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LESSON 1: Getting Used to Speaking in Public

Author: Jessie Chen 8/5/2007 8:39:00 PM PDT


Subject(s): Language Arts (English)

Grade/Level: 9

STANDARDS: You must include both teacher standards (Domain/TPE 뭩) and student content standards. You may also
include standards for ELD, Special Education and AEMP.


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 1.3: Choose logical patterns of organization (e.g.,

chronological, topical, cause and effect) to inform and to persuade, by
soliciting agreement or action, or to unite audiences behind a common
belief or cause.

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.

Objectives: This initial lesson is to help students alleviate the common fear of
speaking in public by interviewing and introducing their partner in
front of the class, and ultimately, getting to know their future
audience in entirety--their classmates, at least by their first

Materials/Resources Needed: Attachments

1. Student Information Sheet

DELIVERING THE LESSON: Instructional Strategies and Student Activities

Into Activity: I will introduce the unit: Persuasive Speech. I will ask, "how many
of you just love to speak in public?" Hardly no one will raise their
hands, because most of them are not yet comfortable about
speaking in public. I will then say, "you know, if we know our
audience better, we will not only be less scared of coming up here
and speak in front of the class, but become more effective in
delivering our persuasive speeches in the near future, because we
know our audience better. So, let's get to know one another by
interviewing the person sitting next to you.

Through Activity: Students will use the attached form to interview their partners.
When they are done, they will make a quick note as to their
partner's interests, hobbies, or anything else that might be of
interest to the rest of class.
When notetaking is done, students will take turn coming to the
front of class to introduce the person that they have interviewed.
As they do this, the rest of the students (audience) will have to try
to memorize at least one thing about what the presenter had to
say about the person that they interviewed.
When every student in the class has been introduced by his/her
partner, the class as a whole will try to remember what was unique
about each student in the class: names, the middle school they
went to, hobbies, etc.
I will randomly call on students, and ask them to recite as much
information as they can about each student's profile. This will
continue until the entire class get to know each other, at least by
their first names.

Beyond Activity: Students will be informed about tomorrow's agenda, so that they
will be able anticipate what is coming: "Tomorrow, you will be
interviewing your classmates about school rules, and much like
what you did today, you will be up here again presenting your
opinions/arguments you have formed about school rules. So, those
of you who would like an early start should start thinking about
school rules. If you don't know very many of them, you should ask
around--your friends, teachers, etc."

Student Accommodations Students who have difficulty remembering all the details will not be
and Modifications:
forced to remember specifics about their peers. Also, when
presenting, they will be allowed to read their notes.
Progress Monitoring: As students interview their partners using the "Student Information
Sheets," I will walk around to make certain that they don't reveal
any personal/private information in public. Also, I will make
certain that no one particular student dominates the interview:
that both have equal share in asking and answering questions
based on the form.

Homework: None

Attachment 1

Your name: ___________________________ Grade:______________ Student ID: _________________

Your cell/home phone: ___________________________ Your email: ____________________________
Do you have a “computer” and “internet” access at home?
Home address: _______________________________________________________________________
Your parent’s/Guardian’s Name: _____________________ Home/cell phone: _____________________


First Language: _______________________ Second/Third Language(s): __________________________

Home Language: ______________________ Most Fluent Language: _____________________________
Highest Eng/ESL Class Taken: ___________________ At what school?: __________________________
Who was your Eng/ESL teacher last semester/year? __________________________________________


1. What is your least favorite subject? And why? _____________________________________________

2. What is your most favorite subject? And why? ___________________________________________
3. What are your hobbies? How often do you do them? ________________________________________
4. What extracurricular activities do you participate? Where? ___________________________________
5. What was the last book you read for pure enjoyment? When? _________________________________


What I already know about this class (Speech): ______________________________________________

What I would like to learn from this class: __________________________________________________
What I fear the most about this class: ______________________________________________________