Yilmaz, P
Civic Leadership Academy
Phuong Nguyen, Principal
Pinar (Penny) Yilmaz, MS, CF-SLP
File #: 861415
School 24Q293 / Civic Leadership Academy
Speech Lesson Plan
Lori Ann Robertson, MS, CCC-SLP – Speech Supervisor District 24
Date: 12/11/2013
Period: 2 (9:18am – 10:03am)
Students: Omar A., Miah C., Henley S.
Common Core State Standards:






CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different
mediums (e.g., a person’s life story in both print and multimedia), determining which
details are emphasized in each account.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
Target Objectives: Students will utilize compensatory strategies appropriately (e.g.,
highlighting, note-taking, SQ3R) in order to facilitate comprehension of grade-level expository
text presented in written and verbal modalities with 75% accuracy given minimal to moderate
visual and verbal prompts with
Materials:



CNN Student News – December 6, 2013 Archive
Note-taking worksheet – Provider made
Computer with Internet access for:
The community is our textbook…
45-10 94th Street | Elmhurst, NY 11373 | Phone: 718.271.1487 | Fax: 718.271.3408 | www.CLAQueens.org
2
o http://www.cnn.com/2013/12/05/studentnews/sn-curriculum-fri/index.html
Motivation:
 Using student’s prior knowledge (Racial Segregation/Current Events) in order to activate
their inquisition relating to Apartheid in South Africa and Nelson Mandela’s
accomplishments
 Relate to student’s difficulties with auditory processing; mention teaching a strategy
which will aid them throughout their content classes during verbal presentation of
information/instruction
Procedures:
1. Provider will question students with what they know of the political figure, Nelson
Mandela. Students will share experiences/background knowledge.
2. Provider will then questions students’ experience/possible difficulties during verbal
instruction as taught by content teachers.
3. Students will be prompted to preview specific, literal questions in order to pay
attention to forthcoming verbal presentation (i.e., CNN Student News Nelson
Mandela current events video).
4. Provider will explain that it is imperative to activate “active listening” skills, as
previously taught, in order to not miss any information. Students will be prompted to
write down in spaces provided when/if they hear target response to stimulus question.
5. At conclusion of clip, provider will review student responses. As students are
prompted to share responses, provider will model appropriate “short-hand” notetaking on dry erase board.
6. Students will be prompted to compare provider’s notes, as opposed to their notes on
worksheet in order to provide a foundation for efficient note-taking skills.
7. Students will share what they believe they could have done differently in order to
note-take more efficiently.
8. Provider will state “Efficient Note-taking strategies” on board
o Preview questions, if possible
o Listen with a purpose
o Write only 1-3 words, as related to target response
o Write only IMPORTANT, factual words (e.g., nouns, 5 W’s, etc…)
o Don’t pay attention to grammar
o Omit function words (e.g., is, of, the, and, etc…)
9. If time allows, students will continue listening to CNN Student News and practice
note-taking given strategy.
Homework/ Carryover Activity: Students will be prompted to increase awareness of, and
utilize note-taking during content classes. Students will discuss next session their experiences
throughout the school week.