Delivery



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The Blackfen School Public Speaking Competition

The aim of the Power Up! Speak Up! public speaking competition is to help students develop the knowledge, skills and confidence to speak in public. Over three lessons, students will learn how to speak with power in public. They will put this into practice by taking part in a public speaking competition. Each student will make a speech in class, and the top two students from each class will take part in a grand final! Each speech will be one minute long, and will be made without notes!

Learning Outcomes:

• Deliver and present with confidence and impact

• Master the art of speaking without notes

• Give and receive feedback

• Understand the secrets of successful public speaking

• Prepare a speech and source information

• Understand the importance of structured arguments

Overview:

Lesson 1: To learn how to CONNECT with your audience when you make a speech.

Lesson 2: To learn how to CONSTRUCT a great speech and how to build great CONTENT into your speech.

Lesson 3: To make a great speech in a class COMPETITION and give great feedback to your peers.

NB It’s a little hard to know how much progress students will make in Lesson 1 & 2. It may be necessary to give them one more lesson in which they spend more time honing their speech – focusing on ‘hooking’ their audience, using props, humour and stories, varying their pace, using body language, involving the audience etc. This project doesn’t HAVE to be limited to three lessons, and I’d much rather they all make real progress on public speaking rather than rushing to finish the project in 3 lessons.

Lesson 1: CONNECTION!

|Learning Outcome |Learning Steps |Resources |

| |CONNECT: | |

|To learn how to CONNECT with |When students have settled, introduce the Speak Up! Competition: a public speaking competition to teach you how to be a great speaker… and to find the best|PowerPoint |

|your audience when you make a |speaker in Blackfen! | |

|speech. | |Youtube access |

| |Give an overview of the competition: over the next three lessons, students will learn how to make a great speech. In particular they will learn the 3Cs of | |

| |public speaking: | |

| |Connection | |

| |Construction | |

| |Content | |

| | | |

| |They will then use these skills to prepare and make an outstanding one minute speech to their class. The top two speakers – voted by the class – will go | |

| |through to the final. For each class there will be two prizes – best speaker and most improved speaker. In the final there will be 1st, 2nd, 3rd place | |

| |prizes. | |

| | | |

| |The reason we are doing this project is that whatever you do in life, you will at some point have to speak in public, and in many jobs you have to do it | |

| |all the time – teaching, journalism, politics, police, community work, youth work, lawyer, campaigner etc. It’s a most vital skill, but most adults are | |

| |terrified of it! | |

| | | |

| |The Great Speech: | |

| |Show this video of a great speaker (or choose any others that you think might work, like an Obama speech), and ask students to think what makes a great | |

| |speaker / speech. You can put this link into Youtube, or use the video file in the shared area. | |

| | | |

| | | |

| | | |

| |Ask students to discuss their views of what makes a great speaker in pairs, and then get feedback from students and collate them. | |

| | | |

| |ACTIVATE: | |

| |Explain that you can have the best speech in the world written down on paper, but if you can’t CONNECT with your audience, it will have no impact. | |

| | | |

| |To CONNECT you have to: | |

| |Use your body – eyes, hands and movement | |

| |Vary your volume – every body must be able to hear you, but you don’t always have to shout | |

| |Vary your speed – faster, slower and use the ‘power of the pause’ | |

| |Show your energy, passion and humour! | |

| | | |

| |Play the video again, and ask students to put up their hand when they spot the speaker using one of the above skills. | |

| | | |

| |DEMONSTRATE: | |

| |In pairs ask students to prepare a 30 second speech to their partner on the following topic: The person I most admire | |

| | | |

| |They must make the speech WITHOUT notes, but they must: | |

| |Use their body (they will need to stand up if there’s space! | |

| |Vary their volume | |

| |Vary their speed | |

| |Show energy, passion and humour! | |

| | | |

| |Give them around 10 minutes to draft some ideas then give a 30 second speech yourself to model what you want them to do. Then give them around 5 minutes to| |

| |practice their speech in pairs. Each must take a turn, and then give each other feedback. | |

| | | |

| |CONSOLIDATE: | |

| |Ask for volunteers to share their 30 second speech with the class. Feedback using What Went Well / Even Better If, but only in terms of the success | |

| |criteria for CONNECTION. At this stage, don’t focus on any other aspects of making a speech. | |

Lesson 2: CONSTRUCTION & CONTENT

|Learning Outcome |Learning Steps |Resources |

|To learn how to CONSTRUCT a |CONNECT: | |

|great speech. |Ask students to remind you about the things you need to do to CONNECT with an audience. Explain that today they are going to learn to second and third |Use of the Internet |

| |skills of making a great speech: CONSTRUCTION and CONTENT. | |

|To learn how to build great | |Jack Petchey Speech |

|CONTENT into your speech. |Show students the video of the winning speech from last year’s Jack Petchey Speak Out! Competition, and point out how the speaker has used; Connection, |Builder sheet |

| |Construction and Content: | |

| | | |

| | | |

| | | |

| | | |

| |ACTIVATE: | |

| |Introduce the next two key skills of a great speech: | |

| | | |

| |CONSTRUCTION: explain that a great speech has a clear structure – you can’t just ramble on! Hand out the Speech Builder sheet, and talk through the key | |

| |points on it. | |

| | | |

| |CONTENT: explain that their competition speech can be on any topic they want. It could be their favourite school subject, a sport, hobby, other interest,| |

| |career/dream job, their proudest achievement, a social issue they want to change, something they feel is unfair in society, or they could build on their | |

| |‘who do you most admire’ speech from last lesson. | |

| | | |

| |The important thing is that they speak about a topic they know about and care about. They should use stories, facts, examples, humour, props or audience | |

| |participation to strengthen their content. | |

| | | |

| |Use a selection of videos from this page to illustrate the key points as you think appropriate. These could include: | |

| |‘hooking’ their audience, using props, humour and stories, varying their pace, using body language, involving the audience, concluding their speech. | |

| | | |

| | | |

| | | |

| |Then summarise the success criteria for the speech, using slides 4 – 6 on the PowerPoint. | |

| | | |

| |DEMONSTRATE: | |

| |Ask students to now start to draft their speeches by using the Speech Construction sheet. It’s really important they don’t write their speech out word | |

| |for word. They are NOT allowed to use any notes when they make their speech, so what they need is a draft structure, and then begin to practice and | |

| |memorise it. | |

| | | |

| |CONSOLIDATE: | |

| |Depending on the time left, either ask students to practice their speech in pairs and give each other feedback, and/or ask for volunteers to practice | |

| |making their speech in front of the class. | |

| | | |

| |HOMEWORK: | |

| |To practice, practice and practice your speech for next lesson’s class competition. | |

NB It’s a little hard to know how much progress students will make in Lesson 1 & 2. It may be necessary to give them one more lesson in which they spend more time honing their speech – focusing on ‘hooking’ their audience, using props, humour and stories, varying their pace, using body language, involving the audience etc. This project doesn’t HAVE to be limited to three lessons, and I’d much rather they all make real progress on public speaking rather than rushing to finish the project in 3 lessons. They could, for example, spend the first half of Lesson 3 honing their speeches. Then some of them could start giving their final speech in the second half of the Lesson 3, and the rest could finish in Lesson 4.

Lesson 3: COMPETITION

|Learning Outcome |Learning Steps |Resources |

|To make a great speech in a |CONNECT & ACTIVATE: |Post-its |

|class COMPETITION and give great|Remind students of the key skills they need to demonstrate in their speech (Connection, Construction and Content). Give them a little time for a final | |

|feedback to your peers. |run through of their speech. |Peer Assessment Score |

| | |Card |

| |DEMONSTRATE: | |

| |Each student will make their competition speech. Remember – one minute long and no notes! |Class prize for top 2 |

| | |speakers ad Most |

| |After each speech get a little feedback using What Went Well / Even Better If. Then all other students will use the Score Sheet to give each speaker a |Improved Speaker |

| |score. | |

| | | |

| |Once everyone has made their speech, have a class vote on the best two speakers – this could be done by a show of hands, or post-it voting etc. These two| |

| |students will go forward to the final. There is also a class prize for Most Improved Speaker, which you could decide who wins. | |

| | | |

| |CONSOLIDATE: | |

| |If there is time, give each student a post-it and ask them to write down the most important thing they’ve learned about public speaking. They should | |

| |stick this up on the board as they leave the classroom. | |

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