Speaking with Purpose

Objective

Students will deliver a well-organized spoken presentation lasting 3-5 minutes using vocabulary related to everyday activities, demonstrating verbal communication skills tailored for special education sixth graders with language challenges.

Common Core Standards Alignment

CCSS.ELA-LITERACY.SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes.

CCSS.ELA-LITERACY.SL.6.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate to task and situation.

Learning Objectives

By the end of this 15-minute lesson, students will be able to:

Use a provided word bank to create a simple, logical sequence describing everyday activities.
Deliver a brief 3-5 minute spoken presentation using visual supports to aid understanding.
Demonstrate improved clarity and organization in spoken language over three assessment trials.

Materials Needed

Visual support cards illustrating everyday activities (pictures + simple phrases)
Word bank handout (large font) with vocabulary related to daily routines
Timer (set for 3-5 minutes)
Seating arranged semi-circle for focus and eye contact
Recording device (optional, for self-reflection and teacher assessment)

Word Bank (Vocabulary for Everyday Activities)

Wake up
Brush teeth
Eat breakfast
Go to school
Do homework
Play outside
Read a book
Eat lunch
Take a bath
Go to bed

Lesson Procedure

1. Introduction and Warm-Up (3 minutes)

Greet students warmly and explain today’s goal: “We will practice talking about daily activities in order.”
Show each visual card one by one, say the word, and encourage choral repetition (“Wake up,” “Brush teeth”). Use clear pronunciation and pause for the group to repeat.
Hold up the word bank and briefly point to the words as you say them.

2. Modeling the Presentation (3 minutes)

Using picture cards and word bank, give a 3-minute example presentation describing your own day using simple sentences (e.g., “First, I wake up. Then, I eat breakfast. After that, I go to school.”)
Use clear and slow speech with expressive gestures.
Highlight sequencing words: first, then, after that, finally.

3. Guided Practice Using Visual Supports (5 minutes)

Provide each student with a small set of 3-4 picture cards from the word bank.
In pairs or individually depending on needs, students arrange their cards in order and practice saying the sequence aloud quietly or to a partner.
Teacher circulates and offers visual cues and prompts as needed (“What happens first?” “Can you say the next step?”).
Use sentence starters on the board: “First, I ____. Next, I ____.” to scaffold sentence construction.

4. Assessment: Presentation Trials (4 minutes)

Each student delivers their 3-5 minute presentation using their picture cards and word bank for support.
Teacher times and records each student’s presentation or takes notes.
Provide immediate positive feedback focused on clarity, organization, and vocabulary use.
After all students have presented once, repeat two more short trials, encouraging improvement and confidence.
Criteria for assessment: use of vocabulary, logical sequence, and clarity of speech.

Assessment Plan

Trial 1: Initial attempt, scaffolded with sentence starters.
Trial 2: Independent attempt with minimal prompting.
Trial 3: Final attempt focusing on fluency and expression.

Teacher uses a simple checklist:

Used at least 4 words from word bank
Presentation lasted 3-5 minutes
Ideas presented in logical sequence
Clear, audible speech with understandable phrasing

Differentiation & Supports

Use graphic organizers with pictures for students needing extra help sequencing
Allow use of sentence frame cards for students with expressive language difficulties
Offer extra practice with peer or adult modeling if needed post-lesson

Reflection and Closing (1 minute)

Quick class discussion: “What was easy or hard about speaking today?”
Celebrate successes to build confidence.
Preview next lesson: using more detailed vocabulary about daily routines.

This lesson plan maximizes student engagement with concrete visual support while aligning with Common Core requirements for speaking and listening. The short, scaffolded presentation format fits the attention and language levels of special education sixth graders, promoting growth in oral communication and confidence.

Teaching Instructions