I Have A Dream Too

*This lesson is a multi step project involving the flip cameras. There are two lessons that will need to be taught. The first lesson is below. Once you read through the first lesson, you will come across a second lesson. The second lesson teaches students how to properly give speeches. The importance of the flip camera will come into play when the students can watch their video and critique their speech giving skills to learn for next time.

OUTCOMES/OBJECTIVES AND STANDARDS


Objectives/Learning Outcomes:
Students will be able to identify key aspects of a persuasive/motivational speech.

Students will be able to demonstrate an understanding of a persuasive speech by creating their own using the key aspects of a persuasive speech.


Standards:

PA- Pennsylvania Academic Standards
• Subject : Reading, Writing, Speaking and Listening
• Area 1.4: Types of Writing
• Grade 1.4.8: Grade 8

Standard C.: Write persuasive pieces.
• Include a clearly stated position or opinion.
• Include convincing, elaborated and properly cited evidence.
• Develop reader interest.
• Anticipate and counter reader concerns and arguments.
• Area 1.6: Speaking and Listening
• Grade 1.6.8: Grade 8

Standard C.: Speak using skills appropriate to formal speech situations.
• Use complete sentences.
• Pronounce words correctly.
• Adjust volume to purpose and audience.
• Adjust pace to convey meaning.
• Add stress (emphasis) and inflection to enhance meaning.

Standard F.: Use media for learning purposes.
• Describe how the media provides information that is sometimes accurate, sometimes biased based on a point of view or by the opinion or beliefs of the presenter.
• Analyze the role of advertising in the media.
• Create a multimedia (e.g., film, music, computer-graphic) presentation for display or transmission.


ASSESSMENT OF STUDENT LEARNING


Assessment Activities/Rubric:
There will be a rubric given to the students outlining the specifics of what is expected to be in their speech.

Students will be formally assessed on the persuasiveness of the speech (in writing), as well as the grammatical aspects of the speech.

The student’s final product (the flip camera on keynote) will be formally assessed through utilization of the grading rubric when the student presents the dream speech to the class.


MATERIALS AND TECHNOLOGY


Student Materials:
Packet

Pencil

Paper

Computers- 1 per student (can be altered)

Flip Cameras - 1 per every 3 students (can be altered)


Teacher Materials:
projector - computer (show videos)


Use of Technology (where appropriate):
Materials and resources:
Laptop Computers
Flip Cameras
You Tube
http://www.youtube.com/watch?v=Y4AItMg70kg&feature=related

http://www.youtube.com/watch?v=DTTrrJWRG5c(:41 - 2:16)
The number of computers required is 1 per 3 students.
Students Familiarity with Software Tool:

LESSON SEQUENCE AND PROCEDURES


Introduction (Hook):
Remember when we did our chain of thankfulness right before the holiday break? Each of you expressed really great aspects of your life or the world around you that you were thankful for. Now this time, I want you to begin thinking about an aspect of life or the world around you that you would like to see change, improve, or get better. Think about dreams that you have for your life. Are you getting some ideas in your head? Get the wheels spinning!

Can someone tell me why we won't be having school on Monday January 18th? (can be altered depending on year)

(Student Response - Martin Luther King Jr. Day)

Who was MLK Jr.? What contributions did he give to the world and the United States?

What was his major speech that left a lasting impact on society?

Do you think that anyone is able to give a motivational speech that would inspire people to change? Do you think 6th graders could do it too! I do!

For the next 2 days or so we are going to be taking a closer look at Martin Luther King Jr's "I Have A Dream" speech then you will have the opportunity to write your very own "I Have A Dream Too" speech.


Sequence of Instruction:
Step 1 (3 minutes) Before we even take a look at the rubric for the speech you are going to write, we are going to look at MLK Jr's speech.

While listening to this speech, I want you to think about what it was that MLK Jr. wanted to tell his audience was his major dream? What did he want to move the audience to dream about too?

Watch video

http://www.youtube.com/watch?v=Y4AItMg70kg&feature=related

Step2 (5 minutes) After watching the video, ask "What were the dreams of MLK Jr.?"

What did he want the audience to dream too?

What did you notice about his speech that made you want to listen to him?

(Hint: the way he talked with power, the way he used repetition, the way he used words that made sense)

Step 3 (5 minute) Like we discussed earlier, you will be writing your own motivational speeches.

Let's take a look at other students who have written "I Have A Dream" speeches like MLK Jr.

http://www.youtube.com/watch?v=DTTrrJWRG5c (:41 - 2:16)

Step 4 (2 minutes) Have students distribute the speech writing packet.

Read the first paragraph to the students:

Each of you has dreams for your life and the world around you. After listening to Martin Luther King Jr.’s “I Have A Dream” speech, you will be deciding on a dream that you would like to motivate others to have or believe in. Think of a dream that touches your hear, mind, or soul. After brainstorming ideas, you will have a teacher approve your speech topic then begin writing your “I Have A Dream Too” speech. The final copy of your speech will be typed. Once your speech is completed and you have shown your speech to a teacher, you will be broken into groups of three students. In these groups, you will be videotaping your speech using the Flip Cameras. Use Martin Luther King Jr.’s speech as an example for how to motivate others. While videotaping, be creative with the way you present your speech. For example, you may choose to have cheering in the background, stand behind a podium, or hold a “microphone”. Remember to present your speech the way MLK Jr. would have. You will want to use a voice projection, eye contact, good posture, articulation, and proper hand gestures when appropriate.

Step 5 (2 minutes) Let's turn to the second page and read through the rubric.

Have students read aloud to the class the rubric and the expectations.

Step 6 (2 minutes) Let's turn to the third page and read the checklist for your essay.

Have students read aloud the checklist to class.

Step 7 (2 minutes) Before we begin the brainstorming process, are there any questions?

Step 8 (7 minutes) Turn back to the first page with the pre-writing activity.

Read aloud the directions for pre-writing to the class.

With your group, brainstorm dreams that you have. Be creative with your dreams. They could be a fantasy or realistic. The dreams can be for yourself, your family, your friends, your class, your school, your town, your state, your nation, or your world. The sky is the limit when it comes to the dreams you may have!

Go ahead and begin brainstorming with your group.

Step 9 The students will write the brainstorm sheet then get approval from the teacher for the topic.

Step 10 The students will write the speech. When finished, they will be placed in groups to begin videotaping the lesson together.

Step 11 After the students videotape their speeches, they will use computers to put their flip camera taping onto keynote. *They will not be making a keynote presentation. They will only be placing the video in the keynote program.

Step 12 The students will present their dreams to the class at the Dream Fest once all students have completed their keynote.


Closure/Wrap Up:
Thank you for sharing your dreams with us! I truly hope that all of your dreams come true.


Differentiated Instruction:
For visual learners over audio learners, there will be a copy of the "student version" of the MLK Jr. speech for those students to reference.

For audio learners, the students will listen to the speech on the computer.

For kinesthetic learners, the students will be actively engaging in videotaping the speech with motions, etc.

For students having difficulties coming up with a dream topic, there will be an example of students' dream speeches presented to the class through the Internet.

Students can create fantasy or realistic dreams so that each student will have the opportunity for success.


Possible Follow-Up Activity:
The students will discuss which speeches really motivated them.

We could also discuss dreams we have for this class.

The teachers can share dreams that they have for the class as well.



*This is the second lesson that needs to be taught before the students record their videos.



OUTCOMES/OBJECTIVES AND STANDARDS

Objectives/Learning Outcomes:
Students will demonstrate an even rate of speech.


Students will demonstrate appropriate voice fluctuation during the speech.

Students will demonstrate appropriate eye contact during speech.

Students will demonstrate appropriate hand gestures/body movement during speech.


Standards:

PA- Pennsylvania Academic Standards
• Subject : Reading, Writing, Speaking and Listening
• Area 1.6: Speaking and Listening
• Grade 1.6.8: Grade 8

Standard C.: Speak using skills appropriate to formal speech situations.
• Use complete sentences.
• Pronounce words correctly.
• Adjust volume to purpose and audience.
• Adjust pace to convey meaning.
• Add stress (emphasis) and inflection to enhance meaning.



ASSESSMENT OF STUDENT LEARNING

Assessment Activities/Rubric:
When the students are presenting their flip camera presentations to the class through keynote, the students will receive points for their ability to present their speech. I will be grading the speech content and writing based on the individual writing on paper. I will be assessing their ability to give the speech through watching the keynote presentations. I will have a checklist-grading rubric that indicates the following areas: voice fluctuation, eye contact, hand gestures, and rate of speech. I will be giving the students check marks for students who demonstrate this ability. The speech qualities grading will not be included in their grades because this is the student’s first opportunity to attempt to give effective speeches, but I will share with the student’s areas of strength and areas where they could improve. This will be done through the checklist.


MATERIALS AND TECHNOLOGY

Student Materials:
For the lesson, the students won't need any materials.

For the assignment, the students will need flip cameras, computers, and their grading rubrics.


Teacher Materials:
Computer/Projector


Use of Technology (where appropriate):
Materials and resources:
You Tube
The number of computers required is 1.

LESSON SEQUENCE AND PROCEDURES

Introduction (Hook):
Tell the class that they have been working very hard on their speeches. Now that they are about to start taping themselves with flip cameras, it is important to review the components that make the speech an effective speech in terms of how they present it.

Tell them that I want to provide plenty of time for them to work so it is expected that they cooperate during this part of the lesson so that they know what is expected of them while they are taping.


Sequence of Instruction:
I found some interesting speech tips on You Tube that I want to share with you.

What is one of the key components that help to make an effective speech?

*When the students choose the following tips, I will click on that link and let the students listen/view the clip. After the clip, I will discuss that element with the students.

Body Language/Hand Gestures

http://www.youtube.com/watch?v=wmjGz4PS6sI
r>EyeContact

http://www.youtube.com/watch?v=x-4AwcgJkrQ&feature=related

Rateof Speech

http://www.youtube.com/watch?v=bj9e8w4vNxo&feature=related

VoiceVolume

http://www.youtube.com/watch?v=HNlNNvcw5UI

Duringthe discussion, I will address the following:

Body Language/Hand Gestures - Don't make your hand gestures too much, but use enough that you seem like you care about the topic.

Eye Contact - It is expected that you use appropriate eye contact. SInce you are taping on flip cameras, you will be making your eye contact with the camera. Pretend that you are standing in front of an audience.

Rate of Speech - This includes the pausing that we talked about the other day. Don't have pauses that are too long, but allow for pauses after statements that you want the audience to think about.

Voice Volume - Since you are taping on the flip cameras, check out the volume on the flip camera.

Since some of you are at different points in your speeches, I want you to come to me when you are done writing your speech, have it edited, and have printed out two copies. One copy should have the rubric attached to it and placed in the writing bin. The second copy should be used for you to use while tape recording. After you check in with me, I will assign you to a group to record on the flip cameras.

What are some rules we should follow when working in the hallway using the flip cameras?

*Hint - work apart from each other's groups and act appropriately


Closure/Wrap Up:
Once you have recorded on the flip cameras, you will need to add you video of your speech to keynote. On your keynote, you will have one page with the title of your speech and your name and your second page will be your speech. *There will be a sample keynote that I will show on the projector.

Are there any questions?

Tell them that they can keep working.


Independent Practice (where appropriate):
The students can work on writing their speeches independently.


Differentiated Instruction:
I will be dividing the students into groups of 3. I will be dividing the students into groups of students who would work well together and that would encourage each other to demonstrate the objectives to the best of their ability. For example, I will assign one outgoing student with one shy student with one student who has demonstrated an ability to give good speeches into one group. I will also divided the students up according to the rate at which they are ready to record.

During the lesson, I will ask questions of the class to determine which elements certain students are understanding and which concepts they are not understanding. This will allow for me to gauge, which students need more help while taping.

While the students are recording, I will be walking around and listening to their speeches. If I notice areas where students are not meeting the checklist qualifications for an effective speech, I will help that individual student by giving them tips to help them succeed.


Possible Follow-Up Activity:
I could have the students give each other constructive feedback to make their speeches better.

“I Have A Dream Too” Speech Checklist

Title:
- Does the title help identify the speech’s subject? __________

Introduction:
- Does the topic sentence grab your attention and
use the phrasing “I Have A Dream”? __________

- Is the dream clearly introduced? __________

- Can you identify the writer’s opinion? __________


Body:
- Are there at least 3 main points to support __________
the dream?

- Are there at least 2 well-developed sentences
per main point? __________

- Are transition words used to connect one main __________
point to the next?

Conclusion:
- Is the statement “I Have A Dream” restated? __________

- Does the conclusion leave the reader with a
positive final thought for why this dream should
come true? __________



Does the speech motivate the audience to have this dream? _____