Foundations of Literacy and Expression · 1st Class

Active learning ideas

Developing Rhetorical Skills for Public Speaking

Active learning builds confidence and skill in public speaking by letting students practice delivery in low-stakes settings. When students mirror partners, speak in small groups, or rehearse alone, they turn abstract ideas about tone and gestures into concrete habits.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Oral Language
• NCCA: Junior Cycle - Engaging with and Creating Oral Texts

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 20 min · Pairs

Pairs Practice: Voice and Gesture Mirrors

Students face a partner and practice a short speech about their favorite animal, using excited tones and hand gestures. The partner mirrors actions silently, then switches roles. End with pairs sharing one new idea learned.

Analyze how a speaker's tone and body language influence the audience's perception.

Facilitation Tip

During Pairs Practice: Voice and Gesture Mirrors, model the mirroring task first so students understand they take turns leading and following.

What to look for

Show students a short video clip of a speaker (e.g., a character from a cartoon or a simple news report). Ask students to point to their heads if the speaker used a happy tone, touch their noses if they used a loud voice, and clap once if they saw a gesture. This checks immediate recognition of delivery elements.

Activity 02

• 30 min · Small Groups

Small Groups: Purpose Speech Circle

In groups of four, students draw a purpose card (inform, persuade, entertain). Each prepares and delivers a 20-second speech on a shared topic like playground games, with group claps for strong tone or gesture use.

Justify the selection of specific rhetorical devices for a given speech purpose.

Facilitation Tip

In Small Groups: Purpose Speech Circle, rotate roles so each student uses a different purpose card before sharing with the whole group.

What to look for

After students deliver their 30-second speeches, have them turn to a partner. Provide a simple checklist: Did your partner use a varied voice? Did they make eye contact? Did they use a gesture? Partners can give a thumbs up or down for each item, offering brief verbal feedback.

Activity 03

• 25 min · Whole Class

Whole Class: Echo Speeches

Teacher models a simple speech with repetition and gestures. Class echoes phrases together, varying volume and speed. Students then volunteer to lead an echo round on a class-chosen theme.

Design and deliver a short speech, demonstrating effective use of vocal variety and gesture.

Facilitation Tip

For Whole Class: Echo Speeches, choose a short, rhythmic sentence or rhyme to repeat, gradually increasing length to build stamina.

What to look for

Give each student a card with a speech purpose (e.g., 'Tell us about your favorite toy', 'Convince us to play a game'). Ask them to write down one rhetorical device they would use for that purpose and why, or one way they would change their voice to make it more interesting.

Activity 04

• 15 min · Individual

Individual Prep: Mini Speech Rehearsal

Students jot 3 key points and gestures for a personal speech, rehearse alone with a mirror or toy audience, then share in pairs for thumbs-up feedback on voice variety.

Analyze how a speaker's tone and body language influence the audience's perception.

Facilitation Tip

For Individual Prep: Mini Speech Rehearsal, provide sentence starters or word banks to support students who need structure before speaking.

What to look for

Show students a short video clip of a speaker (e.g., a character from a cartoon or a simple news report). Ask students to point to their heads if the speaker used a happy tone, touch their noses if they used a loud voice, and clap once if they saw a gesture. This checks immediate recognition of delivery elements.

A few notes on teaching this unit

Start with clear, short phrases that students can rehearse in pairs to build comfort with projection and eye contact. Avoid overcorrecting early attempts; instead, highlight one strength per speech to build confidence. Research shows that immediate, positive peer feedback improves retention of rhetorical skills more than delayed teacher-only critiques.

Students will speak with clear voices, varied tones, simple gestures, and eye contact for different purposes. They will adjust their delivery based on peer feedback and activity guidelines, showing awareness of how audience and purpose shape speaking.

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Watch Out for These Misconceptions

• During Pairs Practice: Voice and Gesture Mirrors, students may believe that speaking loud always gets attention.

  Ask partners to test three volume levels: soft, normal, and loud. After each test, partners discuss which volume reached both listeners clearly without startling them.

• During Small Groups: Purpose Speech Circle, students may think body language is optional if words are clear.

  Provide a checklist with posture, gestures, and eye contact. After each speech, group members give one specific compliment and one suggestion using the checklist.

• During Whole Class: Echo Speeches, students may assume all speeches use the same voice and speed.

  Model three different speeds: slow for persuading, medium for informing, and fast for entertaining. Let groups choose a speed card before starting the echo task.