Process Speeches Guide

Overview

This 45-minute lesson helps 10th-grade public speaking students, including Modification 2 special needs learners, develop clear and confident process-based speeches. It aligns with Common Core State Standards for Speaking and Listening and Reading Informational Text. The lesson uses accessible language and scaffolded supports, providing an engaging, supportive environment to boost communication skills.

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Learning Objectives

By the end of this lesson, students will be able to:

• Organize and deliver a brief process speech explaining a familiar, step-by-step procedure (CCSS.ELA-LITERACY.SL.9-10.4)
• Use clear sequencing language (first, next, finally) to guide their audience through the process (CCSS.ELA-LITERACY.L.9-10.1.A)
• Demonstrate basic speaking skills: appropriate volume, eye contact, and pacing (CCSS.ELA-LITERACY.SL.9-10.4)
• Respond to simple peer feedback about clarity and organization (CCSS.ELA-LITERACY.SL.9-10.1)

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Standards Alignment

• CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, emphasizing salient points.
• CCSS.ELA-LITERACY.SL.9-10.1: Participate in collaborative conversations with peers, building on others' ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.L.9-10.1.A: Use a variety of sentence structures and sequencing words to convey meaning clearly.

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Materials Needed

• Whiteboard and markers
• Large printed visuals showing simple processes (e.g., how to make a sandwich, how to tie shoelaces)
• Index cards with process vocabulary (first, then, next, finally)
• Checklist handouts with speech steps
• Timer or stopwatch
• Seating arranged in a circle or semicircle for discussion and presentations

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Lesson Structure

1. Warm-Up Activity (5 minutes)

Goal: Activate prior knowledge and introduce the lesson topic

• Begin with a brief, friendly discussion: "Can you tell us how you do your morning routine? What steps do you take when you brush your teeth or get dressed?"
• Record a simple example on the board using sequencing words. (e.g., First, I get my toothbrush. Then, I put toothpaste on it.)
• Check for understanding: Ask students to repeat the sequencing words aloud together.

2. Mini-Lesson and Modeling (10 minutes)

Goal: Teach organization and sequencing in process speeches

• Explain what a process speech is: explaining how to do something in clear steps.
• Present a step-by-step visual on the board (e.g., making a peanut butter sandwich).
• Model a brief speech (1–2 minutes) using sequencing words and pointing to visuals. Use simple language and clear articulation.
• Highlight vocabulary (“first,” “next,” “then,” “finally”) and gestures to emphasize transitions.

3. Guided Practice (10 minutes)

Goal: Support students in preparing their own simple process speech

• Provide each student with a checklist of basic speech components: Introduction, Step 1, Step 2, Step 3, Conclusion.
• Assign or let students choose a simple process familiar to them (examples: washing hands, packing a backpack, tying shoelaces).
• Circulate to provide prompts and scaffold organization. Offer sentence starters like "First, I __," "Then, I __," "Finally, I __."
• For students with modification needs, allow drawing or writing key words on index cards to assist memory.

4. Student Presentations (15 minutes)

Goal: Deliver process speeches and practice speaking skills

• Each student presents their 1-2 minute process speech to the class or a small group, using their checklist and vocabulary cards as support.
• Encourage use of visual aids or gestures.
• Use a timer to keep presentations concise.

5. Peer Feedback and Reflection (5 minutes)

Goal: Develop listening skills and encourage constructive feedback

• Guide students to offer one positive comment on clarity or organization using a simple prompt (e.g., “I liked how you said ‘first’ clearly.”).
• Teacher summarizes strengths and gently models areas for improvement for the group.
• End by asking students to share one new thing they learned or found fun about giving a process speech.

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Assessment

• Informal formative assessment during presentations: observing clarity, use of sequencing words, and delivery skills
• Peer feedback collected orally and teacher checklist notes
• Optional: Anecdotal notes on student progress with scaffolds and engagement

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Modifications & Supports for Special Needs

• Use visual schedules and clear, simple language throughout.
• Allow extended planning time with adult or peer support.
• Provide speech frames to reduce cognitive load.
• Permit alternative formats like drawing steps or using pictures for students who struggle with writing or verbal expression.
• Allow multiple short breaks if needed during presentations.

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Teacher Reflection

• Which sequencing words supported student understanding best?
• How effectively did students use gestures and visuals?
• Were students able to manage pacing and volume?
• What scaffolds led to greatest student confidence?
• Plan adjustments for next lesson to promote deeper elaboration or multi-step process speeches.

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This targeted lesson provides structure, multisensory supports, and clear scaffolding aligned with Common Core standards, enabling all learners to succeed in speaking about processes confidently and clearly.