Year 7 - Speeches - Lesson 1

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Year 7 - Speeches - Lesson 1

Objectives

Outcomes

 To

draw on the conventions of written

forms to develop ideas to fit a specific task

 All pupils will: understand the term’s work and the term controversial

 Most pupils will: connect that a good text is one that suits purpose and audience

 Some pupils will: be discerning in identifying ingredients

Lesson Development

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Outline new unit of study to class – Students negotiate a definition of Controversial

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In groups Mind-map of the different styles of writing and the documents these create

(newspapers, diaries, advertisements)

Feedback ideas and assign each group one style to present back

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Feedback – each needs a key set of ingredients to make a good text – and common

ingredients (spelling, punctuation, paragraphing)

6 different texts on the board recap what makes a good text (Newspaper / Letter /

Diary / Advert / Press Release / Leaflet)

Homework:

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Year 7 - Speeches - Lesson 2

Objectives

Outcomes



Identify, sift and summarise the most

important points or key ideas from a

discussion



 All pupils will: identify a pieces of equipment – the moist important points in a discussion

 Most pupils will: Identity and summarise all main aspects of a discussion between Bond and Q as well as speculate on further possible applications of gadget

 Some pupils will: link gadgets to narrative importance and the role of a spy to create plausible inventions

Lesson Development

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Writing to Inform

Who has seen James Bond films? What is he? Allow each student time to create their

own spy name

Discuss the role of a spy and the equipment needed by a spy

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Show clips from James Bond where Q is introducing the various machines.

(What inventions do you remember? – What features do they have? Watch twice –

Goldfinger 22:13 [Parking meters with smoke, Bullet proof vest, Hand granade in a

thermos flask, Aston Martin DB9 Bullet proof glass, Tracking device etc])

Students record details of each of the pieces of equipment

Watch clip for third time to check answers

Encourage pupils to speculate on further features they may have

Extension: Pupils may begin to mind map other possible gadgets a spy might need

Pair checks work and advise on best gadget to exploit in further work – outline level 5

criteria does that gadget allow the necessary scope

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Feedback ideas of scene summaries or of potential gadgets

If time watch a scene in which gadgets are used to help Bond out of a sticky situation

(Goldfinger 46mins

)

and ask how is the invention relevant to the narrative/story?

Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)

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Objectives

Outcomes



identify and understand the main ideas,

viewpoints, themes and purposes in a

text

 All pupils will: understand the conventions of a press release

 Most pupils will: fully annotate a press release

 Some pupils will: be able to reproduce the conventions of a press release with flair

Lesson Development

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Pupils ping pong contraptions used by Bond in last lesson.

Teacher reminds how gadgets are closely connected to narrative flow and can be an

important part of story-telling

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Show press release – highlight and annotate relevant characteristics (note use of positive

language – particularly pre-modified nouns – use of semantic field of spying, short

paragraphs, repetition of Timex 3000).

Student comes up with three machine ideas in draft (working alone)

Students discuss their three ideas and select the best one, perhaps suggesting

moderations / additional ideas etc. Pupils should consider: purpose of the machine, the

make, the style, the various materials used, energy, speed.

Remind students that it is the inclusion of these details as opposed to the accuracy of the

detail. Create a list of details that should be used in press release

Peer review and advise on which one they should pursue

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Share good ideas and set homework

Homework:

Draw a detailed picture of invention and label with relevant features

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Year 7 - Speeches – Lesson 4

Objectives

Outcomes

 To understand how to modify nouns to create an impact

 To know how to plan a piece of writing and to write in the style of a press release

 All pupils will: have planned a piece of persuasive and informative writing, using a range of pre-modified nouns and other techniques

 Most pupils will: have understood the importance of planning their writing to give it structure and shape.

 Some pupils will: have been able to plan a realistic and confident piece of writing

Lesson Development

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Display following nouns on board: Watch, Assignment, Accessory Ask pupils to identify word class.

Ask pupils to come to board in 3s and add a modification IN FRONT OF the noun to make it sound better. Keep asking 3s to come up until the nouns are heavily pre-modified and establish that this is an important technique from yesterday’s lesson.

Discuss the relative merits and pitfalls of this technique

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Ask pupils to create a spider diagram showing the key features of the Timex 3000 (looked at yesterday). How many features are referred to?

Pupils should refer back to their own gadget and ensure that they can create a similar spider diagram with a similar number of features to draw attention to.

Pupils should add adjectives to the features to help them plan how they will describe it. Pupils should then add comments about how / when / why this might be useful to a spy. Pupils should number and order the comments

Alert pupils to the fact that they now have a plan for their writing, and a model to draw on for further inspiration.

Allow time to write.

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Pupils should ANNOTATE their own writing in the same way that they annotated the Timex press release, to demonstrate that they have employed the same techniques.

Homework:

Complete draft of press release

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Objectives

Outcomes

To accurately peer assess and set targets in order to

improve writing skills  All pupils will: Most pupils will:

 Some pupils will:

Lesson Development

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Pupils highlight their best sentence from their work and share with the class. Comment

and encourage – draw particular attention to any features of AFOREST that are used well

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Hand out Peer Review of Press Release

Students swap books and fill in the review

Feedback best pieces from groups

Allow time for correcting and redrafting

Re read own work and assess using mark scheme in front of books write 2 things you

think you have done and one you need to improve.

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Highlight best sentence in neighbours work - share

Homework: complete in yellow books

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Year 7 - Speeches - Lesson5

Objectives

Outcomes

- To develop summary skills on a complicated

topic  All pupils will: read and identify main points an articleon computer games

 Most pupils will: summarise and recount main parts of the text using quotations to support ideas

 Some pupils will: make precise comments about the text

Lesson Development

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Lead a discussion on Computer Games finding out Who plays computer games? What

_{things do people like dislike about computer games? Why some people enjoy them and}

others don’t? What do your parents say about computer games? Can do as a paired then

group discussion with spokes people feeding back

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Read article on Computer games (Ask students to highlight any words unsure of – then

check in dictionaries)

Remind of PEA formula

Students should spend 10 minutes discussing the questions (Chunk their time up for

them asking them to move on periodically)

Individually should complete comprehension activity

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Feedback answers and ask Do they think Computer Games good for you? Do they believe

everything the article is stating?

Homework:

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Objectives

Outcomes

 To develop our ability to write to argue through the use of organisational techniques 

All pupils will: understand to organise there work with counter arguments  Most pupils will: know how to use stock phrases to enhance their work  Some pupils will: be able to adapt and personalise the style of writing to

present their ideas with sophistication

Lesson Development

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Refer back to Computer games article. What is the article’s conclusion? Where do we find it? Who is the conclusion written for and why?

Pupils explore the organisation of the text – elicit the following features: Introduction that announces the topic – Paragraphs show different sides of the argument – Conclusion refers back to introduction

Introduce the word ‘bias’ and explain experts and influence are rarely explicit in an article – but come from how we present their views

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Pupils will practice developing opposing views – present one or two of the following outrageous subjects

 Smoking is good for you

 All pets should be banned

 School should be voluntary

Select an able student to model a counter argument, allow students time to practice on other statements feeding back convincing counter arguments

Now divide room into two sets of pairs – can be cross room or cross table First write arguments in favour / against of computer games – think of good reasons to back up your views (Mindmap 4)

Test arguments on opposite pair, refine arguments until they match countering equally If time class could feedback ideas to everyone.

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What words or phrases did people use to present their ideas? Which were particularly effective? Write 3 examples in books (For instance, Consider, Evidence for this, An example of this is, It is clear, Obviously No body can really believe... etc)

Homework:

Write arguments for how computer games are good for you

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Year 7 - Speeches - Lesson7

Objectives Outcomes

 To develop writing powerful introductions



 All pupils will: learn how to create an introduction

 Most pupils will: use several good features of an introduction

 Some pupils will: use all features confidently and with flair

Lesson Development

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Feedback homework from last lesson – listing arguments in favour of computer games

Which arguments are the most convincing and effective?

Pupils discuss and then write a brief answer to the question: Why are some arguments more effective than others?

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Explain that class will be writing speeches on a controversial topic of their choice and a key ingredient is a powerful introduction

Display the following and give copy to students

New research from the Home Office suggests that the constant playing of computer games may make people more intelligent than average. Some people contradict this by saying that compulsive playing of computer games makes people aggressive.

Identify good practice – Topic sentence / emotive language / etc

Allow pupils to discuss negatives and suggest alternatives – “correcting” on board and sheet

What ingredients do we want in our openings introduce AFOREST (Alliteration, Fact, Opinion, Rhetorical Question, Emotive Language, Slogan, Three [Rule of])

Students rewrite intro using as many features as possible

Pairs check and groups select best

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Best of class feedbackSet homework to research own controversial topic

Homework:

research own controversial topic

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Objectives

Outcomes

 To develop understanding of the conventions of a speech

 To put conventions into practice

 All pupils will: analyse and begin writing a speech

 Most pupils will: identify main features of a speech and use in own work

 Some pupils will: utilise main features effectively and in an engaging manner

Lesson Development

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Write on board a series of sentences featuring the rhetorical devices used in AFOREST. Pupils write AFOREST down their margin and copy the appropriate sentence next to the device.

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Display and read own example of speech (Resource 8). While reading, pupils annotate any of the AFOREST devices they’ve spotted.

Pupils write AFOREST down their margin again and copy down the best example of each technique they’ve heard in the text.

Pupils look at homework and write the first paragraph of controversial speech aiming to use the conventions identified – Remind them they will need to change the dry facts in to something that is persuasive and shows bias

Allow time to write

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Allocate each table with one letter from AFOREST. Nominate 6 students to come to front and stand in a row to read their texts.

As the student reads, the tables raise both their hands if their device is used. At the end of each reading, set a target for using more / different devices. Should be clear which devices are missing.

Homework:

Do an AFOREST analysis of your own text. Write AFOREST in margin and copy down quotations

from your own text as evidence that you’ve used the device.

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Year 7 - Speeches – Lesson 9

Objectives

Outcomes

 To know how to structure an argument appropriately and to continue to apply the conventions of persuasive writing successfully

 All pupils will: have understood the need to apply rhetorical devices throughout texts; they will have understood the need to plan and prepare written work carefully

 Most pupils will: have revised the key planning techniques of order and writing technique

 Some pupils will: understand how to use these techniques to plan and structure a level 6 piece of writing.

Lesson Development

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Pupils stand up if they used ONE of the AFOREST techniques last lesson, remain standing if two, three, up to 7. See how many are left standing.

Explain that aim is for us all to have achieved the number 7 by the end of the lesson.

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Re-visit speech on uniforms. Back-plan the speech breaking it down into the main arguments and examine the order they are in. Present as a spider diagram on board.

Identify which AFOREST techniques have been used in which paragraphs and record as part of the spider diagram.

Pupils look at their h/w research and produce a spider diagram planning the order and content of the remainder of their speech AND the AFOREST devices they will use.

Pupils continue to write – Use Year 7 Speech Writing Frame to support

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Repeat starter activity – aim for the whole class to be standing.

Homework:

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Objectives

Outcomes

 To practice creating a level 5/6 piece of writing



 All pupils will:have drafted some of their speech to a level 5 standard

 Most pupils will: have nearly completed draft to level 5 standard

 Some pupils will: complete first draft of speech to a level 6 standard

Lesson Development

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Introduce plan and writing frame again to class – why have we made a plan? What are the reasons for planning?

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Allow drafting time

Pupils swap with trusted partner who corrects

Allow drafting time

Swap with trusted partner who corrects

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Read out a few examples of good work and praise

Homework:

Complete first draft of speech.

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Year 7 - Speeches – Lesson 11

Objectives

Outcomes

 To explore ideas of what makes a good public speaker

 All pupils will: understand the qualities required to make a good speaker

 Most pupils will: have understood how they can adapt some of their own presentation skills to speak this way

 Some pupils will: be able to emulate some of the best skills in order to be good public speakers themselves

Lesson Development

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Remind that class are working on Speeches – that using the techniques and having a good argument is only half the battle if it is not delivered well no one will remember the content!

Ask students to make a list of 5 people they think are good public speakers.

Give them a potential top 5 and debate their merits: Eddie Izzard, Barack Obama, Kate Winslet, Huw Edwards, Bono

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Groups briefly present back candidates – Make a list of the qualities of a good public

speaker

http://www.youtube.com/watch?v=hF-NxVwowaw&feature=related

– now dead link

http://www.youtube.com/watch?v=my2XaSTgq-0

Watch the clip asking students to take note of the mistakes the people make in their

presentation as well as their English! Feedback answers.

Students answer the question What makes a good public speaker? By creating a 10 point

tip sheet of what makes a good public speaker in their books

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Why are people scared of public speaking? (Hopefully someone suggests the audience)

_{What 3 things can an audience do to help the person presenting?}

Homework:

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Objectives

Outcomes



 All pupils will: have reviewed and identified points of improvement in another pupil’s work

 Most pupils will: know how to improve their own work

 Some pupils will: reflect on comments made by others applying the advice with sensitivity

Lesson Development

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Rearrange class to, as far as possible, group pupils with as wide a range of abilities on each table together

Ask students to write at the bottom of their speech one thing they know they still need to do on their draft before it is finished

Why should we re-draft work? Groups should come up with a series of reasons for improving work and techniques for doing this.

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As tables swap books to read a selection of work – at first do not assess – explain allowing time to get a good idea of the style of a speech

After pupils have read 2 or 3 speeches ask them to fill in YEAR 7 PEER REVIEW SPEECH

Pupils hand back books to original owner who looks through comments and targets. Write a short paragraph outlining what level they think their work is and why from looking at the level descriptors

If time students can make corrections on other’s work in pencils and begin to complete final draft in Best books

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Return to statement written at the start of the lesson – add one other to it so that students now have two things to improve in their final draft. Handout yellow books and ask them to look at last target teacher set for a writing assessment (Press releases)ask students to think is that something that came up in today’s lesson? Add 3rd_{target if necessary.}

Remind of the importance of making the alterations

Homework:

Complete final draft of speech in Best Book / on cards

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Year 7 - Speeches – Lesson 12

Objectives

Outcomes

 To understand the speaking and listening assessment criteria and to use these to peer and self-assess a speaking and listening activity.

 All pupils will: understand the key assessment criteria and will have a clear sense of how these can be met

 Most pupils will: have understood how they can improve their own speaking and listening and will have had the opportunity to assess several others

 Some pupils will: have a very clear understanding of how to adapt their own speech in order to meet the higher success criteria for speaking and listening

Lesson Development

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Introduce Lesson Objective and distribute speaking and listening assessment criteria. Pupils should self-assess their current confidence level and set themselves a target for this task?

Their target should read either To practise ... (ie something they can’t do well), To improve ... (something they do well), or To be able to... (something they can’t yet do)

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Distribute Green, Amber and Red assessment cards. Explain their use.

Each student will give their speech. Each pair needs to listen out for the writing technique (writing skill) or the speaking and listening skill and how well it is used.

At the end of the speech pupils will be asked to select green (done very well), amber (done satisfactorily) or red (not done, or not done well enough) and to hold them up when asked. Pupil reads them quickly and maybe takes some feedback, returns to table and makes notes about two things done well, two things to improve, and two things to do next time (on the worksheet).

Work through as many speeches as there is time for.

If we are managing to get through speeches quite quickly then the assessment cards should be swapped periodically so that pupils aren’t always assessing the same skill.

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Those pupils who have completed their speeches should spend the plenary writing a brief analysis of the experience.

Those pupils who have not completed their speeches should consider what they’ve seen today and set themselves a target / challenge / reminder / top tips for next lesson when they will have the opportunity to perform.

Collect back in Traffic Light cards.

Homework:

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Objectives

Outcomes

 To practise speaking and listening and develop skills

 To secure knowledge of speaking and writing assessment criteria through peer review.

 To develop self-assessment skills to set targets for improvement.

 All pupils will: understand the key assessment criteria and will have a clear sense of how these can be met. They will understand the importance of listening as a skill.

 Most pupils will: have understood how they can improve their own speaking and listening through their assessment of others; they will have demonstrated secure listening skills

 Some pupils will: have a clear understanding of how to adapt their own speech in order to meet the higher success criteria for speaking and listening

Lesson Development

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Display two words on board:

Seeing Looking

Ask pupils to suggest the differences between the two words – focus on looking being a focused activity, searching for something, paying close attention, specific.

Replace words with Hearing and Listening – what makes good listening?

Pupils record their own definition of good listening in their books.

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Explain task – raising the bar from yesterday. As well as listening out for the device / technique in speeches, pupils will be given 60 seconds at the end of the speech to summarise the main content of the speech in their books (to demonstrate and secure listening skills).

Distribute Green, Amber and Red assessment cards. Each student will give their speech.

Pairs listen out for the writing technique (writing skill) or the speaking and listening skill and how well it is used. At the end of the speech pupils will be asked to select green (done very well), amber (done satisfactorily) or red (not done, or not done well enough) and to hold them up when asked. Pupil reads them out to teacher who records on the assessment sheet for the pupil to take away. Swap assessment cards (outline who to pass to at start of lesson)

60 second silence for pupils to record content of speech and for speaker to read through his/her assessment sheet.

Work through speeches for 30 minutes.

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Distribute grids with assessment criteria on them.

Pupils rank the criteria according to how easy / difficult they are to meet / fulfil. Doesn’t matter if they’ve given the speech or not – this is based on their overview of what has been done well by the speakers so far, or not.

Pupils identify if the weaknesses are in writing or speaking.

Record in books a target for themselves to work towards in writing and / or speaking.