Speaking c i l b u P A me for Program evel Second L Students
te | Talk a lu a v E | n Liste
| STAND
TEACHER MANUAL
Enabling and empowering our youth to powerfully pitch and present their ideas. Siobhรกn Keenan Fitzgerald (M.Ed.)
Speaking c i l b u P A me for Program evel Second L Students
| Talk | e t a lu a v E | ten
Lis
STAND
TEACHER MANUAL
Enabling and empowering our youth to powerfully pitch and present their ideas. Siobhรกn Keenan Fitzgerald (M.Ed.)
Published by 4Schools 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie
Š 2020 Siobhån Keenan Fitzgerald (M.Ed.)
If you would like information on further training on public speaking for teachers or schools please contact info@4schools.ie
ISBN 978-1-907330-27-8
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, without written permission of the publisher. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Requests for permission should be directed to 4Schools, 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. or info@4schools.ie
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Table of Contents Foreword ...................................................................................................................................................... 04 Possible Structure of the Programme ................................................................................................. 07 Focus Boxes / Skills .................................................................................................................................... 09 Standing Up .................................................................................................................................................. 10 Speaking Out ................................................................................................................................................ 12 Facial Expression ......................................................................................................................................... 14 Hand Gestures ............................................................................................................................................ 16 Props/Visual Aids ........................................................................................................................................ 18 Lovely Language .......................................................................................................................................... 20 Voice ............................................................................................................................................................... 22 Structure ....................................................................................................................................................... 24 Body Language ............................................................................................................................................ 26 Eye Contact ................................................................................................................................................... 28 Pause ............................................................................................................................................................. 30 Story ............................................................................................................................................................... 32 How to Begin ................................................................................................................................................ 34 Rules for the Listener / Evaluating / the Speaker ................................................................................ 35 A Recommendation for the First 40-minute Session ......................................................................... 36 What Might a Typical Lesson Look Like? ............................................................................................... 37 The ‘Key Method’ ......................................................................................................................................... 38 Structure of each class .............................................................................................................................. 40 Warm-up activities ..................................................................................................................................... 41 Topics Box .................................................................................................................................................... 43 Lessons Overview and Outline ............................................................................................................. 47 Lesson 1 and 2 ............................................................................................................................................ 48 Lesson 3 and 4 ............................................................................................................................................ 50 Lesson 5 and 6 ............................................................................................................................................ 52 Lesson 7 and 8 ............................................................................................................................................ 54 Lesson 9 and 10 ............................................................................................................................................ 56 Lesson 11 and 12 ........................................................................................................................................ 58 Lesson 13 and 14 ........................................................................................................................................ 60 Lesson 15 and 16 ..................................................................................................................................... 62 Lesson 17 and 18 ................................................................................................................................ 64 Lesson 19 and 20 ................................................................................................................................... 66 Lesson 21 and 22 ....................................................................................................................................... 68 Lesson 23 and 24 ...................................................................................................................................... 70 Lesson 25 and 26 ...................................................................................................................................... 72
Table of Contents Lesson 27 and 28 ................................................................................................................................... 74 Lesson 29 and 30 ................................................................................................................................. 76 20 Possible Project Titles ....................................................................................................................... 79 Additional Projects ................................................................................................................................... 80
Student Workbook Support Materials Simple, Sample Presentation Using All Focuses ......................................................................... 83 How to Communicate .......................................................................................................................... 84 Tips for PowerPoint .............................................................................................................................. 85 Debating ................................................................................................................................................ 87 Debating - Sample Judging Sheet ....................................................................................................... 88 Judging / Debate Topics ........................................................................................................................ 89 List of Famous Speech Excerpts ......................................................................................................... 90 General Presentation Aid Templates .............................................................................................. 106 Memory Aid and Visual Plan .............................................................................................................. 108 Visualisation Activity .......................................................................................................................... 111 Quotations ......................................................................................................................................... 112 My Own Favourite Quotations ....................................................................................................... 114 Evaluating (Listening and Looking) .................................................................................................. 115 The Language of Speech/Presentation Evaluations ................................................................ 116 Sample Scripts for Teacher’s Modelled Speeches ................................................................. 118 Winning Team Captain / Individual Sport Star Speech ................................................................... 125 Runner-Up Captain / Individual Sport Star Speech ....................................................................... 126 Pre-match Pep Talk / Motivational Speech ................................................................................... 127 Focus Box ....................................................................................................................................... 128 LET’s Stand Assessment Rubric .................................................................................................. 129 Student List / Project Completion Record ................................................................................... 131 The Art of Active Listening ............................................................................................................. 132 Record for Teacher .......................................................................................................................... 133 Teacher Observation / Reflective Practice ..................................................................................... 134 Interesting / Useful Videos ............................................................................................................... 136 Studying the Different Focuses ................................................................................................... 138 LET’s Stand Programme Video Links ........................................................................................... 140 List of References .............................................................................................................................. 142 LET’s Stand Certificate .................................................................................................................... 143
Table of Contents - Student Workbook LET’s Stand Visualisation Activity ............................................................................................................. 03 Nerves ............................................................................................................................................................ 04 Focus Boxes / Skills ..................................................................................................................................... 05 My Understanding of the Individual Skills ............................................................................................ 06 Simple, Sample Presentation Using all Focuses .................................................................................... 22 Rules for the Listener ............................................................................................................................ 23 Rules for Evaluating .................................................................................................................................. 24 Rules for the Speaker ................................................................................................................................ 24 20 Possible Project Titles ........................................................................................................................ 25 My Choice of 10 Projects ......................................................................................................................... 26 Evaluating (Listening and Looking) ...................................................................................................... 27 The Language of Speech/Presentation Evaluations ......................................................................... 29 Sample Evaluation Slips ............................................................................................................................. 31 20 Possible Projects with Presentation Aid Templates ...................................................................... 34 Tips for PowerPoint .................................................................................................................................... 74 Visual Techniques to Aid Planning and Memory ............................................................................... 76 Powerful Phrases and Interesting Words ....................................................................................... 80 Quotations .................................................................................................................................................... 84 My Own Favourite Quotations ............................................................................................................... 86 Debating - Sample Judging Sheet ............................................................................................................ 88 Winning Team Captain / Individual Sport Star Speech ................................................................... 89 Runner-Up Captain / Individual Sport Star Speech ............................................................................. 90 Pre-match Pep Talk / Motivational Speech ........................................................................................ 91 List of Famous Speech Excerpts ......................................................................................................... 92 Planning That First Presentation ....................................................................................................... 108 The ‘Key Method’ ................................................................................................................................. 109 Alternative Presentation Ideas ............................................................................................................. 110 How to Communicate ............................................................................................................................ 112 LET’s Stand Assessment Rubric ........................................................................................................ 114 Interesting / Useful Videos ...................................................................................................................... 116 Studying the Different Focuses ...................................................................................................... 118 LET’s Stand Programme Video Links .............................................................................................. 120
Students will: Learner Outcomes
Skill Acquisition and Development
• Develop public speaking skills intentionally
Communication skills including listening, evaluating and speaking, Presentation skills, Leadership skills, Managing Myself, Being Creative, Staying Well through becoming more competent at expressing thoughts, needs, ideas and learning, Working with others and Managing Information and Thinking.
• Practise public speaking skills incrementally • Become proficient at planning and preparing presentations • Learn to apply the ‘key’ structure to impromptu speaking, greatly improving interview skills
Build self-confidence and self-efficacy
• Students actively practise and improve communication and leadership skills • Be empowered to become leaders in their own lives • Be introduced to using and applying memory aids that best suit their learning and speaking styles including picture prompts, mind-maps etc… • Understand the power and influence of spoken language through public speaking • Receive tips on PowerPoint presentations • Receive an introduction to debating skills and gain an insight into how debates are judged • Develop teamwork and collaboration skills, working in pairs and small groups to plan and prepare presentations • Receive a 10 Project completion certificate
Teachers will: • Gain a comprehensive knowledge of the tools / skills of public speaking • Be empowered, informed and supported to train students in the skills of public speaking
• Receive support scripts for sample speeches
• Know how to plan a series of explicit public speaking lessons
• Receive tips for introducing students to debating and judging debates
• Understand how to set up the optimal learning environment in which public speaking training can take place
• Have access to online support material
• Learn strategies to use themselves and pass on to students for dealing with nerves • Guidance on how to support students to plan and prepare impactful PowerPoint presentations and to use technology to enhance their presentations. • Receive guidance on how to evaluate public 8
speeches and how to train students to engage effectively in and benefit from peer and selfevaluation
LET’s Stand | Teacher Manual
• Be introduced to a rubric for assessing public speaking. • Be inspired and empowered to motivate their students to find and use their voice, metaphorically and physically, and foster enjoyment through their public speaking journeys. • Enjoy witnessing the potential of their students being expressed and developed
Focus Boxes / Skills Public speaking is a skill-set that can be developed by focusing on one skill at a time. The awareness, knowledge and mastery of these individual skills can then be blended together to present powerful, clear, inspiring presentations.
Stand Up
Voice
Speak Out
Structure
Facial Expression
Hand Gestures
Props/Visual Aids
Body Language
Lovely Language
Eye Contact
Pause
Story
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“The eyes are the mirror of the soul.”
Eye Contact When we speak to someone we need to make eye contact, to look them directly in the eye, to hold their attention and convince them about what we are saying. It helps us to establish a bond with the audience. By looking directly at them, as a group and also individually, you will command their attention and they will not be able to ignore you. In the same way, when someone is speaking to us, we make eye contact to show that we are listening and really focusing on understanding their message. Making eye contact inspires deep feelings of connection. So, if you want to connect with your audience, look people in the eye, one at a time. With practice, you will master this important skill and turn it into a behaviour that will serve you well in all areas of your life. Have you ever had a conversation with someone who did not look you in the eye directly? Perhaps the person looked at the ground, over your shoulder, above your head, at the door or at someone else. How did this make you feel? What did you think? Were you able to concentrate on their message? It is said that our eyes can say more than our mouths, and even that when a person’s mouth lies, the eyes tell the truth. Therefore, if somebody does not make eye contact with us, we may begin to doubt their honesty, confidence or interest. It’s important to be aware that one way we intentionally ignore other people is by not making eye contact, looking away.
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And often, where our eyes go, the eyes of the audience will follow. Try this when you are in a group. Suddenly look up at the sky and see what happens. I know that due to certain conditions, some people struggle to maintain eye contact or to make it in the first place. If this is you, it would help to very briefly explain this to your audience first so that they understand from the beginning. While presenting, you can scan the room from left to right or right to left at different stages, but do this briefly. As you speak, look at individual people in the audience in different parts of the room to keep everyone alert. Don’t look at someone for too long as this may make them feel slightly uncomfortable. Look directly at one individual until you finish a thought and then move on to another person. Try your best to include people from all sections of the room.
Individual Skills Explained Note: Following a ‘Think, Pair, Share’ discussion in the details presented in each focus box, students can record their understanding in their Student Book (page 18). Below are some prompts for the students.
Eye Contact in action Do
• Scan the audience from left to right and / or right to left but don’t move your head back and forth too much
Once is probably enough for this scan
• Sustain purposeful eye contact with one member of the audience from time to time at different sides of the room • Keep eye contact with one person while you are making a point
Don’t
• Stare • Look at one person in the audience for too long • Make eye contact with the audience on just one side of the room. You will lose the attention of those on the other side • Move too quickly from one person to the next
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“The right word may be effective, but no word was ever as effective as a rightly timed pause.” Mark Twain
Pause
Really good public speakers are masters of the pause. Before they begin to speak, they pause. When they end a sentence they pause. To convey emotion and connect, they pause. To control the pace of their whole presentation, they pause. Pauses can often serve the role of oral punctuation, letting the audience know that you have just ended a thought or sentence. This gives the audience time to take in their words, their information and all of the other techniques they are using, and a chance to reflect on their message. This also gives their mind a chance to catch up with the speaker’s mouth and provides a very valuable opportunity to take a breath. Pause can be used to emphasise your main point. A pause can signal to the audience that you are about to say something very important. Pausing after a statement lets the audience know that what you just said is important. If you feel that the audience is getting distracted, pausing and becoming silent can be an effective way of regaining the listeners’ attention. Pausing also allows the audience time to predict, anticipate what is coming next. Nervous speakers often forget to pause and their nerves become obvious when
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they begin to speak faster. Some people are not so comfortable with silence and failing to press the pause button can sometimes result in them saying something they don’t really mean. It is also worth remembering that an audience cannot listen and take information in aurally at the rate that most people speak. So, it is vital that as a speaker, you slow down and pause. Remember, cleverly using pause in your speeches is a master technique. There is wisdom behind the saying, “Silence is golden”. Ralph Waldo Emerson even went so far as to say, “The most precious things in speech are the pauses”. It may look and sound easy, but it takes practise and courage to master “the pause”.
Individual Skills Explained Note: Following a ‘Think, Pair, Share’ discussion in the details presented on each focus box, students can record their understanding in their Student Book (page 19). Below are some prompts for the students.
Pause in action Do
• Pause and smile before you begin speaking • When you notice yourself begin to use a lot of ‘crutch words’ such as “em, ah, er, um I suppose, so….”, substitute the crutch words with a deliberate pause • When planning your presentation, plan for deliberate pauses
Don’t
• Rush into your speech • Rush through your speech • Allow silence to unsettle you • Worry if your pause is accidental because you have forgotten what comes next. Only you know this, the audience may think your pause is deliberate
• Pause particularly after a very important point that you want the audience to digest and think about • Take a breath and pause before you deliver the punchline in humour — Get comfortable with silence
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What Might a Typical Lesson Look Like? • Warm up our voices: ‘c’, ‘w’, ‘sh’, ‘v’, ‘m’. This is a sort of vocal workout and it can be fun. Take this opportunity to remind students that we warm up before other physical activities. It’s important to warm up our voices too. Singers and actors know all about this. Our voice is, after all, the most precious instrument in the world. • Depending on the class level, discuss the range of occasions on which people speak in public. These may include, but are not limited to, awards ceremonies, family celebrations, sports events, weddings, meetings, interviews, on television and for certain jobs. Who knows on what other occasions students may contribute. Do you know anyone who speaks in public? • Warm-up activities to warm up our ears and our voices, for example, Chinese whispers, Taboo, 30 seconds. Describe and draw a picture (in pairs or whole class, “I went on a picnic and brought….” (additionally, developing attention span and memory techniques). • We have ‘Drop Everything and Read’ time, almost like ‘Free Reading’ time. We also have ‘Free Writing’ time. What about ‘Free Speaking’? When do young people get a chance to say whatever they want, speak what’s on their mind, uninterrupted and without judgment. Freedom of speech is a democratic right, but to get comfortable speaking, we must practise. In pairs, students speak freely on any topic of their choice, for example, what they like most about school, what they had for breakfast. Pictures on the white board could be used as prompts. One student speaks uninterrupted for 20-30 seconds, then the other speaks for the same length of time. • Topics or Instant Speech session. These can be funny, fictitious, but always free. Using a box with a variety of topics in it which can be taken from the curriculum and can be strategically and cleverly added to depending on the time of year, events, issues and opportunities that arise organically in the classroom. The teacher can begin, pick a topic and speak on it for 30 seconds. Here is a useful format for a quick, instant speech, the ‘Key Method’, which should support the speaker to stay on topic.
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The ‘Key Method’ Instant / Impromptu Speeches What is your key message?
Three reasons / points pertaining to your key message
“And that is why………..” Repeat key message
1.
2.
3.
For example: 1. The greatest form of exercise What is your key message?
Dancing is the greatest form of exercise in the world.
Three reasons / points pertaining to your key message 1. Everybody who has legs, arms, a
body can dance. 2. Dancing raises your heart rate almost without you knowing it. 3. We can dance individually or in a group.
“And that is why………..” Repeat key message
For all of these reasons, dance is most definitely the greatest form of exercise in the world.
2. The coolest job in the world What is your key message?
The coolest job in the world would be to be an ‘imagineer’.
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Three reasons / points pertaining to your key message 1. I heard that it is ‘imagineers’ that create the structures in Disneyland and Theme parks. 2. They get to combine their imaginations with their engineering skills. 3. They also have the freedom to dream up new constructions that have never been created before.
“And that is why………..” Repeat key message
For all of these reasons, I would love to become an ‘imagineer’, because it is most definitely the coolest job in the world.
Some students may be ready to deliver a presentation in front of the class by the end of one lesson. More may need more time to prepare, either for homework or for another day’s lesson. The teacher, knowing the students as well as every good teacher does and in consultation with the students, will be the best judge of this. Not all students need to be presenting in front of the whole class straight away. Students can present in front of audiences of varying sizes, from one to a small group, to class, to school etc…. This will depend on the student’s needs, stage of readiness and the topic of presentation. After each presentation, an opportunity is given for students to give and receive
feedback orally. Three pieces of ‘positive feedback’ can be invited from the audience and / or, alternatively, students can write / record their feedback on an evaluation slip for the speaker. When you begin public speaking training with your students, you will quickly see that it does not have to be confined to a Discrete Oral Language lesson, but can be very easily and meaningfully integrated with other areas of the Curriculum. Reference to these skills will support students when preparing for CBAs in a range of subjects that consist of oral presentations. In addition to learning and practising a very worthwhile skill for life, students “develop their empathetic capabilities and social confidence, as well as their thinking and reasoning skills (Mercer and Mannion, 2018, p.230).
Structure of each class: Lesson: Model – Share – Guide (Apply)
Set the scene
New content for the day. Explicit teaching of one skill (Use online videos explaining skill and perhaps evaluate a speaker in terms of that skill)
Warm-up
(Voices and topics session)
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Recap
Feedback / Evaluations
Student Speaking Time (Apply)
Lessons Overview and Outline Suggested Scheme of Work Lesson 1 & 2 Standing Up
Lesson 3 & 4 Speaking Out
Lesson 5 & 6 Facial Expressions
Lesson 7 & 8 Hand Gestures
Lesson 9 & 10 Visual Aid / Props
Note: For Lesson 1 and 2, the emphasis is completely on Speaking and Listening. There is no writing.
Note: The ‘Key Method’ for responding to topics and impromptu speaking could be introduced in this lesson.
Note: At the end of this lesson, give a brief introduction to ‘peer evaluation’.
Note: From this lesson on, students can begin to evaluate one another, but the focus is positive, on what the speaker is doing well.
Note: You may decide to look in more detail at how to use PowerPoint effectively here. (See support materials).
Lesson 11 & 12
Lesson 13 & 14
Lesson 15 & 16
Lesson 17 & 18
Lesson 19 & 20
Lovely Language
Voice
Structure
Body Language
Eye Contact
Note: Students could begin to introduce one another here, practising descriptive flattering introductions.
Note: During the evaluation section, after having given some positive feedback first, teacher models how to deliver a recommendation.
Note: During the evaluation section of this lesson, students can be advised on how to deliver a recommendation to peers on how to make the presentation better.
Note: Here, you may choose to draw students’ attention to the pie-chart of communication highlighting how much is nonverbal.
Note: Topics given for presentations are only suggestions. Students may want to begin choosing their own speech titles based on their own interests.
Lesson 21 & 22
Lesson 23 & 24
Lesson 25 & 26
Lesson 27 & 28
Lesson 29 & 30
‘LET’s Lead’
Telling Jokes / Humorous Stories
Impromptu Speech event plus certificates
Note: Here students will use many of the skills they have already learned and practised to deliver a joke / humourous tale.
Note: Students can use a 40-minute session or more, if time is available, to practise their favourite speech of the programme and to collaboratively put a schedule together for this event, thereby using their leadership skills.
Pause Note: Students continue to give ‘positive feedback’ and a recommendation. You may consider introducing the role of a ‘crutch word counter’ here.
Story Note: Students can be helped to understand the power and pervasive presence of stories by reflecting on how they use ‘story’ themselves on social media.
Note: Here, the link between clear, competent communication and leadership is explored.
“Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.” Barack Obama Teacher Manual | LET’s Stand
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Lesson 1 and 2
Focus:
Standing Up
“ I not only have the right to stand up for myself, but the responsibility. I can’t ask someone else to stand up for me if I won’t stand up for myself. And once you stand up for yourself, you’d be surprised that people say, ‘Can I help?’ ” (Maya Angelou)
Learning Outcomes: 1. All students understand the importance and relevance of public speaking skills in their lives 2. All learners will begin speaking in front of a group 3. All students will know what a proud stand looks like, will reflect on what topics are important to them, and will be inspired to stand up.
Set the Scene
Considerations
Introduction:
Don’t mention nerves, but if students mention them, it is better to address this immediately:
• What is public speaking? • When do people speak in public? • What are the benefits of being able to speak in public? • How could becoming skilled at public speaking help you in your life? • Do you think that everyone can learn how to speak well in public? • Do you know any famous speakers or speeches you have listened to recently? In reality / on TV / online? • Who inspires you? • What did you think of first when you thought of public speaking?
New Content for Today Explanation: Today’s focus – ‘Standing Up’ (Use summary on ‘Standing Up’ or online video to support you if needed). Remind students that nobody else can tell their story! Key Message: Public Speaking is a skill–set that everyone can learn and master with practice. There are key skills. We are going to learn and practise them one by one. 48
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• Reassure students that most performers are nervous before a performance. In fact, it is often said that if you don’t feel nervous anymore, you don’t care as much about the performance. Nerves can be a good thing. • There are strategies that can be learned and practised until they become a habit, for dealing with nerves • Breathing – In for 5, hold for 2, out for 8. Repeat this at least 5 times. • Affirmations and positive self talk. For example, “I am brave”, “I am confident”, “I am free”, “I have something important to say”, “I can entertain”, “I can inspire”, “I know my content”, “I make a difference”. • Be your own judge. Nerves can often be related to a fear that others will judge you and judge you unfavourably. The reality, however, is that others are busy trying to get on too. Especially in this context, where everyone will have a chance to speak in front of the group, it is not in anyone’s best interest to judge another negatively. Why not resolve to be your own judge and judge yourself favourably.
• Visualisation. Close your eyes and visualise yourself presenting confidently in front of an audience. Make this visualisation as multi-sensory as possible. What does it feel like? Any sounds?
Relate to and reconnect with a “peak” event, an occasion when you had a very positive experience in front of a group.
• Practise a ‘proud’ stand and a ‘proud’ walk to the podium.
Think Wonder Woman and Super Man. How do they stand? It’s okay if this feels a little uncomfortable at first. You ‘fake it ‘til you make it’. Remember, ‘First impressions last’. Have you ever noticed someone stand out immediately when they walk into a room because of how they hold themselves? Posture matters.
• Practise and memorise your address of the audience for the beginning and end of your speech. Having this roll off your tongue will ensure that you are actually speaking before you’ve had a chance to think about nerves. For example, “Classmates, teachers, friends” or “Classmates, ladies and gentlemen” and at the end,
Student Speaking Time 4. Students are given opportunities to apply what they have learned and created to present in front of small groups or the whole class. (1 minute for presentations is adequate at this stage, to give more students the opportunity to speak)
Feedback / Evaluation The teacher gives one piece of positive feedback orally, specific to the lesson’s focus: ‘Standing Up’. This could also be written in the students’ book.
Recap What did you learn today? (Check with students)
Student Classwork / Homework Student Book, page 34
“It’s been a pleasure speaking to you today, thank you for listening (your attention).”
Warm-Ups A – Visualisation B – Affirmations C – Warm up your voice
Lesson Model, Share, Guide, Apply Title of Project / Speech: ‘ME, What Makes Me Special, Who I Am’ 1. Teacher models a presentation and invites positive feedback about what ‘Standing Up’ looked like in this presentation. 2. Teacher facilitates a sharing / brainstorming of ideas that can be recorded on a mind-map to plan a presentation, identifying and highlighting key vocabulary. 3. Students are guided to begin to put their own speeches together.
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Lesson 9 and 10
Focus:
Props / Visual Aids Remember: ‘Standing Up’
(practise a ‘proud stand’)
‘Speaking Out’ ‘Facial Expressions’
“Visual aids provide conditions for visual thinking.”
‘Hand Gestures’
Learning Outcomes: 1. All students will consider the range of visual aids available to them when presenting. 2. All learners will know what to consider when choosing suitable visual aids. 3. All students practise using visual aids that add greater impact to their presentations.
Set the Scene Think about the different presentations you encounter on a daily basis, at school. Very often, teachers use a range of ‘Visual Aids’ . What visual aids do they use? Why are these effective? Do you think visual aids could help you when delivering a speech? Is it necessary to use visual aids for every speech?
New Content for Today Explanation: For this project we’re going to consider how use of a Prop / Visual Aid can enhance your presentations. What visual aids / props come to mind? What visual aids have you used before / are you most comfortable with / would you like to explore further? This is a safe place to experiment and explore. If choosing to use PowerPoint, check out the advice on PowerPoint in the Support Material. (Some possible visual aids could be flip charts, posters, a physical object connected to the topic of your speech, PowerPoint slides, prezi and many more that students can enlighten us on. New technological aids are coming onstream all the time). However, it is important that students always remember that these are only an aid, albeit a very useful aid if used cleverly. The student is still the presenter and the centre of attention.
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Key Message: It’s important to give careful consideration to whether use of a visual aid or prop will add to your presentation. Visual aids should be clear and visible to all in the audience and should not contain too much text.
Considerations Visual aids being used in the environment. Encourage students to watch out for speakers using visual aids. Take note of them at school.
Warm-Ups A – Visualisation B – Affirmations C – Warm up your voice
Lesson Model, Share, Guide, Apply Presentation 5: Title of Presentation / Speech: Choose a topic from the list of possible projects Best suited to this focus may be: ‘Bullying’ or ‘An Issue of Major Concern in the world today’ (PowerPoint could be effective for these topics, but also a flip chart, posters or particular objects, for example, if speaking about the environment, a litter picker and a high viz jacket can convey a powerful message about the part we can all play). 1. Teacher models a presentation and invites positive feedback about what use of ‘visual aids’ looked like in this presentation. 2. Teacher facilitates a sharing / brainstorming of ideas that can be recorded on a mind-map to plan a presentation, identifying and highlighting key vocabulary. 3. Students are guided to begin to put their own speeches together.
Student Speaking Time 4. Students are given opportunities to apply what they have learned and created to present in front of small groups or the whole class. (1 minute for presentations is adequate at this stage, to give more students the opportunity to speak)
Student speeches can continue into the second period. Teacher will know best which students might benefit more from having some extra time to plan and prepare.
Feedback / Evaluation
Recap
Students will continue to give their peers positive feedback.
What did you learn today? (Check with students)
Students can re-read the Evaluation material. Remind students of the rules for Evaluating. Focusing on the positive at the early stages of presenting helps to build confidence in the skills the students are already using and what they are doing well. This feeds into the strengths-based approach. -
After each speaker, invite three pieces of positive feedback from the floor.
-
All students can be given 1 minute to fill in evaluation slips for some of the speakers (photocopiable samples in Support Material). Over the course of the presentations, try to ensure that all speakers get some written feedback from their peers at least once, if not twice.
Student Classwork / Homework Student Book, pages 44 and 50
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Student Workbook Support Materials sert: / Toolkit.......(should then read: Supports / Toolkit for Teachers. Could we then put in small images of pages to come here or an index of supports to come?
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A Simple Sample Presentation Using All Focuses (Stand Up; Speak Out; Facial Expression - Smile)
Classmates; Teachers; Friends Good morning My name is
(Eye Contact; Hand Gestures; Voice)
(Body Language - Open Arms).
(Body Language)
____________ Today
you three things about myself.
(Pause)
I’d like to tell
(Hand Gesture)
Firstly, (Hand Gesture; Structure) _____________________________________ family____________________________.
(e.g. Prop / Visual aid, e.g. photo / picture)
Secondly, _________________________________ hobby
(Using nice describing words, perhaps alliterations, similes, metaphors etc.) ________________________.
Thirdly,
(something you may not know / goal or wish for the future)
________________________.
(Lovely Language, Hand Gesture, Structure) (Hand Gesture; Lovely Language; Structure)
In conclusion, I have introduced myself to you by sharing information about my family, hobbies and dreams. I look forward to hearing about you.
(Structure; Summarising)
(Pause; Breathe)
Thank you for listening
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PowerPoint Plan
When you get comfortable with PowerPoint, break the rules and bring your own personality and individuality to your presentations.
What is my message / main point?
What do I want to say for the Beginning
Beginning:
Middle: 1.
2.
3.
Ending:
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1.
2.
3.
End
Debating - Sample Judging Sheet Debate Topic: ______________________________________
Proposition Content - 50
Speaker 1
Speaker 2
Speaker 3
Total
Speaker 1
Speaker 2
Speaker 3
Total
Structure (20) Clear points (20) Language (10) TOTAL SCORE Delivery - 50 Voice (20) Eye contact (10) Body Language / Hand Gestures / Facial Expression (15) Presence (5) TOTAL SCORE TEAM TOTAL
Opposition Content - 50 Structure (20) Clear points (20) Language (10) TOTAL SCORE Delivery - 50 Voice (20) Eye contact (10) Body Language / Hand Gestures / Facial Expression (15) Presence (5) TOTAL SCORE TEAM TOTAL 88
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List of Famous Speech Excerpts Included (for Project 7)
Inaugural Speech Given by Her Excellency Mary Robinson, President of Ireland, in Dublin Castle on Monday, Dec 3, 1990....................................................................................... page 91 You Are Stealing Our Future: Greta Thunberg, 15, Condemns the World’s Inaction on Climate Change, 2018 ........................................................ page 94 Martin Luther King’s I Have a Dream speech, Delivered on the Steps of the Lincoln Memorial, Washington D.C., Aug 28, 1963....................page 98 Emma Watson’s 2014 Speech on Gender Equality ................................................................. page 100 Barack Obama’s 2008 Acceptance Speech as President-Elect of the USA ........................... page 100 The Graveside Oration of Pádraig Pearse at the Funeral of Jeremiah O’Donovan Rossa .... page 104
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Famous Speech
You Are Stealing Our Future: Greta Thunberg, 15, Condemns the World’s Inaction on Climate Change https://youtu.be/HzeekxtyFOY 4.05 mins
My name is Greta Thunberg. I am 15 years old and I am from Sweden. I speak on behalf of Climate Justice Now. Many people say that Sweden is just a small country and it doesn’t matter what we do. But I’ve learned you are never too small to make a difference. And if a few children can get headlines all over the world just by not going to school, then imagine what we could all do together if we really wanted to. But to do that, we have to speak clearly, no matter how uncomfortable that may be. You only speak of green, eternal economic growth because you are too scared of being unpopular. You only talk about moving forward with the same bad ideas that got us into this mess, even when the only sensible thing to do is pull the emergency brake. You are not mature enough to tell it like it is. Even that burden you leave to us children. But I don’t care about being popular. I care about climate justice and the living planet. Our civilization is being sacrificed for the opportunity of a very small number of people to continue making enormous amounts of money. Our biosphere is being sacrificed so that rich people in countries like mine can live in luxury. It is the sufferings of the many which pay for the luxuries of the few. The year 2078, I will celebrate my 75th birthday. If I have children maybe they will spend that day with me. Maybe they will
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ask me about you. Maybe they will ask why you didn’t do anything while there still was time to act. You say you love your children above all else, and yet you are stealing their future in front of their very eyes. Until you start focusing on what needs to be done rather than what is politically possible, there is no hope. We cannot solve a crisis without treating it as a crisis. We need to keep the fossil fuels in the ground, and we need to focus on equity. And if solutions within the system are so impossible to find, then maybe we should change the system itself. We have not come here to beg world leaders to care. You have ignored us in the past and you will ignore us again. We have run out of excuses and we are running out of time. We have come here to let you know that change is coming, whether you like it or not. The real power belongs to the people. Thank you.
Memory Aid and Visual Plan
Opening
My Message / Main Point
Ending
Point 1
Point 3
Point 2
Students can also be guided to create their own mind maps with various degrees of complexity.
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My Message / Main Point
Opening
Point 1
Point 2
Point 3
Ending
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Focus Boxes / Skills
Presentation Skills Assessment
This can be used in conjunction with the rubric that follows only if the teacher wishes to establish where a student is starting from and to be able to assess progress.
Stand Up /5
Structure /5
Props / Visual Aids /5
Eye Contact /5
Voice /5
Facial Expression
Speak Out /5
Hand Gestures
/5
/5
Body Language
Lovely Language
/5
/5
Pause /5
Story /5
Class: _____________ Student: _________________________________________________ Score: ______________ 128
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Props / Visual Aid
Facial Expression
Structure
Voice
Speak Out
Stand Up Speaks out loud, but too quickly
Almost inaudible and/ or speaks too quickly and is unclear
Uses one visual aid but quality is small / poor / difficult for audience to see
Nervous smile at the beginning, then same expression throughout
One fixed expression (perhaps scared or nervous look)
Uses no visual aids
Beginning, middle or ending clear, but not the rest
No evidence of sequencing
Uses some intonation
Stands, but is fidgeting, takes time to get started
Reluctant to stand up
Speaks in a monotone voice
Developing 2
Beginner 1
Uses a few visual aids, eg. pictures / posters, flash cards, artifacts, Powerpoint. Quality: good
Warm smile at the beginning, then same expression throughout
Beginning and ending clear, but not enough body
Uses some intonation and different expression
Speaks slowly but is difficult to hear
Walks up slowly, shows obvious signs of nerves
Average 3
LET’s Stand Assessment Rubric
Uses very good quality visual aids, but could do so more smoothly
Warm smile at the beginning and at least two other facial expressions during the speech, e.g. to show surprise, confusion, fear (raised eyebrows etc...)
Clear beginning, middle and ending, but transitions from one part to the next unclear
Uses loud voice, soft voice, expression and emphasis, but not always appropriately
Speaks out loud and slowly, but pace is not appropriate for the speech
Stands up quickly, but has weak posture. Perhaps slightly bent over and swinging back and forth
Competent 4
Uses PowerPoint or other visual aids with great ease and effectively. Excellent quality of visual aids adds to and reinforces the message of the presentation
Begins with a smile and uses a few different facial expressions, at least one for impact regarding a point in the presentation, and finishes with a smile
Excellently structured. Beginning, middle and ending, with language to indicate each e.g. Firstly... In conclusion
Uses vocal variety, expression, intonation and emphasis to great effect.
Speaks clearly, loud enough for all to hear and at good pace. Excellent voice projection, speaking from the diaphragm
Springs into action with energy and enthusiasm. Confident posture
Very Competent 5
Total
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Pause
Lovely Language
Eye Contact
Body Language
Hand Gestures Positive, open stance
Slightly negative, e.g. perhaps slumped stance with arms folded
Language is simple and basic, with some descriptors, mainly adjectives
Uses pause at beginning
Language is simple and basic, with no descriptors
Very fast pace with no pause
Looks out to the audience once or twice in one direction
Hand gestures only as part of the greeting, but limp and low
No hand gestures, not even as part of the greeting
Makes no eye contact with the audience
Developing 2
Beginner 1
Uses pause on one or two occasions, effectively. Evidence of deliberate pause
Language is topic specific, with one or two examples of “lovely language” e.g. alliterations, adjectives, adverbs
Looks out to the audience on three or more occasions
Positive, open stance with one example of body language e.g. head shake / nod, arms folded, shoulder shrug, change in stance
Hand gestures only as part of the greeting, strong and at an appropriate level
Average 3
Uses pause on one or two occasions, effectively. Evidence of deliberate pause
Three or more examples of lovely language, e.g. vivid descriptions, alliterations, similes, metaphors, advanced vocabulary
Looks up and out regularly, taking in the whole audience, but doesn’t make direct eye contact with any individuals in the audience
Positive open stance, with at least two examples of body language, with some effect
Uses hand gestures at least three times during presentation
Competent 4
Uses pause on three or more occasions very effectively and deliberately
Five or more examples of lovely language, e.g. vivid descriptions, alliterations, similes, metaphors, advanced vocabulary
Looks up and out regularly, taking in the whole audience and makes direct eye contact with a few individuals
Open, positive body language, confident stand, head up. Uses at least three different examples of body language, to excellent effect
Uses hand gestures more than three times during presentation and for deliberate effect
Very Competent 5
Total
I have a voice by Siobhán Keenan Fitzgerald
I have a voice It’s loud and clear And I will use it For all to hear I listen with my ears When others speak their mind I think and offer feedback That’s positive and kind I have a voice A mouth, a tongue So much to share Though I’m quite young I stand up tall To speak out today To tell my story In my special way I have a voice It’s mine, it’s dear And I will use it For all to hear.
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List of References • Drumcondra English Profiles (A Framework for Assessing Oral Language, Reading and Writing in Primary Schools) – Drumcondra Education Resource Centre. Gerry Shiel and Regina Murphy • Department of Education and Training, Western Australia (1994). Oral language: Resource book (First steps). Sydney: Pearson Education. • Department of Education and Training, Western Australia (2006). Speaking and Listening Resource Book (2nd ed.). Melbourne: Rigby Harcourt • DES (1999). The Primary School Curriculum: English Teacher Guidelines. Dublin: Stationary Office • DES (2011). Literacy and numeracy for learning and life: The national strategy to improve literacy and numeracy among children and young people 2011-2020. Dublin: Department of Education and Skills • Five Components of Effective Oral Language Instruction, PDST • Government of Ireland (1999). Primary School Curriculum: English. Dublin: Stationary Office • Mercer, N. and Mannion, J. (2018) Oracy across the Welsh Curriculum A research-based review: key principles and recommendations for teachers. Education Achievement Service for South East Wales • PDST – Oral Language Checklists • Pearson and Gallagher (1983) • Specification for Junior Cycle English, NCCA, October 2015 • Transcripts of Famous Speeches from History: Mary Robinson’s inaugural speech, Shirley Chisholm’s ‘Equal Rights for Womens’ speech, Martin Luther King’s ‘I have a Dream’, Winston Churchill’s ‘Finest Hour’ speech and ‘The Graveside oration of Pádraig Pearse at the funeral of the great Fenian Jeremiah O’ Donovan Rossa’. • Vygotsky (1978, p.57) • YouTube video clips
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LET’s Stand Certifies that:
has obtained this certificate in LET’s Stand, having successfully completed the training course.
Teacher’s signature
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Enabling and empowering our youth to powerfully pitch and present their ideas. Siobhรกn Keenan Fitzgerald (M.Ed.)
978-1-907330-27-8 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie - W: www.4schools.ie