Lesson Plan
Finding Your Voice
Students will be able to articulate their ideas clearly and coherently on an academic topic using appropriate vocabulary and varied sentence structures.
Effective academic speaking is crucial for success in higher education and professional settings. This lesson will equip students with the tools to confidently share their ideas and engage in meaningful discussions.
Audience
10th Grade Students
Time
60 minutes
Approach
Through interactive activities, guided practice, and peer feedback.
Materials
Speaking with Confidence Slide Deck, Intriguing Picture Prompts, Accountable Talk Stems, and Speaking Self-Assessment Rubric
Prep
Review Materials and Prepare Classroom
15 minutes
- Review the Finding Your Voice Lesson Plan, Speaking with Confidence Slide Deck, Intriguing Picture Prompts activity, Accountable Talk Stems worksheet, and Speaking Self-Assessment Rubric.
- Ensure projector or smartboard is ready for the slide deck.
- Print copies of Accountable Talk Stems (1 per student).
- Prepare the classroom for partner work and small group discussions.
Step 1
Warm-up: Impromptu Speaking Game
10 minutes
- Begin with the Speaking with Confidence Slide Deck (Slide 2).
- Explain the 'Impromptu Speaking Game' as described in the slide deck and on the Speaking with Confidence Slide Deck.
- Students will take turns speaking for 30-60 seconds on a given topic (e.g., favorite book, most interesting historical event, a recent news article).
- Encourage students to think about speaking clearly and making eye contact.
Step 2
Building Complex Sentences
15 minutes
- Transition to discussing sentence structure variety using the Speaking with Confidence Slide Deck (Slides 3-5).
- Review different types of sentence structures (simple, compound, complex, compound-complex).
- Provide examples of how to combine simple sentences into more complex ones to enhance academic speaking.
- Engage students in a brief practice activity where they orally transform simple sentences into complex ones. (e.g.,
Step 3
Structured Speaking Practice with Visuals
15 minutes
- Introduce the Intriguing Picture Prompts activity (Slide 6).
- Divide students into small groups or pairs.
- Provide each group with a few intriguing pictures (these can be printed or displayed digitally).
- Students choose one picture and prepare a short (1-2 minute) academic description or analysis of it, using appropriate vocabulary and varied sentence structures.
- Circulate among groups to provide support and feedback.
Step 4
Partner Conversations on Academic Topics
10 minutes
- Distribute the Accountable Talk Stems worksheet (Slide 7).
- Pair students up.
- Provide a few broad academic discussion topics (e.g.,
Step 5
Peer Feedback and Reflection
10 minutes
- Guide students through a peer feedback session using the Speaking Self-Assessment Rubric (Slide 8).
- Each student will use the rubric to provide constructive feedback to their partner on their speaking performance during the partner conversations.
- Conclude with a whole-class discussion, asking students to share one thing they learned about academic speaking or one goal they have for their own speaking.
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Slide Deck
Finding Your Voice in Academic Speaking
Today's Objective
- Articulate ideas clearly and coherently.
- Use appropriate vocabulary and varied sentence structures.
- Engage in academic discussions with confidence.
Welcome students and introduce the day's objective: to find their voice in academic speaking. Emphasize that it's okay to be nervous, and the goal is to practice and improve together.
Warm-up: Impromptu Speaking Game
Ready, Set, Speak!
- You'll get a topic and speak for 30-60 seconds.
- Focus on speaking clearly and making eye contact.
- No need to be perfect, just practice getting your thoughts out!
Topics might include:
- Your favorite book or movie and why.
- An interesting fact you learned recently.
- A challenge you've overcome.
- If you could travel anywhere, where would it be and why?
Explain the Impromptu Speaking Game. Students will pick a topic and speak for 30-60 seconds. Encourage them to focus on clarity, eye contact, and projecting their voice. Provide a few example topics if needed, such as 'The best invention ever' or 'A memorable moment in history.'
Building Complex Sentences: Why It Matters
Beyond Simple Sentences
- Simple Sentences: One independent clause. (e.g., "The student spoke.")
- They are clear, but can sound repetitive.
Why vary your sentences?
- Makes your speaking more interesting.
- Helps you express complex ideas clearly.
- Shows a deeper understanding of the topic.
Introduce the concept of sentence structure variety. Explain that using different types of sentences makes speaking more engaging and sophisticated. Start with a quick review of simple sentences.
Compound and Complex Sentences
Compound Sentences
- Two or more independent clauses joined by a conjunction (FANBOYS: For, And, Nor, But, Or, Yet, So).
- Example: "The research was thorough, and the findings were significant."
Complex Sentences
- One independent clause and one or more dependent clauses.
- Dependent clauses often begin with words like because, although, while, since, when, if, after.
- Example: "Although the experiment was challenging, the results were groundbreaking."
Discuss compound and complex sentences. Provide clear examples for each and highlight the conjunctions or subordinating conjunctions used. Emphasize how these connect ideas.
Putting It All Together: Compound-Complex
Compound-Complex Sentences
- Combines two or more independent clauses and at least one dependent clause.
- Example: "Because the evidence was compelling, the jury deliberated quickly, and they reached a unanimous verdict."
Practice Time!
- Take a simple sentence and try to make it compound, then complex, then compound-complex.
- Example: "The storm raged."
- Compound: "The storm raged, and the power went out."
- Complex: "Because the storm raged, we lost power."
- Compound-Complex: "Because the storm raged, we lost power, and we lit candles."
Introduce compound-complex sentences as a way to combine both previous structures. Give an example and then have students practice orally transforming simple sentences into more complex ones. Encourage a few volunteers to share their transformations.
Structured Speaking: Picture Prompts
What do you see? What does it mean?
- Work in small groups or pairs.
- Choose an intriguing picture.
- Prepare a short (1-2 minute) academic description or analysis.
- Remember to:
- Use precise academic vocabulary.
- Vary your sentence structures.
- Speak clearly and confidently.
Introduce the "Intriguing Picture Prompts" activity. Explain that students will use visuals to inspire academic descriptions or analyses. Remind them to apply the vocabulary and sentence structure variety they just reviewed.
Partner Conversations: Accountable Talk
Elevate Your Discussion!
- Use Accountable Talk Stems to:
- Express agreement or disagreement respectfully.
- Build on a classmate's idea.
- Ask for clarification.
- Introduce new perspectives.
- Pair up and discuss an academic topic (e.g., "The impact of social media on communication").
Introduce "Accountable Talk Stems." Explain how these phrases help structure academic discussions, ensuring everyone contributes thoughtfully and respectfully. Distribute the Accountable Talk Stems worksheet.
Peer Feedback & Reflection
Grow Your Speaking Skills
- Use the Speaking Self-Assessment Rubric to give feedback to your partner.
- Be specific and constructive!
Final Thoughts
- What is one thing you learned today about academic speaking?
- What is one goal you have for your own academic speaking?
Explain the purpose of the Speaking Self-Assessment Rubric for peer feedback. Guide students on how to give constructive, specific feedback. Conclude the lesson by asking students to reflect on their learning and set a personal speaking goal.
Activity
Intriguing Picture Prompts
Instructions:
- In your small groups or pairs, you will see a series of intriguing pictures.
- As a group, choose one picture that sparks your interest.
- Working together, prepare a short (1-2 minute) academic description or analysis of the chosen picture.
- When it's your turn to speak, remember to:
- Use precise academic vocabulary.
- Vary your sentence structures (simple, compound, complex, compound-complex).
- Speak clearly and at a good pace.
- Make eye contact with your audience.
Example Prompts for Discussion:
- What is happening in this picture? Describe it in detail.
- What emotions or ideas does this picture evoke? Why?
- What might be the historical, cultural, or social context of this image?
- If this picture were a scene in a story, what would happen next? Predict and explain.
- What is the artist/photographer trying to communicate through this image?
Picture 1
(Imagine an abstract painting with bold colors and shapes)
Picture 2
(Imagine an old black and white photo of a busy city street from the early 20th century)
Picture 3
(Imagine a futuristic cityscape at sunset)
Worksheet
Accountable Talk Stems
Using accountable talk stems helps you participate in academic discussions thoughtfully and respectfully. Choose from the stems below to express your ideas, agree or disagree, build on others' thoughts, and ask clarifying questions.
To Express an Opinion or Introduce an Idea:
- "I believe that... because..."
- "My perspective on this is..."
- "It seems to me that..."
- "I would argue that..."
- "One point to consider is..."
To Agree or Build On an Idea:
- "I agree with [Name] that... because..."
- "That's an interesting point, and I would add that..."
- "[Name]
dered a crucial point when they said..." - "Building on what [Name] said, it is also important to remember..."
- "I understand what you mean, and I think..."
To Disagree or Challenge an Idea (Respectfully!):
- "While I understand your point about..., I respectfully disagree because..."
- "I see it differently. My view is that..."
- "Could you elaborate on why you believe...?"
- "I'm not sure I entirely agree with... because..."
- "Another way to look at this might be..."
To Clarify or Ask for More Information:
- "Could you explain what you mean by...?"
- "When you say..., are you referring to...?"
- "Can you give an example of...?"
- "I'm confused about... Could you clarify?"
- "What evidence supports your claim about...?"
To Summarize or Synthesize:
- "To summarize our discussion so far, we have discussed..."
- "So, what I hear you saying is..."
- "It seems we are generally in agreement that..."
- "To bring our thoughts together, we have identified..."
Rubric
Speaking Self-Assessment Rubric
Use this rubric to assess your own academic speaking or to provide feedback to a peer. Rate each criterion from 1 (Needs Improvement) to 4 (Excellent) and provide specific comments.
| Criteria | 1: Needs Improvement | 2: Developing | 3: Proficient | 4: Excellent | Comments / Evidence |
|---|---|---|---|---|---|
| Clarity and Coherence | Ideas are disorganized and difficult to follow; frequent pauses or unclear thoughts. | Ideas are somewhat clear but may lack logical flow; occasional difficulty in connecting thoughts. | Ideas are mostly clear and logically presented; generally easy to follow. | Ideas are exceptionally clear, well-organized, and logically connected; effortless to follow. | |
| Academic Vocabulary | Uses limited or informal vocabulary; struggles to use topic-specific terms. | Attempts to use some academic vocabulary, but usage may be inaccurate or forced. | Uses appropriate academic vocabulary relevant to the topic with some precision. | Consistently uses a wide range of precise and sophisticated academic vocabulary; enhances understanding. | |
| Sentence Structure Variety | Primarily uses simple sentences; repetitive sentence patterns. | Shows some attempts at varying sentence structures, but often reverts to simple forms. | Uses a mix of simple, compound, and complex sentences to express ideas. | Effectively employs a wide variety of sentence structures (simple, compound, complex, compound-complex) to enhance clarity and impact. | |
| Fluency and Pacing | Frequent hesitations, pauses, or very fast/slow pacing that hinders comprehension. | Some hesitations or uneven pacing; generally understandable but could be smoother. | Speaks at a clear and appropriate pace with few hesitations; generally smooth delivery. | Speaks fluently and confidently with excellent pacing, making the speech engaging and easy to understand. | |
| Pronunciation and Articulation | Difficult to understand due to consistent mispronunciations or mumbling. | Occasional mispronunciations or unclear articulation that sometimes hinders understanding. | Mostly clear pronunciation and articulation; generally easy to understand. | Exceptionally clear pronunciation and articulation; speech is crisp and easy to follow. | |
| Discourse Markers | Rarely uses transition words or phrases to connect ideas. | Uses some basic discourse markers, but connections between ideas may still be weak. | Uses appropriate discourse markers to connect ideas and guide the listener through the argument. | Masterfully uses a variety of sophisticated discourse markers to create seamless transitions and a cohesive argument. |
Overall Feedback / Suggestions for Improvement: