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Unit Plan

Effective Speaking Skills Language, Science & Art Integrated

Grade 2

By: Mark Minuk

Index

Unit OverviewBig Ideas, Know/Do, Learning Goals, Success Criteria, Key Questions, Lesson Sequence 1

Lesson 1: Why We Communicate 8

Lesson 2 & 3: Non-Verbal Communication 12

Lesson 4 & 5: Parts of the Voice 19

Lesson 6: Co-Creating Our Success Criteria 27

Lesson 7: Using Descriptive Language 30

Lesson 8: Speaking to Groups Large and Small 32

Lesson 9: Self-Assessing Our Insect Speeches 34

Lesson 10: Peer-Review, Practice, Consolidation 38

Integrated Unit PlanMark MinukEDUC 4362H - Anne SidnellBlock C - Elyse Healey

Unit Effective Speaking Skills

Grade 2

Curriculum Area Language (Oral Communication)

Integrated Curriculum Science (Growth and Changes in Animals)Arts (Music, Drama) Health (Self-regulation)Social Studies (Changing Family and Community Traditions)

Big Ideas

Language - Oral Communication:

There are many parts of our voice, including tone, pace, pitch and volume.

Speaking allows us to share information and ideas, solve problems, describe experiences, and express our feelings.

People communicate meaning with their words, but also by changing their voice, gestures, and expression.

Science - Animals

Animals have distinct characteristics.

Health - Zones of Regulation

Social Studies - Heritage and Identity

Know Do Comes from Curriculum Expectation

Why people communicate Speak for a variety of purposes 2.1

The rules of courteous speaking Share with others by making connections, taking turns, and using appropriate tone and volume

2.2

Ways to organize ideas so that your listeners will understand (e.g., sequentially for storytelling, by content for describing, logically for persuading).

Present ideas in a clear sequence

2.3

How to add describing words to engage audience and communicate meaning.

Add words to describe what you are talking about and interest your audience.

2.4

Key Concepts: The parts of our voice: tone, pace, pitch, and volume.

Adjust your voice to suit the purpose for your speaking. 2.5

How to speak without words (i.e., use non-verbal communication to convey meaning).

Act out a scenario using facial expression and gestures to communicate meaning.

2.6

A few key strategies that help me to be a great speaker.

Create a checklist of speaking strategies, and use it to self-assess a recording of my speaking.

3.1

Learning Goals (LG) and Success Criteria (SC)

Lesson: Why people communicate 2.1

LG: We are learning about why people speak.

SC: I can set a goal for my speaking.

Lesson: Speaking to groups big and small 2.2

LG: We are learning about effective communication in different settings (indoors, outdoors, small and large groups).

SC: I can present my insect speech to an audience.

Lesson: Organizing our ideas 2.3

LG: We are learning to organize the ideas we are communicating.

SC: I can present my ideas in a clear sequence.

Lesson: Using descriptive language 2.4

LG: We are learning to use descriptive language about our chosen insect to interest and engage our audience.

SC: I can describe my insect with lots of interesting details.

Lesson: Parts of the voice 2.5

LG: We are learning about the parts of our voice.

SC: I can change the pitch of my voice while speaking and singing.

Lesson: Non-verbal communication 2.6

LG: We are learning about non-verbal communication.

SC: I can use facial expressions and gestures to show my meaning.

Lesson: Public speaking strategies 3.1

LG: We are learning how to self-assess our speeches.

SC: I can use the list of criteria that I developed to watch a video of myself, as assess my strengths and set goals for the future.

Learning Goals (LG) and Success Criteria (SC)

Key Questions

• How is what we do helping us become an effective speaker?

• Why does a person change the volume of their voice?

• How do people adjust their voice, and how does it help communicate their meaning?

• Why do people communicate?

• How can animals communicate?

• What are some things to do to be a good conversation partner?

• What things help you be a great public speaker?

Lesson Sequence & Outline

Lesson 1 Why we communicate 2.1

Overview Through group discussion, and brief whole class participation, students will learn about the functions communication serves (e.g., expression, entertainment, informing).

Instructional Strategies Group discussion, Interviews, Mini-speeches

Assessment Strategies Student presentation, Observation

Resources SmartBoard

Lesson 2 Non-verbal communication 2.6 - (Science integrated)

Overview Introduction to non-verbal communication by looking at how animals communicate (sounds, smell, touch, expressions). Students will learn about gestures (descriptive, expressive, and supportive), and practice using them to convey meaning while putting on skits, improvising, and performing.

Instructional Strategies Oral presentation, Rehearsal, Improvisation

Assessment Strategies Choral response, Sentence prompts

Resources Video, Familiar nursery rhymes, emotion cards

Lesson 3 Non-verbal communication 2.6 - (continued)

Overview This lesson emphasizes giving commands, whereas the previous one emphasized communicating and reading emotion. Students will respond to Mr. Bean video, play “commands charades”, and practice in pairs.

Instructional Strategies Oral presentation, Rehearsal, Improvisation

Assessment Strategies Charades, Sentence prompts

Resources Video, commands charades

Lesson 4 Parts of the voice - Pitch & Volume 2.5 - (Music integrated)

Overview Teacher will model high and low pitch by playing the part of the 3 bears in Goldilocks. A guitar demonstration will help students understand what happens to vocal chords during high and low pitches. There will be a song for guided practice. Students will do a reader’s theatre activity as independent practice.

Instructional Strategies Modeling high & low pitch. Echo song. Reader’s theatre.

Assessment Strategies Formative: Student responses during echo-song.Summative: Reader’s theatre presentations.

Resources Guitar, Goldilocks and the 3 Bears, Song sheet, Reader’s theatre scripts.

Lesson 5 Parts of the voice - Tone & Pace 2.5 - (Drama integrated)

Overview Students will practice the parts of their voice at center activities. Center 1: Volume: Students practice regulating voice behind cardboard divider, while others use rubric and give feedback.Center 2: Tone: Students practice speaking the same sentence as a question, declaration, exclamation, and command. Others guess which tone they used.Center 3: Pace: Students will record themselves and self-assess with rubric.Center 4: Eye Contact: Students speak and others tally eye contact.Center 5: Gestures: Charades activity

Instructional Strategies Record and listen to self. Small group work.

Assessment Strategies Formative: Use of class rubric for observationSelf-Assessment:

Listening to recording of your speaking & using rubricPeer feedback from group members about volume, etc.

Resources Recorder, Cardboard divider, Charades cards

Lesson 6 Co-creating a rubric 2.2 - (Science integrated)

Overview In this lesson, the teacher will model one ineffective, and one effective speech—on earthworms and ladybugs. Students and teacher will co-create an effective speaking rubric by assessing each speech. Afterwards, students will use previously gotten science research (on insects) to create a speech using a template.

Instructional Strategies Group discussion, modelling speeches, structured worksheet

Assessment Strategies Formative: Feedback: Are students finding flaws and strengths in each modelled speech? Exit Card: List 3 traits of an effective speaker.

Resources Smartboard

Lesson 7 Using descriptive language 2.4 - (Science integrated)

Overview Students will view pictures of their chosen insect to add descriptions to their speeches. Guided practice at carpet beforehand.

Instructional Strategies Modelling, Demonstration,

Assessment Strategies Self-assessment (checklist)

Resources Pictures of beetles, mosquitos, bees, termites and spiders

Lesson 8 Filming in front of groups large and small 2.2

Overview In this class, students will present their insect speeches, while being filmed on an ipad. This will later be used as a part of self-assessment.

Instructional Strategies Oral presentation

Assessment Strategies

Resources ipads (just one), student’s insect speeches

Lesson 9 Self-assessing our insect speeches 3.2

Overview Students have now been filmed making their speech. It’s time for them to use iPads to view their speech independently, and self-assess their work based on the class-created effective speaking rubric. Students will use the checklist, with comments, and then set a goal for next time, and identify their strengths as public speakers.

Instructional Strategies Reflection, Observation (of themselves on video)

Assessment Strategies Viewing self on iPad, and using success criteria to self-assess

Resources class set of iPads, Seesaw

Lesson 10 Peer feedback and rehearsal 3.2

Overview Students will pair with a buddy to practice/rehearse their speech in light of the goals they set last class. Each student will get feedback (using class success criteria) from their partner, as well as given feedback.

Instructional Strategies Rehearsal, Collaborative teaching

Assessment Strategies Formative: Feedback formDirect observation: (1) Are pairs practicing in front of each other? Are they using language of success criteria?Self-assessment: Circle talk: How did peer feedback help you to improve?

Resources Feedback form

Lesson 11 & 12 Re-filming, and Re-assessing ourselves 3.1/3.2

Overview These lessons follow the format of lessons 8 and 9. We are filming again, and self-assessing again—looking for improvements, and next steps, in light of the success criteria we’ve used throughout the unit.

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LessonPlan1

Topic:WhywecommunicateCourse:Language–OralCommunication Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:2016

Rationale-CurricularObjectives:

OverallExpectation(s)addressed:2.“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes”(Languagecurriculum,50).

SpecificExpectation(s)addressed:2.1“identifyavarietyofpurposesforspeaking”(Languagecurriculum,51).

LearningGoal(s: SuccessCriteria:Wearelearningaboutwhypeoplespeak.

Icansetagoalformyspeaking.

EssentialQuestionsforLesson:1.Whydopeoplecommunicate?2.Howcancommunicationimproveourlives?

Time Activities/PlanningMinds-On

2mins

AccessBackgroundKN:Askstudentswhattheythinkofwhentheyheartheword“communication”.Explaintheterm.

Action

10mins10mins

Keyideas:CommunicationàSharingthoughts,ideas,feelings,orinformationGuidedinstruction:Think-pair-share:“Howcancommunicationimproveourlives?”E.g.,1.Makesusfeelbetter(e.g.,jokes,givingcomfort,stories,tv,etc)2.Letsusworktogether(plan,teamwork,etc)3.Helpsusplan(forvacations,schoolwork,recess,etc)4.Sharenewinformation(lessons,games,etc)5.Talkaboutideas(gamestoplay,bookstoread,scientificideas,etc)6.Tolearn(documentaries,schoollessons,etc)FormativeAssessment:Observationofstudentresponsestogaugewhethertheyaregettingthepurposesofspeaking,nervousaboutpublicspeaking.Useunitrubricfordiagnostic.IndependentorPairsexploration+GroupShare:

915mins

• PostalistoftopicsontheSmartBoardo Interestingthingsthatyouknowaboutanimals.o Buildingabird’snesto Yourfavoriteanimalo Coolanimaladaptationso Yourideasaboutcaterpillars

• Havepairsseparateanddiscussthetopic.• Returntoagroup,andhavepairspresentwhattheytalkedabout.• Theideaisforstudentstoexperiencepublicspeakinganddodiagnosticassessment.Assessmentforlearning:Notesfromobservation.----AlternativesIndependentwork:Reflectionpage• Postthewords,“Talkinghelpedmeto…”andtellstudentstheyaregoingtowriteordrawanexampleofatimewhentalkinghelpedthemtodosomething.

• Encouragestudentstofinishthesentence,andfillthepaperwithasmuchdetailastheycanremember.

• Havestudentsformacircle,andshare.

Wrap-up

5mins

Askstudents2questions:What?(asin,Whatdidyoulearntoday?)Whatnow?(asin,Whatareyougoingtodowithit?)

AccountingforLearnerDiversity:Instructionalaccommodations:Rephrase/repeatinformationandinstructionsforKandH.Instructionalsowrittenontopofanypage,andtheSmartboard.Tmayworkwithapeerwhohasgoodself-regulationtostayfocused.Activitiesarestructuredintosmallsteps,tohelpKandHmaintainfocuswhenneeded.Environmentalaccommodations:Duringindependentwork,Tcanchooseaquietcornerbythesciencestation,orthecomputers—awayfromdistractions.Possibilityofhall-desktominimizebackgroundnoise.Assessmentaccommodations:Studentsareabletoshowtheirlearningthroughwrittenwork,oralfeedback,orduringpresentations.

MaterialsNeeded:SmartBoardfilewithlistofpresentationquestions.Chartpaper,marker

Post-LessonReflections

10Whatworked?Whatdidn't,andwhy?Whattochangefornexttime?

Mini-Speeches A mini-speech is a short talk that you give to your audience. Your instructions: 1. Choose a topic that interests you. (Use examples on the SmartBoard) 2. Decide on what you want to say to your audience about your topic. 3. Present your ideas to the rest of the class.

The reason for your speech: _______________________________________ Your Speech Notes: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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Name: _________________________

Instructions: Write or draw about a time when communication helped you.

Communicating has helped me to…

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LessonPlan2

Topic:Non-verbalcommunicationCourse:Language–OralComm Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:2016


OverallExpectation(s)addressed:Language:OralComm.2.“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes”(Languagecurriculum,50).Science:Animals:3“demonstrateanunderstandingthatanimals…havedistinctcharacteristics”(Sciencecurriculum,58).

SpecificExpectation(s)addressed:Language:OralComm.2.6“identifysomenon-verbalcues,includingfacialexpression,gestures,andeyecontact,andusetheminoralcommunications,appropriatelyandwithsensitivitytoculturaldifferences,tohelpconveymeaning”(Languagecurriculum,51).Science:Animals:3.1“identifyanddescribemajorphysicalcharacteristicsofdifferenttypesofanimals”(Sciencecurriculum,60)

LearningGoal(s: SuccessCriteria:Wearelearningaboutnon-verbalcommunication.Wearelearninghowdifferentanimalscommunicate.

Icanusefacialexpressionsandgesturestoshowmymeaning.Icanmakeconnectionbetweenhowanimalscommunicate,andhowhumansdo.

EssentialQuestionsforLesson:1.Whatcanyoudotocommunicateyourideaswithoutwords?2.Howdoanimalscommunicate?


5mins

Reviewpreviouslesson’slearninggoal.“Wecommunicateto…inform,share,entertain,persuade”Hook:Openquestioning:Doyoucommunicatewithyourpets?Doyourpetscommunicatewithyou?Idea:Somecommunicationisnon-verbal!AccessBackgroundKNaboutnon-verbalcommunication.

ActionWhodoes

Keyterms:

13whatwhen?

5mins5mins5mins5mins15mins

• Non-verbalcommunication:Sharingwhatyoumeanwithoutwordsortalking.• Gesture:Movingsomepartofthebodyinameaningfulway(e.g.,topaintapicture,suggestemotion,addemphasis,makesuggestion).

DirectInstruction:• Idea:Animalscommunicate(withsounds,smell,touchandexpressions)

o E.g.,lionroar,skunkspray,wolvestomarkterritory,catslick• UseSmartboardforpicturesofanimalcommunication.• Havestudentsidentifywhatisbeingexpressedinthepicture.• Idea:Wecancommunicatenonverballytoo.• Gesturesàtomoveourbodyinawaythatismeaningfultoothers• Modelexamples:(feelings,locations,movements,size,andnumbers)Video:BillNye–animalcommunication–4:33–7:00URL:http://www.dailymotion.com/video/x3jyuqiGuidedpractice:Activity:• Passaroundcardswithanemotionwrittenonthem.Sitstudentsinacircle,andhavethenusegesturestoexpressanemotion.Aftertime,involveotherstudentstoguesstheemotion.

FormativeAssessment:• Askstudentsto“say”thefollowingthingswithoutwords:• No,Okay,Hello,Goodbye,It’soverthere,You,Me,Giveitalltome…Iwantit,Takethis,Comehere,Idon’tknow,Iwon,Youdidagreatjob,

• Observewhetherstudentsareconveyingmeaningwithgestures.Independentexploration:Researchananimal’scommunication&presentit• Studentswillbesplitintogroupsbyselectingananimaltoresearch.(Iwillhavetargetedresearchpagesforeachanimal,becauseresearchingisnotthefocusofthelesson—oralcommunicationis.Severaloptionswillbegiven(e.g.,dogs,cats,dolphins,tigers,monkeys,birds)

• Studentswillhavetofindwaysthattheanimalcommunicates.• Studentswillpresentbycommunicatingnon-verballyastheanimalthattheychosewould.Therestoftheclassisresponsible,afterthepresentation,forguessingwhichanimalitwas.

----Alternativepossibilities:Independentpractice:• Inpairs,havestudentstaketurnsrecitingfamiliarrhymesorfamiliarsongsusingasmanygesturesastheycan.Modelthisifnecessary.

FacialExpressionsgame:LionsandLemons• Themovementsofyoureyes,mouth,andfacemuscleshelpshowwhatyou

14aresaying.WhenIsay“lion”,theclassisinstructedtostretchtheirfacialmusclesasfarastheycan(e.g.,likeasilentlionroar).WhenIsay“lemon”theclasswilltighten(squishtogether)theirfacialmusclesasfarastheycan.Modelthisfortheclass.

----Extraguidedpractice(ifneeded):Modelgesturesforthispassage:“Isawthreereallybiggiantsrunningwayoverthereinacrazyzigzagpatternjustbeforetheyjumpedintoabigsquarehole.”(Boldwordsshouldbeaccompaniedbygestures.)

Wrap-up

5mins • Think-pair-share:“Whatdidyoulearntoday”.• Reviewlearninggoal.

AccountingforLearnerDiversity:InstructionalAccomodations:-variousvisualaids,timerforquick-Modelingofgestures/facialexpressionasneeded.EnviromentalAccommodation:-separateworksheetforquietindependent,ifneeded-AandHandBmayworkwithapeer-SmartBoardtimerfortransitionawareness-Extrapreptimeforpresentations,ifneededAssessmentAccomodations:-studentchoiceaboutrhymes/songstouseduringpresentation

MaterialsNeeded:Nurseryrhymes:3BlindMice,ItsyBitsySpider,Etcetera.Examples:URL:http://bussongs.com/nursery-rhyme-songs.php?all=1Chartpaper,markerCardswithemotionwordswrittenonthem.SmartNotebookfilewithpicturesofexpressions

Post-LessonReflectionsWhatworked?Whatdidn't,andwhy?Whattochangefornexttime?

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Itsy-Bitsy Spider The itsy-bitsy spider Climbed up the water spout Down came the rain And washed the spider out Out came the sun And dried up all the rain And the itsy-bitsy spider Climbed up the spout again Twinkle, Twinkle, Little Star Twinkle, twinkle, little star How I wonder what you are! Up above the world so high Like a diamond in the sky Twinkle, twinkle, little star How I wonder what you are 3 Blind Mice Three blind mice, Three blind mice,. See how they run! See how they run! They all ran after the farmer's wife, Who cut off their tails, With a carving knife.

Did you ever see such a thing in your life, As three blind mice. Jack and Jill Jack and Jill went up the hill, To fetch a pail of water. Jack fell down and broke his crown, And Jill came tumbling after. Up Jack got and home he ran, As fast as he could caper. There his mother bound his head, With vinegar and brown paper. I’m a little teapot I'm a little teapot Short and stout Here is my handle Here is my spout. When I get all steamed up Hear me shout "Tip me over and pour me out!'.

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LessonPlan3

Topic:Non-verbalcommunicationCourse:Language–OralComm Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:Nov112016


OverallExpectation(s)addressed:Language:OralComm.2.“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes”(Languagecurriculum,50).

SpecificExpectation(s)addressed:Language:OralComm.2.6“identifysomenon-verbalcues,includingfacialexpression,gestures,andeyecontact,andusetheminoralcommunications,appropriatelyandwithsensitivitytoculturaldifferences,tohelpconveymeaning”(Languagecurriculum,51).

LearningGoal(s: SuccessCriteria:Wearelearningaboutnon-verbalcommunication.

Icanusefacialexpressionsandgesturestoshowmymeaning.

EssentialQuestionsforLesson:1.Whatcanyoushareyourmeaningwithoutwords?2.Whatareyoudoingwithyourbodyandfacetocommunicatemeaning?


5mins

Review:Discussionquestion:Howcanwecommunicatenonverbally?UsevisualaidonSmartboard,(pictureofapersoncommunicatingnon-verbally,witharrowspointingto—facialexpression,gestures,eyecontact.Labeldiagram.

Action

10mins10mins

DirectInstruction:Video+discussingobservations:• Studentswillwatch,recordobservation,anddiscussthequestions:• Whatexamplesofnon-verbalcommunicationdidyoufind?Commands?Howweretheymade?

• VideoisofMr.Beanordering/eatingatarestaurant,givingcommandsetceteranon-verbally.

• URL:https://www.youtube.com/watch?v=a9288qRQ15E&list=PLp2cgAmoYgWVjeLOXkfUdS7e1Y78ycg33

• Studentswillusewhite-board,ifneeded.Guidedpractice:Activity:Commandscharades

1710mins

• Passaroundcardswithaphrasewrittenonthem.Sitstudentsinacircle,andhavethenusegesturestoexpressthephrase.(E.g.,‘hello’,‘Idon’tknow’,‘comehere’,etcetera).

Formativeassessment:Directionobservation.Successcriteria:Studentsareconveyingmeaningwithgesturesandfacialexpression.Independentexploration:Inpairs,havestudentsinventtheirownphrase,orcommand.Havethempracticeonapartnertoconveytheirmeaning.

Wrap-up

5mins

• Think-pair-share:“Whatdidyoulearntoday”.• Reviewlearninggoal.

AccountingforLearnerDiversity:InstructionalAccommodations:-InstructionsduringindependentworkleftonSmartboardtohelpHandK-visualaiddiagramfordiscussion-WholegroupdemonstrationforextrapracticeEnvironmentalAccommodations:-separateworksheetforquietindependent,ifneeded-AandHandBmayworkwithapeer-Smartboardtimerfortransitionawareness-Extrapreptimeforpresentations,ifneededAssessmentAccommodations:-Individualandpairedcharades

MaterialsNeeded:Listofcommandsforstudentstocommunicatenonverballyforcharades(attachedtolesson)


18

No thanks

Okay

Hello

Goodbye

Over there!

You

Me

Give it all to me…

Here, take this…

Come here!

I don’t know

I won

You did a great job!

No thanks

Okay

Hello

Goodbye

Over there!

You

Me

Give it all to me…

Here, take this…

Come here!

I don’t know

I won

You did a great job!

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LessonPlan4

Topic:Partsofthevoice(emphasisontoneandpitch)Course:Language–OralCommunication+(Arts-Musicintegrated) Grade2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:2016


OverallExpectation(s)addressed:Language2.“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes;”(LanguageCurriculum,50)MusicC1.“applythecreativeprocesstocreateandperformmusicforavarietyofpurposes,usingtheelementsandtechniquesofmusic”(ArtsCurriculum,80)

SpecificExpectation(s)addressed:Language2.5“identifysomevocaleffects,includingtone,pace,pitch,andvolume,andusethemappropriately,andwithsensitivitytowardsculturaldifferences,tohelpcommunicatetheirmeaning”(LanguageCurriculum,51)MusicC1.4“usethetoolsandtechniquesofmusicianshipinmusicalperformances(e.g.,...matchpitcheswithinanaccessiblevocalrange)”(ArtsCurriculum,81)

LearningGoal(s: SuccessCriteria:Wearelearningaboutthepartsofourvoice.

Icanchangethepitchofmyvoicewhilespeakingandsinging.

EssentialQuestionsforLesson:1.InwhatwayscanIchangemyvoice?2.WhenmightIwanttochangemyvoice?


2mins

• Askstudentswhohasheardthestory“GoldilocksandtheThreeBears”.• Tellstudentsthatyou’regoingtobrieflytellthestory,butaskstudentstowatchwhathappenstoyourvoicewhenyoudo.

• Sharelearninggoalfortheday.

Action

Backgroundinfoforteacher:o Asyoubreathe,yourvocalchordscanvibratetoproducesound.(Justlikethe

stringsofaguitarvibrate).Bothcanvibratereallyfast.Thesoundechoesinyourthroatandnose,thencomesoutfromyourmouth.(Justassoundechoesthroughtheinsideofanacousticguitar,andexiststhroughthecenterhole).

o Pitchishowhighorlowyourvoiceis.Itisdeterminedbyhowfastthevocalchordsvibrate.Thefastertheyvibrate,thehigherthepitch.

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5mins5mins15mins

o Tomakeanychord,elastic,orstringvibratefaster,youcandotwothings:(1)shortenthelength,or(2)increasethetension.Fastervibration=highervoices.

Modeling:Highandlowpitches:• Usethebook,GoldilocksandTheThreeBears(youdon’tneedtheactualbook,justtheparts)

• Briefrecap(i.e.,Goldilocksfindsahouseinaforest,knocks,enters,andfindsthreebowlsofporridge,3chairs,3beds).

• Askstudentstopayattentiontowhathappenstoyourvoice,asyouactoutthenext3parts.Usealowpitchforpapabear,mediumformamabear,highforbaby-bear.Actouttheirvoices.

• Groupdiscussionaboutwhathappenedtoyourvoice.• Createalistofthepartsofourvoice,andcopystudentcomments.DirectInstruction:Guitardemonstration• Ourvoicecanbeveryhigh,orverylow.• Pitchishowhigh,orhowlowasoundis.

• Whenachordvibratesfast,thepitchishigh.Whenachordvibratesslowly,thepitchislow.

• Wecanchangehowfastsomethingvibrates,bytighteningthestring.(Demonstrateonguitar).

• Inourthroat,wecantightenorloosenourvocalchords.• Havestudentspracticechangingthepitchoftheirvoiceusingtheguitarsong:

“There’sSomeoneOnaBigHighHill”.Assessmentforlearning:Observationofwhetherstudentsarechangingthepitchoftheirvoice.Independentexploration:Reader’sTheatrescripts• Inpairsorsmallgroups,studentswillusearhymethattheyknow,andreciteitwhilechangingtheirvoiceandaddinggestures.

• Invitestudentstoperformtherhymetheyhavepracticed.• Thereareexamplereader’stheatrescriptsinthematerialssection.• Presentinfrontofclass.----Alternativeactivity:Guidedpractice+Movementbreak:Rhymerecital• Thisrhymeactivityissymbolicofhowthevocalchordschangewhenaperson

Assessmentforlearning:Observestudentfeedback:Askstudentstobrainstormexamplesofhigh-pitchedsounds,andlow-pitchedsoundsinnature.Gaugewhetherstudentsareidentifyingthedistinction.

21changestheirvoice.(E.g.,Whenusingadeepervoice,ourvocalchordsextendandstretchlonger,becausethesurroundingmusclesrelax).

• Modelhowtorecitetherhyme,whilealteringyourvoice,withactionsthatsymbolizewhatishappeningtothevocalchordsasyourvoicechanges.

• Encouragestudentstomimic/copyyouractions.WhenIstretchin,Ifeelsotight.(Tightenpostureandraisepitch).WhenIrelaxout,Ifeelsoloose.(Slackenpostureandlowerpitch).Tighter,Tighter,tighter,tighter.(Stretchinandraisepitch)Looser,Looser,Looser.(Slackenpostureandlowerpitch)

Wrapup

2mins

Assessmentoflearning:ExitCard:“Name1soundinnaturewithahighpitch.Name1soundinnaturewithalowpitch”

AccountingforLearnerDiversity:InstructionalAccommodations:-Aidsincludevisual(SmartNotebookpicture),auditory(guitarvocals),andwrittennotes.-Rangeofwhole-classandsmall-groupwork.-Opportunitytofasttracktoindependentwork,ifneeded.EnvironmentalAccommodations:-SeparateworksheetifTorKneedsquietindependentwork.

MaterialsNeeded:GuitarLyricstosong“There’sSomeoneOnaBigHighHill”SmartNotebookfile(attached)Reader’stheatrescripts:TheThreeLittlePigs


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TheKing’sWishInstructions:Eachpersonmustchoosetobe“Star1”or“Star2”.Readthroughyourpart,andasyoudo,changethepitchofyourvoicetosuityourcharacter.STAR1:DoyouknowwhoHumptyDumptyis?STAR2:Igiveup,whoishe?STAR1:He’sanegg!Youknow…“HumptyDumptysatonawall,HumptyDumptyhadagreatfall”STAR2:Nowonderhefell.Anybodyknowsaneggcan’tsitonawallwithoutfallingoff.STAR1:AlltheKing’shorsesandalltheKing’smencouldn’tputhumptytogetheragain.STAR2:It’snowonder.Whybotherputtinganeggbacktogetheragainanyway?Justmakescrambledeggsoutofhim!STAR1:Ugh!Howaboutthelittleoldwomanwholivedinashow?STAR2:Whatabouther,didsheknowHumptyDumpty?STAR1:No,No.Shehadsomanychildrenshedidn’tknowwhattodo.STAR2:Icanunderstandwhy.Howcouldallthosechildrensleepinashoe?STAR1:What’sthematter,don’tyoulikenurseryrhymes?STAR2:No.Noneofthemmakeanysensetome.STAR1:Oh,well.Let’sgetgoingthen,Jack.Weneedtogetthatwater.STAR2:Ok,Jill,butthisisthelasttimeI’mgoingtogoupthishill.(Picksuppail)(Theywalkofftogether)

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LessonPlan5

Topic:Partsofthevoice(continued)Course:Language(OralCommunication)+Dramaintegrated Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:Nov152016


OverallExpectation(s)addressed:Language2.“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes;”(LanguageCurriculum,50)Arts:DramaB1“applythecreativeprocesstodramaticplayandprocessdrama,usingtheelementsandconventionsofdramatocommunicatefeelings,ideas,andstories;”(Artscurriculum,78).

SpecificExpectation(s)addressed:Language2.5“identifysomevocaleffects,includingtone,pace,pitch,andvolume,andusethemappropriately,andwithsensitivitytowardsculturaldifferences,tohelpcommunicatetheirmeaning”(LanguageCurriculum,51)Arts:DramaB1.2“demonstratesanunderstandingoftheelementofrolebycommunicatingthoughts,feelings,andperspectivesappropriatetotherolebeingplayed”(Artscurriculum,78).

LearningGoal(s: SuccessCriteria:Wearelearningaboutthepartsofourvoice.Wearelearningabouthowthepartsofourvoicecanchangetoexpressfeelings.

Icanchangethepitchofmyvoicewhilespeakingandsinging.Icanchangetone,pitch,andvolumetocommunicatethefeelingsofacharacterinascript.

EssentialQuestionforLesson:1.Whatisyourcharacterfeeling,andhowcanyouchangeyourvoicetoexpressthat?


2mins

Recapoflastday.AccessBackgroundKN.

Action

DirectInstruction:Introducelearningcenters.Modelbriefly.Center1:Tone• HavestripsofpaperwithsentencesontheminaZiplocbag.Figureoutwhatthestripofpapersays,andthenreaditintheappropriatetone.(Thetonewillbedictatedbywhetheritisaperiod,question-mark,exclamation,orcommand).

• Theotherpeopleinthegrouptrytoguessthespeaker’stone.

24• Practiceusingdifferenttonestospeakthesamesentenceasadeclaration,question,exclamation,andcommand.

Center2:Volume• Havestudentsitbehindcardboard.• Studentwilltalkabouthis/herday,inavolumeloudenoughsothatotherpeoplecanhear.

• Otherstudentsinthegroupusetherubrictoputan‘X’intheboxthattellshowwellthespeakercouldbeheard.

• Ifstudentsfinishearly,thereisaseparateworksheetaboutwhentouseasoft,normal,orloudvolume

Center3:EyeContact• Havestudenttalkabouthis/herdaytoapartnerwhile(1)neverbreakingeyecontact,(2)nevermakingeyecontact,and(3)sometimesmakingeyecontact.

• Record/talkhoweachscenariomadethelistenerfeelCenter4:PerformingReader’sTheatrescripts• StudentswillperformtheReader’sTheatrescriptsthattheyhadbeenpracticinglastclass.

Wrap-up

2mins

Reviewlearninggoal.

AccountingforLearnerDiversity:InstructionalAccommodations:-Bworkswithfocused/regulatedpeer-AworkswithpeerwhocanreadinstructionsatcenterEnvironmentalAccommodations:-BpresentswithafewotherstudentshisscriptforReader’stheatre.Thisgraduallyincreaseshisaudience.(Previouslyhewouldnotdoitinfrontofagroup).AssessmentAccommodations:-Rangofteacherandstudentdirected,peerreviews—structured

MaterialsNeeded:CenterinstructionsReader’stheatrescrips


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Tone of Voice Center Instructions:

1. Read the sentence on your strip of paper. Use the tone of voice that is written on the strip of paper.

2. Your group members must guess which tone of voice

you used.

3. If they guess correctly, you get 1 point.

4. Let the next person take a turn.

5. The goal is to score as many points as possible, as a whole group.

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I like ice cream. (Tone of voice: Angry) The cat is on the mat. (Tone of voice: Happy) I see a big jet. (Tone of voice: Nervous) My dog can dig. (Tone of voice: Bored) This is a book. (Tone of voice: Sad) This is not a book. (Tone of voice: Asking a question) Is this a book? (Tone of voice: Surprised) That is a pencil. (Tone of voice: Scared) What is that? (Tone of voice: Happy) These are books. (Tone of voice: Bored) These are not books. (Tone of voice: Sad) Are these books? (Tone of voice: Scared) What are these? (Tone of voice: Shocked). Those are pencils. (Tone of voice: Amazed) Those are not pencils. (Tone of voice: Surprised)

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LessonPlan6

Topic:Co-creatingOurSuccessCriteriaCourse:Language(Scienceintegrated) Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:2016

Rationale-CurricularObjectives:OverallExpectation(s)addressed:OralLanguage2“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes”(Languagecurriculum,50).Science:Animals1“assesswaysinwhichanimalshaveanimpactonsocietyandtheenvironment,andwaysinwhichhumanshaveanimpactuponanimalsandtheplaceswheretheylive”(Sciencecurriculum,58).

SpecificExpectation(s)addressed:OralLanguage2.2“demonstrateanunderstandingofappropriatespeakingbehaviourinavarietyofsituations,includingpairedsharingandsmall-andlarge-groupdiscussions”(Languagecurriculum,51)Science:Animals1.1“identifypositiveandnegativeimpactsthatanimalshaveonhumansandtheenvironment,formanopinionaboutoneofthem,andsuggestwaysinwhichtheimpactcanbeminimizedorenhanced”(Sciencecurriculum,59)

LearningGoal(s: SuccessCriteria:Wearelearningtocreatearubricofeffectivespeakingbehaviour.Wearelearningabouthowanimalscanhelpandharmus.

Icanlistcriteriathatmakesomebodyagoodspeaker.Icancreateashortspeechonananimalofmychoice,whetheritisa“hero”,“villain”,orboth—andofferwaystorespondtothisanimal.

EssentialQuestionsforLesson:1.Whatmakessomeoneaneffectivespeaker?2.Whatarethecriteriaofareallygoodspeech?


2mins

Explaintostudentsthattheywillbecreatingaspeechontheirchoseninsect,andusingavideotapedrecordingofthemselvestoself-assesstheirownspeakingskills.

Action

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5mins10mins15mins

• DirectInstruction:Modelaneffectiveandanineffectivespeech.Usethebenefitsandharmsofladybugsandbeetlestohumansasthecontextforthesespeeches.

• Studentswilllaterworkondevelopingtheirownspeech,basedonresearchoninsects(harmsandbenefitsoftheirchoseninsect)tocreateashortspeech.

Guidedinquiry:Co-createaneffectivespeakingrubric.DisplayonSmartboard,andcreateahandoutbasedonstudentfeedback.Assessmentforlearning:Observationofstudentfeedbackofwhatmakesaspeakereffective,basedonteacher-createdrubric(attachedtolesson).Independentexploration:Givestudentstimetoreviewandorganizetheirresearch,andpracticetheirspeech.

Wrap-up

5mins

Assessmentforlearning:ExitCard:List3traitsofaneffectivespeaker.

AccountingforLearnerDiversity:InstructionalAccommodation:H,A,andTcanvisitteacheratguidedreadingtableduringindependentworkEnvironmentalAccommodation:WorkspaceinquietcornerforT.Reducevisualdistractions&providequietsetting.HeadphonesforK.

MaterialsNeeded:Student’sscience/insectresearch(frompreviousclass)


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Earthworms Today I would like to talk to you about earthworms. Earthworms are sort of cool. They eat dead leaves, and when they poop out the leaves it makes soil that is good for plants to use. Nutrients. Earthworms also dig holes in the ground, which lets oxygen in. This helps rain water get to the roots of a plant. Earthworms can eat almost half of what they weigh, per day. That’s a lot of food. Humans even use them to catch fish. In some parts of the world, they even eat worms for food. I think earthworms are heroes, and they don’t’ really do anything bad to humans. Except they can be gross to touch, for some people.

Ladybugs Today my purpose in talking to you is to tell you about why I think Ladybugs are heros. Ladybugs are helpful to humans because they eat insects that we consider pests. That means, ladybugs eat insects that kill plants that we like, and get food from. Ladybugs eat mostly “aphids”—that’s the name of a bug that kills plants.

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Ladybugs are also pretty to look at, because they have bright colours and spots. The bright colours and spots warn other animals, like birds, not to eat them—because they taste bad. Ladybugs can get eaten by frogs, spiders, and birds. To help these heros, make sure you don’t kill ladybugs, or spray your plants with pesticides to kill them. You can even go to the store and buy ladybugs, to put them in your garden and give them a home. Thank you for listening.

LessonPlan7

Topic:UsingdescriptivelanguageCourse:OralCommunication Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:2016


OverallExpectation(s)addressed:Language:OralComm2:“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes”(Languagecurriculum,50).Science:Animals2:“investigatesimilaritiesanddifferencesinthecharacteristicsofvariousanimals”(Sciencecurriculum,58).

SpecificExpectation(s)addressed:Language:OralComm2.4:“chooseavarietyofappropriatewordsandphrasestocommunicatetheirmeaningaccuratelyandengagedtheinterestoftheaudience”(Languagecurriculum,51).Science:Animals2.2:“observeandcomparethephysicalcharacteristicsandthebehaviouralcharacteristicsofavarietyofanimals,includinginsects”(Sciencecurriculum,59).

LearningGoal(s: SuccessCriteria:Wearelearningtousedescriptivelanguageaboutourchoseninsecttointerestandengageouraudience.

Icandescribemyinsectwithlotsofinterestingdetails.

EssentialQuestionsforLesson:

311.Whatuniquepartsdoesyourinsecthave?2.Howwouldyoudescribeyourinsecttosomebodywhohadneverseenonebefore?


3mins

Learninggoals.AccessbackgroundKNabouttheirchoseninsect.

Action

DirectInstruction:Howtoadddescriptivevocabularytoaspeechhandout.Guidedpractice:Teacherandstudentswilluseexampleofladybugstodescribethephysicalfeatures,andthenincorporatethemintoanexamplespeechhandout.Independentexploration:Studentswilluseimagesoftheirinsect(boughtbytheteacher)toworkonaddingdescriptivecomponentsfortheirspeech.Assessmentaslearning:Studentswillself-assesswhethertheywereabletoadd3uniquephysicaldescriptionsabouttheappearanceoftheirinsecttotheirspeech.

Wrap-up

Reviewoflearninggoalsandplanfornextclass.

AccountingforLearnerDiversity:InstructionalAccommodation:H,andAcanstayatcarpetandviewtheirinsectonSmartboardwithteacherforextraguidedpractice.EnvironmentalAccommodation:WorkspaceinquietcornerforT.Reducevisualdistractions&providequietsetting.HeadphonesforK.

MaterialsNeeded:Smartnotebookfile(picturesofladybugs)Picturehandoutsofeachinsect(beetles,mosquitoes,bees,termites,spiders)


32

LessonPlan8

Topic:SpeakingtogroupslargeandsmallCourse:Language Grade:2Unit:BecominganEffectiveSpeaker Teacher:MarkMinuk Date:Nov182016


OverallExpectation(s)addressed:OralCommunication2“usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes”(Languagecurriculum,50).

SpecificExpectation(s)addressed:OralCommunication2.2“demonstrateanunderstandingofappropriatespeakingbehaviourinavarietyofsituations,includingpairedsharingandsmall-andlarge-groupdiscussions”(Languagecurriculum,51)

LearningGoal(s: SuccessCriteria:Wearelearningabouteffectivecommunicationindifferentsettings(indoors,outdoors,smallandlargegroups).

Icanpresentmyinsectspeechtoanaudience.

EssentialQuestionsforLesson:1.Howdoesyourvolumechangewhenthegroupislarge/small/indoors/outdoors?2.Whydoes“appropriate”changedependingonwhereyouare?


2mins

Statelearninggoal.Reviewthatclasslistofeffectivespeakingcriteriafrompreviousclass.

Action

Thisistheclasswherestudentswillfilmtheirinsectspeeches.ThespeecheswillbefilmedonSeesaw.(Eachspeech,estimated,willberoughlyaminute.

33

Studentswhoneedextra-timecanworkatthecomputercentertofinishorganizingtheirspeech.Assessmentforlearning:Observationthatwhilestudentsarepresenting,theothersworkingattheiractivityareusingappropriatevolumeandspeakingbehaviourfortheiractivity.

Wrap-up

Speechesde-brief.Reviewofrubricandlearninggoal.

AccountingforLearnerDiversity:EnvironmentalAccommodations:-studentsmaypresenttowhole-class,part,orindividually.

MaterialsNeeded:Videocamera/tripod(oripads)


34

LessonPlan9

Topic:Self-assessingourinsectspeechesCourse:Language/Science Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:2016


OverallExpectation(s)addressed:Language:OralCommunication3:“reflectonandidentifytheirstrengthsaslistenersandspeakers,areasforimprovement,andthestrategiestheyfoundmosthelpfulinoralcommunicationsituation”(Languagecurriculum,50).

SpecificExpectation(s)addressed:Language:OralCommunication3.2:“identify,initiallywithsupportanddirection,howtheirskillsasviewers,representers,readers,andwritershelpthemimprovetheiroralcommunicationskills”(Languagecurriculum,51).

LearningGoal(s: SuccessCriteria:Wearelearninghowtoself-assessourspeeches.

IcanusethelistofcriteriathatIdevelopedtowatchavideoofmyself,andassessmystrengthsandsetgoalsforthefuture.

EssentialQuestionsforLesson:1.WhatthingsdidIdoreallywellduringmyinsectspeech?2.HowcouldIimprovemyinsectspeech?


Speechde-brief/recap.TellstudentsthattheirspeechesarenowonSeesawtoview.

Action

DirectInstruction:Whatisself-assessment?Explainthatwhenweassessourselvesthegoalistobecomingbetterspeakers.(Andweareusingtheclass-createdsuccesscriteriatodecidewhataneffectivespeakeris).

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Guidedinstruction:Studentswillworkindividuallywiththeteachertoreviewtheirself-assessment,andgetteacherfeedback.Independentwork:Usingclasssetofipads,studentswilllogintoSeesawtoviewtheirindividualspeech,andusetheworksheettoself-assesstheiroralcommunication.

Wrap-up

Circletalkabouthowtheirself-assessmentswent.Reviewlearninggoal.

AccountingforLearnerDiversity:Instructionalaccommodations:-HandAcanworkwithinstructortostartthemontherightpath,asotherstudentsuseipadsforindependentworkEnvironmentalaccommodations:-Tcanworkinquietcorner

MaterialsNeeded:-classsetofipads-selfassessmentworksheet(attachedtolesson)-Smartnotebookfile


36

Name: _____________

When I was speaking, my strengths were…

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

My goals for speaking next time are…

1. _____________________________________________

_______________________________________________

_______________________________________________

2. _____________________________________________

_______________________________________________

_______________________________________________

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Our Success Criteria…

For Being An Effective Communicator

1. Look at my audience

2. Talk at a nice pace

3. Speak clearly (No mumbling)

4. Use an appropriate volume (Not too loud, not too quiet)

5. Speak with expression (Don’t robot talk)

6. Use juicy words (Interesting descriptions)

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I can… My comments…

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38

LessonPlan10

Topic:Consolidation,practice,andpeer-assessmentCourse:OralLanguage Grade:2Unit:EffectiveSpeakingSkills Teacher:MarkMinuk Date:2016


OverallExpectation(s)addressed:OralLanguage3:“reflectonandidentifytheirstrengthsaslistenersandspeakers,areasforimprovement,andthestrategiestheyfoundmosthelpfulinoralcommunicationsituations”(Languagecurriculum,51).

SpecificExpectation(s)addressed:OralLanguage3.2:“identify,initiallywithsupportanddirection,afewstrategiestheyfoundhelpfulbefore,during,andafterspeaking”(Languagecurriculum,52).

LearningGoal(s: SuccessCriteria:Wearelearningtousefeedbacktoimproveourinsectspeech.

IcanpracticeusingthefeedbackIgetwhenIamspeaking.

EssentialQuestionsforLesson:1.Howdoesgettingfriendlyfeedbackhelpyouimprovemyspeech?2.Howcanyouhelpyourpartnerimprovetheirspeech?


2mins

Practicingandpreparingisthemostimportantthing.Publicspeakingisnotthesameaspublicreading.

Action

5mins5mins15mins

DirectInstruction:SpeakingstrategiesthathelpmeLookatmyaudience–Usenotecards,onlywritedownkeywordsortopics.Speakclearly–talktothepersonatthebackoftheroom.Ifyou’reshyorscared–wiggleyourtoesGuidedInstruction:Circletalk:StrategiesthathelpyouHavestudentsshareanytimetheyhadtospeakinfrontofpeopleandstrategiesthathelpedthem.Independentexploration:Studentswillpracticetheirspeechinpairs.Studentswillusepeerreviewsheettogetpeerfeedback.Assessmentforlearning:Observation:1.Arepairspracticinginfrontofeachother?2.Arenotesbeingtaken?(Aretheyusingtheassessmentsheet?)

39Wrap-up

5mins

Assessmentaslearning:Circletalk:Howdidpeerfeedbackhelpyoutoimprove?

AccountingforLearnerDiversity:Environmentalaccommodations:-strategicpairingpartnersforT,H,B,andKAssessmentaccommodations:-Conferencingwithpairs.

MaterialsNeeded:Peerassessmentsheet(attached)Indexcards


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Friendly Feedback

Instructions:

1. Practice your speech in front of your partner. 2. Have your partner give you feedback, by putting a check in the boxes. 3. Now it is your partner’s turn to practice their speech in front of you. 4. Give them feedback 5. Use the feedback to keep practicing.

I really like how you… For next time, you can practice… Our Success Criteria…







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From: ____________ To: ________________

Our Success Criteria…







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