Marj Bubach- High School English
Magic City Campus, Minot, ND
Rock and Roll Hall of Fame and Museum is a HIT!
I found a variety of great les-
son plans for everything from the
American Dream to Vietnam to
social protest to literary devices and
oral interpretation. The lesson plans
are well written, and many incorpo-
rate reading, writing, speaking, and
listening.
I have used a couple of the plans,
and I would highly recommend you
check out http://rockhall.com/events.
Go to “Education and Events” and
click on “Teacher Programs.” Once
there, click on “STI Lesson Plans”
where you will find over fifty ideas
that incorporate music into the class-
room.
Quotation Speech
Prepare and deliver a two to three
minute speech based on a quotation
that interests you. You may choose
one of those listed below or find one
on your own.
• Develop a speech outline about the
quote with at least three main
points:
* what does it mean to you
* how does it apply to your life
* the importance of it
* illustrations or examples of it.
• Use a variety of support, including
statistics, anecdotes, examples, def-
initions, comparison/contrast, ref-
erences to history or current events
to illustrate your main points.
• Begin the speech with an introduc-
tion which engages the audience
and previews the main points.
Include you quotation.
• End with a conclusion that reviews
and has a definite closing.
• Prepare note cards for speaking
notes.
Some quotations:
• No act of kindness, no matter how
small, is ever wasted. — Aesop
• Live and let live.
— Scottish proverb
• I never met a man I didn’t like.
– Will Rogers
• There is no substitution for hard
work.
— Thomas Edison
• To thine own self be true.
– William Shakespeare
• I have regretted my speech,
but seldom my silence.
— Livy
• Don’t let yesterday use up too
much of today.
— Will Rogers
• Aweed is but an unloved flower.
— Ella Wilcox
John Scheeler - High School English
Family Story Speech
Prepare a two- to three- minute speech in which the main pur- pose is to relate some vivid and memorable family story. This can be something you experienced or a story that has been passed down. The story can be serious or humorous, but it must be appropriate to a classroom setting.
• Begin by making a quick list of important details in your story, including who, what, when, where, why,and how.
• Think about what you will include in your story. Make sure your story has a beginning, middle, and end.
• Try to make the story build in excitement, humor, or suspense.
• Prepare a story board. Fold a sheet of paper into fourths. Number the boxes 1 to 8. Draw some sort of picture or sketch in each box to represent significant events or details in your story.
• Practice telling your story. Plan a definitive opening. Don’t jump start with “O.K., um . . .” Have a definite closing. Don’t just stop with the last event. End by explain- ing how this event taught you an
important lesson, helped you grow in some way, gave you some insight into life or human nature. Don’t end abruptly, like “That’s it.”
• When you give your speech, remember:
• Good eye contact. Look at all your audience not just those in front of you.
• Good posture. Don’t lean on one leg, tug on your clothing, scratch.
• Good voice. Speak loudly, clearly, and conversationally. Watch out for ah’s, um’s, like’s.
• Relax!
• Smile!
• Communicate!
Preparation
• Briefly identify the following ele- ments of your story. Not all ele- ments will apply to all stories.
• When and where does your story take place? Are the physical aspects of the place important to the story?
• Who are the most important people in your story? What is important about them?
• What is the high point of your story?
• Why did the events happen the way they did?
• What about people, life, etc. did this story help you understand?
John Scheeler - Magic City Campus,
Minot, ND
Any Old Bag
• Bring to class any old bag in which you have placed three items representing some significant aspect of your past, present, and future.
• Begin your speech definitively by establishing eye contact with your audience and introducing yourself by name.
• Tell us something about each item in your bag.
• Remember to stand with good pos- ture, look at your audience — not at your objects — smile, andspeak in a strong, clear voice.
• Plan a definite ending, something other than “And that’s my speech.”
John Scheeler - Magic City Campus,
Minot, ND
Radio Play in Media Literacy
In my Media Literacy class I teach a section on radio. We listen to War of the Worlds and then create a radio play using that as our template. We assume that we live in our world but that all communication but the radio has been wiped out. Students brainstorm natural or other disasters and then create the script. I then group the students in small groups and they read their radio play to their group. The group then chooses one they believe will be the most grip- ping. They work together to make any changes or enhancements. They then produce their radio play using the members of their group and any
other sound effects needed. The class is given a rubric for use when they assess each play.
Sarah Hicks - Magic City Campus,
Minot, ND