Before we finish listening to student speeches, I will remind the class about their listening notes requirements from yesterday. I will also remind them that even if they have already presented their speeches, they need to be mindful of how scary this process can be and be polite to their classmates who have yet to present.
One of the more difficult things to assess with the new standards is listening. I try to have some sort of written activity to go along with all speaking that we do in class, but one thing I'd like to get better about is monitoring and/or modeling good listening behavoir. Assessing the standard (CCSS.ELA-Literacy.SL.9-10.3) really only requires that we look at how they respond to a speaker's point, organization, etc., but I think there are soft listening skills that are just as important to teach/assess, like making eye contact and showing engagement with the topic. I don't know that I will be able to do all of this "instruction" here, but it is definitely something I am thinking about and hope to bring in more as the year progresses.
We don't have as many speeches to get through today and I will use the same method for calling them up to present as I did yesterday.
Inevitably, the stragglers who don't feel ready will try to back out of doing their speeches at the last minute. I will remind them that they are required to present their final products in front of an authentic audience of their peers and tell all the students that if they opt to postpone, they will have to present in front of the whole class tomorrow.
Two days of speech giving is not ideal, but I feel confident that the time is well spent as I assess them on three of the six Speaking and Listening standards (CCSS.ELA-Literacy.SL.9-10.6 and CCSS.ELA-Literacy.SL.9-10.4).
Here's a clip of one of my final speeches of the two day marathon. She is speaking about her love of rugby, which represents one of the many very personal speech topics students chose.
Once we've finished the speeches, I will collect all their written work, which includes their folders (samples and explanations here), their listening guides and any other drafted materials from the research and speech-writing process. I will congratulate them on a job well done (as I'm sure their speeches will be brilliant) and ask them to give themselves a hand one more time.
Whatever time is remaining, I will allow students to use for reading. A Tale of Two Cities, book one, is supposed to be finished by tomorrow, so hopefully this will be helpful time to catch up/review what they have already read.
I would like to read with them during this time, but I anticipate that I will be helping students organize and turn in their speech work.