Quotation Response Speech
- Grades: 9–12
- Unit Plan:
Students will sharpen their public speaking skills by explaining connections between a famous quotation and their own lives. They will lengthen their speaking time, organize ideas in outline form, and complete rubrics for peer feedback and evaluation.
- Write and present speeches
- Develop public speaking skills
- Apply quotations to their personal lives or to the life of someone they know
- Sample Quotation List (PDF)
- Note cards and notebook paper
- A podium (if possible)
Set Up and Prepare
- On the day speeches are to be presented, have the speaking order posted for all to see.
- Have a sample speech ready to present so the students see how it should be done.
Step 1: Distribute Quotation List and notebook paper. Invite students to choose three quotes each. Explain that they will have to create a speech that explains or illustrates how the quotation is applicable, or not applicable, to their own lives or to the life of someone they know. Explain that even though they will prepare three one to one-and-a-half minute speeches, they will only present one of them. (You will choose which one they present.)
Step 2: Have them write responses to each quotation — what does it mean to them? Instruct them to include details of a story (their own or of someone they know) that proves the quote to be true or false to them. They must do this for each of the three quotes they chose.
Step 3: Distribute note cards. Have students develop key word/phrase outlines on the note cards for each quotation/story. Explain that only the note cards will go with them to the podium. If they don't finish the note cards in class, they must take them home and complete them for homework, because their preparation grade will be based on the note cards.
Step 1: Collect all notebook papers used for brainstorming. Distribute the student feedback rubrics and explain how they should be used as well as their importance. Explain that after every speech, students should pass the rubrics to the person who was being scored. Everyone should hold onto his or her own feedback rubrics.
Step 2: Present your sample version of the type of speech the students are about to present. Invite students to present speeches. During the speeches, you and the students in the audience fill out feedback rubrics. Collect the note cards after every speech.
Step 1: Distribute your teacher feedback rubrics to individual students. Have students look over their personal feedback rubrics from the teacher and the other students and reflect on their scores. Ask students to write a short passage on how they feel they did as compared to their peers and compared to their peers' assessment of them. What can they do to improve?
Supporting All Learners
Explain to students that everyone must speak publicly over the course of their lives, even if only to small audiences, for example, job interviews, wedding toasts, parties, etc. Vary the length of speaking time as you see fit. Allowing students to generate or find (research) quotations that aren't on your list is another good way to adjust the lesson for ability level.
Take your quote list home. Ask those who live with you to talk about the three quotes you chose. Ask how the quote applies to their life. You may glean some valuable information for your speech.
- Brainstorm ideas about what the quotation means to you and how it does or does not tie into your life.
- Create a key word/phrase outline.
- Present your speech.
- Write an improvement reflection.
- Did you notice improvement in the students' skills?
- Did you provide a successful sample speech?
- Did you return graded feedback in a timely manner?
- Did the stories within the speeches connect with the quote?
- Did you get through as many speeches as you had planned for the day?
Did the majority of students meet the time requirement? Are the students improving upon the skills on the rubric? Are there still students who are refusing to present speeches? Did the students enjoy the stories? Is the audience respectful? Are the students becoming more at ease in front of an audience?