One Message, Three Speeches

Overview

Students revisit “What makes a great speech?” by hearing the same persuasive message performed at three levels: beginning, developing and strong. They identify observable differences, sort evidence into a simple three-level rubric, then improve one feature at a time with a partner.

Learning intentions

Students will:

• compare three performances of the same short persuasive speech
• describe how voice, eye contact/body stance and message/reasons affect an audience
• use a simple rubric to identify a next step
• practise delivering a persuasive speech for a familiar audience

Success criteria

• I can explain what changed between the three speeches.
• I can use a clear, loud voice and suitable expression.
• I can face my audience and use a steady body stance.
• I can state my message and give a reason.

Curriculum links

• Speaking and listening: delivering a short spoken text to an audience using volume, tone and expression.
• Creating persuasive texts: organising ideas for a familiar audience using a simple structure and topic-specific vocabulary.
• Language: choosing vocabulary that suits the topic and purpose.
• Creating literature through performance: adapting language and performance features from a familiar text.

Lesson structure (50 minutes)

1. 0–5 min · Reconnect and hook. Display the question “Should our class have a class pet?” using the hook and lesson question. Students turn and talk about their opinion and recall features from the previous lesson: voice, eye contact, body stance, message and reasons.

2. 5–13 min · I do: three performances. Teacher introduces the message, “Our class should have a class pet,” and performs the same short speech three times, using the model scripts and performance notes in the three speech examples. Students listen without interrupting and show one, two or three fingers to indicate which performance helped them understand the speaker best.

Speech content: “Our class should have a class pet. A pet would help us learn how to care for a living thing. It could also make our classroom feel calm and friendly. We should choose a safe pet and make a care roster. Our class should have a class pet!”

• Beginning: very quiet or rushed voice, looks at the floor, closed or wobbly stance, unclear message or no reason.
• Developing: usually audible voice, some expression, looks up sometimes, states the message and gives one reason.
• Strong: clear, steady and expressive voice, faces the audience, uses a balanced stance, states the message and gives two clear reasons.

3. 13–21 min · We do: notice what changed. Reperform short sections if needed. Use the comparison prompts to guide discussion: “What did the speaker’s voice do?” “Where did their eyes and body point?” “What was the message?” “How many reasons did we hear?” Students help complete a class chart headed Voice, Eye contact/body stance, and Clear message/reasons. Emphasise that the words stayed nearly the same; the delivery changed.

4. 21–30 min · We do: sort the evidence. Give pairs the three-level speech evidence sort. Read each observable statement aloud, then model sorting the first one: “The speaker faces the audience and stands still enough to listen.” Students place or write each statement under Beginning, Developing or Strong, then compare with another pair. Discuss disagreements and explain that the levels describe what we can see and hear, not whether a speaker is clever or confident.

5. 30–38 min · You do: improve one feature. Pairs choose one feature from the worksheet. Partner A delivers the speech once, focusing only on that feature; Partner B gives one kind comment and one specific next step using the sentence frames: “I noticed…” and “Next, try…” Students swap roles. They may read from the speech. Students who do not want to perform alone may speak together, rehearse to the teacher, or perform chorally with their partner.

6. 38–47 min · You do: rehearse and share. Students practise the speech again, adding a second feature. Partners use the three-level rubric on the partner feedback rubric to circle the current level and identify one improvement. Invite several pairs to share; offer a choral class performance or partner performance rather than requiring individual presentations. The audience listens for one feature and gives a quiet thumbs-up when they notice it.

7. 47–50 min · Exit ticket and close. Display the exit-ticket prompt. Students complete the final box on the reflection and exit ticket: “One feature I improved was…” and “Next time I will…” They may draw, dictate or write. Collect responses as they leave.

Resources

• the complete speech comparison and teaching deck
• the three-level speech evidence sort
• A copy of the class speech for each pair
• Whiteboard and markers
• Timer
• Pencils and highlighters
• Optional recording device for teacher modelling

Assessment

• During discussion, check whether students can name a specific, observable difference rather than saying only “it was better”.
• Listen to partner rehearsals and use the rubric to note whether students can demonstrate and identify voice, eye contact/body stance, and message/reasons.
• Use exit tickets to identify each student’s understood level and next step. Reteach one feature in a small group if responses are vague or copied.

Differentiation

• Support students with a printed speech, repeated teacher modelling, picture or gesture cues, and sentence frames: “The voice was ___.” “The speaker looked ___.” “The message was ___ because ___.”
• Read the worksheet aloud and allow students to highlight, draw, point or dictate answers. Pair students strategically and rehearse in a quiet space where needed.
• EAL students may first discuss ideas with a partner, use familiar vocabulary such as “loud”, “look”, “stand” and “reason”, and then practise the topic words “care”, “living thing” and “roster”.
• Extend confident students by adding a third reason, choosing stronger persuasive vocabulary, or explaining how a particular voice choice might affect the audience.