TIMECODE SOT NOTES / TEXT ON SCREEN

00:00:01 JULIE MANLEY: My name is Julie Manley. I teach eighth grade language arts at Chinook Middle School in Bellevue, Washington. TEXT:
Julie Manley
8th Grade ELA Teacher
Chinook Middle School, Bellevue, WA
TEXT:
Common Core: ELA
Classroom Overview:
Speaking, Listening, and Speech Presentations
00:00:11 JULIE MANLEY: In the next two lessons, I am going to ask students to analyze, and write, and present persuasive speeches. I break this up into a few stages. First, we brainstorm what makes an effective speech. Then we evaluate a student model speech.
00:00:24 JULIE MANLEY: And then apply what students notice to their own speech writing. Ultimately, my students will present their speeches in the next class.
TEXT:
Day 1: Brainstorm and Analysis
00:00:34 JULIE MANLEY: So, at the beginning of the lesson, I wanted the kids to think about what they already know about argumentative writing. So, I asked them to brainstorm those elements.
00:00:44 JULIE MANLEY: And have you guys conduct a brainstorm and do that through quick writing. And that is because I want to see where you are in just knowing the elements of argumentation without looking at the rubric right now. So, somebody with a nice, loud voice read the question. Christoph? [sp] TEXT:
Ask students to brainstorm and quick write
00:00:59 CHRISTOPH: What makes an effective, persuasive text? TEXT:
Text = Transcribed Speech
00:01:01 JULIE MANLEY: Perfect. Thank you.
00:01:03 JULIE MANLEY: Write as much as you can in two minutes. Go.
00:01:07 JULIE MANLEY: During the brainstorm, I asked students to write down the essential elements of an argumentative speech that will prepare them for when they write their own speech. And I was satisfied they were all writing as a first step. TEXT:
Common Core: Write on demand and access prior knowledge
00:01:18 JULIE MANLEY: Let's hear from Will first.
00:01:20 WILL: I said a counter argument to support the other side of the topic. TEXT:
Counter-Argument
00:01:25 JULIE MANLEY: Awesome.
00:01:26 GIRL: I said, but, you need to make a poignant claim that you can credibly backup with logic and reason. TEXT:
Poignant claim
00:01:32 JULIE MANLEY: The next part of the lesson, I transition students into reading a model text of a persuasive speech to look at that speech to analyze its argumentative elements. Now, I assigned each table group to read for a particular argumentative element. TEXT:
Group #1
Claim/reasoning/evidence
Group #2 – recognizing opposing claims
Group #3 – appeals (logos, ethos, pathos)

00:01:49 JULIE MANLEY: So, I'm going to read aloud the first paragraph. You guys mark for your assigned topic as we go. So, healthier lunches, I step into the cafeteria and make my way over to the lunch line. I get into the line. As I get closer to getting my lunch, I see the variety of lunches I'm stuck with. TEXT:
Common Core:
Delineate a speaker’s argument and specific claims
00:02:05 JULIE MANLEY: So, I asked students to be listening as I read aloud and also be marking the text for evidence, text for evidence, that they could locate to support their element.
00:02:19 JULIE MANLEY: Already, what are we noticing?
00:02:22 GIRL: How it keeps being rhetorical with the words he's using.
00:02:26 JULIE MANLEY: Linnea, you had an idea.
00:02:27 LINNEA: She uses an anecdote to get the point across. TEXT:
Common Core:
Students engage effectively in discussion
00:02:31 JULIE MANLEY: From today's lesson, I am confident that my students will be able to take an initial idea of their claim and their reasoning, and begin to create a coherent argument, and then ultimately be able to write and deliver a persuasive speech.
00:02:49 JULIE MANLEY: So, welcome to class. You guys, I want you to do a couple of things before we get going with our persuasive speeches today. TEXT:
Day 2:
Speech Presentations
00:02:56 JULIE MANLEY: I start the class by reviewing the goal or the purpose of the day's learning and then also by reviewing and discussing with students the expectations I have of them. TEXT:
Start class with review of goals
00:03:07 JULIE MANLEY: So, what I'd like for you to do is take a look at the speech number one. This is your viewing guide. This keeps you accountable as a listener, also allows you to take some notes and shows me that you are actively participating.
00:03:20 JULIE MANLEY: In today's class, students did one of two roles. Either they were the speaker or they were the listener in the audience. I had the audience participants look at a viewing guide to record each speaker's claim and then evaluate the speech.
00:03:36 JULIE MANLEY: Brett, you are up.
00:03:41 BRETT: My topic is obsessive gaming. Studies shown by Elizabeth Hartney, a specialist and consultant with gaming addictions, found 10 to 15% of video game players meet the criteria for addiction. TEXT:
Common Core:
Present claims and findings in a coherent manner
00:03:53 BRETT: Addictions are mainly affecting young men and boys and more consultants like Elizabeth Hartney looking to gaming addictions, the more they saw gaming was taking over the lives of kids.
00:04:04 JULIE MANLEY: What did you observe that Brett did well? TEXT:
Actual speech : 4 minutes
00:04:06 GIRL: I thought he used really good logos and had a lot of, like, different fact which was really good. TEXT:
Effective use of logos
00:04:11 JULIE MANLEY: Every time you are evaluating a peer up here, you can be thinking about how that's going to inform your revision and your rehearsal. So, I would agree his facts and figures were very strong.
00:04:23 GIRL: My topic is that we need to disconnect the plug in order to help our relationships in modern days. In recent studies conducted by the Harris Interactive Teen Research Society, teenagers are spending close to eight hours a day using technology. TEXT:
Common Core:
Emphasize salient points in a focused manner
00:04:37 GIRL: If we continue this pattern throughout the course of our lives, we will have spent forty-four years straight of waking hours just sitting behind a screen.
00:04:46 JULIE MANLEY: So, to focus the type of feedback that I was hoping students would give their peer who just spoke, I assigned a particular component of a rubric. TEXT:
Actual Speech: 4 minutes
00:04:57 JULIE MANLEY: So, you two, these two tables, think about her ideas. So, look at the rubric and craft a statement of what you noticed that she did well having to do with ideas.
00:05:08 BOY: I think she made her ideas clear and we knew what her claim was.
00:05:13 BOY: Yes. The claim was important to know because if you know the claim, then you can know the entire speech, what it's about. TEXT:
Clear presentation of ideas and claim
00:05:20 JULIE MANLEY: The standards addressed in this class revolve around many of the speaking and listening standards and, specifically, coming to a class prepared to deliver the speech. TEXT:
Tch Classroom Takeaways:
Common Core
Speaking and Listening:
1. Come prepared to deliver speech
2. Present claims backed with sound evidence
3. Use multimedia to enhance ideas
4. Evaluate claims
00:05:31 JULIE MANLEY: Also to be able to deliver a oral presentation that can base a claim that is backed up with reasoning and evidence. Another important standard was their ability to use multimedia or a visual display to enhance their ideas.
00:05:47 JULIE MANLEY: And then last, as a listener, being able to evaluate one's claim and think about if one's own perspective is changed.
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