Unit Plan - Unit 9 - Setting The Stage

Lauren M.
NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Unit 9 of 9: Getting Up On the Stage
Overarching Concept: A foundation for students to discover, learn, and
begin to master the art of public speaking through a variety of reading,
writing, and grammar skills. This is particularly pertinent to students lives in
an attempt to help them better understand communication skills, as well as
having the ability to speak up for themselves, and speak out for what they
believe in. These skills are transferable across curriculum, as well as outside
the classroom walls and into their everyday lives.
Unit Overview:
Adapted for an 8th grade English course at Preston Middle School in Fort
Collins, CO.
Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Calendar
April 2016
Monday
Tuesday
26
Unit #9 Begins:
Totally Like Whatever
You Know re-watch
Youve Got Mail
25
Wednesday
27
Thursday
Friday
28
Mini lecture rotation
5 Cannons of rhetoric
Logos, pathos, ethos
Fallacies
29
May 2016
Monday
Tuesday
2
Speakers
Workshop:
Rotating through 2
out of 4 stations
Wednesday
Thursday
Friday
4
Speakers Workshop
Continues: Rotating
through the remaining 2
out of 4 stations
10
Grammar Mini
Lesson
Speaking
confidence
11
12
Draft #1 due
Work Time
Improv Games
Forming Editing
Cohorts
13
16
Peer Workshop
17
18
Draft #2 due
Revision work time
Improv games
19
20
Student-teacher
workshops
23
24
Final Transcript of
speech due,
Presentations
25
26
Presentations
6
Research Day In
computer labs/on
Netbooks
27
Teal Xs represent the block schedule. Preston Middle School has Purple and
Teal days. Therefore, I will only have each set of students every other day. On
the xed out days, in theory I will be giving the lesson plan given the previous
day to a different set of students.

Teacher: Ms. Newman
Date: April 26th
School: Preston Middle SchoolGrade Level: 8th Content Area: Language Arts
Title: Totally like whatever, you know
of 12
Lesson #: 1
Content Standard(s) addressed by this lesson: (CCCS Standards 8th

Grade)
1.2: A variety of response strategies clarifies meaning or messages.
2.2: Quality comprehension and interpretation of informational and
persuasive texts demand monitoring and self-assessment.
3.2: Ideas and supporting details in informational and persuasive texts are
organized for a variety of audiences and purposes and evaluated for quality.
Understandings:
Students will reevaluate their perception of rhetoric and effective ways
of speaking.
Students will reflect on previous goals, and create new goals.
Inquiry Questions:
1. How has my perception of effective rhetoric changed since watching
Taylor Malis slam poem the first time?
2. How did I or how didnt I meet my goals? What can I do better?
Evidence Outcomes:
A: 8th grade students
B: reflect on those goals and establish new ones based on their reflection
C: Given a re-watch of Taylor Malis Totally like whatever, you know and
previously written goals
D: thoughtfully and logically
Every student will be able to: Given a re-watch of Taylor Malis Totally
like whatever, you know and previously written goals, 8th grade students will
be able to reflect on those goals and establish new ones based on a
thoughtful and logical reflection.
I can: Reflect on previous writing and write new goals based on that
reflection.
This means: I can re-watch the slam poem Totally like whatever, you
know and re-evaluate my thoughts on public speaking and effective
rhetoric.
List of Assessments:
1. Second letter to self with new goals.

2. Discussion with peers.
Planned Lesson Activities

Name and Purpose of Lesson
Totally like whatever ya know:
Should be a creative title for you and
Students will get introduced to the upcoming fin
the students to associate with the
an argumentative speech. Students have spent
activity. Think of the purpose as the
and talking about good rhetoric, but this will be
mini-rationale for what you are trying to and opportunity to try it out for themselves.
accomplish through this lesson.
Approx. Time and Materials
80 minutes
How long do you expect the activity to
Computer and projector to play YouTube video,
last and what materials will you need?
paper, pen/pencil, Argumentative Speech assig
Anticipatory Set
The hook to grab students attention.
These are actions and statements by
the teacher to relate the experiences of
the students to the objectives of the
lesson, To put students into a receptive
frame of mind.
To focus student attention on the
lesson.
To create an organizing
framework for the ideas,
principles, or information that is
to follow (advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures
(Include a play-by-play account of what

students and teacher will do from the
minute they arrive to the minute they leave
your classroom. Indicate the length of each
segment of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Students will watch the video Totally like whate

by Taylor Mali. Students have already seen this
they watched this video at the very beginning o
diving into rhetoric and speaking. This will be a
to cultivate student thinking about what they th
watch, versus the watch after the content from
(10 minutes)
1. Students will receive the letters they wrot

at the beginning of the year. These letters
after watching Totally like whatever you
time at the beginning of the school year.
contain goals the students set for their ev
habits based on what they heard in Taylor
poem.
2. Students will read these letters back to th
then write a second letter. First, they will
whether they did or did not meet their se
everyday speech, why or why not, and ho
will set new goals based on these revelat
everyday speech, as well as goals for the
speech assignment. Students should be e
thoughtful and reflective in these letters.
very parsed out, and word-processed if po
materials permit. (30 minutes)
3. Following this, students will pair or group
Closure
Those actions or statements by a
teacher that are designed to bring a
lesson presentation to an appropriate
conclusion. Used to help students bring
things together in their own minds, to
make sense out of what has just been
taught. Any Questions? No. OK, lets
move on is not closure. Closure is
used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too easy for
a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
peers and discuss what they wrote. Stude

aloud their reflections on their previously
as what they want to achieve in their fina
turn will help students bounce ideas off e
as provide them with new insights. Stude
catalogue their discussion to be paired wi
(20 minutes)
4. Students will then receive the assignmen
them to read silently o themselves and an
as they read with anything they are confu
questioning, or particularly interested in d
further. I will then ask students to share a
discussion pertaining to their annotations
Students will begin brain storming possible spe
back of their assignment sheet. Students can co
their peers on this. Students will need this brain
tomorrow. They can further their thinking outsid
continuing brain storming topics or even movin
writing the student thinks will benefit them. (5 m
To Modify: If activity is too advanced for student

verbally express specific goals they want to ach
speech.
To Extend: If activity is too easy for student, the
writing strategies/activities for their speech top
Students will display thoughtful reflection on th

goals by expressing whether they met them or
met them or why they did not, and set new goa
with the reflection theyve written.

Teacher: Ms. Newman
Date: April 28th
School: Preston Middle SchoolGrade Level: 8th Content Area: Language Arts
Title: Speaking Lectures
of 12
Lesson #: 2
Content Standard(s) addressed by this lesson:

Understandings:
Students will listen thoughtfully and actively to lectures.
Students will use the knowledge gained in mini-lectures to create new
meaning.
Inquiry Questions:
1. How do the 5 cannons of rhetoric, fallacies, logos, pathos, and ethos all
work together to create a sound (or unsound) argument?
2. How do the different aspects of rhetoric/speech (5 cannons, logos,
pathos, ethos, and fallacies) fit into everyday speech, as well as public
speaking, as an 8th grader?
3. How do these aspects aid in the construction of an argumentative
speech and how does it affect the brainstorming Ive already done?
Evidence Outcomes:
B: listen to their teacher during a lecture and then transition into active
learning
C: Switching from lecture to activities,
D: actively and fluidly
Every student will be able to: 8th grade students will be able to switch
from actively listening to their teacher during a lecture to transitioning fluidly
into active learning.
I can: Actively listen to my teacher, and then transition into active
participation in an activity.
This means: I can absorb information about rhetoric and apply that
knowledge into my work.
1. Listening strategies
2. Note taking strategies

3. Working with peers in a group to collaborate on a poster

Speaking Lectures
Should be a creative title for you and
Students will learn the 5 canons of rhetoric, fall
pathos, and ethos in order to complete and go t
Speakers Workshop in the next lesson.
mini-rationale for what you are trying to
accomplish through this lesson.
80 minutes
How long do you expect the activity to
Foldable flipbooks, large post-it note posters, m
last and what materials will you need?
utensils, fallacies Walk It To Know It (pre-made)
computer with either power point or Smart pres
Anticipatory Set
The hook to grab students attention.
These are actions and statements by
the teacher to relate the experiences of
the students to the objectives of the
lesson, To put students into a receptive
frame of mind.
To focus student attention on the
lesson.
principles, or information that is
to follow (advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures

minute they arrive to the minute they leave
your classroom. Indicate the length of each
segment of the lesson. List actual minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other
Students will get in pairs to discuss what they h

brainstorming lists. Have students make sugges
peers based on their discussion, and write down
suggestion their peer made for them they can w
1. Students will begin with a mini lecture wo

pathos, and ethos.
2. Students will then take that knowledge, a
groups. Each group will be assigned Logo
Ethos. They will then make a poster for th
term that displays a definition, an examp
example, and a visual representation. The
be hung, and students will travel around t
They will stay up for the remainder of the
3. Next, students will transition into the lect
canons of rhetoric.
4. Students will then incorporate the 5 cann
with a foldable flipbook. This will students
learn and try to convert the 5 canons to lo
memory, as well as act as study method s
that is more interactive than notes.
5. Students will transition into their final min
fallacies. This lecture will not go too into d

specific fallacies (as they will be covered
workshop) but students will learn how fall
in-hand with logos, pathos, and ethos.
6. Finally, students will do a Walk it to know
fallacies covered in the Speakers Worksh
just take brief notes they can take with th
fallacies workshop station.
Closure
lesson presentation to an appropriate
conclusion. Used to help students bring
things together in their own minds, to
make sense out of what has just been
taught. Any Questions? No. OK, lets
move on is not closure. Closure is
used:
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Students will write an exit ticket that rates each

learned (5 canons, fallacies, and logos, pathos,
scale of 1 to 5. 5 represents that they are exper
they do not understand at all. They will also put
need to continue further with this material.
Students will thoughtfully and actively participa

activity times to engage with the new material.
also work well in groups during the poster maki
cooperate to complete their poster. Finally stud
on their learning and what they need.

Teacher: Ms. Newman
4th
School: Preston Middle SchoolGrade Level: 8th
Date: May 2nd

Content Area: Language Arts
Title: Speakers Workshop

3/4 of 12
Lesson #:

1.1: Communication skills and interviewing techniques are required to gather
information and to develop and deliver oral presentations.
4.1: Individual research projects begin with information obtained from a
variety of sources, and is organized, documented, and presented using
logical procedures.
4.2: Common fallacies and errors occur in reasoning.
4.3: Quality reasoning relies on supporting evidence in media.
Understandings:
Students will collaborate with their peers to learn and discover new
knowledge that will help them develop speeches.
Students will reflect on their experiences throughout the different
stations.
Students will gain new understandings of the basics of rhetoric/speech
in regards to the 5 cannons of rhetoric, logos, pathos, and ethos, and
fallacies.
Inquiry Questions:
1. How do the different aspects of rhetoric/speech (5 cannons, logos,
pathos, ethos, and fallacies) fit into everyday speech, as well as public
speaking, as an 8th grader?
2. How do these aspects aid in the construction of an argumentative
speech and how does it affect the brainstorming Ive already done?
Evidence Outcomes:

B: collaborate in a group to rotate through different stations gathering
information and new understandings
C: during the Speakers Workshop with a workshop packet
D: pacifically and efficiently
Every student will be able to: 8th grade students will be able to
collaborate in a group pacifically through different stations, gathering
information and new understandings efficiently in their workshop packet
during the Speakers Workshop.
I can: Rotate through the Speakers Workshop with a group and fill out a
workshop packet.
This means: I can collaborate and gain new understandings with a group.
Speakers Workshop packet
Exit Ticket

Speakers Workshop
Should be a creative title for you
Students will rotate through a speakers workshop o
and the students to associate with
illustrate important aspects of public speaking.
the activity. Think of the purpose as
the mini-rationale for what you are
trying to accomplish through this
lesson.
160 minutes (2 80 minute class periods)
How long do you expect the activity Computer & 5 Cannons of Rhetoric webquest, Ma
to last and what materials will you
advertisements, student speech brainstorms (previo
need?
and Speakers Workshop packet.
Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention on
the lesson.
principles, or information that
is to follow (advanced
organizers)
An anticipatory set is used any time
a different activity or new concept
is to be introduced.
Procedures

minute they arrive to the minute they
leave your classroom. Indicate the
length of each segment of the lesson.
List actual minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
Students will take 5 minutes to add to their brainsto

Students are responsible for having at least a brains
(list, concept map, etc.) and some students may ha
to the next step (pre writing). Whatever stage they
students take 5 minutes to reflect on what theyve p
them to add anything further. If student feels stuck,
asking them to start making connections between t
different sides of their topics.
1. Students will be in 4 groups of 5-8, depending

Group students according to management sin
be rotating stations together for 2 class period
stay at a station for about 40 minutes each. T
guide them through their objectives for each
with skeleton notes according to each aspect
speaking. The different stations are as follows
a. 5 Cannons of Rhetoric: A mini-webquest
the 5 cannons of rhetoric are and what
relation to public speaking as an 8th gra
b. Logos, Pathos, and Ethos: Students will
ads taken from magazines and online a
Students will answer whether the ad is
them feel a strong emotion, and it if ma

-other
Closure
lesson presentation to an
appropriate conclusion. Used to
help students bring things together
in their own minds, to make sense
out of what has just been taught.
Any Questions? No. OK, lets move
on is not closure. Closure is used:
To cue students to the fact
that they have arrived at an
important point in the lesson
or the end of a lesson.
To help organize student
learning
To help form a coherent picture and
to consolidate.
Assessment
How will you know if students met
the learning targets? Write a
description of what you were
looking for in each assessment.
their sense of reason. From these answe

determine and discuss whether the ads
use logos, pathos, ethos, or a combinat
c. Fallacies: Students will watch a selection
the YouTube playlist The Guide to Com
PBS. Students will be responsible for vie
Man Fallacy, The Black and White Fall
Authority Fallacy, The No True Scotsm
The Ad Hominem Fallacy. Students wi
their own examples (preferably relating
speech topic, but can be completely ma
student is still struggling with picking a
discuss with their group how they can s
these fallacies in their own fallacies.
d. Brainstorming: Students will work toget
brainstorming theyve completed previo
includes a brainstorm of possible topics
speech depending on how far along the
project.
Hold a quick discussion with students about any obs
made while going through the stations or any linger
Lead into how students will use this while thinking a
speeches, and if their new knowledge will lead them
changes, omissions, or additions. Have students wr
on a sticky-note as a ticket out the door.
Students will go through stations and make thought

and notes for each topic. At the end of the lesson, s
try to push their thinking further and continue to ex
writing and preparation for their speech with the ex

Teacher: Ms. Newman Content Area: Language Arts School: Preston Middle School
Grade: 8th
Title: Speakers Workshop MODIFIED
Lesson #: 3/4 of 12
Date: May
nd
th
2 -4
MODIFIED Lesson
Topic
Name the teaching
point.
Materials
Gather materials,
mentor texts...
Connection
Explicit
Instruction/Guided
Practice/Individual
Practice
About 160 minutes
This lesson has been modified for a co-teaching model.

This is for a classroom that has two students with
significant needs and a need for two teachers to meet
the needs of all students. This lesson incorporates the
use of two teachers, but preferable one content teacher
and one special education teacher.
Computers
5 Cannons of Rhetoric WebQuest
Magazine and online advertisements
Student speech brainstorms (previously written)
Speakers Workshop Packet
The previous lesson was a trilogy of mini-lectures
focused on the 5 cannons of rhetoric, logos, pathos, and
ethos, and fallacies. This is an exploration workshop for
students to explore these topics in more depth and on a
more individual basis.
2. Students will be in 4 groups of 5-8, depending

on class size. Group students according to
management since students will be rotating
stations together for 2 class periods. Students
will stay at a station for about 40 minutes
each. Their packet will guide them through
their objectives for each station, along with
skeleton notes according to each aspect of
public speaking. The different stations are as
follows:
a. 5 Cannons of Rhetoric: A mini-webquest
exploring what the 5 cannons of rhetoric
are and what they mean in relation to
public speaking as an 8th grader.
b. Logos, Pathos, and Ethos: Students will
look at multiple ads taken from
magazines and online as a group.
Students will answer whether the ad is
ethical, it makes them feel a strong
emotion, and it if makes them use their
sense of reason. From these answers,
the group will determine and discuss
whether the ads predominantly use
logos, pathos, ethos, or a combination.
c. Fallacies: Students will watch a selection
of videos from the YouTube playlist The

Guide to Common Fallacies by PBS.
Students will be responsible for viewing
The Straw Man Fallacy, The Black and
White Fallacy, The Authority Fallacy,
The No True Scotsman Fallacy, and
The Ad Hominem Fallacy. Students will
then create their own examples
(preferably relating to their possible
speech topic, but can be completely
made up if the student is still struggling
with picking a topic) and discuss with
their group how they can stay away
from these fallacies in their own
fallacies.
d. Brainstorming: Students will work
together on the brainstorming theyve
completed previous to class. This
includes a brainstorm of possible topics
to outlining their speech depending on
how far along they are in the project.
Co-Teaching Notes
In this modified lesson, the two teachers will have
an opportunity to give more time to the two
*ShellyMorrellfrommy
students with significant needs, while also focusing
gradelevelProfessional
time with the other students as well.
LearningCommunity
The special education teacher will have an
broughtthistechniquetomy opportunity to travel with one group that will have
attention.Anothermember, both students with significant needs for a lot of the
ShannaBennell,broughtup workshop, while the content teacher circulates
theconcernofhonoring
through all the stations. However, both teachers
otherteacherstimeanda
should make efforts to switch off, and assist all
students needs.
questionofscheduling
anotherteachertocomein. Hopefully, both teachers will work together to set up
the environment of the workshop in order to ensure
efficiency and fluid movement. Also, co-planning
between both teachers to modify any stations would
be helpful in order to meet the needs of all students,
especially the two students with significant needs.
Teacher: Ms. Newman
School: Preston Middle SchoolGrade Level: 8th
Title: Research
12
Date: May 6th

Content Area: Language Arts
Lesson #: 5 of

logical procedures.
Understandings:
Students will discover what makes a source reliable and trustworthy for
citing.
Inquiry Questions:
1. How can credible sources be identified?
2. How do credible sources make an argument stronger?
Evidence Outcomes:
B: Research a topic and determine which sources are credible
C: Based on a closer look at a hoax website
D: Accurately
Every student will be able to: Based on a closer look at a hoax web
I can: Identify the difference between a credible source and a non-credible
source.
This means: I can collect reliable evidence to support my argument.
List of credible sources

Research Day
Should be a creative title for you and Students will use time in the computer lab to gath
sources for their speeches.
mini-rationale for what you are trying
to accomplish through this lesson.
80 minutes
How long do you expect the activity
computers, paper, pen/pencil
to last and what materials will you
need?
Anticipatory Set
Students will do a mini-activity on citations by visit
The hook to grab students
Help Save the Endangered Pacific Northwest Tree
attention. These are actions and
Extinction (http://zapatopi.net/treeoctopus/). Stud
statements by the teacher to relate
minutes to find whether this is a credible source ba
the experiences of the students to
following criteria:
the objectives of the lesson, To put
A credible person or organization I trust main
students into a receptive frame of
This site has external links to other credible
mind.
The site has a .gov or .edu suffix.
To focus student attention on
This site has contact information.
the lesson.
I can verify the information on this site using
sources.
From this, students will compose a list of criteria th
principles, or information that
the rest of their research.
is to follow (advanced
(10 minutes)
organizers)
An anticipatory set is used any time
a different activity or new concept is
to be introduced.
Procedures
1. Students will start researching their topic, m
gather evidence from both sides of their argu
minutes)
minute they arrive to the minute they
2. Students will then begin pre-writing stages, a
leave your classroom. Indicate the
beginning to write their actual speech. (35 m
length of each segment of the lesson.
List actual minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other
Closure
Students will go over their list of sources and doub

lesson presentation to an
appropriate conclusion. Used to help
students bring things together in
their own minds, to make sense out
of what has just been taught. Any
Questions? No. OK, lets move on is
not closure. Closure is used:
they have arrived at an
important point in the lesson
or the end of a lesson.
To help organize student
learning
To help form a coherent picture and
to consolidate.
Differentiation
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too easy
for a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met
the learning targets? Write a
description of what you were looking
for in each assessment.
through. As a ticket out the door, students will writ

note what they found most deceiving from the Tree
website.
To Modify: If student is not writing a full speech ess

gather their information and write a bulleted list of
To Extend: Students can begin writing their speech
Students will consider credibility of sources
UbD Lesson Plan

Vital Information
Author
Subect (s)
Topic or Unit of
Study
Grade/Level
Summary
Lauren M. Newman
Language Arts
Speaking Publically with Confidence (+Grammar
mini lesson)
8th
Students will begin the class with a grammar
mini lesson on comma splices. Next, students will
watch a 4-minute video on YouTube about
speaking publically with confidence, and follow
up with a full class discussion. Finally, students
will work on the Wellcast worksheet to connect
the video with their own speeches. (80 minutes)
School:
Preston
Middle
School
Date:
May 10th
Lesson
6 of 12
Title:
Public
Speaking
Confidence
Standards
Standard 1.1: Communication skills and interviewing techniques are
s (CCCS
required to gather information and to develop and deliver
Standard oral presentations.
s: 8th
1.2: A variety of response strategies clarifies meaning or
grade)
messages.
2.3: Context, grammar, and word choice influence the
understanding of literary, persuasive, and informational
texts.
3.3: Editing writing for grammar, usage, mechanics, and
clarity is an essential trait of a well-written document.
Stage 1: Desired Results
Established Goals
Understandings
Overarching
Understandings
Related Misconceptions
Essential Questions
1. Students will identify and avoid

comma splices.
2. Students will learn techniques to be
more successful and confident during
public speaking.
1. Students will understand what a
comma splice is and looks like, as well
as how to avoid them.
2. Students will understand the fear of
public speaking, but discover ways to
conquer that fear.
1. How do comma splices interrupt our
writing, and our speaking?
2. What are strategies to help encourage
Knowledge
Skills
confident speaking?
How to avoid comma splices
Speaking strategies
Stage 2: Assessment Evidence

Performance Task Description:
What authentic performance tasks will students demonstrate the
desired understandings?
By what criteria will performances be judged?
Through what evidence (e.g. quizzes, testes, academic prompts,
observations, homework, journals) will students demonstrate
achievement of the desired results?
How will students reflect upon and self assess their learning:
Goal
Students will fill out the Wellcast worksheet to
connect the information from the video and
discussion to their own speech.
Role
Pre-writing strategy
Audience
Personal
Situation
Speech writing
Product/Performa A well thought out outline of the speech following
nce
researching their topic.
Stage 3: Learning Plan
What learning experiences and instruction will enable students
to achieve the desired results? How will the design:
Where are your students
Students are gearing up to write
headed?
their speeches. They have learned
Where have they been?
the different aspects of writing an
How will you make sure the
effective speech, and now they
students know where they are are working towards delivery.
going?
Students will watch the video and
then engage in a discussion about
their own public speaking fears.
Then students will fill out the
Wellcast worksheet.
How will you hook students at Students will learn about ways to
the beginning of the unit?
feel more confident during public
speaking by watching a video.
What events will help students Students will engage with the
experience and explore the
video, and discuss the fear of
big idea and questions in the
public speaking. Then, students
unit?
will examine the video in relation
How will you equip them with
to their own speeches with the
needed skills and knowledge?
Wellcast worksheet.

How will you cause students
to reflect and rethink? How
will you guide them in
rehearsing, revising, and
refining their work?
Students will reflect and rethink

through discussion. Questions:
-What is your biggest concerns for
speaking publically?
-Have you come across any public
speaking strategies that worked?
Any rumors you heard that didnt
work? (exp. Picturing audience in
underwear)
-How do you plan to implement
these strategies into your
preparations for your speech?
-Are there any strategies you want
to add for the betterment of the
class?
How will you help students to
Students will connect the video
exhibit and self-evaluate their with their own speeches in
growing skills, knowledge, and discussion and on the Wellcast
understanding throughout the worksheet.
unit?
How will you tailor and
otherwise personalize the
learning plan to optimize the
engagement and effectiveness
of ALL students, without
compromising the goals of the
unit?
This lesson will utilize multiple

learning styles by incorporating
video, large group discussion, and
individual work.
Resources:
Be a More Confident Public Speaker by watchwellcast (YouTube)
Wellcast Worksheet
MiniLessonTopic
Nametheteachingpoint.
Materials
Gathermaterials,mentortexts...
CommaSplices:Studentswilllookatcommasplicesin
referencetoaportionoftheIHaveADreamspeechby
MartinLutherKingJr.)Themainpointofthismini
lessonistoillustratetostudentstheimportanceof
avoidingacommasplice,especiallyinaspeechbecause
theywillnotknowwheretopause.
SectionofIHaveADreamspeech
IndexCardswithsentences
Dryeraseboard/markers
Connection
Thepreviousgrammarinstructioncenteredonrunon
sentencesandsentencefluency.Todigalittledeeperinto
Tellthemwhatyoutaughtthe
theconceptofwritingfluentlyinordertospeakfluently,
previouslesson.Thelastwriters weregoingtoexaminecommasplicesandhowthey
workshop,welearnedhowto... affectwritingandspeech.
ExplicitInstruction
About1minute
Tellthemwhatyouwillteach
today.TodayImgoingtoteach
you...
Showthemexactlyhowtodoit.
Watchmedoit.,orLetstakea
lookathow(author)doesthis
whens/hewrites...
1. Today,weregoingtoexaminecommasplicesand
howtoavoidthem,aswellashowtheyimpactour
writingandspeech.Thinkbacktothelessonon
sentencefluencyandrunonsentences.Runon
sentencescausedbadrhetoricandthrewereno
pauseswherethereneededtobeapause.Now
letslookattheflipsideandwhenthereare
unnecessarypauses.
2. Definecommaspliceonboardas:Acommathat
splitsuptwoindependentclauseswithouta
conjunction,oracommathatsplitsupan
independentclausewithoutreason.
GuidedPractice
About4minutes
Askthemtotryitoutwitha
partner,orwithyouforafew
minutes.Nowtryitoutwitha
partner...
1. LookatthelastparagraphofMLKsspeech,
startingwithAndwhenthishappens
2. Lookwithapartner,andcircleeverycomma.Are
anyunnecessary?Why?
IndependentPractice
1. Passoutindexcardstostudentswithsentenceson
them.
2. Askstudentstoplaceacommawherethereshould
About10minutes
Remindstudentshowtheteaching
pointcanbeusedinindependent
writing.(Thereshouldbealink
betweentheminilessonandthe
studentsindependentwriting
lives.)
be,markcommasthatshouldntbethere,orleave
sentencesthatarecorrect.
3. HavestudentswriteaCSafterthesentencesthat
arecommasplices.
GroupWrapUp
Thecommasplicerelatestoourspeechesinmattersof
Restatetheteachingpoint.Ask: sentencefluency,thewayrunonsentencesaffectof
Didyoutrywhatwastaught?Did rhetoricaswell.Thisinturnrelatestocredibilityandthe
itworkforyou?Howwillitaffect abilitytowinoveranaudience.
yourfuturewriting?
Text: From I Have A Dream by Martin Luther King Jr.
(http://www.americanrhetoric.com/speeches/mlkihaveadream.html
And when this happens, and when we allow freedom ring, when we let it
ring from every village and every hamlet, from every state and every city,
we will be able to speed up that day when all of Gods children, black men
and white men, Jews and Gentiles, Protestants and Catholics, will be able to
join hands and sing in the words of the old Negro spiritual: Free at last! Free
at last! Thank God Almighty, we are free at last!
Comma Splice Worksheet:
Directions: Place in any commas that could be missing. Cross out any
commas that do not belong. Mark CS on the line after the sentence if there
is a comma splice.
1. Frankly, my dear I dont give a damn. __________
2. Im also just a girl, standing in front of a boy, asking him to love her.
___________
3. Go ahead, make my day. __________
4. Dionne and I were both named after famous singers of the past who
now do infomercials. ________
5. They may take our lives but they will never take our Freedom! ______
6. My mama always said, life is like a box of chocolates, you never know
what youre gonna going to get. __________
7. On October 3rd he asked me what day it was. __________

Grade: 8th
Title: Work time, Improv, Cohorts
Lesson #: 7 of 12
Date: May
th
12
Goals:
1. Students can begin writing their rough draft of their speech and ask questions
when necessary.
2. Student can work in groups to play improv games in order to help with
speech anxiety.
Standards (CCCS 8th Grade)

2.3: Context, grammar, and word choice influence the understanding of
literary, persuasive, and informational texts.
3.1: Stylistic devices and descriptive details in literary and narrative texts are
logical procedures.
Lesson Topic
Name the teaching
point.
Materials
Gather materials,
mentor texts...
Connection
Explicit Instruction
About 20 minutes
Students will utilize class time to begin writing their

speeches based on the outlines they worked on (Wellcast
worksheet) in the class previous. Then, students will get
a chance to play a series of improv games to help with
speaking confidence. Finally, students will get grouped
into their editing cohorts. These groups will work
together for the remainder of the unit.
Wellcast Worksheets (previously filled out)
Netbooks
Improv games directions
Last class we watched the Wellcast video about speaking
with confidence and from there, we created outlines on
the Wellcast worksheet. I want you to take those outlines
and start writing your speeches on your netbooks. After
work time, we will take the topic of confidence a little
further with improv games. And finally, you will be split
up into your editing cohorts.
1. Today, were going to work on writing speeches.
2. First, lets take a look at my Wellcast worksheet.
3. Model speech writing on a Smart board from your
Wellcast outline.

Independent Practice
About 35 minutes
1. Have students work on their speeches on

their Netbooks.
2. Circulate and talk with students about their
speeches, where they are, where they have
struggles, etc.
Guided Practice
About 20 minutes
1. Group students into their editing cohorts.

2. Give each group a sheet with the improv
games and directions. (See list below for
different games and directions for each.)
3. Have students play these improv games in
their groups.
1. Bring students back into the big group and
ask for a fist to five of how confident they
feel after playing improv games. Fist being
Not confident at all and five being I got
this!
2. Ask students different strategies they will try
out in order to prepare them to give their
speech.
3. Remind students that their first draft is due
next class time.
Group Wrap-Up
About 5 minutes
1. Three headed expert (3 people)

-Three participants stand next to one another and act as the 3 headed
expert. Audience members ask questions to the expert who then replies.
The only catch is that each member of the expert can only say one word at a
time in order from left to right until the question is answered.
2. Movie Director (3+ people)
- At least 2 people are given a movie scenario from audience suggestions.
They act out the scenario normally until a third participant (the director) yells
CUT! From here, the director then explains that the scenario was acted out
all wrong and gives an alternate way to act out the scene (ex. The scene was
all wrong! This time, I need you to enact it if it were a silent German film
starring woodland animals!) The scenario should be the same, but the way it
is interpreted through the actors changes. This can be repeated as many
times as it is funny.
3. Good and the Bad (2 people)
- Two players are given a basic scenario from the audience and must tell a
story about their experience in the scenario (ex. A jewelry store robbery).
However, one player will take the place of the optimist, telling the story from
a completely positive point of view. The other player acts as the pessimist,

recanting the story from a negative point of view. The two take turns giving
different viewpoints about the experience until a conclusion is reached.
4. Freeze (Entire Class)
- The class stand in a large circle with a an open space in the center. Two
players enter the circle where one begins to interact with the other beginning
a scenario. This carries out for a few moments before a class member in the
circle yells out FREEZE. At this point, the players in the circle stop what
they are doing and remain motionless while the class member walks to the
center of the circle. From here, the member can either replace one of the
acting members and send them back to the circle, or join the two in
whatever awkward pose they are stuck in. Now, the member yells
UNFREEZE and begins a statement that starts an entirely new statement
based on the poses of each frozen member. Each scenario should be allowed
to last a few moments before a classmate is allowed to freeze the scenario
again.

Grade: 8th
Title: Peer Editing Workshops
Lesson #: 8 of 12
Date: May 16th
Goals:
1. Students will work together in groups to edit each others written speeches.
2. Students will engage in productive conversation to give peers constructive
criticism, praise, and suggestions.

3.3: Editing writing for grammar, usage, mechanics, and clarity is an
essential trait of a well-written document.
Lesson Topic
Name the teaching
point.
Materials
Gather materials,
mentor texts...
Connection
About 25 minutes
Guided Practice
About 50 minutes
Group Wrap-Up
Peer Editing: Students will get into their editing groups

and edit each others written speeches. Each student will
read and edit each of the other students papers in the
group. Students will be encouraged to give each peer
constructive criticism, praise, and suggestions to
improve the content of their speech.
Doc-Cam
Speeches
Pens
Last class was a chance for students to write their
speeches and also work with gaining confidence for
speaking.
1. Introduce revision and processes for peer editing.
2. Model proper editing protocol for students using a
model speech paper on the doc cam.
3. Inform students the expectations for workshop:
constructive criticism, praise, and suggestions.
1. Have students group-up into their editing

cohorts and instruct them to rotate through
their peers papers.
2. Circulate to answer questions and keep
students on task.
The importance of revising, especially for a first
draft, is to sweep for content and organization. Make
sure to let peers know what they did right (so they

dont change it), what they could fix, and
suggestions to either fix or add.
Grade: 8th
Title: Revision and Improv Games
Lesson #: 9 of 12
Date: May
18th
Goals:
1. Students will take feedback and use it to revise and edit their speeches to
write a second draft.
2. Students will work in groups in hopes of continuing to build speaking
confidence.

1.2: A variety of response strategies clarify meaning or messages.
Lesson Topic
Name the teaching
point.
Materials
Gather materials,
mentor texts...
Connection
Revision: Students will work on using the feedback from

their peers to revise their speeches. The purpose of
doing this during class time is to ensure teacher is
present to help guide students through this process, as it
is one of the first times theyve gone through the revision
process. Also, if students are unsure about something
their peer wrote to them, they can ask directly.
Rough drafts of speeches
Peer feedback
Improv game list (see lesson 7)
Last class was dedicated to a peer-editing workshop with
editing cohorts. This session is about taking the feedback
from peers and revising speeches from that feedback.

About 15 minutes
Independent Practice
About40minutes
Guided Practice
About 25 minutes
Group Wrap-Up
1. Put up sample speech used in last class with

editing marks and comments.
2. Model with the class (asking for suggestions) on
how to incorporate the feedback into the speech.
3. Model revision process for students.
1. Allow students to revise their speeches on

netbooks using the feedback they received
from their editing cohorts the class session
previously.
2. Circulate to answer questions and keep
students on task.
3. Encourage students to discuss any unclear
feedback with their cohorts when necessary.
1. Have students get into their editing cohorts
and play through a couple improv games.
Have students give a Fist to Five of their speaking

confidence (See lesson 7).
Discuss the importance of revision of writing,
especially for a speech in hopes of producing the
most persuasive piece.

Grade: 8th
Title: Student-Teacher Workshops
Lesson #: 10 of 12
Date: May
th
20
Goals:
1. Students will work effectively as a group to rotate through different stations.
2. Students will understand the final revision process of polishing their papers
before writing a final draft.

logical procedures.
Lesson Topic
Name the teaching
point.
Materials
Gather materials,
mentor texts...
Connection
Student-Teacher Workshops: Students will spend about

25 minutes in a workshop with the teacher in a guided
editing workshop. This will help students further their
understanding of the expectations for peer editing in a
final draft.
Student speeches
Improv games (See lesson 7)
Last class, we incorporated peer feedback into the

revision process of the speeches and constructed a 2 nd
draft. Now we are going to take that one step further,
and have conferences with the editing cohorts and the
teacher to polish the 2nd draft and write a final draft.

Explicit
Instruction/Guided
Practice/ Individual
Practice
About 80 minutes
Group Wrap-Up
1. Students will rotate through different stations

with their editing cohorts for 25 minutes each
station.
a. Student-Teacher Workshop: Students will go
through a final polishing workshop with their
cohort and the teacher. Each students
paper will get looked at throughout this
workshop.
b. Improv Station: Students will play improv
games of their choice in their cohorts.
c. Revision/Final Draft Station: Students will
take the feedback from their studentteacher workshop to revise their speech and
begin writing their final drafts on netbooks.
The importance of a final polishing stage of revision

is to ensure the most persuasive argument possible.

Grade: 8th
Title: Final Presentations
Lesson #: 11/12 of 12
Date: May 24th
26th
Goals:
1. Students will use the techniques and skills theyve learned throughout the
semester to speak with conviction and be persuasive to their peers.
2. Students will give their peers constructive criticism, and also rate their
persuasiveness.

logical procedures.
Lesson Topic
Name the teaching
point.
Materials
Gather materials,
mentor texts...
Connection
Final Presentations: Students will present their

argumentative speeches to their peers. Peers will
complete a 3-2-1 for each peer and also rate on a scale
of 1-5 (1 being not at all and 5 being totally) for how
convinced they are after their peers speech.
Student speeches
Timer
Rubric
Weve been preparing for this all year. The time has
finally arrived to present your speeches and try to
convince your peers! Remember all your speaking
techniques, the importance of rhetoric, and how to be as
persuasive as possible.

Explicit
Instruction/Guided
Practice/ Individual
Practice
About 160 minutes
Group Wrap-Up
1. Students will present their 5-6 minute speeches.

2. Students not presenting will complete a 3-2-1 for
their peers (3 things they liked about the speech,
2 things that could have been improved, 1
question still lingering).
3. They will also rate on a scale of 1-5 of how
convinced they are from their peers speech. 1
being not convinced at all, and 5 being completely
convinced.
The importance of speaking with conviction is

obviously present within the context of
argumentative and persuasive speaking. However,
speaking with conviction is important and relevant
in our everyday speech. These rhetorical techniques
can be applied in any situation (to some degree)!

Unit Plan - Unit 9 - Setting The Stage

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Unit Plan - Unit 9 - Setting The Stage

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Lauren M.

NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Content Standard(s) addressed by this lesson: (CCCS Standards 8th

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Planned Lesson Activities

(Include a play-by-play account of what

Students will watch the video Totally like whate

1. Students will receive the letters they wrot

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

peers and discuss what they wrote. Stude

To Modify: If activity is too advanced for student

Students will display thoughtful reflection on th

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Content Standard(s) addressed by this lesson:

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Planned Lesson Activities

(Include a play-by-play account of what

Students will get in pairs to discuss what they h

1. Students will begin with a mini lecture wo

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

fallacies. This lecture will not go too into d

Students will write an exit ticket that rates each

Students will thoughtfully and actively participa

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Date: May 2nd

Title: Speakers Workshop

Content Standard(s) addressed by this lesson:

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Planned Lesson Activities

(Include a play-by-play account of what

Students will take 5 minutes to add to their brainsto

1. Students will be in 4 groups of 5-8, depending

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

their sense of reason. From these answe

Students will go through stations and make thought

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

This lesson has been modified for a co-teaching model.

2. Students will be in 4 groups of 5-8, depending

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Date: May 6th

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Planned Lesson Activities

Students will go over their list of sources and doub

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

through. As a ticket out the door, students will writ

To Modify: If student is not writing a full speech ess

Students will consider credibility of sources

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

UbD Lesson Plan

1. Students will identify and avoid

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Stage 2: Assessment Evidence

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan

Students will reflect and rethink

This lesson will utilize multiple

Lauren M. NewmanEDUC 463 Methods in Teaching Language ArtsUnit Plan