Lesson Plan Template With Guiding QuestionsSubject Area:Reading Course Name/Grade Level: HS 11-12, IR3/4

Lesson Standard: LAFS.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions, evaluating the credibility and accuracy of each source.

Concept/Skill Focus:Oral Language

Lesson Objective(s): Students (F) will be able to explain (A) how a speaker uses words and language for effect and to build credibility (C) by learning and presenting a speech in class and (A) answering questions from peers specifically about the speech’s content.

ELL Modifications:ELL students are encouraged to work with speeches that have less rigorous vocabulary and speeches from persons of similar ethnic backgrounds to draw on cultural background knowledge.

Materials Needed:1. Computer access for students to select a speech from

americanrhetoric.com2. Printed copies of speeches3. Black binder for speeches4. Podium

Differentiation: There are 100+ speeches on americanrhetoric.com and the teacher will work with students to select speeches that are appropriate for their developmental level.

LR – Shorter speech, less rigorous vocabulary

MR – Average length speech, some challenging vocabulary and pronunciation.

HR – Advanced speech, challenging vocabulary, some advanced pronunciation.

FINAL ASSESSMENTStudents will select and learn a speech from americanrhetoric.com to present to the class who, posing as reporters, will ask content-specific questions, answered verbally by the speaker.

Opening: We have learned about main idea, the use of rhetoric to communicate ideas, remember our claim, claim evidence, and commentary table? Now you have the opportunity to put those skills to use. You are going to select a speech from americanrhetoric.com, analyze and learn the speech, and present your speech to the class. As an audience you will listen to the speech and write one question that directly relates to the speech content (yes you will be graded on these question). Each of you will have the opportunity to call on your peers and answer their question, using your speech for text evidence.

ASSESSMENT: Students will fill out a form (attached) identifying which speech they have selected from americanrhetoric.com and turn in to the teacher for a completion grade.

Modeled Instruction: Teacher will read 3 pages of Roosevelt’s Four Freedoms speech in class, modeling appropriate speech skills (pace, pronunciation, diction, inflection, etc). On the elmo the teacher will show how they prepared a reading script (double spaced, 14 point font), how pauses are marked in the script (/, //, ///), how word pronunciations are used, and how claims are marked in green highlighter and claim evidence in highlighted in yellow.

The class will discuss how to use Webb’s DOK levels 1-4 (they have been working with this all year long and each student has their own copy of the DOK levels and question stems) to write questions about the speech. We will make a T-chart on chart paper about the differences between good and bad questions.

ASSESSMENT: Each student will write one question on a note card, identify the DOK level. Cards will be collected and handed out for peer review. Students will score their peers’ questions on 1 (poor) through 5 (excellent) and write one positive comment and one critical comment to make questioning better. Cards will be collected for a grade in the grade book (teacher’s score + peer review score = the grade).

Guided Practice: Each student will bring in a typed reading script and text mark (1) pauses (/, //, ///), (2) pronunciations, and (3) claim and claim evidence. Over 2-3 days each student will rehearse once with the teacher and once with a peer, discussing the speech, performance choices, script markings, and questions the speaker might anticipate from their peers.

ASSESSMENT: Students’ scripts will be evaluated during the teacher conference and a score will be written into the grade book, 25 points for the

script and 25 points for their understanding and conversation during the conference (demonstration of knowledge and comprehension of the speech content). Teacher will ask about speech content that supports claims of credibility and reliability of the original speaker.

Independent Practice: Each student is assigned a date for his or her speech performance. On the specified date students will present their speech to the class. Each student in the audience will write one DOK 2 or 3 question on a note card as the speech occurs, practicing listening skills. After the speech has concluded, the speaker will call on 5 students who will pose their question for the speaker to answer. Speakers must refer to evidence in their speech to answer questions.

ASSESSMENT: Student question cards are collected after each speech and graded out of 10 by the teachers. Speaker responses are graded out of 50 based on their use of text evidence in the answer.

Closing: Write a 3¶ response to the assignment, discussing what you learned about speech writing and presentation. What would you do differently to see greater success? What did you do well in the process? How could this lesson be better? What worked exceptionally well about this lesson?

PROCESS CONFERENCE/REFLECTION: Students will turn in their (1) original speech and script with markings and teacher’s grade from the conference, (2) the note cards from their peers, and (3) the reflection essay. All will be counted for a grade (1) 25 + 25 (see above), (2) 10 points X number of students in the class, (3) 50 points for Q & A after the speech.

Reflection and Adjustments: (Teachers comment on what went well and/or what they would change the next time.)

After delivering this lesson to your students, comment on its effectiveness at teaching the learning target and any adjustments you would make for the next time. How many of your students met expectations? What will you do to address the student’s who did not meet the expectations?

SPEECH PROJECT

For this project you will select a speech from americanrhetoric.com (click on Top 100 Speeches), complete an analysis of the speech’s main idea and supporting details.

Speaker ________________________________________ Speech_________________________________________________________________________