Ryan Hawkins Speech: Audio-Visual Informative Speeches Lincoln High School Lesson 1: Rationale: Introduction to Audio-Visual Informative Speaking/Expository

ry Address Students will organize their thoughts, for their selected speech topic, onto an organizer in order to begin the outlining process that will result in the delivered speech SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Students will demonstrate an understanding of speech outlining and idea organization Students will make predictions on the most important aspects of public speaking Students will integrate a topic into a graphic organizer Pre-printed quick-writes/admit slips for beginning of class Pencil/Pen Notebook/Paper for notes AV-Speech Packet Textbook

Iowa Core Standards Addressed:

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Hook/Anticipatory Set:

Sequencing:

Classroom packet from instructor Odd number activity: 1) Get a volunteer to stand in front of class and read off the following numbers 21,4,3,19,9,16,5,14,2 2) Audience cannot take notes during the reading 3) Audience can ask for a second reading of the numbers 4) Ask students to write down the numbers 5) Instructor asks students to read off what they remembered and writes the lists on the board until it becomes clear that 21, 2, and odd numbers are recalled Anticipatory Set: (15 Minutes) Instruct students to think about the subject of their informative speech Explain that 21 is the introduction of the speech and 2 is the conclusion The odd numbers are the body (main points), and it has been found that an odd number of ideas are easier to comprehend for an audience (Your own speech can have from 3-7 main points) Hand out AV packets: (15 Minutes) Students should bring this to class EVERY day from now on until the end of the unit, and if you forget it you will need to share with a friend (if they will) Explain the sections, and that there will be two outlines completed First = Idea Outline Second = Full-sentence Outline

Idea Organizer Activity (45 Minutes) Hand out graphic organizers Model how to use it by coming up with a subject for a speech (on the spot) and then filling in 5 main points that could be included in a speech on that topic Ask students if they have a topic and then have them raise their hands and tell instructor who will write the topics down no subject can be used twice Split into groups of three and have them get together Goal is to get 3-7 main points for their chosen subject Remember that, as it says in the packet, this speech is to be 7-10 minutes long (shorter or longer will cost a deduction of points) Instructor will make one photocopy of each students organizer, the group members are to pass their own organizer to the others so that each person can write in their own ideas on that topic (things they want to know or things they already know) Students should collect their own organizer back from their group members at the end of the activity Quick discussion of how to organize these selected main points either topically or chronologically Closure/Exit Slip: (10 Minutes) Homework: Be sure that you have 3-7 points on the organizer, and begin thinking of (and perhaps writing in) supporting ideas/points for each point What are you going to do to prepare for the

Checking for Understanding:

Closure:

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delivery of your AV speech and to be sure that it is 7-10 minutes in length? Also, list 3 new facts that you learned about these informative speeches so far. Instructor will question students throughout lecture on AV speeches, packet information, and main idea graphic organizer Instructor will travel the room to ask and answer student questions as they are participating in all activities Instructor will quickly reload students with important vocabulary and ideas previously covered in classes, as well as assignments for next meeting Questioning students for learning Exit slip for anticipatory information and student learning from lesson

Lesson 2:

Rationale:

Speech Outline Subpoints, Transitions, Visual/Audio Aids, Rehearsing, Conclusions, and Grading Rubric Those who are ready can move ahead by reading introduction examples and begin working on their own) Students are assigned presentation days (ask for volunteers to go first in Lesson 4: 3 students total) these will serve as examples of how to succeed Students continue learning how to complete the outline, select visual aids, rehearse, and deliver

an informative speech Iowa Core Standards Addressed: SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Students will demonstrate an understanding of a speech outline, including the organization of the main points (body) and an effective conclusion Students will identify appropriate visuals and/or audio to accompany an informative speech Students will examine main points of a speech and provide explanatory subpoints by writing them onto graphic organizers Pencil/Pen Notebook/Paper for notes

Objectives:

Materials Needed:

Resources: Hook/Anticipatory Set:

Sequencing:

Textbook Classroom packet from instructor Video clip of a live musical performance leads to the conversation on rehearsing Could this performer have given this high level of a performance without preparation/tons of rehearsal? Anticipatory Set: (5 Minutes) Rehearsing: (10 Minutes)

Go through the exit slips from last meeting and point out what the students discovered about rehearsing Add in information that students have missed on rehearsing (they can refer to the packet for later reference) Take out graphic organizers Explanation of subpoints (supporting material) for each of the speechs main points Model the subpoints of instructors previous main ideas example organizer Transitions & Activity: (25 Minutes) Pass out the handout on transitions Have students read it after they are finished, have students volunteer to paraphrase each idea for clarity Split students into groups of 3-4 and they are to brainstorm ideas for each others subpoints, adding these onto their organizers This is a repeat of previous lessons activity on gathering other students perspectives on their chosen topics, but they are now creating ideas for the subpoints Peers may also write in ideas for transitions from one main point to another Audio-Visual Aids Lecture: (15 Minutes) Example of an exemplary PowerPoint Presentation (slides) and also one that needs work (too much information included) Model how to create a PowerPoint Review the Visual Aids handout in the packet Sharing whip: what else could be used as a visual and/or audio aid (Have a student make a list on the whiteboard or over the Elmo)

 How to use these aids Conclusions: (10 Minutes) Refer students to handout in packet as well as the outline examples Should have: main statement on subject, quick summary of main points, the clincher (the final, memorable statement of the speech that is directly related to the major statement, or the thesis, that speaker is making about the subject) Ask for volunteers to read the different types of closing/concluding statements: Summary, Emotional Appeal, Request for Action, Quote, and reiterate that all should tie back to the thesis statement/introduction Model one of the conclusions verbally Have a student model another of their choice Conclusion Questioning: (5 Minutes) Time allotted for students to ask questions of each other or the instructor on writing a conclusion that will effectively lead to the introduction and the thesis statement of their entire speech Grading Rubrics: (5 Minutes) Hand out and review the grading rubric Includes delivery, 2 outlines, acting as respondent, and listening Students will need to fill out the provided organizer that will provide evidence of active listening and engagement if they are the assigned respondent, the scoring sheet will serve as the listening organizer Review, Work Time, and Closure (15 Minutes) This is time for the students to work

 Checking for Understanding: Closure:

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independently on their speeches, and to ask individual questions of the instructor who will be at the front table Students are to approach with questions on a one-on-one basis only to get individual feedback without interference Instructor will question students throughout lecture and in allotted time in the lesson (see conclusion and work time) Instructor will travel the room to ask and answer student questions as they are participating in all activities Instructor will quickly reload students with important vocabulary and ideas previously covered in classes, as well as assignments for next meeting Students should complete the conclusion and bring it to the next class meeting Idea outline should be completed by next meeting All AV aids should be set and listed somewhere on the outline by next meeting Instructor will question students during activities to check for understanding Time has been given for student questions during lecture and during work time

Lesson 3:

Rationale: Iowa Core Standards Addressed:

Completed speech conclusions, completed idea outline, selected audio-visual aids, introductions, assigning peer-respondents, and creating/completing a full-sentence outline Students will continue their in-class learning and work to prepare and complete an AV Informative Speech SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Students will further evaluate chosen topics and ideas and compose a full-sentence outline for a speech Students will identify effective speech introductions through a workshop with peers

Objectives:

 Materials Needed: Resources: Hook/Anticipatory Set: Sequencing:

Students will examine and comment on peer AV aids and decide the relevance to the topics Pencil/Pen Notebook/Paper for notes

Textbook Classroom packet from instructor Instructor will share examples of excellent speech introductions (both media and written examples) Anticipatory Set: (15 Minutes) Introductions: (10 Minutes) Students should take out the packets and turn to the introductions section What an introduction should include: Attention getter (see types of introductions), the reason to listen (the topic), thesis statement (opinion that is stated on the topic), credibility statement (if the topic requires that the audience be convinced that speaker is a reliable source of this information being provided), and finally the preview of main points Read through the types of introductions Instructor will model for each of the types: Story, Startling Statement, Quotation, Question, Humor, Demonstration, and Referencing Introduction Activity (Small-Group Workshop): (15 Minutes) Split students up into groups of 3-4 Each group should read through all of the examples provided in the packet (identify them for the students) Group members should discuss with each other which type that they are considering using Peers should make suggestions to help each

other with ideas In the time allotted, students should begin writing their introductions and thesis statements by adding them onto their outlines By the end of the activity each student should have their introduction filled out on the outline Full-Sentence Outline: (10 Minutes) Students return for class lecture, discussion, and questioning Students should have their packets and the idea outlines Instructor uses the Elmo to lead students through The Titanic outline example Specify that this required research (cited) and the speeches assigned here DO NOT, as students are speaking from information that they already have and did not have to do research Each section of the outline is in complete sentences This is done to prepare you for rehearsal Work Time: (35 Minutes) Students can work independently or with one other person as assigned by the instructor No off-topic speaking This time is for students to complete the outline so that rehearsal can begin Instructor is available at the front table for individual or partner questions (one person or group at a time to reduce interruptions) Closure: (5 Minutes) Begin rehearsing the speech as the outlines should be completed or nearly complete Rehearse in front of a mirror and time them Remember the limit of 7-10 minutes

Checking for Understanding:

Closure:

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Rehearse with your AV aids and be sure they are operative!! Remind the 3 students who are presenting next class meeting they are NOT to tell anyone else that they are presenting!! These are surprise examples for the other students. Those presenting are receiving extra credit for volunteering. Instructor will question students throughout lecture Instructor will travel the room to ask and answer student questions as they are participating in all activities Instructor will quickly reload students with important vocabulary and ideas previously covered in classes, as well as assignments for next meeting Instructor will view student work before students exit the class and score progress Instructor will assess student work through questioning and view student learning by reviewing written group work and individual work throughout the class meeting

Lesson 4:

Rationale:

Selected students (3) will present their prepared speeches and hand in the 2 outlines 2 students are assigned to each presenter to provide a scoring and comment sheet Show clips from the film (500) Days of Summer The film is basically an AV Informative Speech given by the main character played by Joseph Gordon-Levitt Selected students will present their speeches in

order to serve as an example for those students that are still learning the process of preparing an AV informational speech An alternative activity will give students a rest from receiving new information on AV informative speaking and re-visit already covered material SL.11-12.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Students will observe 3 examples of peer work

Iowa Core Standards Addressed:

Objectives:

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and provide listening reflections Students will present their work and will receive instructor and peer assessment Students will watch the film, take notes, and identify past information by completing an exit slip Pencil/Pen Notebook/Paper for notes Scoring sheets for respondents Listening graphic organizers Student-selected audio-visual aids Instructor-provided exit slip on the film and informative speeches

Resources: Hook/Anticipatory Set:

Sequencing:

Textbook Instructor-provided handouts Other than the 3 presenting today, students have NOT been informed that there will be speeches After the presentations are completed, have a sharing whip to provide instant feedback to those that presented 1 sharing whip per presenter What worked? Were the points clear? What can you say about the introduction, conclusion, or AV aids? Students are free to comment on anything, as well as to provide comments on what could have worked better Anticipatory Set: (40 Minutes) Film and Exit Slip: (45 Minutes) Closure: (5 Minutes) Remind those students presenting next class meeting!

Checking for Understanding: Closure:

Assessments:

Remind those that are responding to speeches! Instructor will ask for questions after handing out the listening organizers for note-taking Instructor will remind those students presenting next block Students are to come prepared and are provided a certain amount of time to set up prior to the start of the presentations Instructor will complete a scoring sheet/rubric that will be handed to the student at the end of class 2 peers will hand in commentary and scoring for each speaker Students complete a listening organizer to provide evidence of active listening and participation in the presentations

Lesson 5: Presented over a period of 3 blocks Rationale: Iowa Core Standards Addressed:

Student presentations - (8) per block 2 student respondents per speaker Assessment of student work Peer commentary and support is provided SL.11-12.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts,

Objectives:

Materials Needed:

and information clearly and accurately through the effective selection, organization, and analysis of content. Students will present an organized and rehearsed AV informative speech Students will evaluate their own listening skills through note-taking Students will evaluate their peers by scoring and commenting on performances Pencil/Pen Notebook/Paper for notes Scoring sheets for respondents Listening graphic organizers Student-selected audio-visual aids

Resources: Hook/Anticipatory Set: Sequencing:

Textbook Classroom packet from instructor Welcome! Tell students to break legs and NOT to be nervous! Anticipatory Set: (3 Minutes) Have all presenting check their AV aids now to ensure speedy transitions from speaker to speaker Speakers need to bring all AV aids to front at beginning of class and get organized All media needs to be pulled up previous to beginning speeches Presentations: Hand out listening graphic organizers Hand out respondents scoring sheets (remind everyone to put their names and blocks, etc. at top) Remind speakers that there is no stopping

Checking for Understanding: Closure: Assessments:

Instructor will time speeches Closure: (5 Minutes) Thank the presenters and hand out scores Remind those students presenting next time! Remind the respondents for next time! Ask for student questions concerning today or next class presentations See Sequencing Instructor score sheets Peer-respondents sheets Student preparation if they were ready to present on their assigned date or had an excuse to delay presentation