L2+Hersom,+Abigail


 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Hersom ** __Lesson #:__ ** 2 **__ Facet: __**Interpretation
 * __ Grade Level __**** : **9-10 **__Numbers of Days:__** 3 **__ Topic: __** Background's Affect On Voice

Student will understand that writers and speakers create voice through word choice, points of emphasis, and tone. Student will know how to public speak as well as enhance voice through performance skills. Student will be able to do make a video blog teaching other students how to effectively public speak. Product: Vlog
 * __ PART I: __**
 * __ Objectives __**

//Common Core State Standards // //Content Area: English Language Arts // //Grade Level: Grade 11-12 // //Domain: Speaking and Listening // //Standard: Comprehension and Collaboration //
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This will be an effective lesson in teaching both voice and public speaking because it will address this idea of emphasizing and enhancing one's voice through the skills of public speaking and be able to pass this understanding of powerful public speaking onto others.

Students will do the Pop-it activity where questions are written on bubble wrap and as they are answered and understood those bubble will be popped. This will help me to have a clear idea of what students do and do not understand. Students will need to run their ideas for their videos by me before actually starting their vlogs so that I can make sure they really understand what constitutes good and bad public speaking.
 * __ Assessments __**
 * __ Pre-Assessment: __** Students will be given an ABC Brainstorming Chart on which they will write good public speaking techniques as well as bad public speaking habits.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Vlog: (100) Students will watch two speeches: the failed response of Miss South Carolina and the powerful speech given to the US hockey team as depicted in the movie Miracle. They will then be asked to sit down and brainstorm about what creates good public speaking. Why was the //Miracle// speech so powerful while Miss South Carolina's was not? Does the person know what they are talking about? How does stance, appearance, hand motions, movement, tone, and emphasis affect the power of the speech itself. They will then be split up into teams and asked to create an educational vlog teaching online viewers the importance of tone and stage presence during public speaking. Students will need to address both negative and positive ways of public speaking to show their full comprehension of the skills.
 * __ Summative (Assessment of Learning): __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a vlog as my Type II technology because this allows the students to actively engage with their learning. Instead of having them just tell me what techniques should be used in public speaking, they can use this vlog to record themselves and create and educational product that really shows their understanding of the material. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to explore public speaking in a nonthreatening way. Although they will be expected to actually give a speech later in the unit, this idea of a vlog allows them to record the scenes as many times as they need to and the assignment of teaching others the dos and don'ts of public speaking causes students to consciously think about these skills before having to actually implementing them.
 * __ Integration __**
 * Technology: **
 * Public Speaking: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use an ABC Brainstorming Chart to plan out possible public speaking techniques to teach their online viewers as well as identify the bad public speaking habits. Students will then do the Pop-it activity where they will be asked to write down any questions they have so we can confront them as a class and pop the ones that we solve. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be asked to work in groups while making their blogs. They will be split up into groups of 3. One student will be asked to be the director. This student will need to be familiar with how to use recording devices and put together a movie. The other two students will split up the content. One will show what not to do when public speaking whereas the other will show what needs to be done. I will make sure to put at least one student who is comfortable talking in front of others in each group as well as someone who is good with technology.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will discuss the idea of public speaking and talk about what works and what does not. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Again the video hooks are beneficial to the visual learners as they can see what good and bad public speaking looks like as well as hear it. Also their own vlogs appeal to the visual learner because they will be able to see the different techniques of public speaking demonstrated. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Musical learners will benefit from the hook videos as well because they will be able to hear the difference between effective and ineffective speeches in the tones and emphasis. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** The pop-it exercise helps kinesthetic learners because they are taking these questions and actually getting rid of them through the act of answering them as well as popping the bubble wrap. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Intrapersonal learners will benefit from the ABC brainstorming graphic organizer because it allows them to organize their own thoughts before pairing for the project. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:**Students are asked to work together with the teacher to pop these questions during the bubble wrap activity as well as work with a group during the vlog construction.
 * __ Differentiated Instruction __**
 * __ MI Strategies __**


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">If a student is absent on the first day they will be required to go to the wiki and watch the two hook videos. The content notes will be posted online as well so that they can read what we discussed in class. They will then have to fill out the ABC Brainstorming chart and write a 2 page paper (Double spaced, Times New Roman, 12pt. Font) that addresses positive public speaking in the first page and bad public speaking habits on the second. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">If a student has been assigned a group the first day but misses the second or third day they will also be asked to write a paper that covers their responsibility of the blog (Negative or positive public speaking) If they were supposed to be the editor they too will be required to write the 2 page paper mentioned above.
 * Plan for accommodating absent students: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a vlog as my Type II technology because this allows the students to actively engage with their learning. Instead of having them just tell me what techniques should be used in public speaking, they can use this vlog to record themselves and create and educational product that really shows their understanding of the material.
 * __ Extensions __**
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted students can choose to take the two hook videos and create a vlog that breaks down each of these videos and talks about the negative and positive aspects of public speaking as shown in these videos. This causes them to have to carefully analyze each video (because both videos have both positive and negative aspects they just require more focused attention to detail) and then be able to relate what they observed into an understandable vlog.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Laptop
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Screen
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">ABC Brainstorming Chart
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Links to 2 videos
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Make sure the vlogs are already up and running
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Checklists
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Public Speaking Handout

// List all URL and describe. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Miss South Carolina's speech [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Coach Brook's speech [] <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Public Speaking Notes <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">More Public Speaking Info: []
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The classroom will be set up in a U shape so that all students can see each other as well as the front of the room where the hook videos will be played. (The classroom will remain in this configuration for the whole 3 day lesson)
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 1 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will come in and attendance will be taken (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">We will watch the hook videos (Miss South Carolina's speech [] and compare this to Coach Brook's speech [] ) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Talk in groups about effective vs. ineffective pubic speaking and fill out an ABC Brainstorming Chart. (10 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will then be asked to write down any misconceptions they might have and write them down for our pop-it activity (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Pop-it Activity (20 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Make Sure that the Rest of the Content is explained (10 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explain the Assignment and Assign groups (10 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Recap of what is expected (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work on Scripts with group (20 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Check in (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work on Videos (40) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Wrap up (5 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explanation of Presentation Etiquette (10 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presentations/Feedback (50 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Feedback/wrap up (15 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that writers and speakers create voice through word choice, points of emphasis, and tone. You will both be able to better identify effective public speaking and start to develop your own ideas on public speaking before having to do it later in the unit. Students will understand //Comprehension and Collaboration.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">At the beginning of the lesson students students will watch Miss South Carolina's speech <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[] and compare this to Coach Brook's speech <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[]. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//Where, Why, What, Hook, Tailors: Verbal, Visual, Musical/Rhythmic, Intrapersonal, and Interpersonal// ** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Section 2 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know how to public speak as well as enhance voice through performance skills. They will then fill out the ABC Brainstorming Chart which will help them to organize their ideas on what constitutes good public speaking and what does not. They will be asked to identify which techniques on their lists are effective and which ones are not and will later go more in depth with these ideas. Students will then write down any questions they have and put them on a piece of bubble wrap. We will go over these questions as a class and pop any of these misconceptions before I give them some more information on the topic of public speaking and show them a helpful link [] about public speaking. Please see content notes for more information. I will be checking for understanding with this Pop-it activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//**Equip, Explore, Rethink, Revise, Tailors: Verbal, Kinesthetic, Visual, Interpersonal, Intrapersonal**// <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Section 3 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will explore public speaking through our Pop-it activity which allows us to address questions and misconceptions about public speaking as a class. I will then supplement this discussion with more information about public speaking and the link mentioned above. By the end of our discussion students should be able to explain the dos and don'ts of public speaking to others and they will do this by creating a vlog. Students will be assigned to groups of three which will be made up of at least one student who is comfortable with public speaking and one who is good with video making technology and asked to make a video blog teaching other students how to effectively public speak. This vlog will help them to show evidence of their learning because in order to teach the dos and don'ts of public speaking students need to have a deeper understanding. They need to actually understand what they are talking about in order to teach it to others. Students will be asked to turn in a script for their vlog to me for feedback so that I can make sure that they can refine it before they actually make their vlog. These vlogs will then be presented during the third class. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal, Visual, Kinesthetic **// <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Section 4 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students will receive two formative assessments during this lesson to make sure that they are grasping the topic as well as to make sure that they are prepared for their summative assessment. The first formative assessment will be the ABC Brainstorming Chart which will allow students to organize their original ideas about public speaking. This will give me a good idea of where they are coming from. The second formative assessment will be the Pop-it activity which will reveal any questions or misconceptions that the students hold and allow me to address them and give them feedback before the final project. For their summative assessment students will be asked to create the vlog which details the dos and don'ts of public speaking and demonstrates their understanding of the topic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Evaluate, Tailors: Interpersonal, Visual, Kinesthetic, Verbal//**

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be asked to create a vlog to show their understanding of the dos and don'ts of public speaking. To be able to do this they will need to learn the techniques associated with effective public speaking.After they have a firm grasp on what these elements are they will be able to make their vlogs teaching others these skills. Below is a list of the techniques they will need to know as well as a list of some of the things to avoid.
 * __ Content Notes __**
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do plan your speech in advance. Being prepared beforehand will enable you to feel confident about speaking in front of the audience.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do maintain eye contact with the audience. You should maintain good eye contact with those listening to you.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do make sure you are standing securely. You will end up being in an awkward situation if you suddenly tip while speaking.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do speak slowly while making use of carefully chosen words. Remember, usage of the appropriate words in speech can produce a lasting impression in the minds of the listeners and can create a great impact in conveying an idea.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do breathe normally while speaking. You need to stay at ease while talking to the audience.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do be at yourself. You need not don a different personality while speaking. This will make you feel uncomfortable and also make the audience confused as your speech gets affected in this way.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do speak enthusiastically. No one prefers a speaker lacking in spirit. You need to ask thought-provoking questions, make use of quotes relating to the subject of discussion and relate startling facts- all to arouse the curiosity of the audience and draw their interest.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Now there are the things that you are advised not to do too in case of public speaking. Here are some significant ‘don’ts’ about public speaking: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(Terms and explanations by Somdev Mukherjee found at [] )
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Don’t waver from the main message that you are seeking to convey. Always bear in mind that the audience cannot retain more than two or three things presented in a speech. So, lay emphasis on the main points while speaking.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Don’t ever start fidgeting in front of the audience while speaking. Even if you are not fully confident of something you must take care not express it this way.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Don’t lean while speaking.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Don’t look down and maintain eye contact with your audience while delivering your speech.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Don’t make use of vocal pauses like ah, umm… etc. Make use of a proper word instead like ‘now’.
 * <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: medium; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Don’t waste too much time on answering questions asked and clarifications sought by listeners. You must make sure that the main message that you wish to express via your speech is conveyed within the time allotted for your speech.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I would also like them to explore: [|http://www.public-speaking.org/public-speaking-articles.htm#word] and add these ideas to their vlogs as well.

// List the items that need to be printed out for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ABC Brainstorming Chart <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Public Speaking Handout
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be given the ABC Brainstorming chart to help them organize their ideas in a concrete way. We will also be learning about voice/speaking in a sequential way. We will start by looking at examples, describe what we see, move past any misconceptions, and then apply this knowledge. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will need to look deeply into public speaking strategies as they have to analyze the hook videos for correct and incorrect public speaking techniques and then be able to apply and demonstrate these as well as explain them to others through their vlogs. This requires students to move past the simple knowledge of public speaking and dive more deeply into it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to work in groups to make their vlogs as well as bounce their ideas off one another and find clarification as a group during our Pop-it activity. This allows them to continue to connect with one another. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be given the opportunity to actually get up and demonstrate the concepts that they are learning about public speaking. They are actually being asked to demonstrate their knowledge by acting out the correct and incorrect ways to public speak. They will also get to watch a movie, do the Pop-it activity, and fill out the ABC Brainstorming Chart which means that they have many different ways to look at and apply this knowledge. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px;">**// Rationale: //** Student will know <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">how to public speak as well as enhance voice through performance skills. Please see content notes for more information. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be expanding on this idea of voice and how it affects their public speaking. I will be using the learning facet of interpretation. Students will be learning the basics of public speaking. They will be able to identify when different voices are used in public speaking and the importance of this when making a point. Students will be able to convey their understandings through their teaching vlogs. They will be able to comphrend these ideas as well as collaborate with others to expand on their understandings. This will give them a base for the public speaking that we will do later.
 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //**
 * //__ Learning Styles __//**
 * // Clipboard: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will discuss the idea of public speaking and talk about what works and what does not. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Again the video hooks are beneficial to the visual learners as they can see what good and bad public speaking looks like as well as hear it. Also their own vlogs appeal to the visual learner because they will be able to see the different techniques of public speaking demonstrated. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Musical learners will benefit from the hook videos as well because they will be able to hear the difference between effective and ineffective speeches in the tones and emphasis. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** The pop-it exercise helps kinesthetic learners because they are taking these questions and actually getting rid of them through the act of answering them as well as popping the bubble wrap. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Intrapersonal learners will benefit from the ABC brainstorming graphic organizer because it allows them to organize their own thoughts before pairing for the project. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:**Students are asked to work together with the teacher to pop these questions during the bubble wrap activity as well as work with a group during the vlog construction. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a vlog as my Type II technology because this allows the students to actively engage with their learning. Instead of having them just tell me what techniques should be used in public speaking, they can use this vlog to record themselves and create and educational product that really shows their understanding of the material. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Through this lesson I will be able to utilize six of the intelligences as well as technology to help students to think about public speaking and what goes into it in a low risk way as well as meet the needs of different learners in my class.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * // Type II Technology: //**
 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The formative assessments that I will use are the ABC Chart as well as the Pop-it activity. The ABC Chart will be used to show me the student's understandings of what goes into powerful public speaking. The Pop-it activity will help me identify misconceptions that the students may have and help students to understand how to effectively public speak. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Vlog: (100) Students will watch two speeches: the failed response of Miss South Carolina and the powerful speech given to the US hockey team as depicted in the movie Miracle. They will then be asked to sit down and brainstorm about what creates good public speaking. Why was the //Miracle// speech so powerful while Miss South Carolina's was not? Does the person know what they are talking about? How does stance, appearance, hand motions, movement, tone, and emphasis affect the power of the speech itself. They will then be split up into teams and asked to create an educational vlog teaching online viewers the importance of tone and stage presence during public speaking. Students will need to address both negative and positive ways of public speaking to show their full comprehension of the skills. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This lesson incorporates two formative assessments and a summative assessment. As a teacher I will be able to see what prior public speaking knowledge the students hold. By not having the ABC Brainstorming Chart graded and by allowing the students to discuss these ideas and move past their misconceptions through the Pop-it activity which allows students to discuss public speaking with both each other and me and get feedback on their ideas I am helping them to grow and start to feel comfortable with the idea of public speaking before actually having to do it. This formative and summative assessment will help the students and I to all be on the same page before diving more deeply into these ideas. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //**
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