Close Look at Speeches - English Lesson Plan for Year 10 Students

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 students Printing/preparation
Class set of both worksheets
Outcomes Assessment Students learn about Students 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.
Time Teaching and learning actions
Intro Remind 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.
Body Provide 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

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.
Conclusion The 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 Outcome Method of measurement and recording
ACELY1750 Students 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 – 5 Comments: The plan focuses on modules that will enhance the knowledge of the students
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: 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 – 5 Comments: Problematic knowledge has not been greatly addressed through the program
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: 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 – 5 Comments: Metalanguage cannot be effectively used as aspects like phonology in speech have not
been addressed
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: 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 – 5 Comments: Essential emphasis has been given towards enhancing the quality aspects. Hence, the
area is very well addressed
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: 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 – 5 Comments: 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 – 5 Comments: Social support is high as the students will constantly interact with each other
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: Self-regulation is an essential target as the entire course is focused towards students
developing their own abilities