LESSON 2: Preparing for the Warm-Up Activity

Author: Jessie Chen 8/5/2007 8:16:00 PM PDT

VITAL INFORMATION

Subject(s): Language Arts (English)

Grade/Level: 9

STANDARDS: You must include both teacher standards (Domain/TPE 뭩) and student content standards. You may also
include standards for ELD, Special Education and AEMP.

Standards:

CA- California K-12 Academic Content Standards

• Subject : English Language Arts

• Grade : Grades Nine and Ten

• Area : Listening and Speaking

• Sub-Strand 1.0: Listening and Speaking Strategies

Students formulate adroit judgments about oral communication. They deliver
focused and coherent presentations of their own that convey clear and distinct
perspectives and solid reasoning. They use gestures, tone, and vocabulary
tailored to the audience and purpose.

• Concept : Organization and Delivery of Oral Communication

Standard 1.3: Choose logical patterns of organization (e.g.,

chronological, topical, cause and effect) to inform and to persuade, by
soliciting agreement or action, or to unite audiences behind a common
belief or cause.

Standard 1.4: Choose appropriate techniques for developing the

introduction and conclusion (e.g., by using literary quotations, anecdotes,
references to authoritative sources).

Standard 1.5: Recognize and use elements of classical speech forms

(e.g., introduction, first and second transitions, body, conclusion) in
formulating rational arguments and applying the art of persuasion and
debate.

Standard 1.6: Present and advance a clear thesis statement and

choose appropriate types of proof (e.g., statistics, testimony, specific
instances) that meet standard tests for evidence, includ-ing credibility,
validity, and relevance.

Standard 1.8: Produce concise notes for extemporaneous delivery.

Standard 1.9: Analyze the occasion and the interests of the audience
and choose effective verbal and nonverbal techniques (e.g., voice,
gestures, eye contact) for presentations.
 • Sub-Strand 2.0: Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that
combine the traditional rhetorical strategies of narration, exposition,
persuasion, and description. Student speaking demonstrates a command of
standard American English and the organizational and delivery strategies
outlined in Listening and Speaking Standard 1.0.

• Concept : Using the speaking strategies of grades nine and ten outlined in
Listening and Speaking Standard 1.0, students:

Standard 2.3: Apply appropriate interviewing techniques: a. Prepare

and ask relevant questions. b. Make notes of responses. c. Use language
that conveys maturity, sensitivity, and respect. d. Respond correctly and
effectively to questions. e. Demonstrate knowledge of the subject or
organization. f. Compile and report responses. g. Evaluate the
effectiveness of the interview.

Standard 2.5: Deliver persuasive arguments (including evaluation and

analysis of problems and solutions and causes and effects):
a. Structure ideas and arguments in a coherent, logical fashion.
b. Use rhetorical devices to support assertions (e.g., by appeal to logic
through reasoning; by appeal to emotion or ethical belief; by use of
personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence,
including facts, expert opinions, quotations, expressions of commonly
accepted beliefs, and logical reasoning.
d. Anticipate and address the listener 뭩 concerns and counterarguments.

Objectives:

After students are somewhat used to standing in front of the class,

they will be given another activity. They will informally interview
their partners about school rules. Through discussion with their
partners, they will learn to form opinionated stance on issues such
as school rules and will be able to present them in an appropriate
extemporanesous speech format, having intro, body, and
conclusion.

Materials/Resources Needed: Attachments

1. School Rules Activity

DELIVERING THE LESSON: Instructional Strategies and Student Activities

Into Activity: I will ask questions about yesterday's activity: "How many of you
feel better about coming up here, now that you have done it
yesterday? In fact, how many of you remember what I said
yesterday about what we are going to do today?" Some will
remember and say, "We are going to talk about school rules." To
which I will say, "that's right, we will not only be talking about
school rules, but present them in front of the class, just like we did
yesterday. And by doing this, you will learn to form an opinionated
argument about an issue, in our case, "school rules."
Through Activity: Students will work in pairs. Students will then use the attached
form to discuss about school rules and fair consequences for
breaking them.
They will:
1. Find out how your classmate/teacher feels about one (or many) of
our school (or other people’s school) rules and why.
2. Then recite the information to the entire class in an appropriate
speech format (organized into intro, body, and conclusion).
3. Each student will have 3 minutes to inform the idea of a fellow
classmate to the class.
Task 1: Interview your partner about school rules.
What are some of the school rules you know? What are the
consequences for breaking those rules? Have you seen anyone get in
trouble due to breaking some of school rules? With your partner,
discuss what the consequences should be for breaking
the following classroom rules:
1. Arrive on time
2. No electronic devices.
3. No food or drinks.
4. No writing/carving on desks.
5. Obey all school rules.
For example, if someone text-messages or listen to iPod during class,
what should be the penalty? What if that person breaks the rule
twice? What if that person breaks the rule three times?

Task 2: Write an outline or a short note of your discussion.

Then put the discussion together in an intro, body, and conclusion format
using the following template:

• Introduction:
o Introduce yourself and your partner.
o Introduce your topic.
• Body:
o State your interview questions.
o Summarize or paraphrase the answers obtained by the
interview
• Conclusion:
o Briefly summarize what your speech was about.

o Offer your opinion/solution to this issue.

Beyond Activity: To further enhance their tomorrow's presentation, ask the students
to interview more people on the issue of what school rules are
 fair/not fair, and what types of consequences should follow in case
of violation.

Student Accommodations For slow learners, I will provide very specific clues as to what an
and Modifications:
intro, body, and conclusion should be like depeding on the content
of their discussions.

Progress Monitoring: I will walk around to ascertain that all students are following the
sheet as a guideline and that they know how to utilize them
appropriately. I will also make certain, than their speech outlines
follow the suggested format, having a definite intro, body, and
conclusion.

Homework: I will ask the students to practice their Speech#1 for tomorrow.

Attachment 1

The following are the classroom rules. With your group members, decide on the penalties for breaking
any one of these rules. For example, if someone text-messages or listen to iPod during class, what should
be the penalty? What if that person breaks the rule twice? What if that person breaks the rule three
times?

Classroom Rules

1. Arrive on time
2. No electronic devices.
3. No food or drinks.
4. No writing/carving on desks.
5. Obey all school rules.

Consequences of Breaking the Rule #1

_____________________________________________________________________________________
_______________________________________________________________________

Consequences of Breaking the Rule #2

_____________________________________________________________________________________
_______________________________________________________________________

Consequences of Breaking the Rule #3

_____________________________________________________________________________________
_______________________________________________________________________

Consequences of Breaking the Rule #4

_____________________________________________________________________________________
_______________________________________________________________________

What are some of the school rules you know?

What are the consequences for breaking those rules?
Have you seen anyone get in trouble due to breaking some of school rules?

_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________