Lesson Preparation:

I. Goal Statement
a) Students will identify the aspects of effective public speaking and put those elements
into practice

II. Learning Objectives:

a) SWBAT define terminology related to public speaking
b) SWBAT identify the purposes of public speaking skills
c) SWBAT identify examples and nonexamples of effective public speaking
d) SWBAT apply aspects of effective speaking to their own public speaking

III. Standards by Discipline & Content Themes

a) CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation
b) CC.1.5.6.E Adapt speech to a variety of contexts and tasks
c) CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking
based on grade 6 level and content

IV. Academic Language

a) Glossophobia is the fear of public speaking
b) Speech anxiety is the fear experienced by a person when delivering (or preparing to
deliver) a speech to an audience
c) The three purposes of public speaking are to inform, to persuade, and to entertain
d) Great preparation includes knowing your audience, knowing your topic, gathering
evidence, constructing an outline, and practicing
e) Great delivery includes eye contact, good posture, engaging gestures, the right
pitch/speed/volume level, and appearing confident.

V. Technology
a) PowerPoint
b) Laptop
c) Projector
d) YouTube

Instructional Delivery:

VI. Anticipatory set

a) Display slide reading, “What is Glossophobia” on the projector. Ask students to volunteer
to read the word aloud. Next, ask if any student already knows the meaning of the word or if they
have any guesses. If students are unable to come up with definition, have them examine the roots
of the word, then give the hint, “If I had glossophobia, I would be terrified of what I am doing
right now” if necessary.
1. Anticipated Responses
a. Fear of glass, fear of glossaries, fear of lip gloss, etc.

VII. Instructional Activities

a) Students will be introduced to the study of public speaking, and acknowledge the fears
commonly associated with it.
b) I will ask the students why effective public speaking is essential for success, despite
being intimidating at times.
i) Students will volunteer responses.
ii) After every student with an idea has shared, I will display main points on
PowerPoint slide, and explain how public speaking is an important life skill.
c) I will introduce the three purposes of public speaking, and explain how the most effective
public speaking incorporates all three types!
i) I will ask students to volunteer examples of each type of public speaking.
1) Anticipated Responses
(a) To inform
(i) Teaching, Ted Talks, etc.
(b) To entertain
(i) Comedians, acting, etc.
(c) To persuade
(i) Commercials, politicians, etc.
d) I will then display the PowerPoint slide entitled, “Warm-up: Continuous Story” and the
directions for the activity.
i) I will read the following directions aloud to the students:
1) Stand up to form a circle with your table group
2) Determine who the youngest person in your group is
3) The youngest person will begin the activity by completing the phrase ….
“The Smith family beach vacation was wonderful until _________”
AND then continuing the story for 20 seconds.
4) After at least 20 seconds the next person (clockwise) will continue the
story
5) Continue around the circle twice!
6) Aim for no hesitations!
ii) I will ask students if they have any questions about the activity.
iii) Before starting, I will ask students to sit quietly when finished.
e) I will have students reflect on the successes and failures of the activity by asking
questions similar to the following:
i) Was that easier or harder than you expected? Why?
1) Anticipated Responses
(a) Students may feel it was easier than expected because they can talk
about anything, and it does not have to be realistic.
(b) Students may feel it was harder than expected because they were
not able to prepare, and it was very fast-paced.

ii) What could have helped you feel more confident while speaking?
1) Anticipated Responses
(a) Students feel they would have been more successful if given more
time to prepare/ if it was not as fast-paced.
f) I will transition back to using the PowerPoint to discuss aspects of effective public
speaking that can be achieved with practice and more time to prepare.
i) I will play the video entitled, “Miss Teen USA 2007--South Carolina Answers a
Question” on YouTube.
1) Before starting the video, I will introduce the video as not a “great”
example of effective public speaking, and ask the students to make a
mental list of 2-3 tips they would give this public speaker.
2) After the video, I will guide the class in a brief brainstorm of their “tips”
to give to this speaker.
(a) Anticipated Responses
(i) Better eye contact, know topic better, fewer vocal fillers,
back up statements with sources, etc.
ii) I will explain that great speeches have great preparation and great delivery and
will define specific ways they can accomplish each of these aspects.
1) A list will be displayed on the PowerPoint
g) Students will practice utilizing these tips in one final speaking exercise.
i) I will ask students to each grab one paper from the back of the room.
1) Each paper contains one of 6 different “odd” photos.
ii) I will give students five minutes to prepare a short speech inspired by the image
they have chosen.
1) The only requirement is that students attempt to incorporate aspects of
effective preparation and delivery.
2) To prevent potential anxiety, students are told beforehand that they are
only going to be required to present their speech to one classmate of their
choosing.
iii) After five minutes, students will be asked to find one person and take turns
sharing their speech.
 iv) Students will offer each other two pieces of praise and one tip for improvement.
v) I will instruct the students to return to their seats, and ask them how they felt
about their performance with their thumbs.
1) Students will give thumbs up for great, thumbs in the middle for alright,
and thumbs down for poor.

VIII. Closure
a) I will ask students to brainstorm and write down two reasons why public speaking is a
valuable skill to learn.
b) I will ask students to volunteer their responses.

Meeting all Learners:

IX. Differentiation
a) Learning Styles
i) Visual
1) All directions and content will be projected on the screen for students to
follow along with
2) Class will watch a video to reinforce concepts
3) Students will develop speeches based on pictures
ii) Auditory
1) All directions and content will be read aloud by the teacher

X. Accomodations
a) N/A
XI. Modifications
a) N/A

Meeting Objectives:
XII. Assessments
a) Students will share examples of purposes for public speaking that they see in their
everyday lives (Obj. b, c).
b) Students will think of, and share, tips for improvement for the speaker in the video (Obj.
c).
c) Students ability to apply public speaking terms and concepts will be tested in both
breakout activities (Obj. a, d).
d) Students will self-assess their performance in the final public speaking activity by
showing a thumbs-up, thumbs-down, or thumbs in the middle (Obj. d)
e) Students will brainstorm two reasons why public speaking is a valuable skill to learn as
closure (Obj. b)
XIII. Reflection

a) Reflect on the experience of planning the lesson. How did planning impact your content
knowledge? How did you come up with the activities (pedagogical strategies) for your
lesson? How did you think about classroom management as you were planning?

Last semester, I tutored freshmen in the Academic Development Program in public

speaking. I developed a lot of methods and ways of explaining the aspects of public speaking,
which I thought would be helpful for planning this lesson. However, I quickly realized how
different this lesson would be, mostly due to the fact that these students had likely never been
introduced to public speaking before, and were much younger than my tutees. From all of my
knowledge and experience of this topic, I had to narrow the information in my lesson down to
what I thought would be necessary to introduce these sixth graders to the subject. The two
activities in my lesson were, however, activities I had used with my college tutees, just
simplified in the requirements. For example, my tutees were asked to create a formal outline for
the picture speech, while my sixth graders were just asked to take five minutes to prepare in any
way they would like. Additionally, in this lesson, I had to think more about my intended
classroom management, and ways of organizing the class, since I had more students
participating, and they were much younger.

b) Reflect on the execution of the lesson. What went well? What challenges did you face?

After delivering my lesson to two different groups, I discovered a few holes in my

classroom management plans. For example, I failed to establish a method of bringing the group
back together and quieting down in the first class. I did not set any expectations of the students
behavior, and I experienced a lot of calling out and students speaking over each other, since the
activities often prompted discussion amongst the students. For the second period, I began by
stating that when I want everyone's attention, I would raise my hand. While I still experienced
some students talking over me and their peers, this tended to make the “re-grouping” process
more feasible.

However, in terms of my planned activities and instruction, I was very excited to see that
my lesson fit perfectly within the period, without rushing or dragging anything out! The students
were all eager to complete the activities I assigned them with, and share their work with their
peers. Toward the beginning of the lesson, I asked the students to quietly think about whether or
not they may suffer from speech anxiety. Just as I was about to finish my second period lesson,
one student admitted that public speaking scares her, but she felt very comfortable during my
lesson!

c) How did the planning align, or not align, to the execution of the lesson?

I altered a few different things during the course of my lesson! First of all, with the Miss.
Teen USA video, I decided in the moment to play the video twice instead of once. The first time
I played it, I asked the students to only listen, without prefacing the video at all. Before watching
the video again, I asked the students if the video was an example of good public speaking or bad
public speaking. The second time we watched it, I asked the students to think of two or three tips
they would give the speaker to improve their public speaking (which was a part of my original
lesson).

Also, I happened to have a small ball in my bag the day of my lesson, and I decided to
use it during the discussion of the Miss. Teen USA video. By throwing the ball around to call on
students, I felt that students not only had more of a wait time to answer the question, but also
may have been more engaged in the discussion, and therefore more inclined to listen to their
peers, and contribute a thought of their own.

When I explained some examples of good preparation and good delivery, instead of just
lecturing (like in my original plan), I tried to engage the students by having them connect the
pieces back to the Miss. Teen USA video, and also give examples and nonexamples of the
points. For example, I asked students to give an example of a “pitch” that may not be effective
for public speaking. This got the students laughing, and therefore more engaged in the
discussion.

d) What would you like to work on moving forward, either in planning, instruction or both?

Moving forward, I want to gain more experience with classroom management. Since I
did not know the students too well, and did not know most of their names, I struggled to get a
hold of the class and continue with the lesson. I also would like to specifically define what
expectations I have for the class in transition periods. For example, when starting the picture
speech activity, I should have specified that the students should grab a picture from the back of
the room quietly, and come right back to their seat.
Additionally, I definitely need to work on increasing my wait time for responses. I
noticed I tended to call on the same few students throughout the lesson. At the time, I thought
this was just because the other students were quiet, or did not have anything to add to the
discussion. In retrospect, I realize that the other students just needed more time to process the
question before raising their hands.

Pictures used for the activity: