TED Talk Unit Plan 2

Hum. 8A – TED Talk Learning
Kerry Lee-Crawford
Subject Area Social Studies
Grade Level 8
Topic TED Talk Learning
Length of Unit 2 months
pg. 1
Essential Unit Question
How can I improve the way I think about myself and the world around me?
Unit Performance Overview
Students will select and complete a meaningful 30 day challenge/project using one of the
Worldview elements (Knowledge, Belief, Value, Time, Geography, Society, Economy) an then
write and present their own TED Talk speech about their experience to share with the class.
Established Goals
Students will be able to …
1. Learn how to improve or get rid of something in their lives through a 30 day challenge.
2. Create and accomplish a realistic and attainable 30 day challenge/project.
3. Learn how to prepare and present a speech on film or live in front of their peers.
Transferable Knowledge
Enduring Understandings:
Students will understand that…
U1 – Removing or improving something in my life
is beneficial to how I think about myself and the
world around me.
U2 – Staying motivated when trying to complete a
difficult task is important to my success.
U3 – Explaining my data and conclusions to others
gives me confidence in my own accomplishments.
Essential Questions:
Students will keep considering…
Q 1 – What do I need to improve upon or get rid of
in my life?
Q2 – How can I stay motivated while doing
something that is difficult or a challenge?
Q3 – How do I articulate what I have learned to
others in a meaningful way in a speech?
Unit GLOs and SLOs
8.S.1 – develop skills of critical thinking and creative thinking.
8.S.4 – demonstrate skills of decision making and problem solving.
8.S.7 – Apply research process
8.S.8 – demonstrate skills of oral, written and visual literacy
ELA 1.1 – Express ideas and develop understanding
ELA 3.1 – Plan and Focus
ELA 3.3 – Organize, Record and Evaluate
ELA 4.3 – Present and Share
Unit Activities
Bold Faced = Summative Assessment
30 Days Challenge sheet (along with a Parents Info Sheet)
Brainstorm Group Activity
What are your fears? Activity
Good Communication Skits sheet

Kerry Lee-Crawford
Grade Level 8
pg. 2
Teen Ad Group Sheet
How to Prepare a Speech
You Be the Judge sheet
How to Film a Speech
 30 Days Challenge sheet– students will take home this sheet to discuss with their parents their 30
Day Challenge to determine what challenge they want to do, how they will monitor their
progression, and to ensure that the challenge is realistic, attainable and sustainable.
 Brainstorm Group Activity – students will get into groups – each group will brainstorm an answer
and make a written response to their question, then each group will share their results with the
class.
 What are your fears? Activity – students will identify their fears of public speaking by writing them
down on a list and then learning how to overcome them by discussion questions and watching
directed videos about overcoming stage fright.
 Good Communication Skits sheet – students will read instructions to perform a specific BAD
communication skill, and the class will decide which skill they did and what they should have done.
This GOOD communication skill will be written down on a large sheet of paper for the class to see
every day.
 Teen Ad Group Sheet – in groups, students will compare their self-esteem to teen advertisement
pictures by responding to specific questions about the ad.
 How to Prepare a Speech – how to prepare a speech will be discussed in class using this sheet, and
students can follow this outline to construct their speeches.
 You Be the Judge sheet – students will use this sheet to assess 3 video speeches to determine what
is working in a speech and what is not. This sheet is for students to reflect upon as they prepare
and give their own speeches.
 How to film a Speech – students will be given a tips and tricks sheet to use to record their speech,
if they decide they want to present it using film to the class. They must follow the criteria of this
sheet in order to get full marks.
Materials
- Worldviews Element Wheel (anchor chart)
- Large Pad of Paper & markers
- Laptops
- Lesson #3 Power Point Presentation
- Power Point Presentation – Public Speaking
- 6 or 7 images of teen ads
- Blank Rubric Table (on a Word Document)
 Videos:
TED Talk: Matt Cutts: Try something new for 30 days (3:24)
TED Talk: Graham Hill: Less stuff, more happiness (5:49)
YouTube: Comfortable: 50 People 1 Question (4:14)
YouTube: Kid President: How to Change the World (a work in progress) (3:43)
YouTube: My philosophy for a happy life | Sam Berns | TEDxMidAtlantic (12:45)
YouTube: Dream - Motivational Video (6:19)
YouTube: SPARK – Motivational Video (4:19)
YouTube: Wellcast - How to Stop Procrastination (5:12)

Kerry Lee-Crawford
Grade Level 8
pg. 3
YouTube: Wellcast - Disconnecting from Technology (5:17)
YouTube: Wellcast - How to Break a Bad Habit (5:04)
TED Ed: Write your story, change history – Brad Meltzer (8:57)
TED Ed: The science of stage fright (and how to overcome it) - Mikael Cho (4:08)
YouTube: Facing fear: Sean Wilson at TEDxIronwoodStatePrison (5:32)
YouTube: How to Stop Suffering by Morty Lefko (19:17)
YouTube: How to Use Body Language during Speech | Public Speaking (2:06)
YouTube: Hilarious Politician - WORST SPEECH EVER!!! (5:51)
YouTube: The skill of Self-confidence | Dr. Ivan Joseph | TEDxRyersonU (13:20)
YouTube: How to Prepare a Speech / Public Speaking (2:08)
YouTube: YouTube: The best 8th
grade president speech (3:08)
YouTube: The Valedictorian speech that will change your life (8:53)
YouTube: Funniest Leadership Speech Ever (5:08)
YouTube: Intro Speech Tips and Trick (6:04)
 Worksheets/ Hand-Outs:
Parent Information sheet
30 Day Challenge sheet
Good Communication Skit sheet
Teen Ad Group Sheet
How to Prepare a Speech
You Be the Judge sheet
How to Film a Speech
Assessment Criteria
Formative
Summative
Activity SLO
Reading
Writing
Speaking
Listening
Viewing
Representing
x 30 Day Challenge sheet 8.S.4, ELA 3.1 x
x Brainstorm Group Activity 8.S.1, 8.S.8 x x x x
X What are your Fears? Activity 8.S.1, ELA 1.1 x x x
x Good Communication Skits sheet 8.S.4, 8.S.8 x x x
x Teen Ad Group Sheet 8.S.1, ELA 3.3, ELA 4.3 x x x x
x How to Prepare a Speech ELA, 3.1, ELA 3.3 x x
x You Be the Judge sheet 8.S.4, ELA 1.1 x x x x
x How to Film a Speech sheet 8.S.8 x x
x x 30 Day Monitoring Data 8.S.4, ELA 3.3 x x
x x TED Talk Speech 8.S.7, ELA 4.3, ELA 1.1 x x x

Kerry Lee-Crawford
Grade Level 8
pg. 4
Rationale:
Student will learn more about themselves and the world around them as they venture more into the
basic Grade 8 Social Studies curricular outcomes of the Worldview elements; which are Knowledge,
Time, Values, Beliefs, Society, Economy, and Geography. Throughout this unit students will learn how
they can improve or get rid of something in their lives through performing a 30 day personal challenge.
As students make and progress through their challenge for the next 30 days, they will learn how to
manage and monitor their progression effectively. They will learn that when monitoring their
progression throughout this challenge they must keep consistent and honest results. It will help give
them confidence in their abilities, as well the data they collect will be presented in class in the form of a
TED talk presentation.
This unit will teach students to use self-reflection to be proactive in changing something in their lives for
the better. Notwithstanding, it will teach them that they must be responsible in justifying their choices
and challenges to their peers. Public speaking is a part of life in many areas of social development,
which students must learn how to articulate their research and personal experience effectively to their
peers.
~ Lesson Plan Summaries: (Some lesson plans may extend for more than one block of class time) ~
Lesson 1
Essential Question #1 – What do I need to improve upon or get rid of in my life?
Introduction to the Unit: The 30 Day Challenge
WATCH: TED Talk: Matt Cutts: Try something new for 30 days (3:24)
And
TED Talk: Graham Hill: Less stuff, more happiness (5:49)
 For the course of 30 consecutive days, students will try something ‘new’.
 They will take home the Parent Information sheet and the 30 Day Challenge sheet to share and
go over with their parents. (HOMEWORK)
 Students will select a challenge under a Worldview element.
 Review the 30 Day Challenge sheet with students.
 Students will start their 30 Day Challenge on Jan. 9th
and finish Feb. 7th
.
 Explain the unit expectations and why we are doing this unit and what they will learn.
Lesson 2
Brainstorm Activity
- Students will get into groups of 4, each group having a large sheet of paper and marker.
- Each group must answer a different question on their large sheets:

Kerry Lee-Crawford
Grade Level 8
pg. 5
 “If I could change something about MYSELF what would it be?”
 “If I could change something about my TOWN what would it be?”
 “If I could change something about the WORLD what would it be?”
 “If I could change something about OTHERS what would it be?”
- Groups will share their ideas with the class.
 Watch videos:
 Comfortable: 50 People 1 Question (4:14)
 Kid President: How to Change the World (a work in progress) (3:43)
 My philosophy for a happy life | Sam Berns |TEDxMidAtlantic (12:45)
Closure Question: What keeps you motivated when you need to do something that is difficult?
Lesson 3
This is led by a Power Point Presentation
Class Discussion:
 What is motivation?
 How can we maintain motivation?
 What keeps you motivated when you need to do something that is difficult?
 How can you motivate others?
WATCH:
You Tube Video: SPARK - Motivational Video (4:10)
 While students are watching this video, they need to write down at least 5 things that motivate
them.
 Students will share their responses with the class.
YouTube Video: Dream - Motivational Video (6:19)
 While students are watching this video, they need to write down at least 5 things that
discourage them from completing their goals.
 Students will share their responses with the class.
CLASS DISCUSSION:
 Why are making sacrifices essential to accomplishing what you really want?
 Name one sacrifice that you would do right now to get what you really want?
 What would you not be willing to give up?
EXPLAIN:
 You have a choice to make a difference in your life for 30 days. I want to remind you that you
need to discuss this assignment with your parents or guardian and they need to sign your paper
by this Friday.
 I really encourage you to take this challenge seriously. This is a small opportunity for you to do
2 things:
1. To try something new
2. To make a change in how you think or feel or act – thus you are committing to make an
impact and then report back on how that impact affected your life, through a TED Talk
speech.
 Try really hard to come up with a challenge that you feel can make a difference either in your
life or in the life of someone else.

Kerry Lee-Crawford
Grade Level 8
pg. 6
Homework: Students to bring back their 30 Days Challenge sheet with their parent signature in the
next 3 days. (give students a week to talk and think over their challenge with their parents)
Lesson 4
In order to inspire students and help them decide what 30 Day Challenge they want to choose, do a class
video discussion activity where you show students 3 videos made by Well Watch Cast, which are:
1. How to Stop Procrastination (5:12)
2. Disconnecting from Technology (5:17)
3. How to Break a Bad Habit (5:04)
Before each video you show them, explain that they must pay attention to the steps in each video that
demonstrate how to overcome the particular habit, as you will discuss them as a class after each video
in detail.
 Emphasise their homework, because the next day the class will begin their challenge together.
Lesson 5
Essential Question #2 – How can I stay motivated while doing something that is difficult or a
challenge?
This lesson will be led by a Power Point presentation to Introduce public speaking. Each lesson after this
introduction will be about one aspect to help students become ready when preparing and giving their
TED Talk speech. This will include:
1. Public speaking – what’s in it for me?
2. Overcoming our fears of public speaking
3. Being aware of our body language
4. Improving our self-confidence
5. How to give a good speech?
6. How to prepare a speech?
7. Tips on filming your speech on video
Public Speaking – What’s in it for me?
 Create a power point stating all of the above features that you will be covering in this unit.
 Ask the question: Why public speaking is important?
1) Demonstrates knowledge. If you can clearly articulate your thoughts, it’s a good way to
show your knowledge. By being good at public speaking, you can show that you’re
knowledgeable on the job.
2) Increases knowledge. This one may be a bit counter-intuitive, but by preparing for a
presentation, you actually have a chance to become more in tune with the subject matter
itself. Not only does knowing the subject matter inside and out help lead to a winning
presentation; you make yourself understand it better.

Kerry Lee-Crawford
Grade Level 8
pg. 7
3) Develops and shows confidence. If you can effectively speak to a large group, it can only
help develop your confidence in some way, right? People often gravitate toward
confidence, as long as it isn’t excessive of course!
4) May make you more promotable. As you continue your academic years in high school,
public speaking will help you promote yourself as a good leader, and can attribute in helping
you enter college or university, or even in any future job interviews.
5) More comfortable around people. Public speaking regularly (and well) helps to make you
more comfortable around other people, including strangers.
Explain to students that when they prepare and give their TED Talk speech, they will have an
opportunity to tell their story about their experience.
WATCH: TED Ed: Write your story, change history – Brad Meltzer (8:57)
Class Activity: Give students a piece of paper and have them write down something about themselves
either about something no one knows about them. Gather all students responses, put it in a hat, draw
out a piece of paper, read it out and the class has to guess who wrote the experience.
Explain: Tell students that as they are monitoring their challenges each day, keep in mind that they are
creating their story with their experiences that they will be sharing with the class. Keep in mind that
when you prepare and present their TED Talks they need to be creative with their data in a way that
teaches but also tells their story of what they have discovered about their challenge experience.
Homework: Remind students what day they are on and to keep up with their monitoring each day.
Lesson 6
Class Activity:
 Students will take some paper and write down 3 or 4 things that scare them about speaking in
public.
 Now, rate each of your fears that you wrote down on a scale from 1 to 5 on how scary it really is
to you. 1 being “very low” and 5 being “very high” (If they have no fears of public speaking they
need to rate themselves of how confident they feel when public speaking.)
 Now ask yourself these questions:
1. Is there anything that I can do to change the situation or how it makes me feel? If so what is it?
(What are the things I would like to improve about my public speaking?)
2. What is one on my list that I can overcome with some effort now? (What can I do to improve
something about my public speaking?)
3. What is one on my list that will take a lot of work for me to overcome?
WATCH: TED Ed: The science of stage fright (and how to overcome it) - Mikael Cho (4:08)
 Students will watch this video carefully, which they will return back to their fear list they wrote
and answer these questions in a class discussion:
- Go back to your fear list and your answers to the questions that you wrote, after seeing the
video is there anything that you would change about your responses from your list?

Kerry Lee-Crawford
Grade Level 8
pg. 8
Discussion & Brainstorming:
 Ask 3 students to share at least one of their fears with the class and write each of them down in
separate columns on the board.
 Brainstorm as a class as many strategies of how each fear could be overcome and write student
answers on the board under each one.
 What have you learned about our strategies on the board?
 Do you think you could do some of these things?
 Is overcoming your fear of public speaking possible?
Let’s watch another video about overcoming our fear.
• As you are watching the video keep in mind these 2 questions:
1. What kept Sean from being successful?
2. How did Sean overcome his fear?
WATCH:
YouTube - Facing fear: Sean Wilson at TEDxIronwoodStatePrison (5:32)
Ask: What kept Sean from being successful? How did Sean overcome his fear?
Explain: A big part of our fear of is the lack of the belief in ourselves. You need to have hope that you
can succeed, that you can give a speech, and that you can do well. When you believe in
yourself, you give yourself the courage to try.
Lesson 7
Ask: What are some fears about public speaking? (Write these on the board)
Explain & Watch Activity” We are going to watch a video that talks about how to stop our suffering.
This video makes sense in relation to public speaking, because we torture ourselves with fear when we
need to speak publicly, but we don’t have to if we understand the emotion behind our fears and how we
can get rid of them.
WATCH: YouTube: How to Stop Suffering by Morty Lefkoe (19:17)
Do the exercise with the students – STOPPING the video at each step of the activity he does with
the audience in the video.
Discussion:
 What did you think about what Morty Lefkoe was saying?
 Did you understand it?
 If you didn’t I encourage you to go home and watch this video again and do the exercise again,
do it a few time to get your head wrapped around it.
 With what we saw and the exercise we did in the video, what conclusions can we make about
public speaking?
 Does this knowledge help you? If not then try doing the exercise again so that you can feel
some effects from it.

Kerry Lee-Crawford
Grade Level 8
pg. 9
Lesson 8
REVIEW LEARNING OBJECTIVES WITH STUDENTS
Indicate that it is DAY 7 of their 30 Day Challenge
REMIND them they should be continuing to keep up with their monitor EVERY DAY, as this must be
turned in at the end of the unit and should be used when they prepare their TED Talk speeches.
Explain: For today’s lesson we are going to first watch a video about body language to use when you give
a speech. Pay attention to these tips, as they will help you remember what to do when you give your
speech.
WATCH: YouTube: How toUse Body Language during Speech | Public Speaking (2:06)
Ask: What body language tips did you observe in the video that should be used when giving a speech?
WRITE student responses on the board
Video Activity:
 Students will take out a piece of paper and a pencil/pen.
 They will watch a video – WITH THE SOUND OFF! TRY NOT TO SHOW STUDENTS THE TITLE OF
THE VIDEO (If they see it that’s okay, but try)
As they are watching the video, they are to write down their response to the following: (WRITE THESE
QUESTIONS ON THE BOARD TO REMIND STUDENTS)
- What does their body language tell you about the person speaking?
- Do they show comfort or discomfort?
- What do you think the person is saying to the audience?
WATCH: YouTube: Hilarious Politician - WORST SPEECH EVER!!! (5:51)
 Review the questions from the beginning of the video with students and discuss as a class.
 WATCH the same video again, this time with the SOUND ON and see if student’s predictions
were correct.
Lesson 9
Explain: For today’s lesson we are going to do an activity on how to learn good communication skills
when public speaking. Students will act out some skits that will help illustrate good communication
skills. Students will be directed to display a BAD communication skill. Then the class will guess which
technique they should have done to be better communicators.
Step 1:
Put up a large sheet of chart paper and label it with the following words: “What do Good
Communicators do?”
 Ask for a volunteer to read the title out loud with excitement and enthusiasm.

Kerry Lee-Crawford
Grade Level 8
pg. 10
Step 2:
EXPLAIN: We are going to act out some skits that demonstrate some BAD Communication Techniques.
There are 2 people in each skit. After each skit, we will decide what the GOOD Communication Skill that
should have been used by each pair of student actors. This GOOD Communication Skill will be written on
the chart paper.
Choose a volunteer to be the class scribe to write down the positive skills on the sheet of paper.
CHOOSE A STUDENT WITH NEAT PRINTING!
Keep this chart posted in the classroom as a good reminder of the good Communication Skills that will
help each student be a more effective speaker.
Step 3:
Choose two volunteers at a time to act out each skit.
Hand out a page of directions for the pair of actors to read and perform.
Instead of acting out the good communication skill, they will act out its opposite. They will demonstrate
a BAD communication skill.
Once the pair are finished their skit, the class will attempt to guess what communication skill they are
abusing.
Class, once they have concluded their skit, call upon a raised hand. To explain what the actors were
doing and what they should have been doing instead. The Class Recorder will then write down what
they should have done on the chart paper.
Step 4:
Teacher whispers to actors only: Silently read these directions.
Start with “Eye Contact” skit!
Step 5:
Directions for Teacher: Even if students raise their hands with an answer, give the actors a minute or
two to act out their part.
Remind the class to not interrupt the skits. Give them a chance to finish the entire skit.
After the skit
Teacher Says or Asks: What did the pair of students NOT do?
Students Respond: They did NOT make eye contact with each other.
Teacher Says or Asks: Exactly. They did not make Eye Contact with each other.
Teacher Says: Class Recorder, please write EYE CONTACT on the Chart Paper.
Teacher concluding statement: All Good Communicators need to make Eye Contact with each other.
Continue until you can get through as many skits as you can within the class time.
Keep the large piece of paper up on the black board at the back (use my magnets) so students can see
this every day to help remind them!

Kerry Lee-Crawford
Grade Level 8
pg. 11
Lesson 10
Today’s lesson we are going talk about how we can improve our self-confidence, to demonstrate that
we are going to do a group activity.
 Students will get into groups of 3 people each.
 Assign a ‘scribe’ for your group.
 Each group will be given the Teen Ad Group sheet
 Each group will be given an ad to look at and discuss.
 As a group you will discuss and answer the questions on the Teen Ad Group sheet, your scribe
will record your group’s responses.
 Groups will present their ads and responses to the class.
REMIND STUDENTS THAT WHEN THEY ARE PRESENTING THEY SHOULD ALREADY BE DOING SOME OF
THE THINGS THAT THEY HAVE LEARNED WHEN PRESENTING IN FRONT OF AN AUDIENCE! REVIEW THE
PREVIOUS LESSON IF YOU NEED TO. EACH PERSON IN THE GROUP SHOULD PARTICIPTE IN THE
PRESENTATION!!!
Class Discussion:
Lead class discussion with these questions:
1. What did you learn about this activity?
2. Do you base your self-worth on what advertisement tell you?
3. What do you base your self-worth on?
4. How can you improve or increase up your self-worth? (write students’ responses on the
whiteboard)
Lesson 11
VIDEO & CLASS DISCUSSION:
Continue talking about how we can improve our self-confidence. Students will watch a video about
improving one’s self confidence, then we are going to do a class activity and discussion.
As you watch the video, please pay attention to some of the skills that the speaker mentions on how
one can improve their self-confidence.
WATCH: YouTube: The skill of self confidence | Dr. Ivan Joseph | TEDxRyersonU (13:20)
https://www.youtube.com/watch?v=w-HYZv6HzAs
DISCUSS THE VIDEO:
 What were some skills the speaker mentioned that could improve one’s self-confidence?
(Write responses on the board)
Class Activity & Discussion: Students will be taking an evaluation on how high or low their self-esteem
currently is and then discuss as a class.
1. Hand out to each student the Barksdale Self-Esteem Evaluation.

Kerry Lee-Crawford
Grade Level 8
pg. 12
2. Review how they are to fill out the evaluation with students.
3. Give students 10 mins. To fill it out. (students can keep these evaluations after they are finished
with them)
4. Discuss the evaluation with students using these guided questions:
 What did you learn about this activity?
 Were you surprised by the results – good or bad?
 What are some self- affirmations you can say to yourself to increase your self-
confidence? (as mentioned in the video you saw earlier)
Lesson 12
Essential Question #3 – How do I articulate what I have learned to others in a meaningful way in a
speech?
DEBATE – PRACTICE WITH PUBLIC SPEAKING: Explain the only way you can gain the skills and
confidence when public speaking is to practice, practice, practice. So for today’s lesson you will practice
speaking in front of your peers by having a debate.
 Before you disclose what the debate will be about offer these 4 suggestions to the class and let
them vote on which one they would like to debate.
Debate Topics:
 Should cell phones be banned in schools?
 Should violent video games be banned?
 Should school be all year round?
 Should parents be punished for their children’s mistakes?
1. Divide the class into 2 groups.
2. The teacher will choose which group will be for the oppositional and the proposition sides.
3. Give each side at least 10 mins to brainstorm together all of the reasons that their side is
arguing, so they have something prepared.
4. Each side will select 3 speakers from their group who will be the spokesman for their side during
the debate.
5. The teacher will chair of the debate to ensure rules are being followed.
6. After a vote will be taken of who won the debate.
RULES OF THE DEBATE
Only the speaker from the selected team may speak. NO ONE else may speak while they are speaking.
Speaking Order and Time
 First Speaker, Proposition Team 5 mins.
 First Speaker, Opposition Team 5 mins.
 Second Speaker, Proposition Team 5 mins.
 Second Speaker, Opposition Team 5 mins.
 Rebuttal Speaker, Proposition Team 3 mins.

Kerry Lee-Crawford
Grade Level 8
pg. 13
 Rebuttal Speaker, Opposition Team 3 mins.
Once the debate is over have a vote by raise of hands who they think won the debate.
Ask these questions:
 Why do you think ________ team won the debate?
 Was it difficult for you to come up with reasons for your team even though you may not have
agreed with the side you were on?
 Did the reasons of the other team change your own opinion about the topic? Why or Why Not?
 How is staging a class debate help with public speaking? WHY?
Lesson 13
MINI-LESSON: Explain - Today you are going to learn how to prepare a speech.
 First we will watch a video – PAY CLOSE ATTENTION to the steps that he gives in how to write a
speech.
 Then I’ll hand out an “How to Prepare a Speech” sheet
 Then we will discuss the video and the handout.
WATCH: YouTube: How to Prepare a Speech/Public Speaking (2:08)
https://www.youtube.com/watch?v=79vuXNPO2Y0
Hand out the “Writing a Speech Checklist” sheet to students.
Review and Demo:
Explain - As you review this sheet with the class, please highlight and Make your own NOTES on the
sheet. KEEP this sheet to help you prepare your speech.
 Review the “How to Prepare a Speech” sheet with students.
 As you explain the 2nd
page of the sheet with students do a demo of how to prepare a speech.
Demo on the Whiteboard (As an example: if your 30 Day Challenge was to get up every morning at the
same time every day!)
YOUR OUTLINE
 TOPIC – Getting up early is good for you!
 MAIN POINTS (using your data, what did you learn… could be)
- helped me concentrate at better
- gave me more energy
- was able to do more during my day
- felt good changing something I don’t normally do
- felt good to follow and accomplish a goal
- I surprized myself that I could actually do it.
 Choose 5 points you want to share
 Use your monitoring data and experiences to come up with a story you can share for each point.
 Create a Power Point , put an image (or internet image) on each slide which demonstrates your
story/point.

Kerry Lee-Crawford
Grade Level 8
pg. 14
 Use transitions between each point so your speech flows (like 1,2, 3 or A,B,C or Firstly, Secondly,
Thirdly, etc…)
 INTRO – write an awesome intro to capture your audience’s attention!
 CLOSURE – write a killer closure that sums up your whole speech!
 Write all of these out putting them in the right order as you will present them!
 PRACTICE, PRACTICE, PRACTICE!!!!
Lesson 14
CLASS ACTIVITY – YOU BE THE JUDGE
 EXPLAIN: You are going to watch 3 videos that you are going to judge how well the presenter gives
their speech.
 Hand – out “You Be the Judge” sheet to all students. Explain that they will use this to rate each
speaker they are going to see.
 Students should NOT RUSH THROUGH this sheet, but really think about how each speaker is acting,
engaging with the audience, the volume and tone of their voice, even their body language. Watch
and learn!
 STUDENTS WILL KEEP THIS SHEET IN THEIR BINDERS TO REFLECT UPON WHEN GIVING THEIR
SPEECHES AND WHAT THEY SHOULD BE AWARE OF!
1st
Video WATCH - YouTube: The best 8th
grade president speech (3:08)
 Give students 2 or 3 mins to finish their checklist.
2ND
Video WATCH – YouTube: The Valedictorian speech that will change your life (8:53)
 Give students 2 or 3 mins to finish their checklist.
3rd
Video WATCH – YouTube: Funniest Leadership Speech Ever (5:08)
Give students 2 or 3 mins to finish their checklist.
CLASS DISCUSSION:
 What impressed you the most about the speeches you saw?
 From what you saw, what skill are you going to really try to build when you prepare and give your
speech?
 What surprised you about any of the speeches you saw, WHY?
Lesson 15
CLASS ACTIVITY – Preparing a Rubric
1. EXPLAIN: Together as a class we are going to create a Rubric to use when I am marking your
TED Talk speeches.

Kerry Lee-Crawford
Grade Level 8
pg. 15
2. Show the “Example Rubric” and review it quickly with the class so they know what one looks
like.
3. Show the “Blank Rubric Table” and review the Learner Outcomes with the class.
4. Ask for a volunteer (someone who can type quickly and accurately) to type in the
information into the table as we discuss it as a class.
5. Begin with the Criteria of the table:
 From what the Learner Outcomes are, what are the most important criteria?
(Suggestions could be: Monitoring Data, Speech Content, Speech Presentation)
6. Next write what each level of achievement would look like. (Suggestions for the Monitoring
Data could be – E = Quality, accurate, superior, P = Complete, Clear, B = Basic, Some
superficial, NY = no data, limited, irrelevant.
7. Ask class if they want to tweak a few descriptions, or do each describe accurately what you
are looking for at each level.
Lesson 16
VIDEO & CLASS DISCUSSION – Filming your Speech Tips
EXPLAIN: For this lesson we are going to talk about some tips and tricks on how to properly film your
speech. ONCE AGAIN – you may choose to present your speeches in 2 ways.
- stand before the class and present your speech live
- film your speech – BUT IT MUST BE FINISHED BEFORE THE LAST WEEK OF FEBRUARY. IF YOU
ARE HAVING TECHNICAL DIFFICULTIES, THEN YOU MUST PRESENT YOUR SPEECH IN CLASS!!
WATCH: Video - YouTube: Intro Speech Tips and Trick (6:04)
Questions:
 What were some tips that stood out to you?
 Can you think of any other tips that you could do to help your speech be a success?
HAND OUT AND REIVIEW
 Hand out the “How to Film a Speech” sheet to students.
EXPLAIN that this sheet is for a reference guide for you to use for those who CHOOSE to film their
speeches.
 IF you choose to film your speech you must follow this sheet’s criteria or your mark will be
lower. These tips are to help you present your speeches with quality and thought.
 Review each one briefly – tell students to add any of their own notes to this sheet.
Students can continue to work and prepare their speeches.
Lesson 17
Students will be given their final assignment criteria in regards to what is expected for their final TED
Talk Speech.
Students will have class time and homework time to prepare their speeches.
Students will present their TED Talk Speeches at the end of the month.

Kerry Lee-Crawford
Grade Level 8
pg. 16
Unit Schedule
JANUARY 2015
SUN M T W TH F S
1 2 3
4
5
School
starts
6 7 8
9
BEGIN 30
DAY
CHALLENGE
10
Still on
challenge
11
Still on
challenge
12 13 14 15 16
17
Still on
challenge
18
Still on
challenge
19 20 21 22 23
24
Still on
challenge
25
Still on
challenge
26
Still on
challenge
No school
27
Still on
challenge
No school
28
Still on
challenge
No school
29
Still on
challenge
No school
30
Still on
challenge
No school
31
Still on
challenge
FEBRUARY 2015
SUN M T W TH F S
1
Still on
challenge
2 3 4 5 6
7
END 30
DAY
CHALLENGE
8
Prepare
Speech
9
Prepare
Speech
10
Prepare
Speech
11
Prepare
Speech
12
Prepare
Speech
13
Prepare
Speech
14
Prepare
Speech
15
Prepare
Speech
16
Prepare
Speech
No school
17
Prepare
Speech
No school
18
Prepare
Speech
No school
19
Prepare
Speech
No school
20
Prepare
Speech
No school
21
Prepare
Speech
22
Prepare
Speech
23
Give
Speech
24
Give
Speech
25
Give
Speech
26
Give
Speech
27
Give
Speech
28

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