writing speeches lesson plan

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DLP-Speech-Writing in english learning

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Detailed lesson plan, in oral communication in context (grade 11).

I. Objectives

Upon the completion of the lesson, the students shall be able to:

a. Identify the principles of speech writing;

b. Distinguish the types of speeches according to purpose;

c. Understand the process of speech writing; and

d. Make use of the principles of speech writing in creating an outline and writing of their speech.

Content Standards

Realizes the rigors of crafting one’s speech.

Performance Standards

Proficiently delivers various speeches using the principles of effective speech delivery

Learning Competencies

Uses principles of effective speech writing focusing on

o Audience profile

o Logical organization

o Word choice

o Grammatical correctness

II. Subject Matter

A. Topic: Principles of Speech Writing

B. Time Allotment: 90 minutes

III. Learning Resources

A. Reference: SHS Oral Communication Curriculum Guide

deped.gov/wp-content/uploads/2019/01/SHS-Core_Oral-Communication-C G

B. Materials: Laptop, Powerpoint presentation, Google meet, Mentimeter, and PollEverywhere.

IV. Procedures

Teacher’s Activity Student’s Activity A. Preliminary Activities

Prayer It’s exactly ___, let us start our meeting with an AUF prayer.

Greetings Good morning, Grade 11 St. __ , Pax et Venia a Deo!

It’s nice to see all of you! How are you today?

Checking of Attendance Let us proceed to the checking of attendance. Class, once your name is called kindly unmute your microphone and please say “present”

Welcome to our Oral Communication in Context weekly discussion. Now I want you to take a deep breath, seat properly, and stay focused for this session.

B. Motivation Have you been asked to write a speech? Or Have you experienced writing your own speech?

Who among you here has experienced these things? Let me see a raised hand, please.

First of all, what is a speech? Now, I’ll be asking you to think of a word or phrase defining a speech. Kindly go to this link. menti and type in the access code: 8030 2182

In this link, we will be making a word cloud by answering this question: What comes to your mind when you hear the word "speech"? or could you give your own definition of speech? Please provide 3 answers and click the submit button.

Alright! Thank you so much for participating.

C. Discussion A speech is an official verbal presentation that aims to convince the audience to pay attention to your subject of discussion.

Good morning, Ma’am!

(Students will click the raise hand button)

(Students will participate on the activity)

(Students’ answers may vary)

intended for them.

How do you analyze your audience? It entails looking into the profile of your target audience to tailor-fit your speech content and delivery to your audience. It is composed of knowing the profiles of your audience which includes:

A. Demography (age range, male-female ratio, educational background, place of residence, language spoken, religious affiliations/beliefs, profession/economic status, etc.)

B. Situation (time, venue, occasion, and size)

C. Psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies, and needs)

• Purpose - It is your motive/aim as a speaker.

Let me ask you a question, why are you writing or delivering a speech? Or what are your goals whenever you do a speech?

As a speaker, you should know the purpose of your speech. Are you trying to inform, entertain, or persuade? a. Informative speech - provides the audience with a clear understanding of the concept or idea presented by the speaker. b speech - provides the audience with amusement. c speech - provides the audience with well-argued ideas that can influence their own beliefs or decisions.

• Topic - the focal point of your speech. Let me ask you a question if you are free to decide on a topic? How do you identify your topic? What topic are you usually select? As for me, I like to use topics that are aligned with my personal experiences. What about you?

There are actually a variety of strategies used in selecting a topic such as using your experiences, freewriting, listing, asking questions, semantic webbing, etc.

Narrowing down a topic - it makes the idea or topic more specific and focused. Example: General topic: “Effective money management” Specific topic: “Defining and developing effective money management skills of Grade 11 students”

Data Gathering - the stage where you collect ideas, information, sources, and references relevant/related to your topic. How can this be done? By visiting the library, browsing the web, observing a phenomenon or event, conducting interviews or surveys.

Writing Patterns - these are structures that will help you organize the ideas related to your topic.

7. Outline - it is to plan and organize the writer’s thoughts, to determine in advance what he intends to say, and to begin at the beginning.

“Once and for all...”, etc.) b positive examples, encouraging words, or memorable lines from songs or stories familiar to your audience. (Ex. I would like to encourage everyone by leaving this famous line from Walt Disney, "All our dreams can come true—if we have the courage to pursue them.") c a question or series of questions that can make your audience reflect or ponder. (Ex. “The choice is ours to make, it's now or never.”)

• Editing/Revising - This involves correcting errors in mechanics, such as grammar, punctuation, capitalization, unity, coherence and others.

Six Powerful Principles for Speech Editing (Andrew Dlugan, 2013) a for focus – everything you have written is related to your central message. “So, what’s the point? What’s the message of the speech?” b for clarity – ideas must be clear and arranged in logical order. “I don’t understand the message because the examples or supporting details were confusing.” c for concision – keep your speech short, simple, and clear by eliminating unrelated stories and sentences and by using simple words. “The speech was all over the place; the speaker kept on talking endlessly as if no one was listening to him/her” d for continuity – keep the flow of your presentation smooth by adding transition words and phrases. “The speech was too difficult to follow; I was lost in the middle.” e for variety – shift the tone and style from formal to conversational and vice-versa or by adding humor. “I didn’t enjoy the speech because it was boring.” f. Edit for impact and beauty – make your speech memorable by surprising the audience, using vivid images, writing well-crafted and memorable lines and using figures of speech. “There’s nothing really special about the speech.”

12 - this gives you an opportunity to identify what works and what does not work for you and for your target audience.

Here are some strategies used in rehearsing: a your speech aloud b for analysis

Guidelines in Speech Writing  Keep your words short and simple.  Avoid jargons, acronyms or technical words.  Make your speech more personal.  Use active verbs.  Be sensitive to your audience.

 Use figures of speech.  Manage your time well; make sure that the speech falls under the time limit.

D. Developmental Activities Now let us check your understanding on the principles of speech writing. Kindly go this link and answer the following questions. PollEv/surveys/Av26dYlWF7xgE62ApLROr/respond

I should consider my audience's age, interest, and gender when writing my speech.

I should use impressive words so that my audience will be amazed.

I should research on what my audience know about the topic.

I should use jargon in my speech to make it more reliable.

I should use varied methods to make my topic more organized.

I should never consider the length of my speech.

I should consider my audience's attention span in writing my speech.

I should use catchy starter to get my audience's attention.

I should edit my work only because of grammatical errors.

I should never ask someone to proofread or comment on my speech.

Thank you so much for participating! I can see that you clearly understand our lesson for today.

E. Generalization Let us now summarize what we have learned.

• The aim of this speech is to provide engagement and amusement on lighter level. This is utilized to capture the attention of the audience while also conveying a clear message.

a. Informative speech

b. Persuasive speech

c. Entertainment speech

• Shawn is one of the participants of the debate competition in the Speech Fest 2022 next week. Before writing his constructive speech, he reads several books, browses for several research study, and reads news articles. In what process of speech writing can this action be considered?

a. Editing/Revising

c. Data gathering

• Harry Styles replaced James Corden on one of the shows of Late Late Show with James Corden, he delivered a monologue about the current news. He added a bit of funny remarks that made the audience laugh. What kind of speech did he deliver??

b. Informative speech

• What is the as the central idea of a speech?
• Tamara is writing her manuscript about blended learning for her masters’ degree. She feels that her topic is too broad, and decided to focus on one learning modality instead. What component of speech writing did she employ?

a. Data gathering

b. Writing patterns

c. Narrowing down a topic

• Tyler began to talk about the end of a human being, which was closely related to the subject he aimed at, in order to capture the attention of the audience. What component of speech writing did he employ?

a. Body of the Speech

b. Introduction

c. Conclusion

• JK organized the ideas he was going to convey in a hierarchical list suitable for his purpose in conveying his speech. What component of speech writing did he employ?

a. Writing Patterns

• Tony chose the chronological writing in the form of a speech suitable for his purpose. What component of speech writing did she employ?
• Alex tries to construct a writing pattern suitable for his purpose to address the temporal sequence or progress of the Covid-19 pandemic. What type of writing pattern should be used?

a. Biographical

b. Chronological

c. Categorical/Topical

• Natasha is looking for a writing pattern suitable for her purpose to differentiate Covid- with Spanish Influenza. What type of writing pattern should be used?

b. edit for variety

c. edit for focus

• Which among the following does not belong to the strategies of rehearsing?

a. reading speech out loud

b. memorizing the speech

c. recording for analysis

• When Anika talked to the fishermen, she made sure that the fishermen will understand her speech by using familiar and common words. What speech guideline did she follow?

a. keeping words short

b. making speech more personal

c. avoiding jargons, acronyms, and technical words

Prepared by:

Trixie Ayne T. Magsisi

(Student-Teacher)

AUF - CED BSEd English

• Multiple Choice

Subject : Education

School : balingasa high school.

• Discover more from: Education Balingasa High School 999+   Documents Go to course
• More from: Education Balingasa High School 999+   Documents Go to course

Analyzing Famous Speeches as Arguments

• Resources & Preparation
• Instructional Plan
• Related Resources

Traditionally, teachers have encouraged students to engage with and interpret literature—novels, poems, short stories, and plays. Too often, however, the spoken word is left unanalyzed, even though the spoken word has the potential to alter our space just as much than the written. After gaining skill through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as What makes the speech an argument?, How did the author's rhetoric evoke a response from the audience?, and Why are the words still venerated today?

Featured Resources

From theory to practice.

Nearly everything we read and hear is an argument. Speeches are special kinds of arguments and should be analyzed as such. Listeners should keep in mind the context of the situation involving the delivery and the audience-but a keen observer should also pay close attention to the elements of argument within the text. This assignment requires students to look for those elements.

"Since rhetoric is the art of effective communication, its principles can be applied to many facets of everyday life" (Lamb 109). It's through this lesson that students are allowed to see how politicians and leaders manipulate and influence their audiences using specific rhetorical devices in a manner that's so effective that the speeches are revered even today. It's important that we keep showing our students how powerful language can be when it's carefully crafted and arranged.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Materials and Technology

• ReadWriteThink Notetaker
• Teacher Background and Information Sheet
• Student Assignment Sheet
• List of Speeches for Students
• Queen Elizabeth I’s Speech with Related Questions
• Historical Speech Research Questions
• Peer Response Handout
• Essay Rubric

This website contains audio of the Top 100 speeches of all time.

Included on this site is audio of famous speeches of the 20th century, as well as information about the speeches and background information on the writers.

The "Great Speeches Collection" from The History Place are available here in print and in audio.

This website includes information on finding and documenting sources in the MLA format.

Preparation

• Review the background and information sheet for teachers to familiarize yourself with the assignment and expectations.  Consider your students' background with necessary rhetorical terms such as claims, warrants, the appeals (logos, pathos, ethos), and fallacies; and rhetorical devices such as tone, diction, figurative language, repetition, hyperbole, and understatement. The lesson provides some guidance for direct instruction on these terms, but there are multiple opportunities for building or activating student knowledge through modeling on the two speeches done as a class.
• Check the links to the online resources (in Websites section) make sure that they are still working prior to giving out this assignment.
• Decide whether you want to allow more than one student to analyze and write about the same speech in each class.
• Look over the  List of Speeches for Students to decide if there are any that you would like to add.
• Look over the suggested Essay Rubric and determine the weights you would like to assign to each category.  For example, you might tell students that Support and Research may be worth three times the value of Style. Customize the Essay Rubric to meet the learning goals for your students.
• Reserve the library for Session Three so the students can do research on their speeches.
• President Obama’s Inauguration Speech.
• Former President Bush’s Defends War in Iraq Speech.
• Former President Bush’s 9/11 Speech.
• Former President Clinton’s “I Have Sinned” Speech.

Student Objectives

Students will

• analyze a speech for rhetorical devices and their purpose.
• identify an author’s purposeful manipulation of language.
• identify elements of argument within a speech.
• write an analysis of a speech with in-text documentation.

Session One

• Begin the lesson by asking students what needs to be present in order for a speech to occur. Though the question may seem puzzling—too hard, or too simple—at first, students will eventually identify, as Aristotle did, the need for a speaker, a message, and an audience.
• The class should discuss audience and the importance of identifying the audience for speeches, since they occur in particular moments in time and are delivered to specific audiences. This is a good time to discuss the Rhetorical Triangle (Aristotelian Triad) or discuss a chapter on audience from an argumentative textbook. You may wish to share information from the ReadWriteThink.org lesson Persuasive Techniques in Advertising and  The Rhetorical Triangle from The University of Oklahoma.
• Next distribute Queen Elizabeth’s speech to the troops at Tilbury and use the speech and its historical context as a model for the processes students will use on the speech they select. Provide a bit of background information on the moment in history.
• Then, as a class, go over  Queen Elizabeth’s speech and discuss the rhetorical devices in the speech and the purpose for each one. Adjust the level of guidance you provide, depending on your students' experiences with this type of analysis. The questions provide a place to start, but there are many other stylistic devices to discuss in this selection.

Discuss the audience and the author’s manipulation of the audience. Consider posing questions such as

• This is a successful speech.  Why?
• Elizabeth uses all of the appeals – logos, pathos, and ethos – to convince all of her listeners to fight for her from the loyal follower to the greedy mercenary.  How?
• The tone shifts throughout the selection.  Where?  But more importantly, why?

Martin Luther King, Jr. uses an appeal to pathos in his “I Have a Dream” speech through his historical allusion to Abraham Lincoln’s Emancipation Proclamation: “Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.” This is particularly effective for his audience of people sympathetic to the cause of African American men and women who would have been especially moved by this particular reference since it had such a significant impact on the lives of African Americans.

Session Two

• Continue the work from the previous session by distributing the  Analyzing Famous Speeches as Arguments handout and discussing the assignment and what it requires. See the  background and information sheet for teachers for more details.
• Tell students they will be getting additional practice with analyzing a speech as an argument by showing a short  10-minute clip of a presidential speech . Ask students to think about how the particular moment in history and the national audience contribute to the rhetorical choices made by the speaker.
• Lead a discussion of the speech as an argument with regard to purpose and intent. Work with students to identify warrants, claims, and appeals.
• Ask students to consider how the author manipulates the audience using tone, diction, and stylistic devices. What rhetorical devices aided the author’s manipulation of his audience? Discuss a particular rhetorical device that the President used and the purpose it served.
• Share the Essay Rubric and explain to students the expectations for success on this assignment.
• Allow students to select a speech from the List of Speeches for Students . If they wish to preview any of the speeches, they can type the speaker's name and the title of the speech into a search engine and should have little difficulty finding it.

Session Three

• Take the students to the library and allow them to research their speeches. They should locate their speech and print a copy for them to begin annotating for argumentative structure and rhetorical devices.
• What was the speaker up against?  What is the occasion for the speech?
• What did the author have to keep in mind when composing the text?  
• What were his or her goals?  
• What was his or her ultimate purpose?  
• What was his or her intent?
• Remind students that the writer of the speech is sometimes not the person who delivered the speech, for example, and this will surprise some students. Many people assume that the speaker (president, senator, etc.) is always the writer, and that’s not always the case, so ask your students to check to see who wrote the speech. (They might be surprised at the answer. There’s always a story behind the composition of the speech.)
• Help students find the author of the speech because this will challenge some students. Oftentimes, students assume the speaker is the author, and that’s sometimes not the case. Once the speechwriter is identified, it is easier to find information on the speech. Help students find the history behind the speech without getting too bogged down in the details. They need to understand the climate, but they do not need to be complete experts on the historical details in order to understand the elements of the speech.
• If they wish, students can use the ReadThinkWrite Interactive Notetaker to help them track their notes for their essays. Remind them that their work cannot be saved on this tool and should be printed by the end of the session so they can use it in future work.
• For Session Four, students must bring a thesis, an outline, and all of their research materials to class for a workday. Remind them to refer to the Analyzing Famous Speeches as Arguments , the Essay Rubric , and any notes they may have taken during the first two sessions as they begin their work.
• The thesis statement should answer the following question: What makes this speech an effective argument and worthy of making this list?

Session Four

• Set up students in heterogeneous groups of four. Ask students to share their outlines and thesis statements.
• Go around to check and to monitor as students share their ideas and progress. The students will discuss their speeches and their research thus far.
• Have students discuss the elements of an argument that they plan on addressing.
• Finally, have students work on writing their papers by writing their introductions with an enticing “grab” or “hook.” If time permits, have students share their work. 
• For Session Five, students should bring in their papers. This session would happen in about a week.

Session Five

• In this session, students will respond each other's drafts using the Peer Response Handout .
• Determine and discuss the final due date with your students. Direct students to Diana Hacker’s MLA site for assistance with their citations if necessary. 
• Remind students that their work will be evaluate using the essay rubric .  They should use the criteria along with the comments from their peer to revise and polish their work.
• During the process of analyzing  Queen Elizabeth I’s Speech , consider showing the related scene from the film Elizabeth: The Golden Age . Though the text of the speech is drastically cut and altered, seeing one filmmaker's vision for the scene may help reinforce the notion of historical context and the importance of audience.
• Allow students to read and/or perform parts of the speeches out loud. Then, they can share some of their thinking about the argumentative structure and rhetorical devices used to make the speech effective. This activity could happen as part of the prewriting process or after essays have been completed.
• Require students to write a graduation speech or a speech on another topic. They can peruse print or online news sources to select a current event that interests them.  Have them choose an audience to whom they would deliver an argumentative speech.

Student Assessment / Reflections

• After peer response has taken place, use the essay rubric to provide feedback on student work. You may change the values of the different categories/requirements to better suit the learning goals for your classroom.
• Calendar Activities
• Lesson Plans
• Student Interactives
• Strategy Guides

Students explore the ways that powerful and passionate words communicate the concepts of freedom, justice, discrimination, and the American Dream in Martin Luther King, Jr.'s "I Have a Dream" speech.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text.

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/ Lessons Plans / Language Arts Lesson Plans / Delivering a Persuasive Speech Lesson Plan

Delivering a Persuasive Speech Lesson Plan

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Please help us grow this free resource by submitting your favorite lesson plans.

Lesson Plan #: AELP-SPH0200 Submitted by: Douglas Parker Email: [email protected] School/University/Affiliation: Albany Academy, Albany, NY Date: May 30, 2001

Grade Level: 6, 7, 8, 9, 10, 11, 12

Subject(s):

• Language Arts/Speech

Duration: Two 50-minute sessions

Description: Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.

Goals: The goal of this lesson is to improve students’ speaking skills by understanding persuasion proficiencies.

Objectives: Students will be able to:

• Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker’s coordination of talking and action) that would be necessary to influence or change someone’s mind or way of thinking about a topic.
• Define the elements of persuasion.
• Recognize the elements of personal credibility.
• Develop methods to analyze other students’ speeches.
• Understand outlining main ideas.
• Create a persuasive speech.
• teacher-prepared topics for persuasive speeches
• sample rubric (available in .pdf format)
• Sample Rubric

Procedure: During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class. Have the students pick a proposition that not everyone would agree with such as: nuclear power plants are superior energy sources. Have them write a 6-8 minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech. 

The voice and the body are the best tools — every student is a natural persuader! They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true that any time students make a statement of fact, they are asserting its validity and assuming that their listener agrees. This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone’s mind or way of thinking about a topic. This is not a speech to sell, as students do not ask that the listener do anything except to agree with them or to begin to listen to their way of thinking. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help. There are several important aspects of presentation to keep in mind; the academic elements of persuasion are:

• Body Language – Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
• Articulation – Articulation means how their total vocal process works. There are several steps to this entire process. Students need to understand the process. First, they need air from the lungs, their vocal cords in their larynx must be working, their mouth and tongue must be in sync, and they have to make sure that they have got some saliva in their mouths to keep things oiled. They should be aware of their physical makeup to be able to understand how they speak.
• Pronunciation – Students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, you know.
• Pitch – Pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!
• Speed – The speed, or pace, is an important variable to control. Between 140-160 words per minute is the normal pace for a persuasive speech. Any faster and they may appear to be glib; any slower and they sound like they are lecturing. If they are not sure about their speed, tape them for one minute and then replay it and count the number of words they used in the minute! The human ear and brain can compile and decode over 400 spoken words per minute, so if they are going too slow their listeners’ minds are going to start to wander as the brains finds other ways to keep themselves occupied.
• Pauses – The pause, or caesura, is a critical persuasive tool. When they want to emphasize a certain word, have them just pause for one second before; this highlights the word. If they really want to punch it, tell them to pause before and after the word!
• Volume – Volume is another good tool for a persuasive speech, but they should use it with caution. If they scream all the way through their speech, people will become accustomed to it and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech! They must try to project or throw their voice out over the entire class – or speak to the last row.
• Quality – Quality of voice is gauged by the overall impact that their voice has on their listeners. Quality of voice is the net caliber of their voice, its character and attributes. They must try to keep the vocal quality high; it is what separates their voices from everyone else’s.
• Variance – Variance of vocal elements is the most important consideration of all! One of the most persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears to a more rapid pace. People were light-headed after listening to him! Even if they have no desire to run for political office, students can still use the tools of variance. Have them try to change their pitch, volume, and speed at least once every 30 seconds, if only for just one word. Never let them go more than one paragraph without a vocal variance. This keeps the class locked into the speech, if for no other reason than it sounds interesting! Let the students’ words speak for themselves; reflect their nature through their voices. If they use the word strangle, have them say it with a hint of menace in their voices. If they say the word heave, let the class feel the onomatopoeic force behind it. If they say the word bulldozer, make it sound like a titan earthmover, not like a baby with a shovel.

The Strategy: Appear Rational When students are trying to convince someone of something, they must first establish their credibility, or in other words, they must sell themselves before they sell their message. If people feel that they are not being reasonable or rational, they do not stand a chance. They must be committed to the ideals and goals of their speech and what they are saying. They should not use words such as maybe or might- the should use positive words such as will and must. Students must portray themselves as the authority figures in this speech, so they had better supply enough information to prove their points so that they can seem knowledgeable, and they had better know their material cold. People can usually spot someone who is trying to wing a speech. They should also appear to be truthful – even when they are really stretching a point. If they do not appear to be earnest, even if their message is the 100% truth, people will doubt their word and tune out their speech. Lastly, they must not be afraid to show a little emotion – this is not a sterile or static speech. Students’ bodies and voices must match the tone of their words. If their language is strong, they must present a physical force to go along with their deliveries.

The Class Reaction The class has two major criteria to consider after each member’s speech. First, the delivery. Were the speaker’s body, words, and actions in synchronization and harmony? Did one support the other or was there tension between the body and the voice? Secondly, were the students persuaded? Why or why not? Discuss what makes a persuasive speech work and how the intangibles effect a positive outcome. Assessment: The class will assess each speaker’s performance in terms of voice and body coordination and in terms of persuasiveness. Each class can develop performance assessments such as rubrics to facilitate this process (see sample rubric in Materials ).

Useful Internet Resource: * Basic Public Speaking, 2nd edition (written by the lesson plan author) http://www.capital.net/~bps2

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Speech and Debate

12 Historical Speeches Nobody Ever Heard What if the Apollo 11 astronauts had been stranded in space? What if the invasion at Normandy during WWII had failed? Texts of speeches that were never delivered. These would make a good pre-writing activity to accompany reading: what might Juliet Capulet have said had she awakened 5 minutes sooner? What might Jim have said to Huck had they found Cairo as they had planned?

Actions Speak Louder Than Words No matter how good a written speech is, the delivery is what the audience remembers. Learning about and practicing volume, stress, pacing, and pronunciation helps students to deliver an oral presentation effectively.

Abraham Lincoln's Second Inaugural Address Text of the speech in both web and MS Word formats.

American Rhetoric This extensive resource includes an online speech bank, a "Top 100 Speeches" list, a database of figures of speech, and more. Many of these resources are available as audio files.

Battling for Liberty: Tecumseh's and Patrick Henry's Language of Resistance Students compare and contrast Patrick Henry's famous speech with two by Chief Tecumseh of the Shawnee to develop an appreciation of powerful language.

"Blood, Toil, Tears, and Sweat" Complete text of Churchill's speech to the House of Commons in May 1940.

Circle of Stories Documentary film, photography, artwork and music exploring Native American storytelling. Lessons available at the site are designed for grades 6-12.

Debate Links for using debate in the classroom and for the national high school debate topic.

Demonstration Speech An annotated outline for a model demonstration speech.

Dr. King's Dream Part of this lesson focuses on Dr. King's "I Have a Dream" speech. It is designed for grades K-2.

Effective Speech Writing Suggestions for working with a theme, including examples from other speeches.

Express Yourself: Crafting Social Location Maps and Identity Monologues Students map their social locations (definition and model included), reflect on their identity and the dramatic purpose of monologue, and craft speeches that explore defining aspects of their lives.

"Four Freedoms" Audio file and text of Franklin Delano Roosevelt's State of the Union address in 1941. Also available in PDF and Flash versions.

Free Speech: Reading Closely by Preparing a Hypertext Version of a Political Speech Students share opinions and feedback about the speech on race delivered by Barack Obama on March 18, 2008. They then create a hypertext-annotated version of the speech that explains its historical and contemporary references and offers personal commentary. This lesson includes a copy of the speech; other speeches would also work with this strategy.

Gifts of Speech: Women's Speeches from Around the World Searchable and browsable, this site includes speeches from Elizabeth Cady Stanton, Sojourner Truth, Emma Goldman, Margaret Chase Smith, and others.

Has the Cat Got Your Tongue? Students work to improve their enunciation skills by taking part in a tongue-twister speaking competition and writing tongue twisters of their own! This lesson is designed for grades 3-5.

Hello, America! Radio Broadcasting in the Years before Television Students write and create radio programs. A 10-age handout includes background information and teaching suggestions. Adobe Reader or compatible application required for access.

How to Speak to that People Want to Listen In this TED talk (9:58), Julian Treasure demonstrates the how-to's of powerful speaking — from some handy vocal exercises to tips on how to speak with empathy.

I Have a Metaphor A lesson in identifying the literary devices used in Dr. King's "I Have A Dream" Speech: analogy, symbolism, use of chronology, personification, metaphor, figurative language and the effective use of repetition.

Impromptu Public Speaking Topics This page has a list of 50 topics.

It's All About Me Designed for third grade, this thorough unit plan includes 11 lessons and a culminating activity. Students explore biography and autobiography, review parts of speech, conduct interviews, and give a speech. This 37-page document includes lesson plans and handouts. It requires Adobe Reader or compatible application for access. Consider downloading the file and printing only those pages you need.

Monologue Archive Comic, dramatic, and classical monologues for men, women, children, and seniors. It is also possible to browse for monologues by playwright.

Narrative Speech Students give a narrative speech using visual aids. The student must bring in three things that represent them in some way and explain why these things are significant. The 2-4 minute speech will be given with no notes. Adobe Reader required for access.

Narrative Speech Assignment This assignment includes suggestions for organization and evaluation.

National Speech and Debate Association/National Forensic League Links to debate topic, Stennis Student Congress resolution, National Junior Forensic League, and NFL services including Rostrum magazine.

Out Loud Students assess the experience of reading and being read to aloud, both in person and on audio, and then practice and perform their own oral readings.

Persuasive Speech Everything you need to prepare a persuasive speech: an outline, step-by-step analysis, and examples.

The Power of Speech Students explore equal rights issues as they practice the skills necessary for public speaking.

Preparing Students to Present This infographic lists 27 ways to help prepare students for successful presentations.

Robert's Rules of Order The official web site, with Frequently Asked Questions and other resources.

Say It Plain: A Century of Great African American Speeches Reading comprehension, listening comprehension, and critical thinking activities using audio clips and transcripts of moving and powerful speeches.

Speaking Up: Overcoming Fear of Public Speaking One part infographic, one part tips for speakers, this page analyzes our common fears and suggests ways to overcome fear of speaking in public.

State of the Union Creative Assignment Introduction and 5 activities supporting study of the State of the Union Address: edit the speech, support or defend one statement from the speech, evaluate the topics chosen, write a critical response, write a catch phrase.

Storytelling Activities & Lesson Ideas A wide variety of activities for all grade levels.

Ten Simple Rules for Making Good Oral Presentations From "Talk to the Audience" to "Provide Appropriate Acknowledgments," good advice for speakers of all ages.