*Warm-Up Activity: Individual Speech on School Rules

Author: Jessie Chen 8/5/2007 5:33:00 PM PDT

Subject(s): Language Arts (English)

Grade/Level: 9

Standards:

CA- California K-12 Academic Content Standards

• Subject : English Language Arts

• Grade : Grades Nine and Ten

• Area : Listening and Speaking

• Sub-Strand 1.0: Listening and Speaking Strategies

Students formulate adroit judgments about oral communication. They deliver
focused and coherent presentations of their own that convey clear and distinct
perspectives and solid reasoning. They use gestures, tone, and vocabulary
tailored to the audience and purpose.

• Concept : Organization and Delivery of Oral Communication

Standard 1.4: Choose appropriate techniques for developing the

introduction and conclusion (e.g., by using literary quotations, anecdotes,
references to authoritative sources).

Standard 1.6: Present and advance a clear thesis statement and

choose appropriate types of proof (e.g., statistics, testimony, specific
instances) that meet standard tests for evidence, includ-ing credibility,
validity, and relevance.

Standard 1.8: Produce concise notes for extemporaneous delivery.

Standard 1.9: Analyze the occasion and the interests of the audience
and choose effective verbal and nonverbal techniques (e.g., voice,
gestures, eye contact) for presentations.

• Sub-Strand 2.0: Speaking Applications (Genres and Their Characteristics)

Students deliver polished formal and extemporaneous presentations that
combine the traditional rhetorical strategies of narration, exposition,
persuasion, and description. Student speaking demonstrates a command of
standard American English and the organizational and delivery strategies
outlined in Listening and Speaking Standard 1.0.

• Concept : Using the speaking strategies of grades nine and ten outlined in
Listening and Speaking Standard 1.0, students:

Standard 2.3: Apply appropriate interviewing techniques: a. Prepare

and ask relevant questions. b. Make notes of responses. c. Use language
that conveys maturity, sensitivity, and respect. d. Respond correctly and
effectively to questions. e. Demonstrate knowledge of the subject or
organization. f. Compile and report responses. g. Evaluate the
 effectiveness of the interview.

Assessment: A few days before the speech#1, students wil not only understand what
is expected of them by reviewing the attached rubric, they will also be
trained as peer-evaluators. They will be instructed to look for certain
qualities as listed in the rubric (see the attachment).
Students’ will be the active listeners and jorors of their peers' warm up
speeches, evaluating the quality of each speech by filling out "Form A"
for the teacher and filling out "Form B" for the speaker.
Teacher will average the scores of Form As collected by all students, and
if the calculated average score seems legitimate, then that will be used to
guage the "persuasiveness" of each student's speech, evaluated by their
own age-appropriate audience.
Immediately after his/her speech, the speaker will receive Form Bs from
their peer evaluators. These will serve him/her as constructive criticism
from their audience, implicitly teaching him/her the importance of
appealing to the audience.

Form A:
Instruction: Circle the chosen score range and submit it to Ms Chen.
PEER EVALUATION

Grader’s Name: _____________ Period: _______

Speaker’s Name: ____________ Topic: ________

25 – Excellent 22 - Good 19 - Average 17

- Poor

Form B:
Instruction: Write your comment and give it to the speaker.
PEER FEEDBACK

Grader’s Name: ________ Speaker’s Name: __________

Speaker’s Strengths:
____________________________________________
 ____________________________________________
____________________________________________

Speaker’s Weaknesses:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Attachments
1. Rubric for Warm-up Activity

Activity Details: SPEECH #1: Warm-up Speech on School Rules

Each student will interview a classmate (or a teacher) on the issue of
school rules. Find out how your classmate/teacher feels about one (or
many) of our school (or other people’s school) rules and why. Then
you will recite the information to the entire class in an appropriate
speech format (organized into intro, body, and conclusion). Each
student will have 3 minutes to inform the idea of a fellow classmate to
the class.
The following tasks were completed yesterday:
Task 1: Interview your partner about school rules.
Task 2: Write an outline or a short note of your discussion.
Today, they are expected to do:
Task 3: Deliver the speech within 1-3 minutes.

Attachment 1
Grader’s Name: ___________________ Period: ___________________________
Speaker’s Name: __________________ Topic: ___________________________

25 – Excellent 22 - Good 19 - Average 17 - Poor

Introduction
_____ Began speech without rushing
_____ Introduced him/herself
_____ Introduced the topic clearly
_____ Gained Attention by humor/surprising information

Body
_____ Defined the keywords/topic
_____ Stated the interview questions
_____ Stated the answers obtained by the interview
_____ Integrated own opinions/knowledge to what was obtained by the interview

Conclusion
_____Briefly summarized the central ideas
_____ Impressive Ending
_____ Departed appropriately
_____

Overall Performance
_____ Maintained strong eye contact
_____ Avoided Distracting Manners
_____ Articulated words clearly & loudly
_____ Used pauses effectively

Extra Pointers
_____ Dressed nicely
_____ Appears knowledgeable on topic
_____ Appears to enjoy self & topic
_____ Presented visual aids well

Negatives

_____ Reading too much from the notes