Lesson MINI

LESSON MINI

Sharing Research

Grade:

9-12

Topic:

Research

Unit:

Research Fundamentals

Overview

In this lesson mini, students explore the art of public speaking and learn to deliver engaging research-based presentations. Students develop their understanding of oratory, rhetorical devices, and effective presentation techniques. They analyze speeches by notable orators, practice crafting their own speeches, and ultimately present research on topics of their choice.

Ideas for Implementation

Social Studies

English

Humanities

Writing labs

Interdisciplinary collaboration

Key Vocabulary & Definitions

oration (noun): a formal speech delivered on an important or ceremonial occasion, often with the aim to inspire or persuade an audience

orator (noun): a skilled and eloquent public speaker

oratory (noun): the art and practice of delivering formal speeches, especially those intended to persuade

rhetoric (noun): the art of using language effectively and persuasively in speaking or writing

rhetorical devices (plural noun): techniques or strategies used in writing or speech to effectively convey a message and persuade an audience, such as metaphors, alliteration, or rhetorical questions

Authentic Learning Extensions

Authentic learning opportunities for presenting research and public speaking involve real-world experiences and practical applications that help students understand these concepts meaningfully. Here are some examples:

Speech Competition: Encourage students to participate in a speech competition, or hold a speech competition for your own class or school.

Studying Speeches: Have students choose and analyze a recently given speech that is meaningful to them. For example, they might choose a speech that a musical artist gave at an awards ceremony. Have them read the speech and circle where the speaker employs oratory strategies.

Choose Activity

LESSON MINI

Sharing Research

Activity

1:

An Introduction to Oratory

By the end of the activity, students will be able to define oratory, identify rhetorical devices, analyze speeches, and reflect on effective public speaking skills.

>40

Minutes

Materials and Resources

Materials

Devices (e.g., Chromebook, tablet, other approved) (one per student)

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity:

Tell students that today they will learn about oratory by reading a text, answering guiding questions, and engaging in a group activity to practice public speaking.

Activate students’ thinking by asking them to name exceptional public speakers of current and historical times.

Invite students to reflect on the importance of developing good public speaking skills for their academic and professional futures. Record their ideas on the board.

Distribute a copy of the Oratory article, Oratory Guiding Questions handout, and Main Idea and Detail Web graphic organizer to each student. Assign them to work with a partner to complete the reading and supporting handouts.

Instruct students to first complete the guiding questions and then summarize the ideas from the text using the graphic organizer.

Reassemble the class and gauge comprehension by asking different pairs to share one key concept they learned about oratory through the text and supporting handouts.

Draw a bubble web on the board and write the word oratory in the middle. Guide students in brainstorming characteristics of a great presentation and speech. For example:

Appropriate use of volume, tone, and pace

Effective use of nonverbal language, such as gestures and eye contact

Ability to connect with audience members by evoking emotion

Show a speech of your choosing and lead a discussion on the rhetorical devices used (e.g., repetition, appeal to emotion, nonverbal language). Consider showing students notable speeches such as Steve Jobs’s 2005 Stanford commencement speech, Greta Thunberg’s 2019 U.N. Climate Action Summit speech, Winston Churchill’s “We Shall Fight on the Beaches” speech, or Martin Luther King, Jr.’s “I Have a Dream” speech.

Conclude the activity by asking students to reflect on what it takes to become an effective presenter, public speaker, and orator. Have them write down or share three specific skills they want to improve in their own public speaking.

Differentiation and Variations

Flipped Classroom Model: Assign students the Oratory article to read before class to build their background knowledge on the subject. This benefits student learning as it gives them more context for an enriching group discussion and gives readers additional time to work with the text.

Iconic Public Speakers: Conclude the activity by asking students to research and watch video clips of famous public speakers, such as Steve Jobs, Michelle Obama, Martin Luther King, Jr., and Winston Churchill.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Activity Introduction: Both teachers introduce the activity and facilitate a brief discussion about exceptional public speakers of current and historical times.

Pre-reading Activity: Both teachers guide their groups in reflecting on the importance of developing good public speaking skills for academic and professional futures, recording ideas on separate boards.

Article Reading: Both teachers distribute a copy of the Oratory article, Oratory Guiding Questions handout, and Main Idea and Detail Web graphic organizer to each student and assign them to work with a partner to complete the reading and supporting handouts.

Pair Work: Both teachers circulate within their groups and support students as they work in pairs to complete the reading, guiding questions, and graphic organizer.

Group Discussion: Both teachers reassemble the class and gauge comprehension by calling on different pairs to share key concepts they learned about oratory.

Characteristics of Great Speeches: Both teachers lead their groups in creating a bubble web with the word oratory in the center, guiding students to brainstorm characteristics of effective presentations and speeches.

Speech Analysis: Both teachers show a short clip of Martin Luther King’s “I Have a Dream” speech and lead a discussion on the rhetorical devices he used, such as repetition, appeal to emotion, metaphorical expressions, and effective nonverbal communication.

Activity Conclusion: Both teachers check for comprehension by asking students to reflect on what it takes to become an effective presenter and orator. They also have students write down three specific skills they want to improve in their own public speaking.

Sharing Research

Activity

2:

Public Speaking Tips

By the end of the activity, students will be able to list top tips for becoming effective public speakers to engage an audience when sharing research.

>40

Minutes

Materials and Resources

Materials

Whiteboard and display

Writing utensil

Resources

Implementation

Prepare for the Activity: Prepare a short story to share with students during the activity (see step 2). Write or display the following definitions on the board:

anaphora: the repetition of a word or phrase at the beginning of successive clauses or sentences

clear language: speech that is simple, concise, and easy to understand

effective transitions: phrases or sentences that smoothly connect one idea to another

hook: a captivating opening that immediately engages listeners or readers

parallel structure: the use of similar patterns of words to connect related ideas

repetition: the restatement of key words or phrases to emphasize important ideas

storytelling: the use of relatable narratives to connect with the target audience

Tell students that today they will learn effective public speaking skills and rhetorical devices for engaging audiences when presenting research.

Begin by telling the story you prepared in a monotone way and without using facial expressions, gestures, or eye contact. Invite students to share their thoughts.

Introduce students to key rhetorical devices by sharing the definitions previously written or displayed on the board:

anaphora: the repetition of a word or phrase at the beginning of successive clauses or sentences

clear language: speech that is simple, concise, and easy to understand

effective transitions: phrases or sentences that smoothly connect one idea to another

hook: a captivating opening that immediately engages listeners or readers

parallel structure: the use of similar patterns of words to connect related ideas

repetition: the restatement of key words or phrases to emphasize important ideas

storytelling: the use of relatable narratives to connect with the target audience

Play the John F. Kennedy: Speech on the NASA Program to Place a Man on the Moon video excerpt (28 seconds), and ask students to observe Kennedy’s public speaking skills and evaluate his speech based on the devices listed above.

After watching the speech, give students time to share their thoughts. Consider asking the following questions:

How does John F. Kennedy engage with his audience?

What nonverbal communication strategies did he use when he spoke?

What speech strategies and rhetorical devices did he use during his speech?

Emphasize the importance of showing confidence, making eye contact, and using appropriate volume, tone, gestures, and posture to deliver memorable messages and to share research.

Have students work in pairs to further research and analyze the rhetorical devices used throughout the speech using reliable Internet sources. Provide a copy of the President Kennedy’s Moon Program Speech Guiding Questions handout to each student to support their research process.

Reconvene the class and discuss students’ findings, highlighting how the rhetorical devices contributed to the speech’s impact. Ask students to reflect on how they could apply these devices in their own presentations.

Assign a brief writing exercise: Students should craft a one- to two-minute speech about a memorable life experience, incorporating at least three rhetorical devices discussed in the activity.

Have students practice delivering their speeches in pairs, providing constructive feedback to each other. Conclude the activity by inviting volunteers to present to the whole class, encouraging audience members to identify the rhetorical devices used and discuss their effectiveness.

Differentiation and Variations

Storytelling Support: Provide additional guidance on how to structure a short narrative speech through additional modeling and brainstorming resources to help students structure their ideas, such as the Summarization Note-Taking graphic organizer.

Speech Writing Challenge: Invite students to practice writing different types of speeches, such as persuasive, informative, and narrative speeches. This benefits student learning because it exposes them to different ways in which they can connect with a target audience and use a variety of rhetorical devices to connect with that audience.

Famous Speakers Research Task: Wrap up the activity by inviting each student to research different famous public speakers and analyze their oratory styles. This will give students the opportunity to explore how the public speaking styles affect audiences.

Collaborative Teaching

Introduction: Both teachers introduce the activity and facilitate a group discussion about what it means to be a good public speaker and what the key rhetorical devices are.

Video Viewing: Both teachers play the excerpt of Kennedy’s speech on the moon program and ask students to observe his public speaking skills.

Pair Work: Both teachers provide each student with a copy of the guiding questions to accompany Kennedy’s speech and assign them to work with a partner to answer extension questions. Both teachers circulate the room and support students as they work in pairs to complete the reading and supporting document.

Group Discussion: Both teachers reassemble the class and gauge comprehension by calling on different pairs to share something they learned about Kennedy’s moon program speech.

Challenge: Both teachers challenge students to write a one- to two-minute speech about a memorable life experience, using at least three rhetorical devices from the activity, such as repetition, parallel structure, and appeal to emotion.

Activity Conclusion: Both teachers check for comprehension by asking students to reflect on what it takes to become an effective public speaker.

Sharing Research

Activity

3:

Presenting Research

By the end of the activity, students will be able to present their research in an engaging way through the use of rhetorical devices.

>40

Minutes

Materials and Resources

Materials

Devices (e.g., Chromebook, tablet) (one per student)

Large index cards (one per student)

Whiteboard and display

Resources

Implementation

Tell students that today they will prepare and deliver to a small group a short research-based presentation on a topic of their choice.

Lead a brief discussion on effective presentation techniques, focusing on three key elements:

Building an emotional connection with the audience

Using logical argumentation

Establishing credibility

Use the following guiding questions for a whole-group discussion:

How can a presenter make their audience feel engaged and interested?

What does credibility mean, and why is it important for research purposes?

Why is using logic and evidence important when presenting research?

Facilitate a brainstorming session on potential research topics. Encourage students to consider their interests, such as favorite artists, sports, movies, video games, or scientific discoveries. Record ideas on the board.

Distribute the Summarization Note-Taking graphic organizer and index cards and assign each student to a computer. Instruct students to do the following:

Research their chosen topics

Find evidence to support their ideas

Organize their research in an analytical and cohesive manner

Guide students in creating visual aids using slideshow presentation software. Emphasize the importance of using minimal, intentional text. Instruct them to choose visuals that clearly communicate key points and select images that will appeal to their audience.

Pair students for presentation practice. Remind them to focus on establishing credibility, making an emotional connection with the audience, and presenting logical arguments supported by research evidence as they rehearse with their partners.

Form groups of four students for final presentations. Begin by reviewing class norms for respectful audience behavior. Then have each student present to their group, allowing two or three minutes per presentation. Ensure all group members have a chance to present.

Conclude the activity with a reflection activity. Ask students to share one new thing they learned from their peers’ presentations, encouraging them to consider the diverse topics and perspectives they encountered during the session.

Differentiation and Variations

Recorded Presentations: To support all students’ needs, consider giving them the option of recording their presentations at home and sharing their presentations for teacher feedback instead of presenting them to peers. This gives students the opportunity to practice oratory skills while also receiving feedback.

Oratory Challenge: Ask for student volunteers to present to the whole class, and encourage audience members to ask thoughtful questions and give each other feedback. This gives students the chance to present their work in front of a larger audience.

Ethos, Pathos, and Logos: Provide students the opportunity to research Aristotle’s modes of persuasion and reflect on how to apply them in their presentations. This strengthens students’ research skills while also fostering independent learning and critical thinking.

Collaborative Teaching

Introduction: Both teachers introduce the activity objective and facilitate a brief discussion on effective presentation techniques, focusing on emotional connection, logical argumentation, and credibility.

Topic Selection and Planning: Both teachers guide students through the brainstorming process for topic selection, distribute the Note-Taking graphic organizer and index cards, and support students in planning their presentations.

Research and Visual Creation: Both teachers oversee their groups’ use of computers for research and creation of visual aids, emphasizing the importance of finding supporting evidence and creating meaningful visuals with minimal text.

Practice Presentations: Both teachers organize their students into pairs for practice presentations. As they circulate to provide guidance, both teachers remind students to focus on establishing credibility, making emotional connections, and presenting logical arguments.

Final Presentations: Both teachers form groups of four students within their respective halves of the class for final presentations, review respectful audience behavior, and ensure each student has the opportunity to present.

Reflection: Both teachers lead a brief reflection activity, encouraging students to share new information they learned from their peers’ presentations.

Sharing Research

Activity

4:

Minutes

Materials and Resources

Materials

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Resources

Implementation

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Differentiation and Variations

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Collaborative Teaching

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Sharing Research

Activity

5:

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Materials and Resources

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Resources

Implementation

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Differentiation and Variations

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Collaborative Teaching

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