Janessa Juntilla

10/24/18

Secondary Lesson Plan Format

Part II. Lesson Plan

GOALS/ DESIRED RESULTS

1. Philosophy & Context
I believe in empowering the voices of the youth, especially in a society where young voices
are often overlooked and the voices of people of color are ignored. In this first unit of the
speech elective I teach, students are building the foundational skills for effective
communication and public speaking. Learning and integrating these skills into their lives -
such as choice of words, tone, eye contact, and empathizing with their audience - will open
doors for them to be heard, seen, and make a difference in our world.
We are just beginning the summative speech of the first unit, which is a personal narrative
speech. Students will be telling a story of a meaningful memory or experience that has
shaped them into the person they are today. The personal narrative speech accomplishes
a few things - allows students to practice storytelling as a speaking artform, portray
emotions in their tone of voice, continue practicing speaking skills, and build a strong
classroom community where students are not only learning about speech, but learning
about each other. The class spent the past couple of days learning about and creating
descriptive writing and effective dialogue. In this lesson, students will begin
brainstorming possible topics for their personal narrative speeches.
2. Standards *
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences

3. Learning Objectives *
I will be able to create a Life Map in order to brainstorm and choose a
meaningful/significant topic for my personal narrative speech.

ASSESSMENT

5. Assessments *

Informal​​ -
● Life Map Activity: Students will be able to create a Life map in order to brainstorm
and choose a meaningful/significant topic for their personal narrative speech. They
will identify 5 memories or experiences in their life that have shaped them to be
the person they are today.
 Janessa Juntilla
10/24/18

Formal​​ -
● Warm Up Log: Students will be able to complete their warm up at the beginning of
class in order to set a productive and focused tone for the class, as well as begin to
think about the main activity of the lesson
● Video Clip Assignment: Students will be able to choose a video clip of a speech that
is exemplary or weak, facilitate a short discussion with the class about the speaker,
and present their analysis on the speech.

LEARNING PLAN
6. Instructional Resources and Materials *
Instructional resources and materials (including technology) used to engage students in learning. ​If technology is
used, be sure to indicate how it enhances the lesson.​
● Laptop: used to project warm up, objective, agenda, announcements, videos
directions, and Life Map examples
● Projector: displays daily agenda: very helpful for students who are visual learners
and students with IEPs/504s who need a visual to keep them focused
● Ipod & speakers: used while students work independently on their Life Maps.
Students have expressed that listening to music helps them stay focused
● Warm Up Tracker (students already have)
● Video Clip Assignments (students submitted already)
● Life Map Activity handout
● Pens and markers
● Teacher example of Life Map

7. Instructional Strategies/ Learning Tasks *

What teacher and students will be doing Points of evaluation
Introduction​: Introduction​:
Warm up (8 minutes total) Students complete a warmup
Students will respond to the warm up prompt every day. At the end of the
independently - What’s some of the best advice you’ve week, teacher collects their
ever received? Who was if from? What advice was Warm Up Logs and grades them
given? Why is it important to you? (3 minutes) based on completion.
Students will share their responses with their table While students are completing
groups (2 min) the bellringer, teacher will
Teacher will facilitate a short share out of student circulate room to make sure
responses to warm up prompt. (3 minutes) students are on task and focused
on the bell ringer. Teacher will
Objective and Agenda (1 minute) also jump in with one group
After the bellringer, teacher will introduce the while they share out.
objective by having one student read it aloud to the
class. Teacher will then go through the agenda for the
day.
 Janessa Juntilla
10/24/18

Announcements (3 minutes)
Teacher will announce that class must complete the
Life Map activity for homework tonight. While teacher
is going through announcements, video clip presenters
will pull up their video clip.

Lesson​:
1. Video Clip Presentations (10 minutes)
a. Students chose a video clip of an
exemplary or weak speech. 2 students
will show their video clip, facilitate a
short discussion on the speech, and
analyze the speaker.
2. Life Map Activity (25 minutes total)
a. Teacher will prompt student leaders to
handout Life Map activity. Teacher will
go through directions by having one
student read them off of the handout and
going through essential points on the
slide. Teacher will make sure to be
explicit about the purpose of this
activity, which is to start brainstorming
for their personal narrative speech. (2
mins)
b. After going over directions, teacher will
show examples of life maps as a model
to get students started. Teacher will take
the time to go through her own example.
Examples will go around the class so that
students can look at it more closely. (3
mins)
c. Students will spend the rest of the
period creating their life maps. What’s
unfinished will be homework so they can
come into class with ideas, ready to
choose the topic for their speech. (20
mins)
Lesson​:
1. Teacher will provide formal
feedback to each student
sharing their video clip
assignment, specifically
about what they did well in
facilitating a short
discussion and what they
did well in terms of speaking
in front of the class. Teacher
will also jump in during
class discussion to make
sure essential ideas are
discussed.
2. While students are working
independently on their Life
Maps, teacher will circulate
room to check-in with
students and answer any
questions. Teacher will
make sure to check-in with
students who are typically
off-task as well as students
with IEP’s or 504’s.
 Janessa Juntilla
10/24/18

Closure​:
With about 3 minutes left of class, teacher will remind Closure​:
students that they must have their Life Maps finished Teacher will use this thumb
for class tomorrow. Teacher will also ask for their rating check-in to gauge where
progress on the Life Map using a thumb rating - students are at in the activity.
thumbs up for it’s going well and they’re done/nearly Teacher can use this feedback to
done, thumbs in the middle for they still have a bit to address in class tomorrow and
go but it’s going well, and thumbs down for they’re conference with specific
struggling with it. (3 minutes) students about the topic of their
narrative speech.
8. Adaptations and Extensions
Instruction will be differentiated and modified based on students’ IEP’s and 504’s.
Teacher will prompt the use of a projected agenda to support students with specific
learning disabilities and other health impairments. Students will have a visual cue as to
what they are doing in class and are more likely to stay focused.
Additionally, teacher will circulate the room and check for on-task behaviors, specifically
for students with other health impairments.
Students who need more time to complete in-class assignments will be given more time to
complete the Life Map if need be.
Students are allowed to be as creative as they want to be, which was done intentionally
with visual learners in mind, but can be modified for students who prefer writing.

9. References *
Verderber, Rudolph F., et al. ​Essential Speech​. South- Western, 2011.