Public Speaking: writing a speech

This TLE was created by Joyce, a teacher in Fort St. John, B.C., Canada

CURRICULUM TOPIC, THEME, OR CONTENT: SPEECH TOPIC & CONTENT
For Middle or High school
IDENTIFY THE OBJECTIVES:
Content Objective: Students will learn how to generate a speech topic and their personal knowledge in preparation for writing a speech

Collaborative Objective: Students will practice active listening, decision making, working together, thinking constructively, and expressing appreciation

Personal Objective: Students will learn how to express something special about themselves in a clear, organized manner around a topic that is personally meaningful to them

AUTHENTIC ASSESSMENT: (Determine what and how the objectives or benchmarks will be achieved by the group and/or by the individual students)
1. Participation in Activity (teacher observations & colored markers for each Tribe)
2. Peer evaluation of group process (Verbal reflection)
3. Individual Speech topic determined and information gathered from activity(s)

PROVIDE FOR INCLUSION:
A You Question, Energizer, or Linking Strategy
“This is Me” Activity – (pg 353-4 H.S. Text) Fill in poster questions with pictures and/or words. Choose 2 out the 4 statements. Remind them no self put-downs allowed & positive statements only. Example “A slogan I live by; “Always do your best.” Tape poster to own back and using music to move around. When music stops must share with a new partner. When everyone has shared with 5 new partners go to community circle. Remove posters & Reflect “How did you feel about sharing your poster?”
LEARNING COMPONENTS:
 Group Development Process
o Cognitive Theory
 Multiple Intelligences
 Cooperative Learning
o Constructivism
 Reflective Practice
 Authentic Assessment
o Technology

IDENTIFY THE STRATEGY(IES):
Great Graffiti (p. 362 H.S. Text) Have class in Tribes. Remind students of agreements. Keep it clean language! Clarify roles. Why are we doing this activity? Review the learning objectives. (ie speech topic & material for a speech). Follow direction in text. Large 6 x2 Butcher paper, one per Tribe, each with different heading: What I wonder about, Pet Peeves, Ambitions, Favorite moments, Things that scare me a lot, Things that are fun. Give each Tribe a different color of marker, each member has own marker. Encourage creative expression in graffiti (have some examples of font styles or pictures). Each tribe member writes at same time for 2-3 min. Tribes move clockwise to each new heading. Once back to original heading, Tribe discusses the similarities of added graffiti from other tribes (2 min) Each tribe tapes up their paper on wall. Gallery walk & discussion (2 min) Students to write in journals which speech topic they have chosen and some ideas for content (5 min quiet time).

ASK REFLECTION QUESTIONS BASED ON THE OBJECTIVES:
Gather in community circle:
Content: Which graffiti headings helped you the most in generating possible speech topics?
Collaborative: What were some cooperative skills used by tribe members during this activity? How was it different to have everyone write at once vs having one scribe do all the write?
Personal: In what ways did this activity help you discover and organize personally meaningful information about yourself?

PROVIDE AN OPPORTUNITY FOR APPRECIATION:
“It was helpful when …….”
“I liked it when you ………….”