Welcome! Please consider how your attitude affects your and other students experience of the lesson.
Be respectful, come prepared with relevant material and show interest in order to have the best possible educational experience.
During the course of this lesson, you will learn:
Identify and structure your own and classmates' speech by using Monroe's Motivated Sequence (MMS).
Use speech techniques and inversions grammar to improve fluency and formality.
Use cue cards as support to improve balance.
Design a motivating speech by yourself, and with others, using correct grammar, a precise, varied vocabulary and sentence structures.
Part 1. Continue writing your speech script.
Part 2. The students record their speech using Flipgrid.
Part 3. The students sit in pairs and give each other feedback.
Exit ticket& homework.
The students continue preparing their speeches by writing their script according to Monroe's motivated sequence.
Open a document in Word Online (found through Office 365) or Google docs and name it “Monroe’s motivated sequence speech [your name]”. Share this with Feke and Richard!
Copy and paste the following text into your document and finish the sentences with your speech script.
Step 1: Attention. Use an Attention-grabber.
Step 2: Need. What is the problem?
Steg 3: Satisfaction. What is the solution?
Step 4: Visualisation. What will it look like when we have solved the problem?
Step 5: Action. What will the audience need to do?
This part is purely meant for the students to give each other constructive feedback in a formative manner. The instructions are meant to show the students what they have learnt and how they can progress even further. This is done using the concept of "three stars and a wish":
Students share https://info.flipgrid.com/ and the two students listen to each other's material, and then:
Star one. Make notes when the student has showed knowledge (described, explained, categorised, etc) well according to the material.
Star two. Make notes when the student has used appropriate terminology that fits the topic or context.
Star three. Make notes where the student has come to a conclusion that is logical or thought-provoking.
Wish. Make notes when the student has made a logical or language error, not explained themselves or missed parts of the assignment.
Explain these comments to each other.
The student who shared their speech writes these comments down.
Until the next lesson, prepare a short explanation of what the student has learnt and how this information will be used in the future.
"I will…to become successful when holding my speech "
Prepare a short explanation of what the student has learnt and how this information will be used in the future.