L4+Beaulieu,+Merissa

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

Teacher’s Name:** Ms. Beaulieu **Date of Lesson:** Lesson 4- Facet: Perspective
 * Grade Level:** 9-Diploma **Topic:** Importance of speaking effectively

__**Objectives**__
Students will understand that speaking effectively is essential when addressing people formally and informally. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// If you never look carefully at you overall presentation, how will you ever get better? Is it possible to improve without practicing and revising your routine? (The answer, they will discover, is no.) The students will actively watch a Taylor Mali video and report out what they learned, or ask questions of their peers/teacher. Student will know how to recognize specific speaking skills that they need to improve upon in order to enhance their speaking skills in all situations. The students will criticize their overall performance, and improve upon it by completing a Persuasion Map. (2 Days) (Perspective)

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - E. Listening and Speaking E2 Speaking Grades 9-Diploma //Mythology// Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.
 * Rationale:** The students will learn that speaking effectively is an essential skill in formal and informal situations.

__**Assessment**__
The students will review what they have discovered for ideas to improve in their classroom journal. They will write a journal explaining what improvements they would like to make and how they are going to go about that. Students will use their classroom journal to receive quick and relevant feedback the very next class. Assessing the journals will allow me to give them specific tips toward improving their speaking skills. They will also be using a flow chart to plot out what they wanted to do, what they did, and what they are going to do to improve. Students will use a persuasion map to justify each and every advancement, development, or change they have made on their final podcast project. There only be one per a group, and every member will have to clearly show (in a way that works for each individual) what their contributions were to the overall design and implementation of technical components of the project.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The students will use laptops to explore the how to critique their performance and how to take criticism and work with it to improve. Leadership/Self Awareness: The students will have to be able to look deeply into their performance skills and evaluate them. They will also have to thin of ways to improve those weak areas.

__Groupings__
The students will participate in a 3 Minute Review, where they will be put into pairs to begin with and the pairs will gradually grow in size. Throughout the lesson, the teacher will periodically stop and ask a question of the groups and give them 3 minutes to review the question, find an answer, and report out to the entire class. They will have to collaborate in order to find ways to improve their skills and help their peers find their strengths and weaknesses.

__**Differentiated Instruction**__
Spatial: The students will be able to visualize their speaking skills, improvements, and goals in a flow chart/model Musical: These students will be engaged when they have to listen to and think about what is being said in the Taylor Mali video Logical: Students can think of developing great speaking skills as a formula (ex: Practice + Revision = Great Presentations) Verbal: The students will be writing and talking about what they have done, what they are doing, and what they plan on doing Intrapersonal: Students will use this intelligence when they fill out the flow chart and reflect in their journal Interpersonal: Students will placed in groups for the 3 Minute Review
 * Strategies**

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// Students who wish to go above and beyond with this lesson will be challenged to make an Inspiration Persuasion map that is personalized and includes specific ways they will improve their skills.
 * Modifications/Accommodations**
 * Absent:** If a student is absent during this lesson, they can check the classroom folder (at some point before the next class) with all of the notes, handouts, and other important information that we went over that day. If the student needs extra help understanding the idea of the Persuasion Map and how to fill it out. If a student is absent for more then one day, they should meet with me to design a Completion Calendar so we both know when the work will be finished.
 * Extensions**

__**Materials, Resources and Technology**__
Taylor Mali "The Impotence of Proofreading" video Persuasion Map Speech websites Laptops with Internet access Journals Pencils with erasers, or pens for notes Etc...

__Source for Lesson Plan and Research__
Feedback Skills and Tips The students will need to understand how to give feedback that is worth while in order to get use and learn from the feedback they receive. Assessing Oral Presentation Students can use this site to learn how to ask clear questions regarding presentations. ComCoach Video Tutorials ComCoach offers great advice for nailing oral presentations and how to rebound in the middle of one if you feel yourself slipping. They provide video tutorials with all of their sections about speaking skills. Speech Buddy Video: Practice This Coopman & Lull's video on youtube.com offers great practice tips and methods that will help a speaker see improvement. Speech Buddy Video: Physical Delivery Like the other Coopman & Lull's video, this one focuses on the physical delivery aspect of a presentation. They offer tips on how to self assess your physical delivery and

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach ball learners will like the spontaneity of the partner and group making that allows them to get up and move around with their classmates. The Taylor Mali video will be a perfect hook for these students as it is humorous and will leave them collaborating with their peers about the meaning, finding a collaborative group meaning behind the purpose of showing the video. The persuasion map will give them the opportunity to create unique weaknesses and ways that are specific to them on how to strengthen them. Students who are microscopes will find the video by Taylor Mali exciting because they will have to investigate the deeper meaning of why I chose this video over others. They will work with their peers to ask “why?” and dig deep into the information presented to find the answers. The students will also use details of practice skills to analyze their own weaknesses and how to improve upon them. Clipboards will be supported during this lesson because of the specific steps during the persuasion map exercise. They will like the organization and set up that will allow them to visualize their thoughts and future actions to improve. The structure of the group activity, with exact directions will help them stay focused and see the big picture.  Students who are puppy learners can expect a fun, caring, and supportive environment during the 3 Minute Reviews and discussions with their peers. These students will find the atmosphere of the classroom during this lesson productive because they will be encouraged, helped, and respected by their peers at all times.
 * //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.//

Rationale:** Student will understand that speaking effectively is essential when addressing people formally and informally. You must be able to use effective, clear speaking and be able to recognize their weak performance areas. They will see the importance of good practice skills and methods to constantly be improving in those weak areas and maintain their strengths.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Spatial: The students will be able to visualize their speaking skills, improvements, and goals in a flow chart/model Musical: These students will be engaged when they have to listen to and think about what is being said in the Taylor Mali video Logical: Students can think of developing great speaking skills as a formula (ex: Practice + Revision = Great Presentations) Verbal: The students will be writing and talking about what they have done, what they are doing, and what they plan on doing Intrapersonal: Students will use this intelligence when they fill out the flow chart and reflect in their journal Interpersonal: Students will placed in groups for the 3 Minute Review
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** The students will review what they have discovered for ideas to improve in their classroom journal. They will write a journal explaining what improvements they would like to make and how they are going to go about that. Students will use their classroom journal to receive quick and relevant feedback the very next class. Assessing the journals will allow me to give them specific tips toward improving their speaking skills. They will also be using a flow chart to plot out what they wanted to do, what they did, and what they are going to do to improve. Students will use a persuasion map to justify each and every advancement, development, or change they have made on their final podcast project. There only be one per a group, and every member will have to clearly show (in a way that works for each individual) what their contributions were to the overall design and implementation of technical components of the project.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The room will be arranged in a horseshoe shape so that all students can see the board in order to watch the Taylor Mali video. There will be a small separation after each second desk to create partner seating. The students will sit at the according to what number they choose from a hat upon entering the room (this can be risky, but its worth it). he students will then add students to their group with each next question that is asked, all based on what number they drew from the hat.
 * Day 1:**
 * The students will watch a Taylor Mali video, "The Impotence of Proofreading", and discuss how the video connects to practicing a speech and working on your weak areas in public speech. (15 minutes)
 * The students will start with their partners and discuss some weaknesses they have with public speaking. There will be periodic intervals where the teacher will intervene and ask them what they are discussing and each group will report out, then they will be given another question, the group will be larger this time, and they will discuss it for 3 minutes and then report out. They should be taking some short-hand like notes, as they will be doing a journal later. This sort of question and answer will continue until there are only two larger groups. (about 20 minutes)
 * Have students go back to original seats and look over their notes and thoughts with their partner. Give them about 5 minutes to think things over on their own after and jot down some reflection notes. Hand out their journals and have them do some "solo" time reflecting in their journals. (15 minutes)
 * Hand out the persuasion maps and discuss with them how they work. They will come up with a goal pertaining to public speaking (example: be a better presenter for my peers), and find three weaknesses they have within the realm of public speaking. Under those three weaknesses, they will come up with three ways to strengthen those weaknesses. They should fill out the first two steps on their own. (The weaknesses must be more specific then just "using technology".) (10 minutes)
 * The students will then discuss with their partner possible practice methods. Once they come up with three ways to improve the weakness, they will begin to look up websites that have tips and hints pertaining to those areas. They should put the website address in the box with the practice hints and tips. (15 minutes)
 * Students should clean up and be assigned the rest of the persuasion map for homework. (5 minutes)
 * Day 2:**
 * Show the Speech Buddy video "Practice" and have a quick discussion about what tips they offer. (10 minutes)
 * Have the students get with their partners and discuss their final persuasion map and what kind of sites they found that were beneficial. After this time, they will share with the entire class and offer each other advice from the sources they found if it is relevant and constructive. The teacher should be doing little talking or discussion prompting. (30 minutes)
 * Once the students have shared, finished or not, have the students who are completely finished the persuasion map to begin an Inspiration map that is personalized and created with the knowledge that it will be hung up in the classroom to remind them of what skills they need to focus on. Those students who are not finished should work on finishing the original persuasion map and possibly start the Inspiration version if they have time. (35 minutes)
 * Wrap up the class by having students fill out completion calendars for when their final Inspiration map will be done and hung up. (5 minutes)

Students will understand that speaking effectively is essential when addressing people formally and informally. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// If you never look carefully at you overall presentation, how will you ever get better? Is it possible to improve without practicing and revising your routine? (The answer, they will discover, is no.) The students will actively watch a Taylor Mali video and report out what they learned, or ask questions of their peers/teacher.
 * Where, Why, What, Hook, Tailor:** Musical, Interpersonal

The students will participate in a 3 Minute Review, where they will be put into pairs to begin with and the pairs will gradually grow in size. Throughout the lesson, the teacher will periodically stop and ask a question of the groups and give them 3 minutes to review the question, find an answer, and report out to the entire class. They will have to collaborate in order to find ways to improve their skills and help their peers find their strengths and weaknesses. After the group collaborations, they will return to their desks and discuss any note worthy things with their partner, and then review as an individual in their journal.
 * Equip, Explore, Experience, Rethink, Tailor:** Interpersonal, Logical, Verbal, Intrapersonal

The students will be given persuasion maps and asked to begin them. They should pick three weaknesses that they would like to improve upon for their overall skills in public speaking. The students will then discuss with their partner possible practice methods. Once they come up with three ways to improve the weakness, they will begin to look up websites that have tips and hints pertaining to those areas. They should put the website address in the box with the practice hints and tips and give a few short quips about what the hints/tips mean to them.
 * Rethink, Revise, Tailor:** Interpersonal, Intrapersonal, Verbal, Spatial

The students will have completed, to the best of their ability, their persuasion maps and will share first with their partner and then the entire class. They will offer each other tips/hints that they found if they are relevant and/or constructive. They will then have the rest of the class to make Inspiration maps that are personalized, knowing that the maps will be hung up as a reminder of what they need focus on. Those who are not finished, will finish and then begin the Inspiration if they have time.
 * Day 2 Begins:**
 * Revise, Refine, Evaluate, Tailor:** Verbal, Spatial, Intrapersonal, Interpersonal

The students will learn the differences between [|peer and self] assessment/review. They will see how peer and self review work together to hep the individual who presented, take information and learn from their mistakes each time. Through [|understanding] how their peers view and "grade" their presentations, they will hold themselves to a higher standard and review their overall performance stricter.
 * Content Notes**

They will learn specific practice skills needed to improve every time they step in front of an audience. The students will consider [|new methods] of practicing like in front of a mirror, going through their speech with background noise, if possible you can video tape yourself to see mannerisms and facial expressions, practice using your visual aids, and to run through your speech a couple of times in the room you'll be doing your speech in on "game day".

Persuasion Maps A copy of //The Impotence of Proofreading// Number strips
 * Handouts**