Name: Corinne Burton LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Oral language development Students will analyze oral language examples such as
speeches and advertisements and will then employ those
devices in their own presentations to the class.

Specific Measurable Attainable Relevant Time

Grade: 6th Subject: ELA

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must beof
Inflection and other techniques used in
oral presentations, definitions
devices used in speech, definitions of Expose students to examples before we define and describe them
purpose (ethos, pathos, logos), etc.
taught: together and then analyze their purpose and function in oral
presentations. We will work through graphic organizers and frayer
How to listen and analyze oral language examples used in class, definitions related to different devices used in speeches and
advertisements, common sequences of these forms of presentation- outline the parts of the speech/ad, how the devices are models that make the information more digestible before students
used to get a message across or elicit a response from listeners, how to evaluate target audience and how they drive the are asked to apply what they have learned. They will see examples,
purpose, how to prepare and complete their own presentation based on what they have learned and specific criteria. describe them, define them, and then apply them

Assessment: (C5)
Formative oral assessment with self and peer reviews based on provided rubrics. This could also be considered a
summative assessment as it examines direct application of their knowledge and understanding of the material.

Strategies for Success: (C6) Element of Technology: (C6)

Cooperative grouping through think-pair-share and Students can use shared google docs to combine information if the
presentation is a group project. They can also access approved/
graphic organizers for student engagement and future
provided youtube videos to reference relevant presentations for
reference will be used in this lesson. assistance with the assignment and further practice
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Students will use organizers and other quick visual An approved video of an ad or speech is necessary for students to
guides analyze and use as an example as well as graphic organizers and
Auditory – rubrics for students to use during independent work. Students may
The speech or video presented also benefit from additional relevant youtube videos posted on the
course site for reference as they construct their own presentations.
Kinesethic –
They will create and present their own speech Self-review and peer-review sheets would also be useful for feedback
opportunities in addition to immediate teacher feedback.

Higher Order Questions to ask: (C6)

1. How would you summarize the message provided in the video?

2. After analyzing the video, what devices did the speaker use to get their point across and engage the audience?
3.
How would you construct and present your own presentation if you had to give one over this topic and what
devices would you use?

Hook: (C7) Closure: (C7)

When students enter the classroom there will be recall Whip around is a fun activity that engages every student
cards where students will “brain dump” everything they with each other and the material and is a quick way to
know about oral presentations or how to get audience check for understanding and if they paid attention
attention. This will lead them to recall knowledge and during the presentations.
begin to engage with the topic before diving into the
lesson. It also keeps them calm and focused.
1. Teacher Input / Direct Instruction / Modeling: (C6)
The teacher will begin by introducing the topic of oral presentations and give examples of the various types and
their general purposes as well as defining the key aspects of oral presentation for students to refer to. The terms
defined by the teacher will be written clearly for students to quickly refer to and directions for a graphic organizer
will be given and those handed out. The teacher will have an example of their expectations for students to see
before this activity. After that brief instruction, they will play an approved clip of a speech, ad, or other recording of
a presentation and have the students make note of things listed on a graphic organizer as they watch it. The
teacher will quickly help them summarize the clip before they begin independent work.
2. Student Activities / Guided Practice: (C6)
Students will then engage in a think-pair-share discussion with the class where they discuss their thoughts after
completing the graphic organizer and going over it briefly with the teacher. The teacher will monitor each of the
pairs and help facilitate discussion and lead students to correct conclusions through questioning. As students
critically think and analyze the video with one another, the teacher will serve a supportive role in guiding them
when necessary and providing examples and definitions when fitting.

3. Independent Practice: (C6)

The teacher will then assign a mini project for the students to create their own presentations using similar devices
as the one they watched and documenting their use of those devices and why they chose them. They will use their
graphic organizer as a reference to help them organize their ideas and prepare their presentation. This can be done
independently or in group settings. Clear directions will be posted for students to reference and a rubric outlining
the requirements will be given as well as self-review and peer-review sheets that will be used to help students
constructively criticize and analyze their own and each other’s presentations. The teacher will be actively
monitoring this process and will provide encouraging and immediate feedback after each presentation.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
1. Allow students to give a shorter presentation or work This activity promotes oral interaction and extends
with a peer buddy to present
2. Allow the student to submit the assignment in a written academic discussion by requiring students to work
format rather than verbal together to define terms, analyze a filmed speech and
3. Pre-teach the vocabulary and ideas to students that may discuss, and then write their own speeches applying
benefit from it. the vocabulary before giving their own speeches using
4. Give students extra time to work on and complete the
assignment
the same devices that were defined, discussed, and
5. Reduce the requirements and have students focus on written about.
just a couple devices to use.
6. Have students present directly to you rather than the
whole class
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Students will learn about oral presentations and develop their own oral language analysis and
Rigor presentation. Students will analyze oral language examples such as speeches and advertisements and will
then employ those devices in their own presentations to the class. They will analyze the video presented
and fill out graphic organizers before engaging in a think-pair-share activity. They will then complete their
own presentation to analyze their understanding of oral presentations and proper use of devices.
OPENING:
When students enter the classroom there will be recall cards where students will “brain dump” everything
Retrieval
they know about oral presentations or how to get audience attention. This will lead them to recall
knowledge and begin to engage with the topic before diving into the lesson. It also keeps them calm and
focused.

TEACHER INPUT: How to listen and analyze oral language examples used in class, definitions related to different devices used in speeches and advertisements,
Relevance common sequences of these forms of presentation- outline the parts of the speech/ad, how the devices are used to get a message across or
elicit a response from listeners, how to evaluate target audience and how they drive the purpose, how to prepare and complete their own
presentation based on what they have learned and specific criteria.
MODEL:
Routing The teacher will define necessary terms with students and have them posted for quick referral by students before going over the graphic
organizer students will complete while analyzing the video. The teacher will then lead a discussion covering the graphic organizer before
assigning mini presentation projects. The teacher will provide a clear rubric for students to follow and will monitor their progress
throughout the process of creating their presentations. They will also provide other clips on the course site for students to reference if
they need to as well as consistently modeling proper oral presentation practices for their students.
GUIDED PRACTICE:
Retaining / Rehearsing
The guided practice portion is led by the graphic organizer and the think-pair-share activity as students engage with the material and topic before
being challenged in creating their own presentation. This provides time for teacher monitoring and assistance to make sure students understand the
material and then they can adjust their lesson accordingly.

INDEPENDENT PRACTICE:
The independent practice is students giving their own presentations using the devices they analyzed in the speech or ad
they watched with the class. They will have access to the defined terms and graphic organizers to assist them in their own
presentation. The teacher will also have a rubric for students to follow to assist with other structural or content questions
as well as clearly defined expectations for students to refer to.
CHECK FOR UNDERSTANDING:
Recognizing
The think-pair-share activity is a great way to see where students are in terms of understanding the material. Also going
over the graphic organizer as a class is helpful and can help lead students in the right direction when needed.
ASSESSMENT:
There will be a formative oral assessment with self and peer reviews based on provided rubrics. This could also be
considered a summative assessment as it examines direct application of their knowledge and understanding of the material.

RESOURCES / MATERIALS:
The primary resources needed are an approved video for students to analyze, a graphic organizer for them to complete, rubrics and
self/peer review sheets for independent practice, as well as maybe a few other links to approved video examples for students to refer to
on the course site
CLOSURE:
Re-exposure

Whip around is a fun activity that engages every student with each other and the material and is a quick way to
check for understanding and if they paid attention during the presentations. This creates an opportunity for
reflection and for the teacher to check again for understanding and provide additional feedback and instruction
based on student responses. It keeps them engaged and on task as well.