Lesson Plan
Course Title:
Professional Communications
Session Title: Famous Speakers
Lesson Duration: Approximately five 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to write a blog about a famous
speaker or a famous historical speech.
Specific Objectives:
1. List reasons to study famous speakers.
2. Analyze speeches.
3. Use an online speech writer.
4. Define the term “blog.”
5. Identify components of a blog.
6. List types of blogs.
Preparation
TEKS Correlations:
§130.99
(1) The student applies English language arts in professional communications projects. The
student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communications.
(2)
The student applies professional communications strategies. The student is expected to:
(B) organize oral and written information; and
(C) interpret and communicate information, data, and observations.
(4)
The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for professional communications projects.
(8)
The student applies ethical decision making and understands and complies with laws
regarding use of technology in communications. The student is expected to:
(A) exhibit ethical conduct;
(B) discuss copyright laws in relation to fair use and duplication of materials; and
(C) analyze the impact of communications on society, including concepts related to
persuasiveness, marketing, and point of view.
(10) The student develops an understanding of professional communications through
exploration of the career cluster. The student is expected to:
(E) make and evaluate formal and informal professional presentations by:
(xii) participating in question-and-answer sessions following presentations;
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
1
(F)
(G)
(H)
(xiii) applying critical-listening strategies to evaluate presentations; and
(xiv) evaluating effectiveness of presentations.
use a variety of strategies to acquire information from electronic resources;
acquire electronic information in a variety of formats; and
use research skills and electronic communications.
Instructor/Trainer
References:
1.Search online for famous speeches
2.Search online for a speech writer format
Instructional Aids:
1. Famous Speakers slide presentation
2. Famous Historical Speeches handout
3. Famous Historical Speech Analysis handout
4. Famous Speakers Project Rubric
Materials Needed:
None.
Equipment Needed:
1. Teacher computer with online access, desktop publishing software, projection system and
appropriate software to display slide presentation
2. Student computers with desktop publishing software and online access
3. Headphones for students
4. Printer
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
DO:
Have students close their eyes as you read aloud the following excerpts from
a commonly-quoted historical speech. Be sure to demonstrate professional
speaking skills while reading. You may also want to dim the lights for added
effect.
“We dare not forget today that we are the heirs of that first revolution. Let the word
go forth from this time and place, to friend and foe alike, that the torch has been
passed to a new generation of Americans – born in this century, tempered by war,
disciplined by a hard and bitter peace, proud of our ancient heritage – and unwilling
to witness or permit the slow undoing of those human rights to which this Nation has
always been committed, and to which we are committed today at home and around
the world.
Let every nation know, whether it wishes us well or ill, that we shall pay any price,
bear any burden, meet any hardship, support any friend, oppose any foe, in order to
assure the survival and the success of liberty.
This much we pledge – and more.”
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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“In the long history of the world, only a few generations have been granted the role
of defending freedom in its hour of maximum danger. I do not [shrink] from this
responsibility – I welcome it. I do not believe that any of us would exchange places
with any other people or any other generation. The energy, the faith, the devotion
which we bring to this endeavor will light our country and all who serve it – and the
glow from that fire can truly light the world.
And so, my fellow Americans: ask not what your country can do for you – ask what
you can do for your country.
My fellow citizens of the world: ask not what America will do for you, but what
together we can do for the freedom of man.”
ASK: Who can identify the author of this speech? [John F. Kennedy]
When was this speech written? [1961]
What was the occasion around which this speech was given? [Inaugural
Address]
What type of speech is this? [Persuasive, motivational, inspiring]
Are there any words or phrases from the speech that evoke strong emotions
in you? [Answers will vary]
What kind of imagery did your mind conjure during the reading of the
excerpts? [Answers will vary]
What do you think was the goal of the speaker? [Answers will vary]
SAY: Today we are going to begin a lesson on famous speakers. The purpose of
studying famous speakers and their speeches is to not only increase your
awareness of history but to analyze quality speeches to improve your own
speaking and writing skills.
Outline
MI
Outline (LSI Quadrant II):
I. List reasons to study famous speakers.
A. Historical significance
B. Implications
C. Improve your writing and speaking skills
1. Length of the sentences and the use of
grammar (commas, semi-colons, question
marks, quotes, etc.)
2. Logical flow of the speech
3. Use of imagery and emotional appeal
II. Analyze speeches.
A. Goals of speaker
1. What do you feel was achieved by the
Instructor Notes:
Use the slide presentation
(slides 1-5) to discuss this
item.
Key Point:
As you consider the
historical significance of a
speech, ask yourself:
 For what specific reason
and/or audience was the
speech intended?
 What was the meaning or
significance of the
speech?
Use the slide presentation
(slides 6-7) to discuss this
item.
speech?
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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2. What do you feel the audience wanted in
the speech?
3. What rewards could be gained from the
B.
C.
D.
E.
speech?
Speech value
1. Why is the speech valuable?
2. What can each speech include to improve
its value for today?
Imagery
1. Which words or phrases produce visual
imagery?
Emotional appeal
1. Does the speech evoke strong emotions or
feelings?
2. Which key phrases or terms produce
feelings?
Literary techniques
1. What special literary techniques are used?
III. Use an online speech writer.
A.
B.
C.
D.
Pick a topic
Read the information and instructions
Fill in each field
Place in a word processing format titled with
your chosen topic
IV. Define the term “blog.”
A.
B.
C.
D.
E.
F.
G.
H.
Web + log = blog
Discussion or information site
Posted on the web
Entries in reverse chronological order
One or multiple writers
Can be interactive (allowing comments)
Form of social media
Commentary on a specific topic
V. Identify components of a blog.
A. Text
B. Imagery
C. Links to other blogs or websites
VI. List types of blogs.
A.
B.
C.
D.
E.
F.
G.
Personal
Corporate
Organizational
Subject-related
Media-based
Device-based
Reverse blog
Use the slide presentation
(slides 8-9) to discuss this
item.
Use the slide presentation
(slide 10) to discuss this
item.
Use the slide presentation
(slide 11) to discuss this
item.
Use the slide presentation
(slide 12) to discuss this
item.
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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Application
MI
Guided Practice (LSI Quadrant III):
Instructor will walk around and monitor student progress, keeping students from
getting off track and provide questions and/or ideas to help guide students.
MI
Independent Practice (LSI Quadrant III):
1. Students will analyze and critique two famous speeches as assigned by the
instructor (see Famous Historical Speeches handout).
2. Students will use the speech writer website to compose a speech.
3. Students will write a blog about one of the following topics (to be approved by the
instructor before-hand):
 How to write a persuasive speech
 How studying historical speeches can improve a person’s writing and
speaking ability
 Critical comparison of two historical speeches
 Critical analysis of the impact of a historical speech
 Critical review of key speeches by a famous historical speaker
 The use of an online speech writer software program to create a persuasive
speech
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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Summary
MI
Review (LSI Quadrants I and IV):
Play “Name that Orator”.
Divide the class into two teams. Have each team develop a set of ten unique
statements (clues) about each historical orator. The statements must be true and
should be written and structured in such a way as to “stump” the other team. The
teams will alternate presenting clues and guessing the name of the orator.
Team One will begin by presenting the clues one at a time to Team Two, which will
work together to name the orator. Team One will progress through their clues until
Team Two answers correctly or Team One runs out of clues. Then Team Two will
present their clues one at a time to Team One which will work together to name the
orator. Team Two will progress through their clues until Team One answers correctly
or Team Two runs out of clues. And so on…
The teacher will design a points system so that the earlier in the clue set that the
opposing team correctly guesses the orator, more points are awarded. For example,
if a team gets the correct answer with the first clue, they receive ten points; if they
require two clues to get the correct answer, they receive nine points; and so on. The
team with the most points at the end of the review wins!
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Facilitate a whole-class discussion on famous historical speeches, with students
sharing results and findings from their analyses.
MI
Formal Assessment (LSI Quadrant III, IV):
Students will submit their analysis handout, persuasive speech, and blog for a
grade. All assignments will be evaluated using the Famous Speakers Project Rubric.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):

For students interested in history, further exploration of historical speeches would
be very interesting and beneficial.

Students will continue to write persuasive speeches and papers throughout their
tenure as students (and perhaps in the workplace). Understanding how to
effectively craft a persuasive speech is a highly desirable skill.
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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Famous Historical Speeches
Pericles, “Pericles’ Funeral Oration” – Fifth Century B.C.
Socrates, “Apology” – 399 B.C.
Demosthenes, “The Third Philippic” – 342 B.C.
Alexander the Great, “Speech of Alexander the Great” – 326 B.C.
Marcus Tullius Cicero, “The First Oration Against Catiline” – 63 B.C.
Pope Urban II, “Urban II Speech at Clermont” – 1095
Patrick Henry, “Give Me Liberty or Give Me Death” – 1775
William Wilberforce, “Abolition Speech” – 1789
Sojourner Truth, “Ain’t I A Woman?” – 1851
Frederick Douglass, “What to the Slave is the Fourth of July?” – 1852
Abraham Lincoln, “Gettysburg Address” – 1863
Abraham Lincoln, “Second Inaugural Address” – 1865
Chief Joseph, “Surrender Speech” – 1877
Emmeline Pankhurst, “Freedom or Death” – 1913
Lou Gehrig, “Farewell to Baseball Address” – 1931
William Lyon Phelps, “The Pleasure of Books” – 1933
Theodore Roosevelt, “The Man with the Muck-rake” – 1906
Theodore Roosevelt, “Citizenship in a Republic” – 1910
Theodore Roosevelt, “Strength and Decency” – n.d.
Franklin Delano Roosevelt, “First Inaugural Address” – 1933
Theodore Roosevelt, “Duties of American Citizenship” – 1939
Charles de Gaulle, “The Appeal of 18 June” – 1940
Winston Churchill, “Their Finest Hour” – 1940
Winston Churchill, “Blood, Sweat, and Tears” – 1940
Winston Churchill, “We Shall Fight on the Beaches” – 1940
Franklin Delano Roosevelt, “Pearl Harbor Address to the Nation” – 1941
Mahatma Gandhi, “Quit India” – 1942
William Faulkner, “Nobel Prize Acceptance Speech” – 1950
General Douglas MacArthur, “Farewell Address to Congress” – 1951
John F. Kennedy, “Inaugural Address” – 1961
John F. Kennedy, “The Decision to Go to the Moon” – 1961
Dwight D. Eisenhower, “Farewell Address” – 1961
General Douglas MacArthur, “Duty, Honor, Country” – 1962
Martin Luther King, Jr., “I Have A Dream” – 1963
Nelson Mandela, “I Am the First Accused” - 1964
Ronald Reagan, “40th Anniversary of D-Day” – 1984
Ronald Reagan, “Address to the Nation on the Challenger” – 1986
Ronald Reagan, “Remarks at the Brandenburg Gate” – 1987
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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Student Name:
Famous Historical Speech Analysis
DIRECTIONS: Complete each of the fields below. Be prepared to discuss your findings in a
large-class discussion. Each field is worth four points.
Speech 1
Speech 2
Title of speech:
Title of speech:
Speaker:
Date of speech:
Brief summary of historical context:
Speaker:
Date of speech:
Brief summary of historical context:
Goals of speaker
What do you feel was achieved by the speech?
What do you feel the audience wanted in the speech?
What rewards could be gained from the speech?
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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Speech Value
Why is the speech valuable?
What can the speech include to improve its value for today?
Imagery
Which words or phrases produce visual imagery?
Emotional appeal
Does the speech evoke strong emotions or feelings? Why or why not?
Which key phrases or terms produce feelings?
Techniques
Which special literary techniques are used?
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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Student Name:
Famous Speakers Project Rubric- Speech Analysis, Speech, and Blog
Evaluation
Excellent
Good
Poor
Unacceptable
Criteria
(3 points)
(2 points)
(1 point)
(0 points)
Discussion
Analysis
handout
Speech
writer
Blog
Grammar
Mechanics
Completion
and time
management
Contributes to the
discussion, adds new
points of consideration.
Responses are
exceptional.
All fields are
thoughtfully completed.
Responses indicate a
sincere interest in and
understanding of the
assignment.
Some participation in
discussion. Responses
are good but could be
better.
Minimal
participation in
discussion.
Responses are
superficial.
Three or more
fields are poorly
completed; other
responses are
superficial and lack
depth of
knowledge.
Two or more fields
are poorly
completed; other
responses are
superficial and lack
depth of
knowledge.
Not engaged in
discussion.
All fields in the speech
writer software were
thoughtfully completed.
Speech copied to
desktop publishing
software and submitted
as requested. Responses
indicate a sincere
interest in and
understanding of the
assignment.
Blog content
demonstrates a sincere
interest in and
understanding of the
assignment.
There are no
grammatical mistakes in
any of the project
components.
Capitalization and
punctuation are correct
throughout all parts of
the project.
One field in the speech
writer software is
incomplete, but all other
responses are
thoughtful and indicate
an understanding of the
assignment. Speech
copied to desktop
publishing software and
submitted as requested.
Blog is complete but
lacks depth.
Blog is incomplete
and lacks depth.
No blog submitted.
There is one
grammatical mistake.
There are two
grammatical
mistakes.
There are three or
more grammatical
mistakes.
There is one error in
capitalization or
punctuation.
There are two
errors in
capitalization or
punctuation.
There are three or
more errors in
capitalization or
punctuation.
All parts of the project
are completed and
submitted on time.
All parts of the project
are completed but one
deadline may have been
missed.
All parts of the
project are
complete, but two
deadlines may
have been missed.
Fails to observe all
parts of the project
and all deadlines.
Up to two fields are
poorly completed, but
other responses are
thoughtful and indicate
understanding of the
assignment.
Total Score (Max = 21)
Converted Score
(Total Score multiplied by 4.75 for 100-point scale)
AAVTC: Professional Communications: Famous Speakers
Copyright © Texas Education Agency, 2012. All rights reserved.
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No analysis
submitted.
No speech
submitted.