writing group 4 planning a writing lesson (10)
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GROUP 4 – 21st 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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Genre: How to write a speech?
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
forms, not being silent in everyday life)
Step 2 – Search information. (quote sources)
women/men
children
ethnic minorities
immigrantsa
discrimination versus tolerance
Public figures
Multiculturalism
Mandela
Gandhi
M.L.King
government policies
civic engagement
awareness
volunteering
Solution
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Researching on the Internet: From the previous topics, get some
real and relevant/curious information and summarise it reporting
what you read, listened or saw about in groups/pairs.
Sts learn how to cite sources by using specific tools, for example:
Easybib or CitationMachine.
(Watching the videos or reading the text provided)
Build up a mind map. Register main features regarding: Content
(Multiculturalism) and Form (Speeches)
Take relevant notes bearing in mind your final task (drafting
sentences or chunks of a speech which express others’ opinions or
even yours)
Making some vocabulary extension exercises
B. Focusing on and organising ideas
Deciding which area students would like to focus on and the relative
importance they would attach to each of them.
(Ideas for an introduction of the subject, which would be worth
developing and those which would be conclusive)
Pair-work: Each student is given a piece of paper and the title for a
speech (“Multiculturalism in Europe”). He/She must write main ideas
on the subject. Then compare them with a partner. Afterwards,
they should share their ideas with the rest of the class.
Decide on which of the main ideas generated are the most
important/relevant.
Take a particular point of view.
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Use a graphic organiser: using students’ ideas and providing
collocations/connectors which will give students tools to express
their own ideas.
Students write freely.
C. Focus on a model text
Groupwork:
Examination of a model text to raise students’ awareness of the
conventions of the genre.
Reading Cameron and/or Youth Parliament Speech and recognising
the structure of the speech by comparing/analysing it with the
model.
Students are given more than one example of a speech and a “genre
analysis form” to identify the features and language they have in
common.
This will raise awareness of the features of the genre and provide
them with language “chunks”.
Students identify the functions of different paragraphs.
Students are given a speech with gaps: the topic sentences were
taken out and they must put them back into the right place.
Students are given a Cloze Exercise (a description of the main
elements of a speech with gaps): students must fill in the gaps with
the jumbled words provided from a box (another possibility would
be to produce a Flipchart with ActivInspire).
These exercises raise awareness of the organisation of the speech
and the importance of the different features.
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D. Organising ideas
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,
Maria João Martins
April, 2014.
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In Martins, Carlota; Rodrigues, Noémia.Link UP, 12ºAno. Lisboa: Texto Editores.
2009. p. 114.
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In Log In, Areal Editores
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The Basic Structure of a Speech
All speeches contain at least three parts:
In the Introduction, you state the topic of your speech. You tell the audience the main points of
your speech. In other words, you say what you are going to speak about.
In the Body, you speak about each point in detail. For each point you must give the audience
some evidence or information that will help explain and support each point. The Body is the longest
of the three parts.
In the Conclusion, you should summarise the main points of your speech, and emphasise what
you want the audience to remember.
Making a Simple Outline
An outline is a way to organise your ideas logically and clearly. Without making an outline your
speech will probably lack structure, and so be difficult to understand. By using a presentation
outline, you can "see" the structure of your speech. In addition, it can also serve as your speaking
script.
The following presentation outline is a very simple way to organise your material into a speech
format. When making an outline you should not write full sentences, but just key words and
phrases.
1. Introduction
What is the topic of your speech?
Why should the audience listen to your speech?
What will your main points be?
2. The body
What are your main points and ideas (sub-topics)?
What is your supporting evidence and information (sub-sub-topics)?
3. The conclusion
What were the main points of your speech, and what do you want the audience to
remember?
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OPENING CEREMONY OF THE 54TH INTERNATIONAL SESSION
OF THE EUROPEAN YOUTH PARLIAMENT, POTSDAM
Distinguished guests, Excellencies, participants,
Today I want to celebrate Europe. But I also want to address the challenges that lie ahead,
including the main issue we’ve all come here to discuss: migration and integration.
The European Union has come a long way, through a path that traces back to exactly 50
years and a day.
Today anyone belonging to this community can travel, live, work, love in any other EU
country.
But to turn to the question of immigration, the tables have turned, ladies and gentlemen. Italy,
Greece, Spain and Portugal, traditionally known as countries of emigration, face the reality of now
being the ones attracting immigration. EU states have agreed to set up a Common European
Asylum system and set minimum standards on asylum and immigration matters. Despite good
intentions, many states have failed to incorporate European legislation. It is crucial that the Union
works effectively to turn the tide of negativity against asylum seekers, refugees and economic
immigrants.
My second point follows quite easily: the challenges of a multicultural Europe.
Whether the EU is ready to accept this or not, Europe is indeed a multicultural society. The
Union is working to deal with integration not only between member states but also between
different religions, cultures, languages and lifestyles that have come to Europe throughout
centuries of migration.
Moving on, my third concern is the issue of human trafficking, when journeys of hope are
turned into journeys of despair and exploitation. Tolerating this modern form of slavery cannot be
an option for the Union.
So, it is time for action. We are then left with the most burning of questions.
What is the perfect recipe for integration?
This is a question you will have to deal with during your discussions
The basis for an integrated society is one where the principle of non-discrimination is
embedded in the legislative framework of every country. Anti-discrimination must be established
on the basis of gender, religion, language, race, sexual orientation or any other minority or choice
of lifestyle.
The rest is up to the community’s civil conscience.
Understanding, acceptance, sense of unity. I know… I am talking in principles… people often
tell me that I have to come down to the real world: it’s all about policy-making, politics and so on.
Well… to those who might be thinking that, let me say I think you’ve come to the wrong place!
You have come to the place where one simple idea can give you the inspiration to go out
there and change the world.
It is your voice that we’re looking for, it is your opinions, your brave solutions that we want to
hear.
It is with pleasure that I now declare this session opened.
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Vannucchi, Daniele. Opening Ceremony of the 54th International Session of the European Youth Parliament,
Potsdam: Speech by Session President, Daniele Vannucchi. 26 March 2007. Web. 15 April 2011.
<www.eypej.org/uploads/openingspeech_vannucchi_968.doc> (abridged and adapted).
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Independent.co.uk
Cameron: My war on multiculturalism
No funding for Muslim groups that fail to back women's rights
By Oliver Wright and Jerome Taylor
Saturday, 5 February 2011
David Cameron launched a devastating attack today on 30 years of multiculturalism in
Britain, warning it is fostering extremist ideology and directly contributing to home-grown
Islamic terrorism.
Signalling a radical departure from the strategies of previous governments, Mr. Cameron
said that Britain must adopt a policy of "muscular liberalism" to enforce the values of
equality, law and freedom of speech across all parts of society.
He warned Muslim groups that if they fail to endorse women's rights or promote
integration, they will lose all government funding. All immigrants to Britain must speak
English and schools will be expected to teach the country's common culture.
The new policy was outlined today in a speech to an international security conference in
Munich and will form the basis of the Government's new anti-terrorism strategy to be
published later this year.
But his remarks have already infuriated Muslim groups, as they come on the day of what is
expected to be the largest demonstration so far of anti-Muslim sentiment being planned by
the English Defence League. They accused Mr Cameron of placing an unfair onus on
minority communities to integrate, while failing to emphasise how the wider community can
help immigrants feel more welcome in Britain. They suggested his speech was part of a
concerted attack on multiculturalism from centre-right European governments and pointed
out he was making it in Germany – where Chancellor Angela Merkel recently made a
similar attack.
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In his speech, Mr Cameron rejected suggestions that a change in Western foreign policy
could stop the Islamic terrorist threat and says Britain needs to tackle the home-grown
causes of extremist ideology. "We have failed to provide a vision of society [to young
Muslims] to which they feel they want to belong," he said. "We have even tolerated
segregated communities behaving in ways that run counter to our values. All this leaves
some young Muslims feeling rootless. And the search for something to belong to and
believe in can lead them to extremist ideology."
Mr Cameron blamed a doctrine of "state multiculturalism" which encourages different
cultures to live separate lives. This, he says, has led to the "failure of some to confront the
horrors of forced marriage". But he added it is also the root cause of radicalisation which
can lead to terrorism.
"As evidence emerges about the backgrounds of those convicted of terrorist offences, it is
clear that many of them were initially influenced by what some have called 'non-violent
extremists' and then took those radical beliefs to the next level by embracing violence. This
is an indictment of our approach to these issues in the past. And if we are to defeat this
threat, I believe it's time to turn the page on the failed policies of the past.
"Instead of ignoring this extremist ideology, we – as governments and societies – have got
to confront it. Instead of encouraging people to live apart, we need a clear sense of shared
national identity, open to everyone."
http://www.independent.co.uk/news/uk/politics/cameron-my-war-on-multiculturalism-
2205074.html (abridged)
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Name: ____________________________________ Date: __________
Complete the following text about writing speeches with 10 words from
the box.
Write only the letters and the numbers.
The first seconds of your speech are the most (a) ____________ because
you must (b) ____________ the attention of the audience, and engage their
interest in what you have to say. Use a (c) ____________ question or a
controversial (d) ____________. At this point, your audience will be ready to
hear your (e) ____________. The body of your speech will always be the (f)
___________ part. Don’t overwhelm them with (g) ____________ points. The
(h) ____________ part of your speech must (i) ____________ the main
points and provide some (j) ____________ for thought.
1. arguments 2. attract 3. closing 4. countless 5. food 6. important
7. longest 8. statement 9. summarise 10. thought-provoking
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Answer-Key
a. 6. important
b. 2. attract
c. 10. thought-provoking
d. 8. statement
e. 1. arguments
f. 7. longest
g. 4. countless
h. 3. closing
i. 9. summarise
j. 5. food
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Three supporting videos for your work – Multiculturalism
Writing a speech
“Cameron stated multiculturalism has failed” – 1:59
https://www.youtube.com/watch?v=z3xsnEzA8Fw
“Multiculturalism utterly failed in Germany” – 0:59m
https://www.youtube.com/watch?v=UKG76HF24_k
“Multiculturalism has failed, says French President Sarkozi” – 1.08m
https://www.youtube.com/watch?v=zj41TDPFW50