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8/2/2019 Audio-Visual Speech Unit Lessons (5)
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Ryan HawkinsSpeech: Audio-Visual Informative SpeechesLincoln High School
Lesson 1:
Introduction to Audio-Visual InformativeSpeaking/Expository Address
Rationale:
Iowa Core Standards Addressed:
Students will organize their thoughts, for theirselected speech topic, onto an organizer in orderto begin the outlining process that will result inthe delivered speech
SL.11-12.6. Adapt speech to a variety of contextsand 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 throughthe effective selection, organization, and analysisof content.
Objectives: Students will demonstrate an understanding ofspeech outlining and idea organization
Students will make predictions on the mostimportant aspects of public speaking
Students will integrate a topic into a graphicorganizer
Materials Needed:
Resources:
Pre-printed quick-writes/admit slips for beginningof class
Pencil/Pen
Notebook/Paper for notes
AV-Speech Packet
Textbook
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Classroom packet from instructorHook/Anticipatory Set: Odd number activity:
1) Get a volunteer to stand in front of class andread off
the following numbers 21,4,3,19,9,16,5,14,2
2) Audience cannot take notes during thereading3) Audience can ask for a second reading of thenumbers4) Ask students to write down the numbers5) Instructor asks students to read off what they
remembered and writes the lists on the boarduntil it
becomes clear that 21, 2, and odd numbersare
recalledSequencing: Anticipatory Set: (15 Minutes)
Instruct students to think about the subject oftheir informative speech
Explain that 21 is the introduction of the speechand 2 is the conclusion
The odd numbers are the body (main points), andit has been found that an odd number of ideasare easier to comprehend for an audience (Yourown speech can have from 3-7 main points)
Hand out AV packets: (15 Minutes)
Students should bring this to class EVERY dayfrom now on until the end of the unit, and if youforget it you will need to share with a friend (ifthey will)
Explain the sections, and that there will be twooutlines completed
First = Idea OutlineSecond = Full-sentence Outline
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Idea Organizer Activity (45 Minutes)
Hand out graphic organizers
Model how to use it by coming up with a subjectfor a speech (on the spot) and then filling in 5main 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 willwrite the topics down no subject can be usedtwice
Split into groups of three and have them gettogetherGoal is to get 3-7 main points for their chosensubjectRemember that, as it says in the packet, this
speech is to be 7-10 minutes long (shorter orlonger will cost a deduction of points)
Instructor will make one photocopy of eachstudents organizer, the group members are topass their own organizer to the others so thateach person can write in their own ideas on thattopic (things they want to know or things theyalready know)
Students should collect their own organizer backfrom their group members at the end of theactivity
Quick discussion of how to organize theseselected main points either topically orchronologically
Closure/Exit Slip: (10 Minutes)
Homework: Be sure that you have 3-7 points onthe organizer, and begin thinking of (and perhapswriting in) supporting ideas/points for each point
What are you going to do to prepare for the
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delivery of your AV speech and to be sure that itis 7-10 minutes in length? Also, list 3 new factsthat you learned about these informativespeeches so far.
Checking for Understanding: Instructor will question students throughout
lecture on AV speeches, packet information, andmain idea graphic organizer
Instructor will travel the room to ask and answerstudent questions as they are participating in allactivities
Closure: Instructor will quickly reload students withimportant vocabulary and ideas previouslycovered in classes, as well as assignments fornext meeting
Assessments: Questioning students for learning
Exit slip for anticipatory information and studentlearning from lesson
Lesson 2: 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 theirown)
Students are assigned presentation days (ask forvolunteers to go first in Lesson 4: 3 studentstotal) these will serve as examples of how tosucceed
Rationale: Students continue learning how to complete theoutline, select visual aids, rehearse, and deliver
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Iowa Core Standards Addressed:
an informative speech
SL.11-12.5. Make strategic use of digital media(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhanceunderstanding of findings, reasoning, andevidence and to add interest.
W.11-12.2.Write informative/explanatory texts toexamine and convey complex ideas, concepts,and information clearly and accurately throughthe effective selection, organization, and analysisof content.
Objectives: Students will demonstrate an understanding of aspeech 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 speechand provide explanatory subpoints by writingthem onto graphic organizers
Materials Needed:
Resources:
Pencil/Pen
Notebook/Paper for notes
Textbook
Classroom packet from instructorHook/Anticipatory Set: Video clip of a live musical performance leads to
the conversation on rehearsing
Could this performer have given this high level ofa performance without preparation/tons ofrehearsal?
Sequencing: Anticipatory Set: (5 Minutes)Rehearsing: (10 Minutes)
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Go through the exit slips from last meeting andpoint out what the students discovered aboutrehearsing
Add in information that students have missed onrehearsing (they can refer to the packet for later
reference) Take out graphic organizers
Explanation of subpoints (supporting material) foreach of the speechs main points
Model the subpoints of instructors previous mainideas 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 ideafor clarity
Split students into groups of 3-4 and they are tobrainstorm ideas for each others subpoints,adding these onto their organizers
This is a repeat of previous lessons activity ongathering other students perspectives on theirchosen topics, but they are now creating ideas forthe subpoints
Peers may also write in ideas for transitions from
one main point to anotherAudio-Visual Aids Lecture: (15 Minutes)
Example of an exemplary PowerPointPresentation (slides) and also one that needswork (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 visualand/or audio aid (Have a student make a list onthe whiteboard or over the Elmo)
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How to use these aidsConclusions: (10 Minutes)
Refer students to handout in packet as well as theoutline examples
Should have: main statement on subject, quick
summary of main points, the clincher (the final,memorable statement of the speech that isdirectly related to the major statement, or thethesis, that speaker is making about the subject)
Ask for volunteers to read the different types ofclosing/concluding statements:Summary, Emotional Appeal, Request for Action,Quote, and reiterate that all should tie back to thethesis statement/introduction
Model one of the conclusions verbally
Have a student model another of their choiceConclusion Questioning: (5 Minutes)
Time allotted for students to ask questions ofeach other or the instructor on writing aconclusion that will effectively lead to theintroduction and the thesis statement of theirentire speech
Grading Rubrics: (5 Minutes)
Hand out and review the grading rubric
Includes delivery, 2 outlines, acting asrespondent, and listening
Students will need to fill out the providedorganizerthat will provide evidence of active listening andengagement if they are the assignedrespondent, the scoring sheet will serve as thelistening organizer
Review, Work Time, and Closure (15 Minutes)
This is time for the students to work
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independently on their speeches, and to askindividual questions of the instructor who will beat the front table
Students are to approach with questions on aone-on-one basis only to get individual feedback
without interferenceChecking for Understanding: Instructor will question students throughoutlecture and in allotted time in the lesson (seeconclusion and work time)
Instructor will travel the room to ask and answerstudent questions as they are participating in allactivities
Closure: Instructor will quickly reload students withimportant vocabulary and ideas previouslycovered 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 onthe outline by next meeting
Assessments: Instructor will question students during activitiesto check for understanding
Time has been given for student questions during
lecture and during work time
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Lesson 3: Completed speech conclusions, completed ideaoutline, selected audio-visual aids, introductions,assigning peer-respondents, andcreating/completing a full-sentence outline
Rationale:
Iowa Core Standards Addressed:
Students will continue their in-class learning andwork to prepare and complete an AV InformativeSpeech
SL.11-12.5. Make strategic use of digital media(e.g., textual, graphical, audio, visual, andinteractive elements) in presentations to enhanceunderstanding of findings, reasoning, andevidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contextsand tasks, demonstrating a command of formalEnglish when indicated or appropriate
W.11-12.2.Write informative/explanatory texts to
examine and convey complex ideas, concepts,and information clearly and accurately throughthe effective selection, organization, and analysisof content.
Objectives: Students will further evaluate chosen topics andideas and compose a full-sentence outline for aspeech
Students will identify effective speechintroductions through a workshop with peers
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Students will examine and comment on peer AVaids and decide the relevance to the topics
Materials Needed:
Resources:
Pencil/Pen
Notebook/Paper for notes
Textbook Classroom packet from instructor
Hook/Anticipatory Set: Instructor will share examples of excellent speechintroductions (both media and written examples)
Sequencing: Anticipatory Set: (15 Minutes)Introductions: (10 Minutes)
Students should take out the packets and turn tothe introductions section
What an introduction should include:Attention getter (see types of introductions), thereason to listen (the topic), thesis statement(opinion that is stated on the topic), credibilitystatement (if the topic requires that the audiencebe convinced that speaker is a reliable source ofthis information being provided), and finally thepreview 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 ReferencingIntroduction Activity (Small-Group Workshop): (15Minutes)
Split students up into groups of 3-4
Each group should read through all of theexamples provided in the packet (identify themfor the students)
Group members should discuss with each otherwhich type that they are considering using
Peers should make suggestions to help each
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other with ideas
In the time allotted, students should begin writingtheir introductions and thesis statements byadding them onto their outlines
By the end of the activity each student should
have their introduction filled out on the outlineFull-Sentence Outline: (10 Minutes)
Students return for class lecture, discussion, andquestioning
Students should have their packets and the ideaoutlines
Instructor uses the Elmo to lead students throughThe Titanic outline example
Specify that this required research (cited) and thespeeches assigned here DO NOT, as students are
speaking from information that they already haveand did not have to do research
Each section of the outline is in completesentences
This is done to prepare you for rehearsalWork Time: (35 Minutes)
Students can work independently or with oneother person as assigned by the instructor
No off-topic speaking
This time is for students to complete the outlineso that rehearsal can begin
Instructor is available at the front table forindividual or partner questions (one person orgroup at a time to reduce interruptions)
Closure: (5 Minutes)
Begin rehearsing the speech as the outlinesshould be completed or nearly complete
Rehearse in front of a mirror and time them
Remember the limit of 7-10 minutes
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Rehearse with your AV aids and be sure they areoperative!!
Remind the 3 students who are presenting nextclass meeting they are NOT to tell anyone elsethat they are presenting!! These are surprise
examples for the other students. Thosepresenting are receiving extra credit forvolunteering.
Checking for Understanding: Instructor will question students throughoutlecture
Instructor will travel the room to ask and answerstudent questions as they are participating in allactivities
Closure: Instructor will quickly reload students withimportant vocabulary and ideas previously
covered in classes, as well as assignments fornext meeting
Assessments: Instructor will view student work before studentsexit the class and score progress
Instructor will assess student work throughquestioning and view student learning byreviewing written group work and individual workthroughout the class meeting
Lesson 4: Selected students (3) will present their preparedspeeches and hand in the 2 outlines
2 students are assigned to each presenter toprovide a scoring and comment sheet
Show clips from the film (500) Days of Summer
The film is basically an AV Informative Speechgiven by the main character played by JosephGordon-Levitt
Rationale: Selected students will present their speeches in
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Iowa Core Standards Addressed:
order to serve as an example for those studentsthat are still learning the process of preparing anAV informational speech
An alternative activity will give students a restfrom 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 amongideas, word choice, points of emphasis, and toneused.
SL.11-12.4. Present information, findings, andsupporting evidence, conveying a clear anddistinct perspective, such that listeners can follow
the line of reasoning, alternative or opposingperspectives are addressed, and the organization,development, substance, and style areappropriate to purpose, audience, and a range offormal and informal tasks.
SL.11-12.5. Make strategic use of digital media(e.g., textual, graphical, audio, visual, andinteractive elements) in presentations to enhanceunderstanding of findings, reasoning, andevidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contextsand tasks, demonstrating a command of formalEnglish when indicated or appropriate.
W.11-12.2.Write informative/explanatory texts toexamine and convey complex ideas, concepts,and information clearly and accurately throughthe effective selection, organization, and analysisof content.
Objectives: Students will observe 3 examples of peer work
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and provide listening reflections
Students will present their work and will receiveinstructor and peer assessment
Students will watch the film, take notes, andidentify past information by completing an exit
slipMaterials Needed:
Resources:
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 andinformative speeches
Textbook
Instructor-provided handoutsHook/Anticipatory Set: Other than the 3 presenting today, students have
NOT been informed that there will be speeches
After the presentations are completed, have asharing whip to provide instant feedback to thosethat presented1 sharing whip per presenterWhat worked?Were the points clear?
What can you say about the introduction,conclusion, or AV aids?Students are free to comment on anything, aswell as to provide comments on what could haveworked better
Sequencing: Anticipatory Set: (40 Minutes)Film and Exit Slip: (45 Minutes)Closure: (5 Minutes)
Remind those students presenting next classmeeting!
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Remind those that are responding to speeches!Checking for Understanding: Instructor will ask for questions after handing out
the listening organizers for note-takingClosure: Instructor will remind those students presenting
next block
Students are to come prepared and are provideda certain amount of time to set up prior to thestart of the presentations
Assessments: Instructor will complete a scoring sheet/rubricthat will be handed to the student at the end ofclass
2 peers will hand in commentary and scoring foreach speaker
Students complete a listening organizer toprovide evidence of active listening andparticipation in the presentations
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Lesson 5:Presented over a period of 3 blocks
Student presentations - (8) per block
2 student respondents per speakerRationale:
Iowa Core Standards Addressed:
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 amongideas, word choice, points of emphasis, and tone
used. SL.11-12.4. Present information, findings, and
supporting evidence, conveying a clear anddistinct perspective, such that listeners can followthe line of reasoning, alternative or opposingperspectives are addressed, and the organization,development, substance, and style areappropriate to purpose, audience, and a range offormal and informal tasks.
SL.11-12.5. Make strategic use of digital media(e.g., textual, graphical, audio, visual, andinteractive elements) in presentations to enhanceunderstanding of findings, reasoning, andevidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contextsand tasks, demonstrating a command of formalEnglish when indicated or appropriate.
W.11-12.2.Write informative/explanatory texts toexamine and convey complex ideas, concepts,
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and information clearly and accurately throughthe effective selection, organization, and analysisof content.
Objectives: Students will present an organized and rehearsedAV informative speech
Students will evaluate their own listening skillsthrough note-taking
Students will evaluate their peers by scoring andcommenting on performances
Materials Needed:
Resources:
Pencil/Pen
Notebook/Paper for notes
Scoring sheets for respondents
Listening graphic organizers
Student-selected audio-visual aids
Textbook
Classroom packet from instructorHook/Anticipatory Set: Welcome! Tell students to break legs and NOT to
be nervous!Sequencing: Anticipatory Set: (3 Minutes)
Have all presenting check their AV aids now toensure speedy transitions from speaker tospeaker
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 speechesPresentations:
Hand out listening graphic organizers
Hand out respondents scoring sheets (remindeveryone to put their names and blocks, etc. attop)
Remind speakers that there is no stopping
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Instructor will time speechesClosure: (5 Minutes)
Thank the presenters and hand out scores
Remind those students presenting next time!
Remind the respondents for next time!
Checking for Understanding: Ask for student questions concerning today ornext class presentations
Closure: See SequencingAssessments: Instructor score sheets
Peer-respondents sheets
Student preparation if they were ready topresent on their assigned date or had an excuseto delay presentation