Structuring Speech Draft

Overview

In this lesson (23 of 32) students begin drafting their speeches using their completed planning templates. They learn to translate their ideas into a clear spoken structure, applying language choices that build audience engagement and meaning.

Learning intentions

Students will:

• draft a speech with a clear introduction, body, and conclusion using their planning template
• apply effective spoken language choices (e.g. rhetorical questions, inclusive language, varied sentence structures)
• analyse modelled speech extracts to notice how language features shape tone and audience impact
• use monitoring and revising strategies to improve clarity, flow, and expression for a spoken presentation

Success criteria

Students can:

• include a hook and purpose in the introduction that matches their topic and audience
• develop body points with evidence and purposeful language that maintains a consistent point of view
• write a conclusion that clearly reinforces the message and provides a memorable closing line
• use at least three targeted spoken-language techniques correctly (e.g. rhetorical questions, inclusive language, emphasis through sentence variety)

Curriculum links

• EN5-ECA-01 — craft a personal, creative and critical text for an audience by controlling language forms and features to shape meaning
• EN5-URA-01 — analyse how meaning is created through interpreting complex language features and structures
• EN5-ECB-01 — plan, monitor, revise and reflect to purposefully develop and refine composition
• EN5-RVL-01 — use strategies to interpret modelled speech extracts and reflect on choices that strengthen meaning

Lesson structure (45 minutes)

1. 0–5 min · Welcome and revisit success criteria. Teacher briefly shows the speech structure on the board (introduction–body–conclusion) and reminds students of the three required spoken-language techniques to look for today. Students open planning templates and highlight their hook, main message, and closing line.

2. 5–12 min · Modelled extract analysis (spoken language). Teacher reads a short model extract aloud twice (first for meaning, second stopping at 3–4 language choices: rhetorical question, inclusive language, sentence variety for emphasis). Students complete a quick “Notice–Effect” check: write one feature they heard and the audience effect (e.g. persuades, connects, builds urgency).

3. 12–20 min · Mini-lesson: sentence structure for impact. Teacher demonstrates two rewrites of the same idea:

• version A: one long sentence (less engaging)
• version B: varied sentence lengths, purposeful emphasis, and a rhetorical question placed at a turning point. Students choose one body-point from their template and draft a “Version B” paragraph sentence-by-sentence, using emphasis and at least one targeted technique.

4. 20–33 min · Drafting Part 1: Introduction + first body paragraph. Teacher sets a drafting goal for the next 13 minutes and circulates, prompting students with question stems: “What is your purpose here?”, “How will you connect to your audience?”, “Where will your turning point happen?” Students write their introduction and first body paragraph in full sentences, aiming for a speakable rhythm (not notes).

5. 33–40 min · Drafting Part 2: remaining body + conclusion (with self-monitoring). Teacher models a rapid self-check using three prompts: clarity (Can I follow it?), coherence (Does it link to the plan?), and impact (Does it include the required techniques?). Students complete the speech draft, then do a brief self-monitor pass: underline one rhetorical question, circle inclusive language, and highlight one emphasis sentence.

6. 40–45 min · Quick peer feedback and revise. Teacher assigns pairs and gives a one-minute feedback focus: “One strength (impact) + one upgrade (clarity or language feature).” Students swap drafts, give feedback, and make one immediate revision before collecting.

Resources

• Students’ completed speech planning templates (from earlier lessons)
• Drafting paper or shared document template with sections labelled Introduction / Body / Conclusion
• Model extract handout (or projected text with teacher read-aloud cues)
• “Notice–Effect” mini sheet for the model analysis
• Colour/highlighter pens (or digital equivalent) for marking rhetorical questions, inclusive language, emphasis
• Timer for drafting blocks
• Feedback prompt cards for peer review

Assessment

• Teacher observation during drafting: checks whether students are applying structure and targeted spoken-language techniques
• “Notice–Effect” mini sheet from the model extract: evaluates understanding of how language shapes audience response
• Peer feedback for formative revision: looks for one specific upgrade linked to clarity or language impact
• Optional teacher quick scan at the end: ensure introduction, body, conclusion are present and at least three techniques are included/attempted

Differentiation

• Provide sentence starters for key moments:
• Introduction hook (e.g. “Have you ever…?”, “Imagine if…”), purpose (e.g. “Today I want to…”), and audience connection (e.g. “We all…/Our community…”).
• Offer a “minimum viable draft” option: students may write shorter paragraphs first, then expand during revision prompts.
• Extension for fast finishers: add one additional rhetorical device (contrast, repetition, or a brief call to action) and adjust one sentence for stronger emphasis.
• EAL/SEN support: allow oral rehearsing before writing; provide a checklist of required language techniques with examples; allow a word bank for inclusive language and transitions (e.g. “for example”, “as a result”, “in the end”).