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22 Speaking to Others

Page
78
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22 Speaking to Others

Start-Up Activity

Demonstrate giving a speech in exaggerated ways. For example, you could speak too softly. Another time, you could stare at your feet and/or partially hide what you are showing. Ask students what you did wrong. Then read pages 78–79, paying careful attention to the tips on page 79.

Enrichment Activity: Display the “Show-and-Share Tips” (page 79) in the classroom. Schedule show-and-share time for birthdays, special occasions, important projects, and holidays.

Think About It

“Talking with my classmates is easier than speaking to them.”

 

Page 78-79 from Write One Student Handbook

Lesson Plan

Play a courtroom game to help students understand the importance of clear speaking.

  • Ask students if they have ever seen a courtroom, with a judge who asks questions for witnesses to answer. Tell them you are going to be the judge and you need students to role-play as witnesses. Have a volunteer come to the front of the room and sit in the "witness stand." Then ask "What is your name?" If the person answers quietly, say, "You must speak loudly and clearly so everyone in the court can hear your answers. What is your name?" Keep coaching the student until he or she provides loud, clear answers. Continue to ask the student questions. "What is your favorite food? What is your favorite animal? Where would you like to go for your next birthday? Why?" Then dismiss the first witness.
  • Ask for another volunteer to come forward and sit in the witness stand. Tell this person, "You must speak loudly and clearly as you answer questions, but you must also hold this marshmallow in your mouth without chewing or swallowing it." Repeat the process, seeing how loudly and clearly the person can answer your questions. Lead a discussion about how much harder it is to understand someone who is not speaking clearly and loudly.
  • Have a third volunteer come forward and provide this student a marshmallow as well, but make him or her turn around and face the wall during questions. Afterward, ask students why it is harder to understand the person.
  • Make a list of things a speaker should do to be well understood (including many of the items on page 79). Display the list in a prominent spot in your room and refer back to it anytime students are doing show and tell or otherwise making oral presentations.
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