Lesson Plan Template

Name: Megan Klug Grade:​ 7th

Lesson Speeches Mini-Lesson Day 1 Date: ​Feb 13, 2020

Title:
GPS/GSE Standard(s): ELAGSE7RI7: ​Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the
delivery of a speech affects the impact of the words).
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s): N/A

Learning - Focus Strategies

Essential How does the media affect a person’s understanding of a text? What are the
Question(s) different ways of understanding a speech and how do they affect the audience?
1-3 BIG ideas! How
can these questions
be used to guide
your instruction?
Central Students demonstrate their understanding of the standard by presenting a
Focus/Lesson speech and justifying the media that was chosen.
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Academic Academic Language Demand ​(Identify one of the following: reading,
Language writing, listening/speaking, or demonstrating/performing. The demand will
What is the key require more or less scaffolding (support) depending on the needs of the
language demand? students.)
What Academic
Language will you Demonstrating: Students will show their understanding of the standard by
teach or develop? writing and reading a speech then explaining what medium they would share
What is the key their speech in and why. This will need scaffolding so students will have class
vocabulary and/or instruction on how the different types of medium affect a speech.
symbols? What
opportunities will Language Functions​ (Identify the purpose for which the language is being
you provide for used, with attention to goal and audience- the one verb from the standard; ex.
students to practice demonstrate.)
content
language/vocabular Presenting- Students will show their knowledge of the essential questions in
y and develop class, by reading their speeches and how the different types of media would
fluency? affect the meaning of the speech.

Language Vocabulary ​(Identify key words specific to the content area

derived from the standard- ex. drama, prose, structural elements, verse,
rhythm, meter, characters, settings, descriptions, dialogue, stage directions.)

Media, medium, audio, text, visual, point of view

Remember to pay particular attention to when planning:
 Language Discourse ​(structures of written or oral language; how
participants of the content area speak, write, and participate.)

Students will use both written and oral language during the class to ask
questions, share their thoughts, take notes, and present a speech.

Language Syntax ​(set of conventions for organizing symbols, words, phrases

into structures.)
Assessment/ Assessment Plan for IEP Goals (Before lesson, formative &
Evaluation summative):
Every standard
listed above must be N/A
assessed and
included. Assessment Plan for Learning Objectives (Before lesson, formative
Formative and & summative):
summative
assessments should Students will take a four-question Plicker quiz so the teacher can have an
be considered while understanding of what the students know and what needs to be covered in
planning. greater detail. The five questions will be as follows:
Questions to 1. What is a medium for a speech?
consider while a. Text
planning: b. Video
How will students c. Audio
exhibit an d. All of the above
understanding of 2. What point of view is a speech written in?
the lesson’s a. First-person
objectives? How b. Second-person
will you observe c. Third-person
and/or provide d. Fourth-person
feedback? What 3. What is a communication barrier?
evidence will you a. A physical wall
collect to b. An obstacle that gets in the way of effective communication
demonstrate c. A reaction that the audience sends back
students’ d. Giving a negative label without evidence to support
understanding/mas 4. A speech is informal.
tery of the lesson’s a. True
objective(s)? b. False

Evidence of student progress and mastery (complete after the

lesson has been implemented):

After the lesson students will present a speech that they have written based on
a given prompt, this will be taken as a grade using a rubric. The prompts will
be from a list of 5 different topics that the students can choose from.
1) Fashion trends in the last century
2) If I was born a hundred years ago, I would be…
3) Why we are no longer kids but are called young adults
4) Environmental problems in our community
5) Why giraffes have long necks
 Students will also have to write a reflection essay on what it was like to write a
speech, if they had to share it with 1,000 people what medium would they use
and why, and how do they think that medium will affect the meaning of their
speech.

Materials Pencil, work packet, copy of the speech, The Lord of the Flies book, video, and
What resources can audio both from YouTube
be used to engage
students?
Introduction to The lesson will be introduced with a quick pretest for a quick assessment of the
Lesson/ class’s understanding of the standard. Then the hook will be comparing three
Activating speeches given on different mediums (text, audio, video).
Thinking Speech one, students will read the Gettysburg Address
How will you (​https://www.ourdocuments.gov/print_friendly.php?flash=false&page=transc
introduce the ript&doc=36&title=Transcript+of+Gettysburg+Address+%281863%29​).
lesson? What is the Speech two, students will listen to MLK’s I have a dream speech
‘hook’ for the lesson (​https://www.youtube.com/watch?v=vP4iY1TtS3s​).
to tap into prior Speech three, students will watch the 2009 Taylor Swift and Kayne West
knowledge and acceptance speech starting at 0:11 to 0:47
develop students’ (​https://www.youtube.com/watch?v=QJBcIvJP-nE​).
interests? This Students will compare the different speeches and how they felt after each
should tie directly speech and what they all had in common and what was different. This
into the lesson’s comparison will be written down in a tri Venn diagram in the work packet
objective and given to the students.
standard.
***Use
knowledge of
students’
academic, social,
and cultural
characteristics.
Body of Lesson/ After the warm-up students will read pages 143-144 in Lord of the Flies then
Teaching write a reflection. ​What did you think about this speech that ‘the beast’ said to
Strategies Simon? How did it make you feel? What voice did you hear ‘the lord of the
What will you have flies/the beast’ sound like?​ Then the class will discuss the speech. After a few
the students do minutes, the class will be asked for six volunteers (three in a group so a total of
after you introduce two groups who will want to act out the scene between Simon, the lord of the
the lesson to learn flies/the beast, and the narrator.
the standards?
Closure/ Then the class will discuss the speech and how it made them feel. If time
Summarizing allows students will fill out and A-E-I-O-U on the speech.
Strategies: A: Adjective- List one or two words that describe the speech from the Lord of
How will the the Flies
students prove they E: Emotion- Describe how you felt while reading the speech
know and I: Interesting- What did you find interesting about the speech
understand the O: Oh!- Something that made you go ‘oh’ or something that surprised you
standard(s)? How U: Um?- Write a question that you have about the speech
will you review the This will be also written in the work packet that is provided to the students
standards and close
the lesson?
Modifications/ Differentiation Category: ​Why does the student need
Differentiations modifications/accommodations?
for Students’
Individual Needs
How will you Modification(s)/Accommodation(s):
modify or
differentiate the
experiences in your Rationale: ​Why is this modification/accommodation appropriate?
lesson to meet
students’ individual
needs?

***Credit for this template belongs to Tennessee State University and Columbus State University.