Flipped Lesson 3

Name: Annabelle Vought

Date: 24 June 2016
Instructor: Rybakova
Grade Level: 12th grade
Title of Lesson: Public Speaking without Shrieking
Purpose/rationale: The purpose of my lesson plan in my 12th grade English class is to practice
the basics of public speaking by incorporating improvisation. Students will learn strategies to
enhance their public speaking prior to writing their upcoming persuasive speech assignment.
Students have practice with writing a variety of essays but do not have much classroom
experience with public speaking. Students will use this lesson plan to enhance their
understanding of public speaking in preparation for college courses or potential careers that may
require more involved public speaking. Prior to this lesson plan, students have little experience
with improvisation (unless involved in extracurricular activities like drama or debate). Students
are learning the basics of public speaking such body language, transitions, tone by watching the
assigned videos the night before. Students will watch Be a More Confident Public Speaker and
5 Tricks for Overcoming Fear and write down two tips from each video on a notecard to bring
to class the next day. After anticipatory set, students will participate in a short writing activity
followed by an improvisation activity with feedback from the audience.
Florida Standards:
LAFS.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any discrepancies
among the data.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Objectives:

SWBAT make strategic use of digital media

SWBAT recall key points in the required videos
SWBAT devise a short speech during the improvisation activity
SWBAT apply basics of public speaking during activity

Materials:
Notecards
Paper

Pen
Projector
Podium
Copies of different images for Improv. Activity (21 copies)
Anticipatory set:
Students will bring their notecards from the night before. Students will swap their notecards with
a neighboring student. This student will be their partner during the improvisation activity. This
student will write one positive remark and one area of improvement on students notecard after
his/of her speech and vice versa then give back to them at the end of class.
Teaching Strategy/Procedure/Activity:
Time:

Student is doing:

Teaching is doing:

5 minutes

Anticipatory Set: Students will

look to board for directions.
Student will swap notecard (with
4 tips from videos) with another
student. Student is partnered with
this student for the upcoming
activity.

Teacher will be preparing for the

Improv. Activity by bringing up
an example on the computer.
Teacher will be getting the
images ready for students.

20 minutes

Improvisation Activity
(Writing):

Teacher will pull up a random

image, listed in Appendix C for
reference. Teacher will verbally
explain the directions as so:
Today, we are incorporating
improvisation into our writing
and speaking skills. I am going
to pull up a random image
(displays image) and then write a
short paragraph about the
image. I will give you 10 minutes
to create your paragraph. It can
be about anything you would like
as long as it centers around the
image. I will pass out a different
image to each student. After you
have completed your writing, you
will present your image to the
class.

25 minutes

Improvisation Activity

Teacher will display one of the

(Speaking): Students will use

information presented in videos
during their speech such as body
language, hand gestures, eye
contact, etc. Students will spend
1-2 minutes speaking about their
image using the paper from the
previous activity. Students
partner will write feedback on
their notecard.

images distributed to students.

The student assigned to that
image will come to the front of
the class and present. Teacher
will keep track of time and try to
get all students to perform their
speech before the class ends.

Summary/Closure:
Assessment:

Formal assessment: None.

Informal assessment: Improvisation activity will monitor student understanding of how to
incorporate their writing and public speaking techniques.

Homework/follow-up assignment:
Go home and present the same speech to someone in your family or one of your friends
WITHOUT looking at your slip of paper. Write down what you found difficult about reading
without the paper and what you can do to improve it on a sticky note. Hold onto this sticky note
for we will be using it in tomorrows class.
Accommodations/adaptations:
2 ELLs: To accommodate the English Language Learners, teacher will follow up with students
at the beginning of class to make sure the content of the video was clear for them. Teacher will
also ensure students are comfortable with improvisation activity prior to beginning the lesson. If
so, teacher will provide a supplementary activity, such dividing class into small groups.
5 low SES students: To accommodate these students, teacher will make sure students have the
proper technology to watch at home. If not, teacher will provide time after school, before school
or during lunch to watch the videos.
Herbert Millner (ADHD): To accommodate Herbert, I will provide setting accommodations,
sitting Herbert where he learns best, next to the teacher at the front of the classroom. I will also
use sensory tools, such as an exercise band looped around Herberts chair, so he can kick it and
quietly get his energy out during group activities.
Paten Vander (Speech Impairment): To accommodate Paten, who is uncomfortable speaking in
front of the class, I will not require her to participate in the speaking portion of the activity. She
will always have the option to choose written response over oral. To meet the speaking standards,
I will meet with Paten individually outside of classroom time to have her practice public
speaking.

Lya Gross (Mild Dyslexia): To accommodate Lya, I will give her timing accommodations, giving
her more time to complete the writing portion. I will also give her more time to process written
directions.
Oliver Fore (Mild Autism): To accommodate Oliver, I will provide organization skills
accommodations as well as setting accommodations. I will help with coordinating assignments in
a book or planner. I will also place him in a different setting such as a quiet area if necessary.

Attachments/Appendices:
Appendix A
Be a More Confident Speaker
https://youtu.be/tShavGuo0_E
Appendix B
5 Tips for Overcoming Fear
https://youtu.be/GDjwfFmXwfE
Appendix C
Example of Improvisation Image:

Students would write something along the lines of this and present:
This is Patricia. She is from the 1600s. She is really unhappy in this photo because she just
found out that Philip is going to the Ball with Emily. She also really hates this out-ifit because it
is particularly scratchy but her housemaid got really behind on the laundry and this was all she
had left. She is also mad because her favorite flowers are dying and now she has to use this
scraggly, old flower for her hat. Oh, she is also mad because its not sunny out but she chose to
wore this hat that messes up her freshly curled hair...
Plan B:
If lesson is too short, teacher will spend more time reviewing key points from the videos listed. If
the lesson is too long, teacher will span it over a two-day period so all students have an
opportunity to present their speech. It lesson is too difficult, teacher will implement a different
activity that has more planning and less improvisation.