Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Part A: Motivating Change

30 minutes

Part B: Motivational Speeches

20 minutes

Part C: My Motivational Speech

5 minutes

Reflection

Learning intentions and success criteria

Students understand...

the feelings and knowledge that inspire positive change
how a speaker makes choices to inspire positive change
how they can write and speak effectively to make positive change.

Students can...

identify how they need to position an audience to inspire change
find examples of ways a speaker positions an audience
use mentor texts to enrich their own writing
evaluate the speaking and writing of others.

Part A: Motivating change

Step 1

Distribute the Student Worksheet and direct students to the scenarios below, inviting them to write how they would motivate people in each:

Your friend wants to give up midway through a soccer game because they missed a goal.
You want to raise money at your school for your favourite charity and you’ve been asked to give a speech at an assembly.
You want your teacher to take your class on an excursion.

Ask students this question and have them write their responses on the Student Worksheet:

In order to motivate your audience to change their mind, how did you try to make them feel? What did you want them to think?
.

I said...	To try to make my audience feel…

Invite students to share their thoughts with the class.

Step 2

Explain to students that in this lesson they will be looking at how people can be motivated to make positive changes. Ask students what makes them motivated to change their behaviour. Facilitate a brief class discussion.

Step 3

Show students this image:

Step 4

Ask students:

What would someone need to do to help a person move from one step to the next?

Invite students to discuss this in groups and fill out this table on the Student Worksheet:

We want the person to...	So we could say or do...
Become aware of the problem
Understand the desired behaviour change
Want to take action
Take action
Continue to take action

Part B: Motivational speeches

Step 1

Explain to students that to motivate people to make positive change, you need them to feel:

Like change is possible or achievable
Like change is necessary and/or beneficial
Like other people are changing too
Like they have a choice or opportunity to change.

Step 2

Tell students that they will be looking at how Adam Goodes tries to make the audience experience these feelings in his Australian of the Year speech.

Step 3

Play students the following clip from The Final Quarter:

Adam Goodes - Australian of the Year 2014 Acceptance speech (https://www.youtube.com/watch?v=3EV-cLb_Ttg)

Step 4

Invite students to work individually, or in pairs, to complete the table below:

Emotion we feel	What Adam says	What it means
Like change is possible/achievable
Like change is necessary/beneficial
Like other people are changing too
Like there is a choice or opportunity to change
Other: .

Step 5

Allow students to choose one of the following motivational speeches and complete the table below:

Former Prime Minister Paul Keating’s Redfern Address (extension option) - https://www.youtube.com/watch?v=hhqAFLud228
Dujuan - Stop Putting Kids in Jail - https://www.youtube.com/watch?v=xWOppPEoqDM
Motivation for Women "Destiny" Oprah Winfrey's - Motivational Speech - https://www.youtube.com/watch?v=0jaMXGnDnJQ
For the Heroes: A Pep Talk From Kid President - https://www.youtube.com/watch?v=tgF1Enrgo2g
If You're Different: Be Different - https://www.youtube.com/watch?v=bVVNOvPzqpI
.

Emotion we feel	What speaker says	What it means
Like change is possible/achievable
Like change is necessary/beneficial
Like other people are changing too
Like there is a choice or opportunity to change
Other:

Part C: My motivational speech

Step 1

Show students this video:

The Invisible Discriminator (https://www.youtube.com/watch?v=NVevKISMyx0)

Step 2

Tell students that they will now write a one-and-a-half-minute (1.5) speech to motivate their classmates to speak up when they see racist behaviour.

Step 3

When students have written their speech, they should swap with a peer, who should give them feedback based on the criteria below (on the Student Worksheet).

Content feedback:

Was it clear what the speaker wanted you to change/start doing? How was it made clear/unclear?
Did you feel like there was a reason/benefit to changing?
Did you feel like the change they asked for seemed possible (even if it was difficult)? Why/why not?
Did they leave you with a plan for how to change? What more would you have liked to know?

Step 4

Students should revise their writing based on their peer’s feedback. They should then plan their tone, gestures, volume and emphasis. Tell students to label their speech with:

Two gestures to make
Two, or more, changes in tone and where they will make them
Volume changes
Underline words they will emphasise

Step 5

Students should deliver their speech to a different peer. The peer should give them feedback based on:

What tone did the speaker use? How did it make you feel?
What words did they emphasise? What effect did that have on you?
How did they use facial expressions or body language? What effect did that have on you?

Reflection

Invite students to respond to the following questions in writing:

What did you learn from the speeches today about how to motivate people?
What are your strengths as a motivational speaker?
How do you want to improve?

Differentiated Learning

Extension - In Part C, students can create a multi-modal resource to accompany their speech (they could use Google Slides, Adobe Spark or even make a poster). This multi-modal resource should complement their speech.

Provisions for Learning Support

In Part B, students could work in groups to analyse the speech.
In Part C, students can focus on only one aspect of delivery, such as tone changes.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The Final Quarter - Language Of Motivation

Go to

Summary

Learning intentions:

Students understand...

Success criteria:

Students can...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

In this lesson