1 GROUP 4 – 21 st Century Skills Skill: Writing - Unit: Multiculturalism in Europe Source: http://libcom.org/library/multiculturalism-undermines-diversity-kenan-malik Learning goal: Writing a speech Assumptions: The students have already read and discussed about discrimination in the world, tolerance and equality connectors and conjunctions Materials: 3 short videos and 3 texts – Merkl, Sarkozi and Cameron’s opinion about multiculturalist policies and 2 speeches One Image and one Cartoon Worksheets: matching; fill-in-the gaps Software/Tools: SmartDraw or Mindjet; Bubbl.us; Easybib or CitationMachine; Blog (Blogger or Wordpress); Microsoft Publisher or Issue; ActivInspire; EasyPolls; Rubistar.
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The structure of a speech + A speech model – Opening ceremony of the
European Youth Parliament
A. Generating ideas
Sts start by drawing a KWL chart using SmartDraw or Mindjet
Brainstorming – Multiculturalism – What does it mean?
Sts comment on the Image and Cartoon
Step 1 - Use the board or bubbl.us to organise the ideas according to categories. Students will also be able to practise Speaking and Listening Skills.
Discrimination vs Tolerance (immigration, refugees, children, women);
Lifestyles (civic engagement)
Globalisation or Americanisation
Public figures (Mandela, Luther King, Gandhi, Betty Friedan);
Solution (volunteering, humanitarian organizations, awareness through art
Once students have seen how ideas are organised in typical
examples of the genre they start organising their own ideas in the
same way.
Groupwork: Students draft a plan of their work (to write a speech)
including how many paragraphs and the main points of each
paragraph.
This initial draft is pinned up around the room for comment and
comparison.
Students collect the drafts and add the ideas produced earlier into
main and supporting arguments.
E. Writing
Drafting
Groupwork:
Read the model speech and try to match the ideas within its
structure.
Start your speech with a quote or something you think may be
appealing.
e.g. “We become not a melting pot but a beautiful mosaic. Different beliefs, different yearnings, different hopes, different dreams.”
(Jimmy Carter 39th
President of the USA)
e.g. “We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.”
(Maya Angelou - American author and poet)
Use the connectors and conjunctions to express and stress your
point of view and convince the audience (don’t forget who you are
addressing too!). Students are given a table with examples of
different types of clauses and how to use them.
You can also show some impressive pictures to enhance your ideas.
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Simplify sentence structure, check usage and spelling, and
punctuation.
After 2 or 3 drafts, students reach a final version.
Home Work: Students will type it down using the word processor.
F. Peer evaluation
Groupwork: The groups exchange the different final versions and
start peer evaluation /proof reading.
Students must comment on: what they liked/didn’t like about the
different pieces of writing; what they found unclear.
An extremely helpful strategy in this kind of revision is to outline the
paper and see, in a schematic form, how the piece breaks into parts and
moves from one section to the next.
You can encourage your classmates to speak and ask you some
questions or give their own opinions either about the subject you
are presenting or about the speech itself in terms of persuasion
power and linguistic correction.
Check if they got the main point, if they know where to locate
points of support or relevant data.
G. Reviewing: Proof reading
Groupwork: Students correct the texts regarding:
Content/Form/Grammar and Spelling.
Students are given a list of codes to help them correct their own
writing and learn from their mistakes.
The speeches are handed back to the rightful authors who must
revise the corrections/comments made and see if they
agree/disagree with those.
The final versions are rewritten and typed down again.
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Sts can publish a short booklet/e-book, using, for example,
Microsoft Publisher or Issue and then upload it onto their Blog.
H. Contest
A panel/jury is formed (1 member from each group) to select the best
speech. The best text wins a prize.
Rubrics for Speech Writing (Rubistar): The groups could draw a
chart/grid with the most important features to be evaluated by the
panel/jury. This could be done “live”: the grid is projected and
everyone sees which texts get more votes and where the points go…
+++
All the learning process of speech writing (step by step, task by task)
will be uploaded onto a Group Blog where all the groups will intervene,
make remarks and discuss their work at any time after class.
The voting procedure itself could be done through a survey tool
online, for example EasyPolls. In this case, there wouldn’t be a
panel/jury, but a universal ballot!
In the following lessons students could do a role-play and debate,
practising reading, listening and speaking: Imagine they have been
invited to deliver their speeches at the General Assembly of the UN!
For this purpose, each group will choose a spokesman/woman.
Susana Vieira, Helena Marques, Graça Coelho, Alice van Raamsdonk,