Conveying important information concisely in public speaking and interviews
S.H.E./U.I. Design Guide
Curriculum Development for Diverse Learners
Table of Contents
Learner Audience / Primary Users
Instructional Strategies and Activities
Presentation / Modeling / Demonstration
Part 3: Attribution Statements
Part 1: Lesson Description
Lesson Title
Conveying important information concisely in public speaking and interviews
Abstract
This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.
Learner Audience / Primary Users
The intended learning audience and primary users for this lesson are students who are in their second cycle within secondary education. Though they are the intended audience, preparing and helping develop their public speaking skills for their continuing education and life after school, this lesson offers various options to accommodate and modify the lesson plan for additional audiences such as students within the first cycle of secondary education and primary integration.
Educational Use
- Curriculum / Instruction
Language
English and French
Material Type
- Images
- Student Guide
- Instructional Material
Keywords
- Style Her Empowered
- 21st Century Skills
- Communication Skills
- Authenticity
- Openness
- Public Speaking
- Paraphrase
- Summarization
- Interviewing Skills
- Interpersonal Skills
- Critical Thinking
Time Required for Lesson
A session of approximately 80 minutes. The time frame for this lesson is adjustable and flexible to accommodate students, classrooms, and teachers.
Targeted Skills
Key skills covered in this lesson include:
- Communication Skills
- Authenticity
- Openness
- Public Speaking
- Paraphrase
- Summarization
- Interviewing Skills
- Interpersonal Skills
Learning Objectives
By the end of this lesson, the learner should be able to:
- Students will be able to, precisely and accurately, orally summarize important information to their peers.
- Students will be able to clearly describe what is happening in the classroom and its significance to their peers.
- Students will be able to justify their responses with logical reasoning and evidence in an appropriate manner.
Prior Knowledge
Students should have a basic knowledge of key details and supportive details. This lesson serves as a recall of this information and builds upon this understanding.
Required Resources
- Various Pictures for Activation and Demonstration activity
- Fill-in-the-blank worksheet
- Pencils
- Whiteboard and markers (depending on available technology)
- Laptops (depending on available technology)
- Projector (depending on available technology)
Lesson Author & License
- Lesson Author: Seth Christianson
- License: Attribution-NonCommercial 4.0 International
Part 2: Lesson
Instructional Strategies and Activities
Warm-Up
Time: 5-7 minutes
Having several different pictures and images to choose from, students will pick one that they can relate to and feel comfortable sharing a story that is meaningful to them based on the picture. Once students have picked a picture and story, students will partner up with a classmate sitting next to them and share their stories with each other.
Low Tech: Teachers have the option of printing the pictures and have hard copies for students to look at and pass around.
Medium Tech: Teachers have the option of displaying the pictures with a projector in front of the classroom so students can see them.
High Tech: Teachers have the option of having an electronic copy that students have access to the pictures on devices (such as Google Drive, QR codes, etc.).
Togo children playing soccer
Market
Ewa Musicians
Lome Seamstresses
Introduction
Time: 5-7 minutes
Using what technology you have (chalkboard, whiteboard, projector, etc), ask your students what they think and feel about public speaking and authentic sharing; what their definitions are and what their purposes are/serve. Using their knowledge and the list that they created, teachers then can address and add to their definitions and lists to help them better understand what they are and how they are used.
Low Tech: Teachers have the option of using a chalkboard or whiteboard to display students thoughts and feelings.
Medium Tech: Teachers have the option of displaying this activity through a projector to display in front of the classroom.
High Tech: Teachers have the option of having students using devices such as a laptop, tablet or phone to collaborate on a collective display to show their own feelings while viewing others (Flipgrid, Google Doc/Slide).
Presentation / Modeling / Demonstration
Time: 15 minutes
The teacher will pick one of the images as well and provide a personal/meaningful story that they feel comfortable sharing with their class. Through their story, the teacher can enunciate and elaborate on different aspects and concepts that students can recall and retell (connections, feelings, details, etc.) while addressing elements from within the student created definitions and lists. After the teacher has shared their story, teachers can ask their students to identify elements within the teacher’s story that stood out for them; elements that they may or may not have shared within their own stories to add to their definitions and lists. From there, teachers can address any questions that students may have about public speaking.
Low Tech: Teachers have the option of displaying their information on a white/chalkboard.
Medium Tech: Teachers have the option of displaying their information through a projector.
High Tech: Teachers have the option of displaying their information through a collective display (Flipgrid, Google Doc/Slide).
Guided Practice
Time: 15 - 20 minutes
After having the class discussion about public speaking, the teacher will pass out a fill-in-the-blank worksheet that poses real-world questions and scenarios and has a guided whole-group conversation throughout the worksheet, utilizing their definitions and purposes to comprehend the questions and provide written responses. The form will contain several questions that could be asked of them today or in the future (from peers, family, community members, prospective employers, job interviews, etc.). Portions of the worksheet will provide space for the student so they can express their thoughts, feelings, and logic behind their answers. During this activity, the teacher can ask questions in a whole group setting or individually to reinforce why these skills are important and how they will help them now and in the future (concept attainment/informal assessment).
Low Tech: Teachers have the option of giving students a hard copy of the worksheet to work on.
Medium Tech: Teachers have the option of giving students an electronic copy of the worksheet to work on.
High Tech: Teachers have the option of having students use various technologies, like Flipgrid, to create responses to the questions on the worksheet.
Depending on which technologies are available, provided below are a Microsoft Word version of the worksheet. Also available is a link to an editable version of the same worksheet in Google Docs.
Assessment
Time: 10-15 minutes (varies on class size)
As an assessment, students are to pick a lesson that has been previously taught within the classroom that has made a significant impact on their learning. Teachers can provide a list of previously taught lessons to help students brainstorm and pick. Students will present this moment to their peers within the classroom. Students may use the worksheet to help organize their thoughts, feelings, and logic.
Low Tech: Teachers have the option of having students presenting their moment in front of the class.
Medium Tech: Teachers have the option of having students create a display or graphic to go alongside their presentation.
High Tech: Teachers have the option of having students create a video to show to the class (Flipgrid, Powerpoint, Google Slide).
Application
Time: 10-15 minutes (varies on class size)
To have the students apply this knowledge outside the classroom walls, mock situations can be established to help students bring this lesson into the real world such as mock interviews and/or community debates.
Low Tech: Teachers have the option of creating mock situations and interviews within the classroom setting. This can be done individually, small group, or whole group.
Medium Tech: Teachers have the option of displaying situations, such as videos, through the projector and have students respond to them. This can be done individually, small group, or whole group.
High Tech: Teachers have the option of having students create video responses to mock situations and interviews. This can be done individually, small group, or whole group.
Key Terms and Concepts
Authenticity: genuine
Concise: giving a lot of information clearly and in a few words; brief but comprehensive
Important/Key Details: a word or phrase that gives important information about an event like who, what, when, where, why
Paraphrase/Summarize: give a brief statement of the main points of (something)
Public Speaking: the art of effective oral communication with an audience
Part 3: Attribution Statements
Attribution Statements
“Ewa Musicians” by David Stanley is licensed under CC By 2.0
“Lome Seamstresses” by David Stanley is licensed under CC By 2.0
“Authentic Sharing Questions Worksheet” by Seth Christianson is licensed under CC By-NC 4.0
This content has been modified by faculty at the University of Idaho based off of an original Design Guide offered by Designers for Learning under a CC Attribution license.
Content in this course can be considered under this license unless otherwise noted. Page
