Activity Overview
Once the students have viewed and taken notes on their taped spontaneous speeches, students will draft scripted speeches.
Before the Activity
See the attached Activity PDF file for detailed instructions for this activity.
Print the appropriate pages from the Activity for your class.
Install the NoteFolio(tm) App on the students' graphing calculators following the attached instructions.
Present to the students the first draft of your scripted speech. If this is your second (or third or fourth) time doing the lesson, share student models as well as your draft. Many students need to see that it is possible to sculpt their streams of consciousness from Activity 1 into more organized, polished pieces. Let them know that their goal is to write a three-minute speech. (The spontaneous speeches were limited to 90 seconds.) They will be writing their scripts in a NoteFolio(tm) file.
During the Activity
Distribute the appropriate pages from the Activity to your class
Distribute the NoteFolio(tm) file(s) to your class using TI Connect(tm) and the appropriate TI Connectivity cable
Follow the procedures outlined in the Activity
Students will:
Develop and deliver a speech that conveys information and ideas in logical fashion for a selected audience, using language that clarifies and reinforces meaning.
Demonstrate confidence and poise during presentations, interacting effectively with the audience, and selecting language and gestures, being mindful of their effect.
Convey criticism in a respectful and supportive way.
Write essays demonstrating the capacity to communicate knowledge, opinions, and insights to an intended audience through a clear thesis and effective organization of supporting ideas.
Develop a composition through a series of drafts, using a revision strategy based on purpose and audience, personal style, self-awareness of strengths and weaknesses as a writer, and feedback from peers and teachers.
After the Activity
When students are done drafting/typing their scripted speeches (this may take more than one class period), have them pair up and read their drafts to each other and check each other's work using the rubric and suggested outline.
You may want to allot more time for drafting/typing after the paired peer conferences.