Confident Performance

Overview

Lesson 9 of 10 prepares students to present their transformed tale with stronger memorization, rehearsal habits, and clear delivery. Students will use targeted practice strategies to refine delivery in preparation for an upcoming audience.

Learning intentions

Students will be able to:

• rehearse a speech using effective memory and delivery strategies
• deliver their rehearsed lines with clarity, pacing, and appropriate voice/body
• use notes, rehearsal plans, and visual aids to reduce anxiety and increase confidence
• give and use respectful feedback to improve performance

Success criteria

Students will be able to:

• present their transformed tale with most lines memorized and minimal page dependence
• use deliberate pacing and volume that can be heard by an audience
• maintain an audience-focused stance and use gestures deliberately
• respond to feedback with at least one specific adjustment during final rehearsal

Curriculum links

• TEKS.ELAR.b.7.D (Delivery): use appropriate strategies for rehearsing and presenting speeches using notes/manuscripts/rostrum/visual aids/electronic devices
• TEKS.ELAR.b.3 (Invention): plan speeches and prepare content for presentation
• TEKS.ELAR.a.1 (Introduction): connect preparation and presenting public messages with listening, speaking, thinking, and evaluating
• TEKS.ELAR.a.4 (Introduction): reinforce essential knowledge/skills in the Public Speaking course progression

Lesson structure (60 minutes)

1. 0–5 min · Hook and goal check. Teacher displays the hook and rehearsal goal slides and asks: “What’s one thing audiences notice first—your voice, your body, or your clarity—and why?” Students quick-write a one-sentence answer and share with a partner.

2. 5–12 min · Model: confident delivery checklist. Teacher plays delivery checklist and quick model slide sequence showing pacing, volume, eye contact/audience orientation, and gesture purpose; teacher briefly models “slow is smooth” line delivery. Students read along and underline one strategy they will use today.

3. 12–20 min · Warm-up for memorization and voice. Teacher leads a timed rehearsal warm-up while referencing warm-up prompts and pacing reminders. Students do a group echo read (teacher-led), then practice the first 2–3 lines in unison focusing on steady pacing and clear consonants.

4. 20–34 min · Small-group final rehearsals. Teacher assigns rehearsal order and sets expectations for quiet audience practice using rehearsal workflow and timing. In groups, one student performs their tale segment (beginning to middle or full piece depending on readiness) while others watch for two checklist items; performers repeat immediately after feedback with one adjustment.

5. 34–46 min · “Line-loss recovery” practice. Teacher directs students to practice restarting smoothly if they forget using memorization strategies and recovery steps (e.g., key word anchor, body cue, first-word cue). Students choose a cue (a gesture or first-word cue) for one section and run that section twice—once with cues, once with reduced cues.

6. 46–54 min · Audience-facing read-through (rostrum/space). Teacher posts groups around the room and references audience positioning and rostrum/space guidance. Each student/partner team delivers with purposeful stance (facing audience area), then the group gives one “Glow” and one “Grow” using the checklist language.

7. 54–60 min · Exit ticket: rehearsal commitment. Teacher distributes final rehearsal ticket worksheet and collects it as the bell work closes. Students complete: (1) one delivery strength they used today, (2) one feedback they received, and (3) one concrete change for the next rehearsal.

Resources

• the hook and rehearsal goal slides (single deck used throughout)
• final rehearsal ticket worksheet (exit ticket and quick self-check)
• Student performance checklists (printed or in delivery checklist and quick model slide sequence format)
• Props or simple visual aids used in their tale (as appropriate)
• Timer/clock visible for rehearsal timing
• Seating/living-room “audience area” markings on the floor or desks cleared for viewing
• Optional: index cards for first-word cue/anchor word (teacher approval)

Assessment

• Teacher observes rehearsals using the delivery checklist during small-group practice (formative)
• Peer feedback quality: students must name one specific “Glow” and one specific “Grow” tied to delivery behaviors (formative)
• Exit ticket from final rehearsal ticket worksheet confirming at least one memorization/delivery adjustment commitment (summative for this lesson)

Differentiation

• Provide sentence starters for feedback in rehearsal workflow and timing (e.g., “I noticed… because… I recommend…”)
• Offer memory supports: allow a cue card with first words or key phrases (aligned to using notes/manuscripts strategically)
• For students who struggle with memorization, require memorization of the beginning and conclusion first, then build toward full memorization across runs
• For advanced students, challenge them to reduce cue dependence further and improve gesture precision (each gesture must match a moment/meaning)