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47 Giving Speeches

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260
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Write on Track

Giving Speeches

Start-Up Activity

Share with your students excerpts from a famous speech, such as Malala Yousafzai's Nobel Peace Prize speech or Martin Luther King Jr.'s speech, "I Have a Dream."

Ask your students why speeches are important. How do they affect their listeners? What makes a great speech?

Tell your students that they will have their own chances to write and deliver speeches, whether to entertain, inform, or persuade.

Think About It

“First learn the meaning of what you say, and then speak.”

—Epictetus

You are viewing: 47 Giving Speeches

46 Learning to View
48 Performing Poems

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State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.3.2

CCSS.ELA-LITERACY.W.3.3

CCSS.ELA-LITERACY.W.3.4

CCSS.ELA-LITERACY.W.3.5

CCSS.ELA-LITERACY.SL.3.4

CCSS.ELA-LITERACY.SL.3.5

CCSS.ELA-LITERACY.SL.3.6

CCSS.ELA-LITERACY.W.3.1

CCSS.ELA-LITERACY.RI.3.1

CCSS.ELA-LITERACY.RI.3.2

CCSS.ELA-LITERACY.RI.3.5

Page 261 from Write on Track

Pick a topic and learn about it.

Help students find a suitable topic for their speeches by using the three suggestions at the top of the page:

  • Something that happened to you.
  • Something you like to do.
  • Something you just read about.

After students choose a topic, have them gather details through remembering, reading, and asking questions.

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Page 262 from Write on Track

Know your purpose and plan your speech.

After students have selected and researched their topics, they should determine the purpose of their speech:

  • To share details of an event (narrative)
  • To teach listeners (explanatory)
  • To make listeners laugh or feel sad (creative)
  • To get listeners to agree (persuasive)

Lead your students through the tips for creating the beginning, middle, and ending sections of their speeches.

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Page 263 from Write on Track

Write your speech.

If your students will be delivering their speeches from note cards, review this page. Note that only the beginning and ending are written out word for word. In the middle, the main points are summarized, and students will need to improvise their explanations of them.

If students will be reading their speeches from manuscripts, direct them to page 265.

You can also compare and contrast the two methods, since the models on these pages relate to the same speech.

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Page 264 from Write on Track

Practice and give your speech.

After students write their speeches, give them time to practice, both by themselves and in front of a small, supportive audience. Encourage them to include visual aids, whether props, posters, or slideshows (see pages 266–267).

Before students present their speeches, provide the advice at the bottom of page 264. Then host a "Speech Celebration," and have students present their work.

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Page 265 from Write on Track

Sample Speech

Have volunteers read each paragraph of the sample speech. Then return to point out the features in the side notes. Compare this full-manuscript version of the speech to the note cards for the same speech, on page 263.

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Page 266 from Write on Track

Adding Electronic Visuals

If you want students to have a slide show accompany their speeches, lead them through the steps on pages 266–267. Help students make their slide shows visual in nature. Tell them to avoid simply reading every word off every slide when giving their presentations.

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