| Body | This activity involves the research and planning component of a speech that learners will deliver. It was created for Intermediate High and Advanced Low learners enrolled in a hybrid language course. The speech is the culminating component of a unit in which learners explore issues related to race in their communities that are revealed in community art. Prior to this activity, learners explored the community to find the art using a mission on the mobile app Ingress.
Learning Objectives: Learners will be able to:
- Understand the main ideas from a documentary or other historical audio text.
- Read a historical article or blog to understand the context for modern-day social issues.
- Summarize research.
- Draft and revise a speech outline as part of a school assignment.
Modes: Presentational Writing, Interpretive Reading, and Interpretive Writing
Materials Needed: Planning form, internet and print resources
Procedure:
- Learners pick at least five works of art in their communities that reflect issues related to race. This art may include street art that is typically impermanent (graffiti and the like).
- Learners identify the issues related to race that are reflected in the artwork that they have chosen using the planning form. Then, they cultivate a plan to address their desired audiences and consider the subjective and objective language that they will employ in the speech. If you have not already discussed pathos, ethos, and logos with your learners and/or subjective and objective speech techniques, you may wish to provide them with that information at this time.
- After cultivating the aforementioned plan on the planning form, learners will continue their work by writing an outline of the speech (the outline is also on the planning form). This outline will include important speech components (e.g., a greeting, a call to action, and a closing), description of the artwork and issues at hand, and any supporting evidence that they can research regarding the artwork and the issues.
- Learners will consider any literary devices (e.g., metaphor, simile, or hyperbole) that they want to include in their speeches.
- Learners should receive feedback (either peer, teacher, or both) on their outlines before presenting their speeches.
Notes:
The research regarding the works of art discussed in this activity and the issues that the art reflects was conducted before the outlining stage.
In order to adapt this activity to learners at lower proficiency levels, consider eliminating or adapting the considerations of objective and subjective language and literary devices.
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