying the main points of the
speaker and support my responses through evidence in a response
Materials: Technology (laptop hookup to projector), whiteboards,
dry erase markers, writing journals.
Key Standards:
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.
Measurable Objectives
Content: Using their visual and auditory skills to identify the main
point of a speech and be able to give reasons or evidence that
support the points within the speech.
Skills or processes: Listening skills, attention to detail, support with
evidence, and audience etiquette.

Academic Language: summarize, claim, supporting evidence,

reasons, and thesis.
Background: In order to effectively write speeches or essays in the
future, I must be able to communicate my ideas clearly and give
supporting evidence to make those ideas stronger and comprehensive.
Motivation: This lesson will help me become a more active listener
and help me give evidence for my own ideas when I am speaking or
Connections to prior knowledge / assets: Students should already
know how to summarize short stories or articles; and they are required
to listen to others speak on a daily basis. This prior knowledge will
help them see the importance of todays lesson, as it will strengthen
both their summarizing and listening skills in the future.
Lesson Sequence: Brief lesson on how to identify the main point of a
speech (in whole group setting). After teacher-directed lesson the
class will break up into table groups and brainstorm with each other
some supporting details that could be used as evidence to support the
main idea of the speech (that was created by the teacher). Each
group will share out an idea with the rest of the class. Then teacher
will play a Ted Talk given by a child their age and the class will watch
and take notes. Afterwards, they will individually use their notes to
compile an assessment that demonstrates their ability to identify the
main point of the speech and also pull details that serve as supporting
Introduction: Have students share any speeches that they know of, or
something they remember watching or seeing and explain why it was
Based on: Social knowledge interactions (Piagets Theory of Cognitive
Time What the Teacher Does:
What the Students Do: Share
Say: Have any of you ever
experiences they have had with
heard a speech of any kind on
listening to a speech or talk. If
TV, a movie, or other personal
they cannot think of a speech,
experiences? What do you
then have them think about a
remember about it, what about memorable moment in
it was memorable?
conversation or even a movie and
Model: Give an example by
give reasons for why it is
sharing about a time you heard something worth remembering.
your husband speak in college
during a student-led chapel

and why it has stuck with you

(or what made it a memorable
Anticipatory Set: I will play a YouTube video of Kid President to grab
their attention by showing a young boy who has passion and purpose
in his speech.
Based on: SL.5.5. Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when appropriate to
enhance the development of main ideas or themes (5-LS2-1).

What the Teacher Does:

Say: I want to show you an example of how
a young boy uses speech to communicate
his ideas in a joyful and purposeful way.
Model: Play Kid Presidents Pep Talk to
Teachers and Students:
Check for understanding: Ask students
what they thought the purpose of the video

What the Students

Students will watch
the video and then
share their responses
to it by explaining
what they believed to
be the intent or
purpose of the video.

Body of Instruction: Teacher will give a brief overview lesson about

how an audience member can identify the main idea and supporting
evidence within a speech. The teacher will explain how this tactic can
help us summarize any speech, text, or story.
Differentiation / Scaffolding: Having the speech written out on the
board so the students can see it also while it is being read orally to
the class. This will help students be able to identify the main
idea/thesis of the speech more clearly.
Based on: group discussion (Vygotsky)
Time What the Teacher Does:
What the Students Do:
Say: The main idea of a speech Students will listen to the brief
is the most important part of
speech paragraph by the teacher
the speech. It is something
and write what they believe the
that a speaker is trying to
main idea is on their whiteboard.
convince you to do or make
you think about. This main
idea is also known as a thesis.
A thesis guides our writing in a
speech and helps us remain on
target with the intent or
purpose of communicating our

ideas clearly to an audience.

Model: Say, Here at school we
are encouraged to collaborate,
learn from our each other, and
find new strategies. I think
having a sports team would
allow us to practice these
things in a different context.
Check for understanding: What
do you think the main point of
my speech is? What am I
trying to communicate to my
audience? Have students write
what they think on a
whiteboard and hold it up for
teacher to view.
Check for understanding: Students will break up into table groups
and come up with their own ideas of supporting evidence that could
support the teachers speech prompt.
Differentiation / Scaffolding: Students will be provided with a variety
of brainstorming options. They have a choice of blank poster paper
to create a mind map, lined paper to jot down different ideas, or
simply have a group discussion about their ideas. Groups may be
based on interest of process rather than table groups.
Based on: Divergent thinking
Time What the Teacher Does:
What the Students Do:
Say: Now I would like you to
Students will break up into small
come up with reasons, claims,
groups and discuss the thesis of
or evidence that supports my
the speech and come up with
evidence or claims that support
Model: Look back at the written this implementation of a sports
portion on the board and have
team at the school.
students point out words that
could help us construct reasons
that a sports team would be a
good idea at our school.
Elaborate on the content: Students will watch a Ted Talk speech
delivered by young Adora Svitak. Students will take notes as they
watch in order to help them compile their thoughts on the assessment
at the end of the lesson.
Differentiation / Scaffolding: Have worksheet available that has a
more structure for note taking

Based on: Piaget, Systematic Theory

Tim What the Teacher Does:
Say: Now we are going to use these skills
we just practice and apply them as we
listen to a Ted Talk speech delivered by a
boy your age.
Model: Model on the board how you might
take notes in your journal or things you
might listen for to help you remember key
points or ideas.

What the Students

Students will watch
the video and take
notes to engage as a
more active listener
and audience

Assessment: Students will reflect on Ted Talk and complete a written

Differentiation / Scaffolding: Students may use the handout (see
attached document) that will help them break down their notes
visually. Students who finish early may write a reflection about the
Ted Talk by writing what they thought about it: how the speaker
delivered the speech, the content, strengths, weakness, and
personal application.
Based on: Constructivist approach (Vygotsky)
Time What the Teacher Does:
What the Students Do:
Say: Now I would like you to
Students will complete the
use your notes and summarize assessment in their writing
the speech you just watched.
journals to demonstrate what they
Make sure to include the thesis have learned from the days
(or main idea) and three claims lesson.
that support that idea.
Examples of higher-order
What characteristics made this
speech memorable, why do
you think that?
How can we apply this to our
own speech writing in the