Voices in Action

Overview

Students deliver their group 2 speech presentations on complex characters, continuing the unit focus on courage and resilience. The class listens using a structured guide to evaluate how effectively language choices shape meaning for an audience.

Learning intentions

Students will:

• deliver a prepared speech with control of language forms and features to shape meaning for a chosen audience
• listen critically to evaluate key arguments and the effectiveness of choices in structure, tone and point of view
• reflect on peer feedback to identify strengths and next steps in crafting persuasive, critical texts
• discuss shared themes and meaningful differences across presentations

Success criteria

Students can:

• make clear, purposeful choices in wording and delivery that support their speech purpose and audience
• identify and record a speaker’s main claim/argument and two supporting points using the listening guide
• evaluate how specific language features (e.g. connotation, imagery, sentence control) influence audience interpretation
• contribute respectfully to a discussion comparing themes and different perspectives

Curriculum links

• EN5-ECA-01: Students craft personal, creative and critical texts by experimenting with and controlling language forms and features to shape meaning (speech preparation and delivery).
• EN5-URA-01: Students analyse how meaning is created through language forms, features and structures (listening, identifying point of view, characterisation).
• EN5-URB-01: Students evaluate how texts represent ideas and experiences and how they can affirm or challenge values and attitudes (peer evaluation using the guide).
• EN5-ECB-01: Students use processes of planning, monitoring, revising and reflecting to refine composition of texts (pre-presentation checks and reflection after feedback).

Lesson structure (45 minutes)

1. 0–5 min · Quick settle & purpose. Teacher revisits the unit focus (courage/resilience) and reminds students of the listening expectations; students open their listening guide and highlight one evaluation focus for this round.
2. 5–8 min · Last check (Group 2). Teacher prompts presenters to do a rapid final rehearsal check (opening clarity, pacing, signposting, evidence of character insight); Group 2 runs a 60–90 second “start” rehearsal while the audience remains silent and ready.
3. 8–22 min · Presentations (Group 2). Teacher facilitates two speech deliveries (or one longer speech, depending on group size), keeping time and modelling supportive attention; students record key arguments, evidence, and one language feature they notice using the listening guide.
4. 22–30 min · Audience evaluation (structured feedback). Teacher instructs the audience to complete the “effectiveness” section for each speech (What worked? Why?) and craft one specific “because” statement linked to audience impact; students write brief notes, then choose one peer to give a short oral comment.
5. 30–38 min · Teacher-moderated discussion. Teacher leads a compare/contrast conversation using stems: “Across the speeches, we noticed…”, “One difference in perspective was…”, “A value affirmed/challenged was…”; students contribute using evidence from their recorded notes.
6. 38–45 min · Reflection exit ticket. Teacher collects a short exit ticket (strength noticed, improvement to try next time, and one language feature to intentionally use); students submit and teacher quickly scans for common needs to inform the next lesson.

Resources

• Listening guide (printed or digital) with space for claim, supporting points, language feature notes, and effectiveness evaluation
• Timer or visible countdown for each speech
• Student speech drafts and cue cards for Group 2
• Coloured highlighters or pens for “language feature” notes on the listening guide
• Teacher feedback prompt cards (e.g. “What made the audience feel/think…?”)

Assessment

• Formative: Teacher observes audience engagement and checks listening guide completeness during the evaluation phase.
• Formative: Teacher listens for accuracy and specificity in student oral feedback during the discussion.
• Exit ticket: Students identify one effective language choice and one improvement action, showing progress towards shaping meaning and evaluating effectiveness.

Differentiation

• Support: Provide sentence starters for evaluation (“The speaker’s main claim is…”, “This language choice suggests… because…”) and for discussion (“I noticed…”, “I agree/disagree because…”).
• Support: Offer a simplified listening guide version with fewer boxes for students who need reduced cognitive load; keep the same core criteria.
• Extension: Challenge advanced students to analyse connotation/imagery and link it to point of view (“How does the characterisation influence the audience’s judgement?”).
• EAL/SEN: Allow oral responses to be recorded on the guide first (single words/short phrases) before turning into full sentences; pre-teach key terms on the guide (claim, evidence, effectiveness, perspective, value).
• Delivery anxiety support: Encourage presenters to use cue cards with keywords only, and provide a one-minute “breathing and opening” strategy before starting.