Speech Term 2 Eisteddfod

We have looked today at the similarities between our narrative writing - "Little Red Hen's St Gerards Adventure", where we needed a beginning (where? - setting, and who? - characters), middle (what happens) and end (how the story finishes), and how we need to plan for an exciting opening, some interesting information and an ending statement in our speeches.

We have worked on writing some exciting opening sentences for 'Tigers' and 'Ice-cream', and next week will continue to work on the "fillings" for a speech. I was amazed at how many people used really creative questions as a first statement.

Over the next few weeks, think about something that your child is really interested in and knows something about, then begin the speech writing. I am able to help anyone who needs help with this process, but please do not leave it until the week before the eisteddfods. 

For this eisteddfod I would like to see people knowing what they are going to talk about so that they can really present their information to the class. I do not check a copy of the speech to make sure it is word for word. Bring props to show if they will make the speech more exciting, but not so many that we watch you sort props rather than listen to what you are telling us.

Eisteddfods will be heard on:    Monday 21 September 2015

Below is the Year 2 assessment criteria. Year 3 & 4 will be similar and I will post these when they are available.

Year 2 Eisteddfod Speech Assessment

                         

WALTs:

·      Write a speech using the hamburger structure

·      Speak clearly so that the audience can hear all that is said

·      Use expression in our voice

·      Look at our audience

The hamburger has:

1.     An exciting first sentence to grab the audience’s attention (the top of the hamburger).

2.    Some interesting information in the middle (the hamburger fillings).

3.    A sentence to end the speech – could be an interesting thought, or a statement about what has been talked about (the bottom part of the bun – means that the filling doesn’t fall out).

Assessment:	Developing 1	Achieved 2	Achieved to a high level 3
Content: First sentence is exciting
Clear structure (opening/fillings/ending statement)
Delivery: Clear voice that we can hear
Use expression in our voices
Look at our audience
Total                                                                   /15