Reflection: Student Ownership How Did He Do That? Backwards Speech Design (Day 2 of 2) - Section 4: Speech Analysis


I modified my lesson a little today to address the request of my students to watch more speeches. It took us a little longer than we thought it would to introduce the idea of inquiry questions and to set up the listening activities. After we watched the first speech, my students asked me (politely) to stop talking so they could continue watching speeches and doing their own analysis. I agreed, knowing that their engagement was more important than our dialogue about the speeches, at least today.

I think it is important to build a classroom environment where students feel safe making requests about their learning. Part of this comes from my willingness to be flexible and part of it comes from allowing them multiple opportunities to speak up about what is happening and then being really forthright in response to their requests. I try really hard to tell them what we have to do so they understand when I have to tell them no.

  Student Ownership
  Student Ownership: Student Ownership
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How Did He Do That? Backwards Speech Design (Day 2 of 2)

Unit 7: Argument: Persuasive Speaking and Rhetorical Anlaysis
Lesson 2 of 11

Objective: SWBAT evaluate a speaker's strategy and purpose by listening to speeches for topic and purpose and using these models to develop their own inquiry questions.

Big Idea: Looking at a final product to determine how a speaker got there is a good first step to developing our own strategies as speakers.

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ted talk in 2009
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