Close Look at Speeches - English Lesson Plan for Year 10 Students
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This English lesson plan for Year 10 students focuses on the importance of effective speeches, their impact on communication, and the differences between spoken and written communication. Students will learn to write and present speeches, engage in group discussions, and analyze speeches by Martin Luther King Jr. and Richard Gill.
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Lesson Plan - English Topic area: Close look at speeches Stage of Learner: Stage 5 – Year 10 Syllabus Pages: Date:Location Booked:Lesson Number:/ Time: 1 hour Total Number of studentsPrinting/preparation Class set of both worksheets OutcomesAssessmentStudents learn aboutStudents learn to Syllabus outcomes ACELY1750: Understands the importance of the various functional aspects related to the language. Identifies the text structures and the features of the language. Identify the essential elements that differentiate between the written and the spoken language (Head et al., 2018). Use the knowledge gained towards creating effective texts that can significantly communicate even the most complex ideas to the listener and persuade greater audience engagement. Students will write speeches and present them in languages that will help it to be easily read and understood. Students will have to present writings that will be easier to read as a speech with efficient use of grammatically correct sentences and strong technical aspects of text. The students will have to give speeches that will be clear, fluid and meaningful. The students will have to display both effective speech writing and oral speech. Students will have to engage in group discussions (Maddox & Chandrasekaran, 2014). Students learn about the impact of powerful spoken language. The essence of spoken language and its relevance in enhancing spoken communication (Kim Hori & Watanabe, 2017). Students learn about how effective speech can be constructed. Moreover, students learn about how their own speech can be enhanced through effectively modifying their speech for better communication. Students learn about the essential differences between spoken and written communication. Students learn to write written copies of speeches that can make speeches easier. Student learn to modulate their voices in order to give appropriate speeches. Students learn to enhance their speaking abilities. Moreover, students learn to use the ability to give effective speeches. Students learn to use spoken language towards their essential advantage in various life situations. TimeTeaching and learning actions IntroRemind the students that that speech is an important form of spoken presentation of written text. Additionally, the various forms of written texts that can be used as foundations for effective engaging speeches will be discussed among the students. Stress on the value of good speeches and their impact towards establishing higher levels of communication. Discuss the effect of good speeches on public acceptance of the presented view point. Remind students of the various speeches they have come across throughout their lives and the speeches that were provided by some teaches in the course. Help students to develop own styles and techniques of giving effective speeches. Discuss the greater values of good speeches in human life. BodyProvide students with an assignment that need them to research about the viewpoints of Martin Luther King Jr. and Richard Gill. Both of these leaders were known for their brilliant speeches. A short amount of time will be given to the students to research thoroughly about the achievements and the most important speeches of these figures. Ensure that the entire class has relevant and essential knowledge about these two figures. Volunteers will be asked to provide essential details of their research findings in regards to the two leaders. Ensure that the class in completely engaged in the assignment and figure out the problem areas if any at the end of the assignment. Give students with a worksheet related to the famous speech “I have a dream” of Martin Luther King Jr. and understand about the various aspects of the speech. Reminding the students that the given worksheet only contains half of the speech with only 8 minutes. Making the students understand the various tones that have been utilized by the orator in order to give a firsthand impression of stressed and unstressed usage of words in speeches. The various emotional moods depicted through speeches are to also be provided to the students in order for them to learn the value of speech when addressing a huge crowd. The worksheet is to contain the various feedbacks of different critics in regards to the speech (Barnaud et al., 2017). Making the
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students understand about the various technical areas concerned with effective speech giving. The design and delivery of the worksheet will be done in such ways that students can easily relate to them. The aim is to provide students with a first impression of how speeches can be used to inspire a large number of students. Moreover, how technical aspects of speeches have been crucially developed over the years to enhance their general acceptance and influence over the public need to be properly discussed among students. Students will get a primary understanding of the importance of speeches. Students have to write their thoughts on the speeches. They need to critically analyze and evaluate the various aspects of the speeches. They have to highlight the most important technical aspects of the speech (Lee & Tashev, 2015). They have to provide the relevance of the speech and the essential background of the given speech. Students will have to relate to the speech and will have to write down their conclusive views on the speech. Students have to use their written assessment to engage in meaningful group discussions. Students will have to questions each other’s reflective points and discuss the most important factors that have emerged out of the study. Students get to learn the value of speech and at the same time learn to use their communicative abilities to take part in effective discussions. The value of music education, a 13 minutes video of Richard Gill’s speech is shown to the students. Students have to record their written analysis of the same just in the same way they did for the speech of Martin Luther King Jr. The students further discuss the essential elements that emerge out of the analysis of the speech of Richard Gill. The essential aspects that have generated out of the discussion are unanimously pointed out by the students on the basis of the most to the least relevant (Schmoker, 2018). Student engage in further discussion about the factors that they have been able to learn out of these two speech hearing and learning assignments. A Venn diagram is constructed by students in class in order to focus on the differences and similarities between the speeches of Martin Luther King Jr. and Richard Gill. Before the presentation of the diagram the students are asked to point out their respective individual views in regards the differences and similarities between the speeches of the two leaders (Chan et al., 2016). The Venn diagram is to be further used towards understanding the technical language aspects that emerge from the analysis of the speeches. In discussion with the students in class more aspects are to be added to the Venn diagram (Wu et al., 2015). The students are required to present their own views on the speeches. The students have to address the entire class through effective speech in regards to the matter. The students have to provide individual opinion this time addressing the class rather than the teacher. Other students have the ability to produce counter arguments during the session (Santos & Zadrozny, 2014). The student have to then give their respective opinion regards who they can select as the better orator. Moreover, the students can provide their own respective opinions in regard to what they liked or disliked about the speeches. Students are given relevant topics and asked to develop written speech documents in regards to the topic. The techniques and aspects related to the speeches should be related to the learning results that have generated from the previous assignments. The teacher checks the written documents. The students with better speeches are selected and the students with weaker speeches are asked to re do the assignment (Saito & Akiyama, 2017). After the entire class has been covered, the students are asked to individually present their written speech documents as verbal speeches in the class. Students thus, learn both how to write good speeches and orate the same. After the assignments further discussions can be used effectively towards understanding the value of written language and its effective presentation as speech. The teacher emphasizes on making written speeches in ways that will make verbal oration of speeches easier. The teacher can make the students understand about the difference in writing and speaking skills that crucially affect speeches. The students learn about how technically correct speeches can both be produced and orated for ensuring better outcomes. The students are given quick tips to enhance their speaking abilities. The teacher can provide individual feedback as per the classroom performances. The teacher further provides valuable insights with regards to addressing the wider audiences. ConclusionThe students are asked to provide the final speeches on highly relevant topics. The students are to produce documents in a way that they will use to address the public. The students are required to prepare a short and a medium length speeches. The students then go on to orate their written speeches in front of the class and the assessors. Students will have to strictly follow the guideline of “plan your own speech”. Students have to show their audience addressing and speech purpose skills. How am I measuring the outcomes of this lesson?
Learning OutcomeMethod of measurement and recording ACELY1750Students are to be assessed on the basis of two criteria. The primary criteria will be their classroom performances based on the two assessments (Maddox et al., 2016). Moreover, students will be judged on the basis of their effective classroom discussion capabilities. Points will also be provided in accordance with their communication levels. The secondary assessment will be based on the effectiveness of the final assessment speeches. The various aspects such as use of language, purpose and communicative intent with regards to the audience will be essentially measured. 1 Intellectual quality 1.1 Deep knowledge 1 – 2 – 3 – 4 –5Comments: The plan focuses on modules that will enhance the knowledge of the students 1.2 Deep understanding 1 – 2 – 3 –4– 5Comments: Due to the effort given toward learning deep understanding of the speech related issues can be addressed 1.3 Problematic knowledge 1 – 2 –3– 4 – 5Comments: Problematic knowledge has not been greatly addressed through the program 1.4 Higher-order thinking 1 – 2 – 3 – 4 –5Comments: Since the use of speeches and groups discussions will be used, higher order thinking can be essentially achieved 1.5 Metalanguage 1 –2– 3 – 4 – 5Comments: Metalanguage cannot be effectively used as aspects like phonology in speech have not been addressed 1.6 Substantive communication 1 – 2 – 3 – 4– 5Comments: The course is aimed towards substantive communication. The communicative aspects are greatly addressed Quality learning environment 2.1 Explicit quality criteria 1 – 2 – 3– 4– 5Comments: Essential emphasis has been given towards enhancing the quality aspects. Hence, the area is very well addressed 2.2 Engagement 1 – 2 – 3 –4– 5Comments: Engagement is enhances as the course will focus extensively on student engagement through discussion and speech giving practical assignments 2.3 High expectations 1 – 2 – 3 – 4 –5Comments: Expectations created are high as both the written and verbal aspects of speech given have been crucially addressed 2.4 Social support 1 – 2 – 3 –4– 5Comments: Social support is high as the students will constantly interact with each other 2.5 Students’ self-regulation 1 – 2 – 3 –4– 5Comments: Self-regulation is an essential target as the entire course is focused towards students developing their own abilities
2.6 Student direction 1 – 2 – 3– 4– 5Comments: Students can be directed in better ways as extensive student participation will be induced 3 Significance 3.1 Background knowledge 1 –2– 3 – 4 – 5Comments:Backgroundknowledgewillbescarceasthescopeofimplementingeffective background knowledge is less 3.2 Cultural knowledge 1– 2– 3 – 4 – 5Comments: The cultural aspects of speeches have not been covered. Hence, the scope is low 3.3 Knowledge integration 1 – 2 –3– 4 – 5Comments: Integration of knowledge will be medium as the scope is more for practical knowledge on speeches 3.4 Inclusivity 1 – 2 – 3 –4– 5Comments: Inclusivity is high as the course is aimed towards the integrated speech learning of the entire class 3.5 Connectedness 1 – 2 – 3 –4– 5Comments: There will be great connectedness as the course will extensively focus on group discussion 3.6 Narrative 1 – 2–3–4 – 5Comments: The narrative functions are good. The various speeches will be aimed towards better narration. Identify the four NSW QT model elements you are targeting for improvement. QT model 1) Metalanguage through phonetic aspects of speech 2) Cultural Knowledge 3) Knowledge integration4) Background knowledge Academic Justification The modifications were incorporated into the study in order to make it more interactive so that students can learn the essential aspects of the given study. Here the basic study is relate to learning effective speech. The previous lessons were designed in a theoretical way to give a theoretical basis of understanding to the students. However the current study has been based on better and far more effective learning. Speech is essentially communication and need to be understood through
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practical lessons rather than theoretical exercises. Hence, the modifications have incorporated to a greater extent the practical lessons to help the students understand the greater significance of the study. In this way,students learn about how effective speech can be constructed (Lee & Tashev, 2015). Moreover, students learn about how their own speech can be enhanced through effectively modifying their speech for better communication. Students learn about the essential differences between spoken and written communication. The study has always been focused towards the greater understanding of the subject matter. The students are greatly helped through the study as they can learn the effectiveness of speech. It is important that the greater significance of learning speech are understood (Maddox et al., 2016). This is mainly due to the fact that speech has both technical and philosophical elements attached to it. Martin Luther King Jr. and Richard Gill were both excellent orators and their speeches have been used in order to make the students understand the significance of strong speeches. It is important because only by gaining essential practical experience can students develop a deeper more meaningful understanding of a subject matter. Thus, the study has been essentially focused towards creating a positive value for the lessons in the life of the students. In the lessons, Students will have to relate to the speech and will have to write down their conclusive views on the speech. Thus, they can develop both deep knowledge and deep understanding of the subject. Moreover, students have to use their written assessment to engage in meaningful group discussions (Barnaud et al., 2017). Group discussion have been planned in order to enhance all the basic qualities of intellectual ability of the students. Students will have to questions each other’s reflective points and discuss the most important factors that have emerged out of the study. Students get to learn the value of speech and at the same time learn to use their communicative abilities to take part in effective discussions. The current learning attitudes focus towards developing the intrinsic learning abilities of the students. The same have been focused towards achieving in the work. Emphasis have been given towards providing a quality learning environment. However, despite the modifications some specific aspects like Meta language, cultural knowledge, knowledge integration and background knowledge need to be essentially focused on (Schmoker,2018). As far as the assessments are concerned, Students will be assessed on the basis of two criteria. The primary criteria will focus on classroom performances based on the two assessments (Maddox et al., 2016). Moreover, students will be judged on the basis of their effective classroom discussion capabilities. Points will also be provided in accordance with their communication levels. The secondary assessment will be based on the effectiveness of the final assessment speeches. The various aspects such as use of language, purpose and communicative intent with regards to the audience will be essentially measured. The assessment has been modified in accordance with the study requirements of the learning program. It is much important that along with the learning procedure the assessment also incorporates test of both skills and knowledge. The modifications over all are poised towards developing the students better for their future endeavors.
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