Beacon Lesson Plan Library

Actions Speak Louder than Words

Vicky Nichols
Bay District Schools

Description
No matter how good a written speech is, the delivery is what the audience remembers. Learning about
and practicing volume, stress, pacing, and pronunciation helps students to deliver an oral presentation
effectively.

Standards
Florida Sunshine State Standards
LA.C.3.3.1.7.1
The student evaluates classroom presentations according to volume, stress, pacing, and pronunciation.
LA.C.3.3.1.7.2
The student uses a rating sheet to compare and contrast effective and ineffective presentations according
to volume, stress, pacing, and pronunciation.
Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts,
and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and
computer files in order to perform tasks and/or for enjoyment.
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose,
symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based
programs.

Materials
- Internet connected computer with speakers
- Speaking Behaviors Checklist (See Attached File)
- What Makes A Good Speaker? rubric (Extensions)
- Student speeches written in a previous Beacon lesson, entitled, Attracting An Audience with Purpose
(See Web Links)
- Student Folders
- Audio of Nolan Ryan's speech (see Extensions)

Preparations
1. Listen to the speech by Nolan Ryan. Note any examples of pacing, volume, stress or pronunciation good or bad. (see extensions)
2. Duplicate the Checklist. (3 checklists per person) If duplicating is an issue, make one copy per student.
Have each student take 3 sheets of notebook paper and put a group member's name at the top of each
and sign his/her own name at the bottom. Students should list these words on the paper and can then just
write a number after it according to the criteria on the checklist: Volume, Stress, Pacing, Pronunciation.
Students should keep the checklist with criteria handy as they rate group members. Students should
share their rating with the speaker along with the helpful comments.

Procedures
Note: This is the fifth lesson in the Beacon Unit, What Makes A Good Speaker?

1. Review yesterday's Great Speeches Question #4: Why should you take the time to organize an oral
presentation with an introduction, body including support and transitions, and a conclusion? Allow
students to share answers and make corrections as needed. This should be placed in the students'
folders to be used on a summative assessment later in the unit.
2. While students have their folders out, have them take out the rubric What Makes A Great Speaker?
Remind students that they have chosen a great leader to make an oral presentation about. (Beacon
lesson, What Makes A Good Speaker? See Web Links.) Discuss the rubric (see attached file) including
today's topic of speaking behaviors of volume, stress, pacing and pronounciation. Make sure students
understand these words as they pertain to public speaking. These rubrics will need to be placed back in
the students' folders to be used to assess their oral presentations later in this unit.
3. Distribute the Speaking Behaviors Checklist found in the attached file. At this time students listen to the
acceptance speech of Nolan Ryan when he was inducted into the Baseball Hall of Fame. The Web Link
for this as well as backgound for the Hall of Fame are listed below. The speech is about 8 minutes long.
Stop it after 3 or 4 minutes; there are several good stopping points if time is short. Discuss each of the
speaking behaviors: volume, stress, pacing, and pronounciation, as it applies to this audio speech.
Students can refer to the checklist. The class should come to a concensus that Nolan Ryan's public
speaking behaviors are good, and that he employs each of these behaviors during this speech.
4. Instruct students to look in their folders and retrieve their short speeches written during the previous
Beacon lesson, Attracting An Audience With Purpose. Specifically use the speeches from the activity,
Who Are You Talking To? Divide students into groups of 4. Each student should choose one of the four
speeches he/she wrote to deliver in the group. The other 3 students will rate this student on his/her
speaking behaviors using the Speaking Behaviors Checklist in the attached file. They take turns until all
group members have orally delivered a speech and rated the others. Tell them to share NICELY in the
group how each person can improve his/her oral delivery according to what was noted on the checklists.
(i.e., Slow down, you talked so fast that I couldn't understand or you need to stress a couple of important
words.) Allow about 15 minutes.
5. Bring all students back together and collect the checklists for assessment purposes. Allow discussion
of what students discovered.
6. Write on the board the Great Speeches Question 5: Why should a speaker pay attention to the volume,
stress, pacing, and pronunciation when making an oral presentation?
7. Inform students that they will be taking a graded Summative Assessment the next class session. They
will be able to use their Great Speeches Questions and notes on the multiple choice assessment.

Assessments
The Speaking Behaviors Checklist is used for formative assessment purposes. Check to see that each
student rated those in his group with understanding. Students who rated all others in the group with a very
low score or a very high score may need more instruction on how to rate speaking behaviors. It may also
be beneficial to provide formative feedback for those students who received poor scores on their
speeches.

Extensions
1. Click here to view the Beacon Unit Plan associated with this lesson. See Attached Files to download
the Unit Plan Overview, Unit Assessments, and other attached files.
2. Nolan Ryan's speech (an audio version) can be accessed by going to the unit, Speak for Yourself. (See
Weblinks) The speech is one of the attached files.

Web Links
Information about the Baseball Hall of Fame
Baseball Hall of Fame background information

A previous lesson in the unit

Attracting an Audience with Purpose

Attached Files
The Speaking Behaviors Checklist.

File Extension: pdf

Return to the Beacon Lesson Plan Library.

SL.8 Speaking and Listening

More Grade 8 ELA Standards

Reading: Literature

Reading: Informational Text

Writing

Language

Reading in History and Social Studies

Reading in Science and Technical

Subjects

Writing in History/Social Studies,

Science and Technical Subjects

Back to the Common Core English

Language Arts Index

Comprehension and Collaboration

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly. Aligned Resources
a. Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others questions and
comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views in light of the evidence presented.
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its
presentation. Aligned Resources
SL.8.3 Delineate a speakers argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is
introduced. Aligned Resources

Presentation of Knowledge and Ideas

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation. Aligned Resources
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest. Aligned Resources
SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific
expectations.) Aligned Resources

Objectives
Students will

Learn how to be a good listener.

Learn how to be a good speaker.

Practice listening and speaking skills with classmates.

Materials

Listening and Speaking Strategies video

Pencils and erasers

"Have You Ever..." search paper, 1 copy per student (see Procedures below)

Computer with Internet access (optional)

Procedures
1.

Before beginning the lesson, create a "Have You Ever?" search paper by dividing a piece of white
paper into 16 equal squares: Draw four columns down and four rows across the sheet of paper. At the
bottom of each square write something that at least one student in the class may have experienced or a
quality at least one student may have, such as "broken a bone," "loves pizza," "speaks two languages,"
"has been on an airplane," or "good dancer." Photocopy one copy of the search paper for each student.

2.

3.

4.

5.

6.

7.

8.

9.

To being, play a few rounds of telephone with the class to demonstrate the importance of having
good speaking and listening skills. Then have students watch Speaking and Listening Strategies to further
explore good skills.
After watching the program, talk about experiences when students have had to ask questions or
follow directions. Ask them: Why is important to give clear directions? What kinds of situations have you
been in when you have had to listen very carefully to someone talking? Why is it important to develop
good speaking and listening skills? Have students describe situations when they have not used good
speaking or listening skills. What were the results?
Explain to students that they will play a scavenger hunt-type game with their classmates. Hand
out copies of "Have You Ever?" and tell students that the object of the game is to be the first person in the
class to complete the squares. To do so, they must match a classmate's name to the criteria written in a
square. Each square must represent a different person, so a winning "Have You Ever?" sheet cannot
have one student's name on it in more than one square.
Tell students that they will walk around the classroom and ask their classmates questions to fill in
the squares on their sheet, such as "Have you ever broken a bone?" If a classmate has broken a bone,
they meet the criterion, and the student should write the classmate's name in that square. If not, the
student can choose to ask the person a different question or move to a different classmate until they have
found one who has broken a bone. Explain to students that they will also answer questions. For example,
if Mary is asking John a question, she cannot leave him when he has answered her question. She should
wait until John asks his question and they are both ready to move to new classmates.
Remind students that everyone in the classroom will be working on their scavenger hunt at the
same time, so it is important that students use indoor voices, listen to what their classmates are saying
very carefully, and not to run. The first person to fill in all of their squares without repeating a name wins.
Tell students to raise their paper and call out if they think they have won.
Give students time to complete their scavenger hunt. Walk around the classroom while students
are engaged to make sure everyone is playing fairly and nobody is running. Call time when a student has
announced they have finished and have students quietly freeze where they are standing while you check
the possible winning sheet. If the student is mistaken, have the class resume the activity. If not, ask
students to return to their seats.
Discuss the scavenger hunt with students. Who learned something new about their classmates?
What did they learn? Why was it important to use good listening skills during the scavenger hunt? Why
was it important to use good speaking skills?
If time allows, students can practice their reading and listening skills online with interactive stories
at this Web site http://www.alfy.com/Storyville
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Evaluation
Use the following three-point rubric to evaluate students' work during this lesson.

Three points: Students were highly engaged in class and group discussions;
enthusiastically participated in the scavenger hunt; followed the rules of the scavenger hunt
without needing teacher guidance or supervision; and demonstrated a clear understanding
of the importance of having good speaking and listening skills.

Two points: Students generally engaged in class and group discussions; participated in
the scavenger hunt; followed the rules of the scavenger hunt with little teacher supervision
or guidance; and demonstrated a basic understanding of the importance of having good
speaking and listening skills.

One point: Students participated minimally in class and group discussions; were unable
to participate in the scavenger hunt without constant teacher supervision or refused to
participate in the scavenger hunt; and were unable to demonstrate a basic understanding
of the importance of having good speaking and listening skills.
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Vocabulary
directions
Definition: An instruction, indication, or order given with authority
Context: It is important to give directions that are easy to follow and in the right order.
discussion
Definition: An earnest conversation
Context: A group discussion is a great place to share new information.
listen
Definition: To pay attention or make an effort to hear something
Context: Listen to how Kat and Kenny take turns speaking.
question
Definition: An expression of inquiry that invites or calls for a reply
Context: Asking a question is one way to learn more about a topic.
speak
Definition: To talk or express oneself
Context: It is important to take turns when you speak with friends.
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Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks,
visithttp://www.mcrel.org/compendium/browse.asp
This lesson plan addresses the following national standards:

Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses
the stylistic and rhetorical aspects of writing

Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret
visual media

The National Council of Teachers of English (NCTE)

The National Council of Teachers of English and the International Reading Association have developed
national standards to provide guidelines for teaching the English language arts. To view the standards
online, go tohttp://www.ncte.org/standards
This lesson plan addresses the following national standards:

Students use spoken, written and visual language to accomplish their own purposes.