Explore Speech Structure

Overview

In this first lesson of Crafting Powerful Speeches, learners explore how a speech is organised for a particular purpose and audience. They analyse a model speech, identify its structural parts, then choose a topic and begin planning and drafting.

Learning intentions

• WALT identify the purpose and audience of a speech.
• WALT recognise the introduction, key points, supporting details and conclusion.
• WALT explain how structure helps a speaker communicate clearly.
• WALT plan and begin drafting a speech for a chosen audience.

Success criteria

• I can name the main parts of a speech.
• I can explain what each part does for the audience.
• I can choose a suitable topic, purpose and audience.
• I can organise ideas into key points and supporting details.

Curriculum links

• Creating meaning through oral, written and visual language for a clear purpose and audience.
• Understanding how text structure and language features shape meaning.
• Planning, drafting and revising ideas in a coherent, organised text.
• Developing confidence as a speaker, listener, collaborator and communicator.

Lesson structure (40 minutes)

1. 0–5 minutes – Hook: Which speech would you listen to? Open with the hook and speech comparison slides. Read two short openings aloud: one unclear and one engaging. Ask: “Which speaker would you keep listening to? What made the difference?” Turn and talk, then collect ideas such as a clear topic, interesting opening or strong opinion.

2. 5–12 minutes – Build the structure together Display the speech structure teaching slides and introduce the model speech in the modelling book. Explain that a speech is shaped by its purpose and audience. As a class, label the purpose, audience, introduction, key points, supporting details and conclusion. Emphasise that the introduction tells listeners what the speech is about, while the conclusion leaves them with a final thought or action.

3. 12–20 minutes – Notice how structure helps Read the model speech aloud, or invite confident learners to read sections. Pause after each section and ask:

• What is this part doing?
• What would happen if it was missing?
• Which words help the speaker sound convincing? Record responses beside the model. Briefly distinguish a key point from a supporting detail: the key point is the main idea; details explain, prove or illustrate it.

4. 20–25 minutes – Model planning a speech Use the planning demonstration slides to think aloud. Choose an age-appropriate topic such as “Our school should have a quiet reading space”. Model identifying the audience and purpose, then write three possible key points and one supporting detail for each. Show how these notes can become the beginning of an introduction rather than a full script.

5. 25–36 minutes – Choose, plan and begin drafting Distribute the speech planning and first-draft worksheet. Learners choose a suitable topic, such as improving the playground, protecting local wildlife, having more class choice or encouraging daily reading. They identify their audience and purpose, record three key points with supporting details, and begin drafting an introduction in their writing books. Confer with learners, prompting: “What do you want your audience to think, feel or do?”

6. 36–40 minutes – Share and reflect Return to the sharing and reflection slide. In pairs, learners read their introduction or explain their plan. Partners identify the intended audience and one clear key point. Invite two or three learners to share, then ask the class: “How did planning the structure make the speech clearer?”

Resources

• Modelling book with a short, age-appropriate persuasive speech
• the complete speech structure slide deck
• the speech planning and first-draft worksheet
• Writing books and pencils
• Whiteboard and markers
• Highlighters or coloured pencils
• Prepared examples of speech openings, if needed
• Timer

Assessment

• Listen to discussion and check whether learners can identify purpose, audience and the six structural elements.
• Confer during planning and check that each learner has a topic, audience, purpose and at least three connected key points.
• Collect or sight the worksheet and first draft, noting whether ideas are organised and supported with relevant details.

Differentiation

• Support learners by providing a choice of three topics, a word bank, sentence starters and a partially completed speech structure.
• Allow learners to rehearse ideas orally with a partner before writing; scribe or provide speech-to-text support where appropriate.
• For EAL learners, use visuals, explicitly teach audience, purpose, point and detail, and allow discussion in a familiar language before drafting.
• Extend confident learners by asking them to adjust the same topic for two different audiences or include a hook and a call to action.