Sarah Schrader 10 th -12 th _Speech 10-08-10 Today s Lesson Objective: Students will deliver informative speeches and start the storytelling speech. 5 min Warm-up *Note: Assembly Schedule = 52 minute classes Before we start our informative speeches for the day, let s take a few minutes to clear our heads and do a couple of fun tongue twisters. Lead the students in Sister Suzie and ask some students to lead their own favorite tongue twisters. Students stand in a circle and participate in the tongue twister activity, possibly leading a couple of the twisters. Tongue Twisters 3 min Procedure recap Ask students to quickly remind each other what the procedures are for the speech rounds (give outline, peer evals, verbal feedback). Students explain procedures. Peer evaluations 30 min Speech Round (7-9) As the students present their speeches, follow along on their outlines. More importantly, be sure to keep extensive notes so it is easier to give the students feedback at the end of their speeches. After each speech, ask the audience (students) to share two things the speaker did well and two things to work on. Students present speeches. Audience members listen to speeches, fill out evaluation forms, and provide verbal feedback to the speakers. Rubrics 15 min Explain Story Speech Pass out the Storytelling assignment sheet and explain the assignment to students. Students follow along and ask questions for clarification. Story Speech Assignment Sheet
Sarah Schrader 10 th -12 th _Speech 10-11-10 Today s Lesson Objective: Students will begin to analyze imagery, dialogue, characterization, etc. of their stories to be presented. 10 min Speech Share Today, Alex is going to start class by sharing the speech she found and leading a short discussion. Give the floor to Cassidy who will show her video clip and lead a discussion. Assess the Speech Share as she presents and be involved in the discussion as well. Alex leads a discussion as the rest of the class participates in the discussion by answering her questions. Alex s Video 30 min Storytelling Intro Analyzing your story Go over the storytelling handout with the students, making sure to answer any questions they might have about the assignment. When this is done, have students take out their children s books (those that did not bring one should grab one from the pile on the desk) and start to analyze their stories using the worksheet provided. Students should look for imagery in their stories as well as different aspects of the story that they will want to highlight such as dialogue, sounds, colors, smells, etc. Students follow along on handout. Students go through their stories and look for the special features of the story adding them onto the worksheet. Storytelling handout Several books Analyzing your story worksheet 30 min Make up informational speeches As the students present their speeches, follow along on their outlines. More importantly, be sure to keep extensive notes so it is easier to give the students feedback at the end of their speeches. After each speech, ask the audience (students) to share two things the speaker did well and two things to work on. Students present speeches. Audience members listen to speeches, fill out evaluation forms, and provide verbal feedback to the speakers. Rubrics
Sarah Schrader 10 th -12 th _Speech 10-12-10 Today s Lesson Objective: Students will hear and model effective voice techniques. 10 min Speech Share Today, Alex is going to start class by sharing the speech she found and leading a short discussion. Give the floor to Alex who will show her video clip and lead a discussion. Assess the Speech Share as she presents and be involved in the discussion as well. Alex leads a discussion as the rest of the class participates in the discussion by answering her questions. Alex s Video 25 min Listen to effective use of voice Today we are going to talk about how to effectively use your voice during your story speeches. Obviously, you are going to have to be much more animated and varied during this speech than you were during your informative speech. We are going to listen to part of a children s story. As we listen, keep some notes about the different ways that the speaker uses his/her voice to engage the audience, signal changes in characters, etc. Listen to about 20 minutes of the story. Then have a discussion about the different ways that the speaker used voice to create a lively and animated story. i.e. Changing voices for characters, adding emphasis to certain words, changing volume, etc. Students listen to story and take notes. Students then participate in a discussion about the vocal elements of the story. Story recording 20 min Voice Activity Showing emotion is one of many things that we can do with voice. The meaning of words can change dramatically, depending on the vocal inflection that we use. For this activity, everyone will say the same words, but the emotion will be different. Be sure that you are making STRONG vocal choices. Really exaggerate your emotions so that the audience has clear idea of the emotion you are portraying. Give each student a copy of the passage with an emotion written on top. Students should have a few minutes to practice then present. Follow up the presentations with a brief discussion. Students will present using different emotions. They will also participate in a class discussion of the activity. Short passage with emotions
Sarah Schrader 10 th -12 th _Speech 10-13-10 Today s Lesson Objective: Students will explore the physical, emotional, mental, etc. traits of characters in their stories and view an effective storytelling presentation. 15 min Speech Share and Informative Speech Review *note: 63 minute classes Overall, what worked well in the informative speeches? (Clear theses, logical organization, details, eye contact, talking to audience, not VA) What can we work on some more? (Incorporate more verbal research, less use of notes, vocal variation) What worked well in the speech shares? (Previewed video, asked range of questions) What can we work on to lead a more effective discussion? (Probing questions, give examples) Students provide examples of positives and negatives from their own speeches. Students point out key parts of the discussion/speech share activity. 10 min Review Homework Have students share their notes about voice in their stories. What do your characters sound like? What sound words are used throughout the story? What types of emotions can be portrayed using your voice? Students give examples of vocal elements in their stories. 20 min Character Maps The stories that we read should all have characters that we need to bring to life. You have already read your book looking for how you might bring the characters to life through the sounds of their voices. Now, we are going to take some time to look at other traits and qualities of the characters by using character maps. Knowing these traits will help us better bring the characters to life during our stories. Have a pile of character charts for students to complete on each of their characters. Students create character maps for each character in their stories, looking for physical, emotional, mental, etc. characteristics. Character maps
Time (The pieces of the 20 min Story Telling Example For the past few days we have talked about different ways to make our stories come to life. Let s take some time now to watch an example of a storytelling speech. As you watch, look for ways that the speaker uses voice, gesture, facial expression, movement, etc. to draw the audience into the story. Watch the video. Then have a discussion of the video, pointing out key elements of the storytelling situation. If extra time remains at the end of class, students will have time to work on their story speeches. They might have to cut the stories down and figure out exactly what they will include in the story for the presentation on Monday. Students will watch a video and participate in discussion about different storytelling elements in the presentation. Story video
Sarah Schrader 10 th -12 th _Speech 10-14-10 Today s Lesson Objective: Students will brainstorm ways to interact with their audience and present impromptu story speeches. Time 10 min (The pieces of the Vocal Activity Complete a brief warm-up, focusing on using exaggerated vocal techniques. Encourage the students to make use of the whole range of their voices for the activity. Students practice vocal techniques as they complete the verbal activity. With? Oral reading 20 min Interacting with the Audience There are a few ways that students can connect to the audience. The first is to introduce the story. Your introduction should ask the students a thought-provoking question and give a brief preview of the story. To practice this, put several fairy tales on the overhead and have students come up with possible ways that they would introduce the story. Have students work in groups of three, each group creating one intro. Another way to connect to the audience is to encourage student participation throughout the book. What did she do in the sample story presentation yesterday? Go around the room and ask students to share one example of how they might encourage audience participation in their story. Students participate in discussion. They create introductions to popular fairytales and present them to the class. Students share ways they will encourage participation in their own story speeches. Fairytale samples 30 min Impromptu Story Speeches Now that we have spent the week talking about how to effectively present a story, let s apply some of those techniques to an impromptu story speech. Think of a story from your own life, a story that you can share with the class for about 2 minutes. You will introduce the story to the audience and then tell the story, using animated gestures, varied vocals, and expressive facial expressions. Try to include different characters voices and strong imagery. Students present impromptu story speeches, applying the techniques we have covered throughout the week. 15 min Work time You have the remaining class time to work on your story speeches. You should be prepared to present a rough draft of your story tomorrow in class. Students prepare for a run-through of their story speeches.
Sarah Schrader 10 th -12 th _Speech 10-15-10 Today s Lesson Objective: Students will present story speeches for the class. 50 min Story Speech Previews Since we won t all be able to watch everyone s story speech on Monday at the elementary school and because we want to make sure everyone gets some constructive feedback for how to present a most excellent story for the 1 st graders, we are going to spend the majority of class today reading our stories to each other. We will all circle up on the floor and listen to some great stories. As you watch each speech, look for things that the reader does well and some things to work on for the presentation on Monday. Questions? Have students volunteer to read their stories. Provide feedback to each student following his/her story. Students read stories. Audience members listen to the stories and then provide positive feedback and constructive criticism to the reader. Students stories 25 min Mad Gab and Charades Great job with your story previews today. For the rest of class, we re going to play some fun games that will allow us to focus on the importance of enunciation and hand gestures. Depending on how much time is left, only one of these games may be played. Mad Gab: Split the students into two teams. Teams will send up one person at a time. This person will draw a card and try to get his/her teammates to figure out what the read saying is based on the jumbled words. If the team guesses correctly in 1 minute, they get a point. If not, the other team has a chance to guess. Charades: Students write down a book, a movie, and a song for The Jar. Then have students act out each. Let the class decide if they want to play in teams or not. Students work on enunciation skills as they play Mad Gab and continue to work on gestures as they play Charades. Mad Gab cards
Sarah Schrader 10 th -12 th _Speech 10-18-10 Today s Lesson Objective: Students will present stories at the elementary school. 72 min Story Speeches Meet the students outside of the office at the beginning of class. Drive to the elementary school and perform the story speeches in three different classrooms. Two groups of three students will perform from 12:45-1:10. The remaining students will perform from 1:10-1:35. After the speeches, we will drive back in time for 5 th hour to start. Students perform story speeches for elementary students. Rubrics