Audio-Visual Speech Unit Lessons (5) - [PDF Document] (2024)

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Ryan HawkinsSpeech: Audio-Visual Informative SpeechesLincolnHigh School

Lesson 1:

Introduction to Audio-Visual InformativeSpeaking/ExpositoryAddress

Rationale:

Iowa Core Standards Addressed:

Students will organize their thoughts, for theirselected speechtopic, onto an organizer in orderto begin the outlining processthat will result inthe delivered speech

SL.11-12.6. Adapt speech to a variety of contextsand tasks,demonstrating a command of formal

English when indicated or appropriate. W.11-12.2.Writeinformative/explanatory texts to

examine and convey complex ideas, concepts,and informationclearly and accurately throughthe effective selection,organization, and analysisof content.

Objectives: Students will demonstrate an understanding ofspeechoutlining and idea organization

Students will make predictions on the mostimportant aspects ofpublic speaking

Students will integrate a topic into a graphicorganizer

Materials Needed:

Resources:

Pre-printed quick-writes/admit slips for beginningof class

Pencil/Pen

Notebook/Paper for notes

AV-Speech Packet

Textbook

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Classroom packet from instructorHook/Anticipatory Set: Oddnumber activity:

1) Get a volunteer to stand in front of class andread off

the following numbers 21,4,3,19,9,16,5,14,2

2) Audience cannot take notes during thereading3) Audience canask for a second reading of thenumbers4) Ask students to write downthe numbers5) Instructor asks students to read off what they

remembered and writes the lists on the boarduntil it

becomes clear that 21, 2, and odd numbersare

recalledSequencing: Anticipatory Set: (15 Minutes)

Instruct students to think about the subject oftheir informativespeech

Explain that 21 is the introduction of the speechand 2 is theconclusion

The odd numbers are the body (main points), andit has been foundthat an odd number of ideasare easier to comprehend for an audience(Yourown speech can have from 3-7 main points)

Hand out AV packets: (15 Minutes)

Students should bring this to class EVERY dayfrom now on untilthe end of the unit, and if youforget it you will need to sharewith a friend (ifthey will)

Explain the sections, and that there will be twooutlinescompleted

First = Idea OutlineSecond = Full-sentence Outline

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Idea Organizer Activity (45 Minutes)

Hand out graphic organizers

Model how to use it by coming up with a subjectfor a speech (onthe spot) and then filling in 5main points that could be includedin a speech on

that topic Ask students if they have a topic and then have

them raise their hands and tell instructor who willwrite thetopics down no subject can be usedtwice

Split into groups of three and have them gettogetherGoal is toget 3-7 main points for their chosensubjectRemember that, as itsays in the packet, this

speech is to be 7-10 minutes long (shorter orlonger will cost adeduction of points)

Instructor will make one photocopy of eachstudents organizer,the group members are topass their own organizer to the others sothateach person can write in their own ideas on thattopic (thingsthey want to know or things theyalready know)

Students should collect their own organizer backfrom their groupmembers at the end of theactivity

Quick discussion of how to organize theseselected main pointseither topically orchronologically

Closure/Exit Slip: (10 Minutes)

Homework: Be sure that you have 3-7 points onthe organizer, andbegin thinking of (and perhapswriting in) supporting ideas/pointsfor each point

What are you going to do to prepare for the

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delivery of your AV speech and to be sure that itis 7-10 minutesin length? Also, list 3 new factsthat you learned about theseinformativespeeches so far.

Checking for Understanding: Instructor will question studentsthroughout

lecture on AV speeches, packet information, andmain idea graphicorganizer

Instructor will travel the room to ask and answerstudentquestions as they are participating in allactivities

Closure: Instructor will quickly reload students withimportantvocabulary and ideas previouslycovered in classes, as well asassignments fornext meeting

Assessments: Questioning students for learning

Exit slip for anticipatory information and studentlearning fromlesson

Lesson 2: Speech Outline Subpoints, Transitions,Visual/AudioAids, Rehearsing, Conclusions, and

Grading Rubric Those who are ready can move ahead by reading

introduction examples and begin working on theirown)

Students are assigned presentation days (ask forvolunteers to gofirst in Lesson 4: 3 studentstotal) these will serve as examples ofhow tosucceed

Rationale: Students continue learning how to completetheoutline, select visual aids, rehearse, and deliver

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Iowa Core Standards Addressed:

an informative speech

SL.11-12.5. Make strategic use of digital media(e.g., textual,graphical, audio, visual, and

interactive elements) in presentations to enhanceunderstandingof findings, reasoning, andevidence and to add interest.

W.11-12.2.Write informative/explanatory texts toexamine andconvey complex ideas, concepts,and information clearly andaccurately throughthe effective selection, organization, andanalysisof content.

Objectives: Students will demonstrate an understanding ofaspeech outline, including the organization of the

main points (body) and an effective conclusion Students willidentify appropriate visuals and/or

audio to accompany an informative speech

Students will examine main points of a speechand provideexplanatory subpoints by writingthem onto graphic organizers

Materials Needed:

Resources:

Pencil/Pen

Notebook/Paper for notes

Textbook

Classroom packet from instructorHook/Anticipatory Set: Videoclip of a live musical performance leads to

the conversation on rehearsing

Could this performer have given this high level ofa performancewithout preparation/tons ofrehearsal?

Sequencing: Anticipatory Set: (5 Minutes)Rehearsing: (10Minutes)

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Go through the exit slips from last meeting andpoint out whatthe students discovered aboutrehearsing

Add in information that students have missed onrehearsing (theycan refer to the packet for later

reference) Take out graphic organizers

Explanation of subpoints (supporting material) foreach of thespeechs main points

Model the subpoints of instructors previous mainideas exampleorganizer

Transitions & Activity: (25 Minutes)

Pass out the handout on transitions

Have students read it after they are finished,have studentsvolunteer to paraphrase each ideafor clarity

Split students into groups of 3-4 and they are tobrainstormideas for each others subpoints,adding these onto theirorganizers

This is a repeat of previous lessons activity ongathering otherstudents perspectives on theirchosen topics, but they are nowcreating ideas forthe subpoints

Peers may also write in ideas for transitions from

one main point to anotherAudio-Visual Aids Lecture: (15Minutes)

Example of an exemplary PowerPointPresentation (slides) and alsoone that needswork (too much information included)

Model how to create a PowerPoint

Review the Visual Aids handout in the packet

Sharing whip: what else could be used as a visualand/or audioaid (Have a student make a list onthe whiteboard or over theElmo)

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How to use these aidsConclusions: (10 Minutes)

Refer students to handout in packet as well as theoutlineexamples

Should have: main statement on subject, quick

summary of main points, the clincher (the final,memorablestatement of the speech that isdirectly related to the majorstatement, or thethesis, that speaker is making about thesubject)

Ask for volunteers to read the different typesofclosing/concluding statements:Summary, Emotional Appeal, Requestfor Action,Quote, and reiterate that all should tie back tothethesis statement/introduction

Model one of the conclusions verbally

Have a student model another of their choiceConclusionQuestioning: (5 Minutes)

Time allotted for students to ask questions ofeach other or theinstructor on writing aconclusion that will effectively lead totheintroduction and the thesis statement of theirentire speech

Grading Rubrics: (5 Minutes)

Hand out and review the grading rubric

Includes delivery, 2 outlines, acting asrespondent, andlistening

Students will need to fill out the providedorganizerthat willprovide evidence of active listening andengagement if they are theassignedrespondent, the scoring sheet will serve as thelisteningorganizer

Review, Work Time, and Closure (15 Minutes)

This is time for the students to work

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independently on their speeches, and to askindividual questionsof the instructor who will beat the front table

Students are to approach with questions on aone-on-one basisonly to get individual feedback

without interferenceChecking for Understanding: Instructor willquestion students throughoutlecture and in allotted time in thelesson (seeconclusion and work time)

Instructor will travel the room to ask and answerstudentquestions as they are participating in allactivities

Closure: Instructor will quickly reload students withimportantvocabulary and ideas previouslycovered in classes, as well asassignments for

next meeting Students should complete the conclusion and

bring it to the next class meeting

Idea outline should be completed by next meeting

All AV aids should be set and listed somewhere onthe outline bynext meeting

Assessments: Instructor will question students duringactivitiesto check for understanding

Time has been given for student questions during

lecture and during work time

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Lesson 3: Completed speech conclusions, completed ideaoutline,selected audio-visual aids, introductions,assigningpeer-respondents, andcreating/completing a full-sentenceoutline

Rationale:

Iowa Core Standards Addressed:

Students will continue their in-class learning andwork toprepare and complete an AV InformativeSpeech

SL.11-12.5. Make strategic use of digital media(e.g., textual,graphical, audio, visual, andinteractive elements) in presentationsto enhanceunderstanding of findings, reasoning, andevidence and toadd interest.

SL.11-12.6. Adapt speech to a variety of contextsand tasks,demonstrating a command of formalEnglish when indicated orappropriate

W.11-12.2.Write informative/explanatory texts to

examine and convey complex ideas, concepts,and informationclearly and accurately throughthe effective selection,organization, and analysisof content.

Objectives: Students will further evaluate chosen topicsandideas and compose a full-sentence outline for aspeech

Students will identify effective speechintroductions through aworkshop with peers

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Students will examine and comment on peer AVaids and decide therelevance to the topics

Materials Needed:

Resources:

Pencil/Pen

Notebook/Paper for notes

Textbook Classroom packet from instructor

Hook/Anticipatory Set: Instructor will share examples ofexcellent speechintroductions (both media and written examples)

Sequencing: Anticipatory Set: (15 Minutes)Introductions: (10Minutes)

Students should take out the packets and turn totheintroductions section

What an introduction should include:Attention getter (see typesof introductions), thereason to listen (the topic), thesisstatement(opinion that is stated on the topic),credibilitystatement (if the topic requires that the audiencebeconvinced that speaker is a reliable source ofthis informationbeing provided), and finally thepreview of main points

Read through the types of introductions

Instructor will model for each of the types:Story, StartlingStatement, Quotation, Question,

Humor, Demonstration, and ReferencingIntroduction Activity(Small-Group Workshop): (15Minutes)

Split students up into groups of 3-4

Each group should read through all of theexamples provided inthe packet (identify themfor the students)

Group members should discuss with each otherwhich type that theyare considering using

Peers should make suggestions to help each

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other with ideas

In the time allotted, students should begin writingtheirintroductions and thesis statements byadding them onto theiroutlines

By the end of the activity each student should

have their introduction filled out on the outlineFull-SentenceOutline: (10 Minutes)

Students return for class lecture, discussion,andquestioning

Students should have their packets and the ideaoutlines

Instructor uses the Elmo to lead students throughThe Titanicoutline example

Specify that this required research (cited) and thespeechesassigned here DO NOT, as students are

speaking from information that they already haveand did not haveto do research

Each section of the outline is in completesentences

This is done to prepare you for rehearsalWork Time: (35Minutes)

Students can work independently or with oneother person asassigned by the instructor

No off-topic speaking

This time is for students to complete the outlineso thatrehearsal can begin

Instructor is available at the front table forindividual orpartner questions (one person orgroup at a time to reduceinterruptions)

Closure: (5 Minutes)

Begin rehearsing the speech as the outlinesshould be completedor nearly complete

Rehearse in front of a mirror and time them

Remember the limit of 7-10 minutes

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Rehearse with your AV aids and be sure they areoperative!!

Remind the 3 students who are presenting nextclass meeting theyare NOT to tell anyone elsethat they are presenting!! These aresurprise

examples for the other students. Thosepresenting are receivingextra credit forvolunteering.

Checking for Understanding: Instructor will question studentsthroughoutlecture

Instructor will travel the room to ask and answerstudentquestions as they are participating in allactivities

Closure: Instructor will quickly reload students withimportantvocabulary and ideas previously

covered in classes, as well as assignments fornext meeting

Assessments: Instructor will view student work beforestudentsexit the class and score progress

Instructor will assess student work throughquestioning and viewstudent learning byreviewing written group work and individualworkthroughout the class meeting

Lesson 4: Selected students (3) will present theirpreparedspeeches and hand in the 2 outlines

2 students are assigned to each presenter toprovide a scoringand comment sheet

Show clips from the film (500) Days of Summer

The film is basically an AV Informative Speechgiven by the maincharacter played by JosephGordon-Levitt

Rationale: Selected students will present their speeches in

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Iowa Core Standards Addressed:

order to serve as an example for those studentsthat are stilllearning the process of preparing anAV informational speech

An alternative activity will give students a restfrom receivingnew information on AV informative

speaking and re-visit already covered material

SL.11-12.3. Evaluate a speakers point of view,reasoning, and useof evidence and rhetoric,assessing the stance, premises, linksamongideas, word choice, points of emphasis, and toneused.

SL.11-12.4. Present information, findings, andsupportingevidence, conveying a clear anddistinct perspective, such thatlisteners can follow

the line of reasoning, alternative or opposingperspectives areaddressed, and the organization,development, substance, and styleareappropriate to purpose, audience, and a range offormal andinformal tasks.

SL.11-12.5. Make strategic use of digital media(e.g., textual,graphical, audio, visual, andinteractive elements) in presentationsto enhanceunderstanding of findings, reasoning, andevidence and toadd interest.

SL.11-12.6. Adapt speech to a variety of contextsand tasks,demonstrating a command of formalEnglish when indicated orappropriate.

W.11-12.2.Write informative/explanatory texts toexamine andconvey complex ideas, concepts,and information clearly andaccurately throughthe effective selection, organization, andanalysisof content.

Objectives: Students will observe 3 examples of peer work

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and provide listening reflections

Students will present their work and will receiveinstructor andpeer assessment

Students will watch the film, take notes, andidentify pastinformation by completing an exit

slipMaterials Needed:

Resources:

Pencil/Pen

Notebook/Paper for notes

Scoring sheets for respondents

Listening graphic organizers

Student-selected audio-visual aids

Instructor-provided exit slip on the film andinformativespeeches

Textbook

Instructor-provided handoutsHook/Anticipatory Set: Other thanthe 3 presenting today, students have

NOT been informed that there will be speeches

After the presentations are completed, have asharing whip toprovide instant feedback to thosethat presented1 sharing whip perpresenterWhat worked?Were the points clear?

What can you say about the introduction,conclusion, or AVaids?Students are free to comment on anything, aswell as to providecomments on what could haveworked better

Sequencing: Anticipatory Set: (40 Minutes)Film and Exit Slip:(45 Minutes)Closure: (5 Minutes)

Remind those students presenting next classmeeting!

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Remind those that are responding to speeches!Checking forUnderstanding: Instructor will ask for questions after handingout

the listening organizers for note-takingClosure: Instructor willremind those students presenting

next block

Students are to come prepared and are provideda certain amountof time to set up prior to thestart of the presentations

Assessments: Instructor will complete a scoring sheet/rubricthatwill be handed to the student at the end ofclass

2 peers will hand in commentary and scoring foreach speaker

Students complete a listening organizer toprovide evidence ofactive listening andparticipation in the presentations

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Lesson 5:Presented over a period of 3 blocks

Student presentations - (8) per block

2 student respondents per speakerRationale:

Iowa Core Standards Addressed:

Assessment of student work

Peer commentary and support is provided

SL.11-12.3. Evaluate a speakers point of view,reasoning, and useof evidence and rhetoric,assessing the stance, premises, linksamongideas, word choice, points of emphasis, and tone

used. SL.11-12.4. Present information, findings, and

supporting evidence, conveying a clear anddistinct perspective,such that listeners can followthe line of reasoning, alternative oropposingperspectives are addressed, and theorganization,development, substance, and style areappropriate topurpose, audience, and a range offormal and informal tasks.

SL.11-12.5. Make strategic use of digital media(e.g., textual,graphical, audio, visual, andinteractive elements) in presentationsto enhanceunderstanding of findings, reasoning, andevidence and toadd interest.

SL.11-12.6. Adapt speech to a variety of contextsand tasks,demonstrating a command of formalEnglish when indicated orappropriate.

W.11-12.2.Write informative/explanatory texts toexamine andconvey complex ideas, concepts,

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and information clearly and accurately throughthe effectiveselection, organization, and analysisof content.

Objectives: Students will present an organized and rehearsedAVinformative speech

Students will evaluate their own listening skillsthroughnote-taking

Students will evaluate their peers by scoring andcommenting onperformances

Materials Needed:

Resources:

Pencil/Pen

Notebook/Paper for notes

Scoring sheets for respondents

Listening graphic organizers

Student-selected audio-visual aids

Textbook

Classroom packet from instructorHook/Anticipatory Set: Welcome!Tell students to break legs and NOT to

be nervous!Sequencing: Anticipatory Set: (3 Minutes)

Have all presenting check their AV aids now toensure speedytransitions from speaker tospeaker

Speakers need to bring all AV aids to front at

beginning of class and get organized All media needs to bepulled up previous to

beginning speechesPresentations:

Hand out listening graphic organizers

Hand out respondents scoring sheets (remindeveryone to put theirnames and blocks, etc. attop)

Remind speakers that there is no stopping

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Instructor will time speechesClosure: (5 Minutes)

Thank the presenters and hand out scores

Remind those students presenting next time!

Remind the respondents for next time!

Checking for Understanding: Ask for student questions concerningtoday ornext class presentations

Closure: See SequencingAssessments: Instructor score sheets

Peer-respondents sheets

Student preparation if they were ready topresent on theirassigned date or had an excuseto delay presentation