Title – Improve Public Speaking and Story Elements

By – Tracey Hageman

Primary Subject – Language Arts

Grade Level – 3-6

Content:

• Oral speaking
• Story elements (plots)

Learning Resources and Materials:

• Chalkboard & chalk
  
• Kidspiration computer software
  
• Five note cards for each student, labeled:
  • Characters
  • Setting
  • Problem
  • Events or Solution

Development of Lesson:

• Introduction:
  • Many students have difficulty with public speaking. This lesson will give students more confidence in speaking in front of others and working in groups with other students. This lesson will also give students a better understanding of story elements through a visual presentation device.
    
  • To keep their interest, on the day the story is started, the teacher will come in dressed as one of the main characters. As one of the characters, the teacher will explain to the class a little bit about herself: where she lives, what her life is like, events that are happening in her life.
    
  • The teacher will have an open discussion with students, allowing them to ask questions. This will give the teacher a chance to equate the character’s life to that of the students.
    
  • Students will work in their groups until they complete the story. Once the story is completed, each student will complete a visual from Kidspiration. This will help students to see what they have created as their story.
    
  • The last part of the assignment, the students will present to the class a portion of the story.

• Methods/Procedures:
  • The students will be put into groups of four.
    
  • The students will work together in completing the story, which the teacher began.
    
  • They will name some characters, setting and events that take place.
    
  • A varied approach will be used during the initial instruction as well as while the teacher walks around the room helping out each individual group.
    
  • The essential questions that will be used to guide and focus will be: What do you think should be the outcome of that situation? How would retell that to your classmates?

• Accommodations/Adaptations:
  • To differentiate instruction, since the whole class, as well as the teacher, is working together, each student’s need will be addressed in a group or individually.
    
  • To address different learning levels, for example, if a student is ADHD and has trouble sitting still, this student would be guided to take on a part such as drawing the setting or gathering items to be used in the presentation.
    
  • To check for understanding, students will be called to give their full attention to the teacher every so often so as to discuss problems or concerns that they are having during the assignment.
    
  • To determine if a child has met the benchmark, the story will be told in front of the class. The atmosphere will be quite informal so that the students will not feel as threatened by public speaking.

• Assessment/Evaluation:
  To help students reflect on what they have learned during the presentations, the class will discuss the story and every element of it. This will be an opportunity to fill in any gaps that students may have about the plot or characters, etc.

E-Mail

Tracey Hageman

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