Objective:
Students will be able to demonstrate a basic understanding of how to present an extemporaneous, persuasive speech. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Then, I'll give students some time to prepare for their speech. Independent: Students will present their 3 minute persuasive speech in front of the class. After everyone presents: -Assignment 2: Go to Google Classroom and find the post "The Science of Persuasion."
Collaborative: Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how to research and organize an extemporaneous, persuasive speech. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: -Assignment 1: Go to Google Classroom and open up "Part 3: The Final Outline of Your Persuasive Speech." Read through it and follow the directions. -Assignment 2: Start to create notecards for your speech. Collaborative: After outlining their speech, students will practice presenting to a peer. Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how to research and organize an extemporaneous, persuasive speech. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: -Assignment 1: Go to Google Classroom and open up "Part 2: Writing Your Persuasive Speech." Read and annotate it. -Assignment 2: In the same document, start to fill out the information required in the tables. Collaborative: Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: N/A Objective:
Students will be able to demonstrate a basic understanding of how to research and organize an extemporaneous, persuasive speech. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: -Assignment 1: Students will take another set of Cornell notes on Voice and Diction packet 2. -Assignment 2: Go to Google Classroom and open up "Part 1: Preparing to Write a Persuasive Speech." Read and annotate it. -Assignment 3: In the same document, start to fill out the information required in the tables. Collaborative: Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how to organize a manuscript speech and delivery a manuscript speech, using the presentation tips discussed in class. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: Students will take another set of Cornell notes on our Voice and Diction packet 2. Collaborative: Students will be using the international phonetic alphabet key to decode some text. Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how to organize a manuscript speech and delivery a manuscript speech, using the presentation tips discussed in class. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: Students will present their manuscript speech on an inspiring quote and each student in class will fill out a student rubric on 2 presenters. Then, students will take another set of Cornell notes on our Voice and Diction packet 2. Collaborative: Students will be participating in impromptu speeches - delivery and listening. Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of how to organize a manuscript speech and delivery a manuscript speech, using the presentation tips discussed in class. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: Students will read and annotate a packet on the Introduction to Public Speaking. They will also edit and revise their manuscript speech, with the option of presenting it today, in class. Collaborative: Students will be participating in a peer review of each other's speeches and public speaking exercises with their partners. Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate their ability to use projection and diction in speaking by creating a tongue twister and teaching it to the class. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: Students will take another set of Cornell notes on our new unit Voice and Diction. Collaborative: Students will be participating in various improv games focusing on voice and diction, as well as, participating a relaxation and breathing exercise. Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate their ability to use projection and diction in speaking by creating a tongue twister and teaching it to the class. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: Students will take another set of Cornell notes on our new unit Voice and Diction. Collaborative: Students will be participating in various improv games focusing on voice and diction, as well as, participating a relaxation and breathing exercise. Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate their ability to use projection and diction in speaking by creating a tongue twister and teaching it to the class. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: Students will take Cornell notes on our new unit Voice and Diction. Collaborative: Students will be participating in various improv games focusing on voice and diction, as well as, a tongue twister activity. Students will also do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Tickets: Fill out and submit the Google Form (<- click there). |