Researching Speech Ideas

Overview

Lesson 3 of 6 in Voices That Matter. Students investigate reliable information for an individual 2–3 minute speech, select useful evidence and organise ideas into a purposeful structure.

Learning intentions

• WALT research reliable information and record evidence accurately.
• WALT organise ideas into an engaging speech structure.
• WALT use evidence, examples or quotations to support a viewpoint.
• WALT plan a clear opening, sequenced points, counter-perspective and conclusion.

Success criteria

• I can explain why a source is reliable and relevant.
• I can record the source and distinguish facts from opinions.
• I can organise my ideas into a logical speech plan.
• I can include a counter-perspective and plan to respond to it.

Curriculum links

• Speaking, writing and presenting: selecting, organising and communicating ideas for a specific purpose and audience.
• Reading and viewing: locating, evaluating and integrating information from a range of texts.
• Language features: using evidence, rhetorical devices and structure to influence an audience.
• NCEA-aligned skills: researching and presenting ideas; crafting a planned oral text for a specific audience and purpose.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and connect Open with the provocative opening question: “Should young people have a stronger voice in decisions that affect them?” Students make a quick choice—agree, disagree or unsure—and give one reason to a partner. Explain that today they will turn a viewpoint into a well-supported speech plan.

2. 5–12 minutes – Teach reliable research Use the source-checking slides to model checking a short source. Introduce the questions: Who created it? When was it published or updated? What evidence does it use? Is its purpose to inform, persuade or sell? Is the information supported elsewhere? Model recording a fact, a quotation or an example, followed by the source name and date. Emphasise paraphrasing rather than copying.

3. 12–17 minutes – Unpack speech structure Display the speech-structure model and co-construct a structure for a 2–3 minute speech:

• Engaging opening: question, brief story, surprising fact or strong statement.
• Viewpoint and context.
• Two or three clearly sequenced reasons, each supported by evidence.
• Counter-perspective: “Some people argue…”
• Response and conclusion: return to the main message and invite action or reflection. Explain that concise speeches need approximately 250–400 spoken words, depending on pace.

4. 17–30 minutes – Research and select evidence Distribute the speech research and planning worksheet. Students work individually on their chosen Voices That Matter topic, using teacher-provided texts, class resources or pre-approved websites. They record two or three relevant pieces of evidence, check reliability, and explain how each supports their viewpoint. Circulate, prompting students to reject evidence that is unrelated, outdated, unsupported or copied without understanding.

5. 30–40 minutes – Build the speech plan Students complete the structure section of the worksheet, writing brief notes rather than a full script. They draft an opening, order their main points, add a counter-perspective and plan a conclusion. In pairs, students give a 30-second explanation of their structure. Partners respond with: “Your strongest point is…” and “A question or gap is…”. Students revise their plans.

6. 40–45 minutes – Share and assess Invite two or three students to read their planned opening or strongest evidence. Revisit the success-criteria and exit prompt. Students answer: “Which evidence will make my speech more convincing, and why?” Collect worksheets or photograph plans for feedback before the next lesson.

Resources

• the complete lesson slide deck
• the speech research and planning worksheet
• Teacher-selected, age-appropriate information texts on students’ speech topics
• Devices or printed research texts
• Projector or interactive display
• Timer
• Pens and highlighters
• Board space for modelling source checks and speech structure

Assessment

• Observe students checking source purpose, currency, evidence and relevance during research.
• Check worksheets for accurate source details, selected evidence and a logical speech structure.
• Use the partner response and exit prompt to identify students needing support with evidence, sequencing or counter-perspectives.

Differentiation

• Provide a small set of pre-selected, accessible sources and a topic choice list for students who need reduced research load.
• Offer sentence frames: “A reliable source is…”, “This evidence supports my viewpoint because…”, and “Some people argue…, however…”.
• Allow EAL and SEN learners to record ideas in keywords, use speech-to-text, or rehearse orally with a peer before writing.
• Extend confident students by requiring one compelling statistic, a deliberate rhetorical device and a specific counterargument, while checking that the speech remains within 2–3 minutes.