L6+Hersom,+Abigail


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


 * __ Teacher’s Name __**** : ** Ms. Hersom **__ Lesson #: __** 6 **__ Facet: __** Application
 * __ Grade Level __**** : ** 9-10 **__ Numbers of Days: __** 5
 * __ Topic: __** How to Write and Perform a Speech

Student will understand that writers and speakers create voice through word choice, points of emphasis, and tone. Student will know how to create voice, how to public speak, and how to enhance voice through performance skills. Student will be able to write and give a speech to the class as well as record it as a podcast. Product: Speech/podcast
 * __ 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 __**

This lesson will be beneficial in teaching voice because it will allow students to actually get up and use their voice and practice all of the techniques we have discussed so far. They will be able to explore these ideas by writing their own speech and perform it using the public speaking techniques they have already learned and the voice enhancing techniques that we have discussed.
 * Rationale: **

I will have the students do a quick timed pair share to help brainstorm. This will help the students overcome writer's block and get some ideas for their speeches. I will be using an ice cream graphic organizer to help students organize their ideas as they start to write their speech. It will help them to see the different parts of the speech and help them flow from one idea to the next. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be assigned a partner for the quick times pair share as well as for practicing their speeches. They will be assigned these partners by having them all lined up tallest to shortest and the two tallest will be partners and the shortest two will partners and so on. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Speech/ Podcast: (50)** Students will be asked to research and write a speech and then record it as a podcast as well as perform it for the class, using the public speaking tools they have learned.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a type II technology in the form of a podcast. Students will be able to take their speeches and practice them by recording them on the computers. This practice will allow them to have a final product that they can be proud of. This allows for students to judged not only on their live performance, but on a well practiced and low risk manner.
 * __ Integration __**
 * Technology: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Writing: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will be writing their own speeches considering the word choice, points of emphasis, and tone aspects that we have discussed earlier.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Public Speaking: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to work on their public speaking skills as they perform their speeches in front of the class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using an ice cream graphic organizer to organize the parts of their speeches. This will help students move from one part of their speech to the next. I will also be using a timed pair share to get the feedback of their peers and revise their speeches. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be given partners for the timed pair share. These will be determined by candybars. I will have two of each type of candy bar in a bag and students will draw a candy bar and find the person with the same candy bar.
 * __ 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:** Verbal learners will be met by both the writing of the speeches as well as the actual presenting of them as they can manipulate words and create a powerful speech. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Visual students will be met by the ice cream graphic organizer that allows them to see their speech's progression laid out before them as well as from the hook video because the public speaking skills that Dalton uses are powerful in and of themselves. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** Kinesthetic learners will benefit from actually getting up and giving the speeches. They will be able to pace, use hand gestures, and any other performance skills that they think will enhance their speech. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Interpersonal students will benefit from being able to express their ideas with classmates during the time paired share as well as practice giving their speeches and giving and receiving feedback. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** The intrapersonal student will benefit from the ice cream cone organizer that allows them to express and sort through their own thoughts before sharing with others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** The musical learner will benefit from the actual giving of the speech as well as listening to the other speeches to hear how emphasis adds ro a piece. The hook video will be particularly helpful because Dalton uses a lot of pauses and rhythm changes to create his point.
 * __ 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 students misses a class any material presented can be found on the class wiki. They will need to come see me to find out who their partner is if they miss the first day, but other than that they will be responsible to talk to their partner about what was missed. The Ice Cream graphic organizer will also be attached to the class wiki.
 * Plan for accommodating absent students: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a type II technology in the form of a podcast. Students will be able to take their speeches and practice them by recording them on the computers. This practice will allow them to have a final product that they can be proud of. This allows for students to judged not only on their live performance, but on a well practiced and low risk manner. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be given the option to present a longer speech advocating something that they think that the school board should know or advocate a program the school should do and not only be able to present their speech to the class, but have their podcast and written speech submitted to the superintendent for consideration.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **

// List all the items you need for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Computer <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Charger <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Projector <span style="font-family: 'Times New Roman',Times,serif;">Screen <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Link to video <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Speech Handout <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Podium
 * __ Materials, Resources and Technology __**

// List all URL and describe. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Do You Believe in Me// [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Speech Organization http://web.gccaz.edu/~kshinema/Speechorganization.html <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Speech Slideshow http://www.slideshare.net/rparker360/speech-organization-presentation
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**
 * __ 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%;">The desks will be pushed off to the sides and the chairs will be set up in the middle like at a real speech. <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%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hook Video: Do you believe in Me? (20 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Introduce Summative Assessment (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Quick Timed Pair Share (10 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Talk about speech organization (15 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ice Cream Graphic Organizer (20 min) <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 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%;">Review Public Speaking (20 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Write Speeches (40) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Share progress with partner (10) <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%;">Write speeches (30) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Practice with Partner (25) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Record to podcast (15) <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 4: <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%;">Speeches (60 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Discuss the Speeches (10 min) <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 5: <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%;">Speeches (60 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Discuss Speeches (10 min) <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%;">Students will understand that writers and speakers create voice through word choice, points of emphasis, and tone. You will need these skills because no matter what you do you will have times in your life when you are asked to stand in front of at least a few people and explain or try to convince them of something. Public speaking is a tool that is used in almost all occupations and can either make or break your career. It is important to be able to create an engaging and unique voice. Students will understand //Comprehension and Collaboration.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">At the beginning of the lesson students will watch a speech by a middle school student //Do You Believe in Me// []. Students will think about the power that this little boy has and how he uses strategic word choices, points of emphasis, and a certain tone to enhance his voice as well as many public speaking techniques. We will discuss these ideas as a class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Where, Why, What, Hook, Tailors: Verbal, Visual, Musical/Rhythmic, and Interpersonal//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know how to create voice and enhance it through tone, points of emphasis, and tone as well as through public speaking techniques. Students will brainstorm possible speech ideas with a partner. These partners will be picked by the candy bar method where they work with the person who picked the same candy bar as them. Students will brainstorm back and forth until they each have a possible speech topic. I will then have a lecture where I explain to them different aspects of a speech. See content notes for more details. Students will then be given an Ice Cream graphic organizer to organize the different parts of their speeches. They will explore the different word choice, tones, and points of emphasis that will make their speeches strong. I will then look at these organizers and give feedback, allowing students to revise and rethink their speech ideas before actually writing them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Equip, Explore, Rethink, Revise, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to explore this idea of voice through our continued class discussion on the power of public speaking techniques. See content notes. This will help students as they prepare to perform their speeches and put a literal voice to their voices. By the end of the lesson students will be able to create and perform their own speech and podcast using specific word choices, tone shifts, and points of emphasis to enhance their voice as well as public speaking techniques. They will be able to experience the power of voice as they perform their own speeches and listen to the speeches of their classmates. They will also have time to refine these speeches as they practice them with their partners and record them many times before actually creating their podcast. The podcast will help the students to show evidence of their learning because they will use specific word choices, tone shifts, and points of emphasis in their own writing and presenting of their speech to make sure that their voice is enhanced. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will receive two formative assessments during this lesson to make sure that they are on the right track for their summative assessment that will consist of their final speech and podcast. The first will be the brainstorming timed pair share with their partners which will allow me to see if they are thinking of topics that they can use to enhance their voices. The second will be the Ice Cream graphic organizer which will help students to organize the points of their speech and allow me to see if their points are strong and whether they are using their voice. We will then discuss the students’ speeches and pick out the points in which the students’ voices were prevalent. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal, Visual//** 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 know how to write and organize a speech. To do this we will need to discuss the different types of speeches and the different ways they can be organized to create specific points. Here is a website with some information on speech writing and below are the main points that students will need to know: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://web.gccaz.edu/~kshinema/Speechorganization.html
 * __ Content Notes __**

Intro: Hooks the audience, gives significance to the topic and relevance to the audience, includes thesis, and an idea of where you are going in your speech Body: This is the main part of the speech. Contains points, supports, and transitions. Moves smoothly from point to point. Conclusion: contains summary, review, connection to the real world and audience, and relates back to the hook in the intro

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Types of Speech organizations: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A. Topical Division - organizes a speech according to aspects, subtopics, or topics. B. Chronological Division- organizes speech according to a time sequence. Historical Topics, Process or procedure topics (how to cook, paint) C. Spatial Division - organizes a speech according to the geography or physical structure of the subject. Best for topic dealing with parts of an object (i.e. the parts of a gun), or a place (Grocery Store, Museum)). D. Causal Division - Organizes a speech from cause to effect, or effect to cause.  Identify / Trace an a condition from its causes (i.e. recession, medical topic disease) Also useful in persuasion  E. Pro-Con Division - organizes a speech according to arguments for and against some policy, position, or action. Since it is balanced approach - easier to use in informative than persuasion . Broader context and provides more balance/objectivity. ex. used in policy options / political choices / May be useful in workplace setting.  F. Gimmick Division - Organizes a speech according to a special memory device, such as alliteration, rhyme, or initial letters that spell a word. ex. IRS  G. Problem Solution Pattern - A pattern of organization that analyzes a problem in terms of 1. harm, 2. significance, 3. cause; ant that proposes a solution which is 1. Described 2. feasible, and 3. advantageous. Identifies and analyzes a problem and proposes a solution.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students might also find this slideshow helpful in exploring speech writing. I will definitely use this if the students do not seem to be grasping the ideas presented above. This is a more step by step approach: http://www.slideshare.net/rparker360/speech-organization-presentation

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">We will also review our public speaking skills from lesson 2: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dos and Dont's of Public Speaking List:


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">Do maintain eye contact with the audience. You should maintain good eye contact with those listening to you.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">Do breathe normally while speaking. You need to stay at ease while talking to the audience.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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="display: block; font-family: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">Don’t lean while speaking.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">Don’t look down and maintain eye contact with your audience while delivering your speech.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 'Times New Roman',Times,serif; font-size: 19px; text-align: justify;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">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: 80%;">(Terms and explanations by Somdev Mukherjee found at [] )

// List the items that need to be printed out for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Speech Handout <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ice Cream graphic organizer
 * __ Handouts __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to clearly order their ideas on an ice cream graphic organizer. They will be able to see the pieces of their speeches laid out in a structured way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to dive into the aspects that make a speech great. They will develop a deeper understanding of how to use their voice in both speaking and writing as they create their speech podcasts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to discuss with the whole class as well as work with partners. They will be able to present their speeches in a warm and open environment that will allow them to feel comfortable sharing their voices. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to actually get up and give their own speeches. They will be able to look at speeches through writing, visually through the Ice Cream graphic organizer, and audibly as they actually present them to the class.
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // 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. //**
 * //__ Learning Styles __//**
 * // Clipboard: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student will know how to write a speech as well as perform one. Please see content notes for more information. Students will be expanding on this idea of voice be actually getting out and using their audible voice. I will be using the learning facet of application. Students will be exploring these ideas of voice by using it in their written and audible speeches. Students will be able to convey their understandings through their speech/podcasts. They will be able to comphrend these ideas as well as collaborate with others to expand on their understandings. These ideas will deepen their understanding of what voice is and its importance in speaking as well as writing.
 * // 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: 16px;">**Verbal:** Verbal learners will be met by both the writing of the speeches as well as the actual presenting of them as they can manipulate words and create a powerful speech. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** Visual students will be met by the ice cream graphic organizer that allows them to see their speech's progression laid out before them as well as from the hook video because the public speaking skills that Dalton uses are powerful in and of themselves. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic:** Kinesthetic learners will benefit from actually getting up and giving the speeches. They will be able to pace, use hand gestures, and any other performance skills that they think will enhance their speech. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Interpersonal students will benefit from being able to express their ideas with classmates during the time paired share as well as practice giving their speeches and giving and receiving feedback. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** The intrapersonal student will benefit from the ice cream cone organizer that allows them to express and sort through their own thoughts before sharing with others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** The musical learner will benefit from the actual giving of the speech as well as listening to the other speeches to hear how emphasis adds ro a piece. The hook video will be particularly helpful because Dalton uses a lot of pauses and rhythm changes to create his point.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a type II technology in the form of a podcast. Students will be able to take their speeches and practice them by recording them on the computers. This practice will allow them to have a final product that they can be proud of. This allows for students to judged not only on their live performance, but on a well practiced and low risk manner. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be incorporating 6 multiple intelligences as well as a type II technology into this lesson. This will allow students to explore voice in a variety of manners and be able to understand it on a deeper level. This will allow students to explore voice in a live performance way as well as in a variety of other ways.
 * // Type II Technology: //**
 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will have two formative assessments. First, students will do a quick timed pair share to help each other brainstorm. This will help the students overcome writer's block and get some ideas for their speeches. It will also help me to see what types of speeches that the students are thinking about and I will better be able to help them learn the finer points of their desired speech type. I will then be using an ice cream graphic organizer to help students organize their ideas as they start to write their speech. This will help them to see the different parts of the speech and help them flow from one idea to the next. This will also help me to see if they are on the right track for their actual speech and allow me to guide them in the right direction if they are not. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Speech/ Podcast: (50)** Students will be asked to research and write a speech and then record it as a podcast as well as perform it for the class, using the public speaking tools they have learned. <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 if students are understanding the finer points of creating and performing speeches. The brainstorming will give the students an opportunity to share their ideas of their partner whereas the ice cream graphic organizer helps them to organize their ideas and helps them create a well formatted speech. The summative assessment enables the students to take these ideas they have been exploring and apply it by actually writing and performing a speech. This allows the students to show their creativity as well as their personality as they enhance their voice in their individual pieces by using the techniques that they have learned. These formative and summative assessment will help the students to create their own personal voice and be able to share their voice with others. || ||   || 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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