Jennifer McMullian Maria Torres Heather Walmsley

 Introduction to the lesson plan  The importance of public speaking  Intro to activity (debate) with modeling  Debate  Lesson conclusion

 “Speaking well is essential to our social and professional success. Students must learn how to speak successfully for job interviews and communicate effectively in the workplace as well within their relationships” (Burke 222-3)  Can you think of any other opportunities where you might need to utilize your public speaking abilities? What about listening?

 Who is your audience?  What is the purpose of your presentation or speech?  What does your audience know about this subject already?  How can you best establish your credibility for this situation? (Burke )

 For our class, the audience will be your peers, specifically the students on the opposing side of the debate.  The purpose of your presentation will be to persuade the opposite side that your argument if the most valid.  As for prior knowledge, assume that everyone in the class has previously read The House on Mango Street.  To establish your credibility, discuss specific examples from the text to support your argument.

 1. Introduce yourself.  2. Pose your argument (I believe ____ because…)  3. Use specific examples from the text and/or your experiences to support your argument.  Make sure to be respectful of your peers by remaining quiet when others are speaking, listening carefully to what they have to say, and rebutting in a respectful manner.

4 points3points2 points1-0 points Score Issues addressed Each statement is unique and always address the topic Some repetition may be present. Statements always address the topic. At times statements presented do not address the topic. Statements are also repetitious Statements are very repetitious and are not addressing the topic Supporting facts Many facts from the book are used to support the argument Some facts are used to support the argument Few facts are used to support the argument No facts are used to support the argument or facts used are false/incorrect PersuasionThe statements presented are convincing and clear Some of the statements presented are clear and convincing Few or none of statements presented are clear and convincing ParticipationAll team members participated in both the organization of ideas and the presenting of arguments Most team members participated in the organization of ideas and the presenting of arguments It is apparent that some members did not participate in the organization of ideas and the presenting of arguments Only a few members seemed to participate in the organization of ideas and the presenting of arguments Total Score

 Checklist Rubric for ESOL students Students are not required to speak if they are at preproduction and speech emergence levels. Otherwise, students are required to do the following:  Maintain eye contact with audience  Speak loudly and clearly  Statement should pertain to the topic  Statement should be in the form of a complete sentence  Student uses appropriate body language Students should also participate in the organization of ideas simply by:  o Listening to others ideas  o (if possible) Contribute their own ideas

 Question: In the story, Esperanza is aware of a neighbor who is physically abused and yet Esperanza decides to do nothing. Explain why this decision had a positive/negative effect on the person she later became.

 Question: In the story, Esperanza shared a bicycle with two other girls on her street. Explain why this was a positive/negative experience in Esperanza’s life.  Remember:  1. Introduce yourself.  2. Present your argument  3. Support your argument with detail from the text and/or your life experiences as support.  Everyone must contribute, so speak up!

 In the real world, students will speak far more than they will ever write.  Speaking and listening skills are important for job interviews, presentations at work, or even better relationship communication.  Students will become more comfortable and confident in their speaking abilities, which will help them seem more at ease in public speaking situations.  For teachers, speech provides a paperless means of communicating information, thus decreasing the teacher’s paper load.  --Burke 223

 Class reflection  Thank you!  All information for this presentation has been taken from: Burke, Jim. The English Teacher's Companion. Third Edition. Portsmouth, NH: Heinemann, Print