Notice, Think, Speak

Overview

Students watch a short section of the provided video and practise responding as attentive, thoughtful speakers. They identify key ideas, explain a personal response, and build on a partner’s contribution using clear voice, respectful listening and sentence stems.

Learning intentions

• WALT listen carefully to a video and identify important ideas.
• WALT explain our thinking using evidence from what we hear and see.
• WALT respond respectfully by agreeing, adding or asking a question.
• WALT adapt our speaking for a partner audience.

Success criteria

• I can name one important idea from the video.
• I can explain my thinking using “I noticed…” or “This makes me think…”.
• I can listen without interrupting and respond to my partner.
• I can ask or answer a relevant question in a clear voice.

Curriculum links

• Oral Language: communicating, expressing ideas and interacting effectively.
• Communicating and Presenting: planning and adapting content for a specific audience and setting.
• Communicating and Presenting: using relatable experiences and cultural expressions to connect with an audience.
• Students practise the key competencies of thinking, managing self, relating to others and participating and contributing.

Lesson structure (10 minutes)

1. 0–1 min · Prepare to listen. Display the listening focus slide and tell students they will watch a short video section for meaning, feelings and speaker choices. Students sit with a partner and silently predict what they might need to notice: words, images, actions or music.

2. 1–3 min · First viewing. Play the video from the beginning, pausing at approximately 0:30 and 1:00 or at the nearest natural breaks. At the first pause ask, “What have you noticed so far? What might be important?” At the second pause ask, “What is the speaker or creator trying to make us think or feel?” Students give a quiet thumbs signal for their level of understanding, then share one observation with their partner.

3. 3–5 min · Evidence pause. Resume the video and pause at approximately 1:30 or just before a clear change, conclusion or key message. Show the notice-and-think prompt. Ask: “What specific word, image, action or sound supports your idea?” and “How does this part connect with something earlier?” Students record one brief note on the video response sheet using the frames “I noticed…” and “This suggests…”. If the video is shorter, pause immediately before its ending and use these questions.

4. 5–7 min · Partner response. Play the final section, pausing immediately after the video’s main message or conclusion. Ask, “What is the main message in your own words?” and “Did anything surprise you, challenge you or connect with your experience?” Students take turns speaking for 20 seconds each. The listening partner must respond with one of the displayed stems: “I agree because…”, “I would add…”, “Can you explain…?” or “That connects with…”.

5. 7–9 min · Share and adapt. Invite three pairs to share one idea, selecting students who can represent different responses. Use the discussion prompt slide to remind the class to face the speaker, listen carefully and refer to the video. After each contribution, ask the class to identify whether the speaker agreed, added an idea or asked a question. Reinforce clear volume, complete sentences and respectful body language.

6. 9–10 min · Exit reflection. Students complete the final box on the video response sheet: “The most important message was… because…”. Ask two volunteers to read their answers. Collect the sheets or scan responses as a quick check of listening comprehension and oral reasoning.

Resources

• Video prepared to play, with the teacher checking its length and natural pause points beforehand
• the listening and discussion prompt deck
• the video response sheet
• Projector, speakers and reliable internet or a downloaded copy
• Visible timer
• Pens or pencils

Assessment

• Listen during partner talk for accurate recall, evidence-based thinking and respectful turn-taking.
• Check whether students use a relevant sentence stem and explain how a video detail supports their response.
• Use the final written response to identify students needing further support with main ideas, vocabulary or complete sentences.

Differentiation

• Provide dyslexia-friendly worksheet formatting: a clear sans-serif font, generous spacing, short instructions, minimal copying and optional speech-to-text or scribing. Read every prompt aloud and allow students to record an oral answer instead of writing.
• Seat students where the screen and speakers are easy to access. Preview key vocabulary, use captions if available, and pause for processing time before expecting responses.
• For the student with Down syndrome, provide a reduced-choice version of the prompts, visual icons for “notice”, “think” and “respond”, a supportive partner and the option to answer with a word, gesture, drawing or sentence frame. Accept communication before correcting grammar.
• Support learners with sentence stems and partner rehearsal. Extension learners should give two pieces of evidence, compare the beginning and ending of the video, or explain how a different audience might respond.