Critical Review Speech Plan

Overview

In this ninth lesson of Spider-Verse: Stories on Screen, students synthesise their analysis of Spider-Man: Into the Spider-Verse into a planned 2–3 minute critical film review speech. They select one idea, develop a judgement, organise evidence, and revise their plan in response to peer feedback.

Learning intentions

Students will:

• develop a clear personal judgement about how the film presents an idea such as identity, belonging, or responsibility
• select two or three film techniques as evidence
• explain how each technique affects the audience
• organise ideas into a purposeful spoken presentation for a specific audience
• use peer feedback to improve clarity, accuracy, and structure

Success criteria

I can:

• introduce the film and state a clear judgement
• use two or three specific examples of film techniques as evidence
• explain the effect of each technique on the audience
• structure my speech with an engaging opening, logical body, and convincing conclusion
• revise my plan after receiving useful peer feedback

Curriculum links

• Text Studies – Textual and Critical Analysis: expressing a personal response to a text in a varied format such as a spoken review
• Language Studies – Crafting Texts: selecting and adapting planning strategies to suit form and purpose
• Language Studies – Crafting Texts: refining a detailed outline to improve coherence and depth
• Language Studies – Oral Communication: structuring and sequencing ideas to guide an audience’s response

Lesson structure (50 minutes)

1. 0–5 min · Reconnect and hook. Teacher displays the provocative question, “Is Miles’ journey mainly about becoming Spider-Man, or becoming himself?” using the opening question slide, then reminds students that a strong review makes a judgement rather than retelling the plot. Students write a one-sentence response and share it with a partner.

2. 5–12 min · Model the speech structure. Teacher uses the speech structure slides to model a 2–3 minute review plan: engaging opening and film introduction, clear judgement, two or three evidence paragraphs, and a concluding recommendation or final insight. Briefly model the difference between naming a technique (“the colour changes”) and analysing it (“the sudden colour shift makes Miles’ new confidence feel energetic and visible”). Students annotate the structure on the critical film review planning sheet.

3. 12–25 min · Individual planning. Teacher explains that students may choose identity, belonging, responsibility, or another approved idea, and conferences with students who need help narrowing their focus. Students complete the planning sheet by recording their judgement, film introduction, two or three techniques, precise scene examples, audience effects, and a conclusion. They may plan as a storyboard, paragraph outline, or cue-card sequence, but must use keywords rather than writing a full speech.

4. 25–34 min · Teacher support and rehearsal. Teacher pauses the class for a check using the planning checklist slide, then asks students to rehearse their opening and one evidence point quietly to a partner. Partners listen for a clear judgement and an explanation of audience effect. Students revise any vague claims, plot summary, or unsupported statements on their planning sheet.

5. 34–44 min · Peer feedback and revision. Teacher displays the peer feedback prompts and places students in pairs, with the option of a triad where this supports participation. Students exchange plans and give two strengths and one specific next step, using the prompts: “Your judgement is clear when…”, “The strongest evidence is…”, and “To guide the audience more effectively, you could…”. Students then revise their opening, sequence, evidence, or conclusion in a different colour.

6. 44–50 min · Share and exit check. Teacher invites two or three students to share a strong judgement or evidence explanation, then uses the plenary slide to review the success criteria. Students complete the final section of the planning sheet exit reflection: write their judgement, one technique and effect, and the one change they will make before delivering the speech next lesson.

Resources

• the critical review planning and feedback slide deck
• the critical film review planning sheet
• Film access or previously viewed scene notes from Spider-Man: Into the Spider-Verse
• Projector or interactive whiteboard
• Pens or highlighters in two colours
• Timer
• Students’ prior technique and analysis notes

Assessment

• During planning, check that each student has a judgement, relevant evidence, and an explanation of audience effect rather than plot summary.
• Listen to paired rehearsals and use questioning such as, “What does this make the audience notice, feel, or understand?” to assess analytical thinking.
• Review the revised plans and exit reflections for logical structure, accurate technique terminology, and purposeful audience awareness.

Differentiation

• Provide a choice board of ideas, scene suggestions, technique vocabulary, and sentence starters such as: “The film presents ___ as…”, “This is shown through…”, and “The effect on the audience is…”.
• Allow students to plan using a storyboard, colour-coded boxes, bullet points, or cue cards. Do not require a complete written script at this stage.
• Pair students strategically for rehearsal; offer teacher conferencing, a partially completed model, speech-to-text, enlarged print, or a quiet planning space for students with literacy, attention, or sensory needs.
• Extend confident students by asking them to combine two techniques, acknowledge an alternative interpretation, or shape their conclusion as a recommendation for a particular audience.