Free lesson plan · EasyPalmCards
How to write note cards
Students learn why speakers use note cards instead of a script, then turn paragraphs of a short speech into clear, numbered cards with keywords, dot points and delivery marks. They finish by testing a partner's card: if someone else can speak from it, it works.
- Level
- Ages 11–16 (secondary school), adaptable for upper primary and senior students
- Duration
- 50–60 minutes
- Paper
- US Letter or A4
Learning objectives
By the end of the lesson, students can:
- Explain why a speaker uses note cards instead of reading a full script.
- Turn a paragraph of a speech into a note card using keywords and dot points.
- Number cards and add delivery marks such as [PAUSE] and [SLOW DOWN].
- Check a set of cards against a checklist and give a partner specific feedback.
Materials
- The sample speech below, one copy per pair or shown on the board.
- Blank cards: index cards, or blank cards printed on US Letter from the free index card template, about six per student.
- Highlighters or two colors of pen.
- The student worksheet (it prints on its own page), one per student.
- Optional: an example set of note cards made in EasyPalmCards and shown on the projector.
Sample speech: Our school needs a quiet space at lunch
Written for this lesson. Read aloud, it takes about one to two minutes.
1 Imagine trying to read a book in the middle of a football match. For some students, that is what every lunchtime feels like. Today I want to convince you that our school needs a quiet space at lunch, and I have three reasons.
2 My first reason is noise. Between the canteen queue, the basketball courts and the music from the hall, there is nowhere outside the library that is calm, and the library closes at half past twelve. Students who want to rest, read or just think have nowhere to go.
3 My second reason is wellbeing. A busy morning of lessons is tiring, and not everyone recharges by running around. Some people need twenty quiet minutes to be ready for the afternoon. A quiet room would give them that without anyone having to explain why.
4 My third reason is that it would cost almost nothing. We already have an empty classroom on the ground floor at lunchtime. All we need is a teacher on duty and a sign on the door. So here is my request: give us one quiet room, for one term, and see how many people use it. Thank you.
Lesson sequence
- Starter5–8 min
Read it or say it?
- Deliver the first paragraph of the sample speech twice. The first time, read it from the full script with your head down. The second time, speak it from a card with three keywords, looking at the class.
- Ask: what changed for you as the audience? Collect answers on the board: eye contact, expression, it sounded like talking, it was easier to follow.
- Introduce the idea that note cards are reminders, not a script. The aim is to glance, look up and speak.
- Teach10 min
Six rules for good cards
- Number every card in the same corner, so a dropped set goes straight back in order.
- One idea per card. A new point means a new card, and each card break becomes a natural pause.
- Keywords and dot points, not full sentences. Each line should bring the whole sentence back to mind.
- Keep text minimal. Two to four dot points under a short heading is plenty.
- Big, readable text that can be read at arm's length. Write out only the first line, the last line, quotes and statistics in full.
- Delivery marks in brackets, such as [PAUSE], [SLOW DOWN] and [LOOK UP], remind the speaker how to say a line.
- Model10 min
Think aloud with paragraph two
- Show paragraph two of the sample speech. Think aloud as you highlight the words that carry the meaning: noise, canteen queue, courts, hall music, library closes 12:30, nowhere to go.
- Cross out the words you would say anyway, such as "my first reason is" and "there is".
- Write the card: a number, a short heading, three dot points and one delivery mark. Compare it with the before and after example in this plan.
- Test it: put the speech away and speak the paragraph from your card. Ask students whether anything important went missing.
- Practice15–20 min
Pairs, then on your own
- In pairs, students turn paragraphs three and four into one card each, using the worksheet checklist.
- Individually, students write the opening and closing cards. Remind them that the first and last lines can be written in full.
- Circulate and look for full sentences sneaking back in. Ask "Which word would remind you of this whole sentence?"
- Early finishers start note cards for their own speech topic or type their set into EasyPalmCards.
- Plenary5–8 min
Can someone else speak from it?
- Students swap one card with a partner. The partner has 30 seconds to speak from it without seeing the script.
- If they can, the card works. If they get stuck, the pair decides what one keyword would fix it.
- Exit ticket: students write the one rule they will use next time they write cards, and why.
Before and after
Paragraph two of the sample speech, first as many students write it, then as a good card.
My first reason is noise. Between the canteen queue, the basketball courts and the music from the hall, there is nowhere outside the library that is calm, and the library closes at half past twelve. Students who want to rest, read or just think have nowhere to go.
2 · Reason 1: Noise
- Canteen queue, courts, hall music
- Library closes 12:30
- Rest, read, think → nowhere [PAUSE]
Why it works: The card has a number, one idea and three short prompts. Each prompt brings back a whole sentence, the time is written exactly, and the [PAUSE] lets the point land before the next reason.
Success criteria and peer feedback
Share these with students at the start of the lesson.
- My cards are numbered and in order.
- Each card has one idea with a short heading.
- I used keywords and dot points instead of sentences.
- My text is large and there is white space on each card.
- I used delivery marks where they help.
Peer feedback rubric
| Criterion | Not yet | Getting there | Got it |
|---|---|---|---|
| Keywords, not sentences | Mostly full sentences copied from the script. | Some dot points, but some lines are still sentences. | Short keywords and phrases that bring back each sentence. |
| One idea per card | Several points crowded onto one card. | Mostly one idea, with one card that tries to do too much. | Every card has one clear idea and a heading. |
| Numbered and ordered | No numbers. | Numbered, but not in the same place on each card. | Numbered in the same corner and in speech order. |
| Readable | Small or crowded writing. | Readable up close but not at arm's length. | Large text with white space; easy to glance at. |
| Delivery marks | None. | Used, but not where they help most. | Placed after key lines and before the ending. |
Two stars and a wish
- Star: one thing your partner's card does really well.
- Star: a second strength, using a rule from the list.
- Wish: one change that would make the card easier to speak from.
Extension and differentiation
Extension
- Students type their set into EasyPalmCards, starting from the oral presentation template, and print it on US Letter.
- Challenge students to cut every card to ten words or fewer without losing meaning.
- Ask students to color-code their cards: one color for what to say, another for delivery marks.
- Time a one-minute delivery from the cards with the speaking speed test and compare it with reading the script.
Differentiation
- Support: give a card frame with the number, heading and the first letter of each keyword already filled in.
- Support: let students work from two paragraphs instead of four, or in a group of three with a scribe.
- Stretch: students write cards for a speech they have not seen before, from a short article.
- EAL/D: allow a translation of tricky words in small writing under a keyword, and pair students with a supportive partner.
- Students who find handwriting hard can type their cards and print them, or use larger blank cards.
Student worksheet: writing note cards
Name: Class:
Use this checklist for every card. Tick each box when your card does it.
- My card has a number in the same corner as my other cards.
- My card is about one idea only.
- I used keywords and dot points, not full sentences.
- I wrote quotes, numbers and names exactly.
- My card has no more than four dot points.
- My writing is big enough to read at arm's length.
- I added at least one delivery mark, such as [PAUSE] or [LOOK UP].
- I can say the whole paragraph from my card without the script.
Your turn
Turn paragraph three of the sample speech into one card. Write the number and heading first, then up to four dot points and one delivery mark.
Reflect
- Which word on your card brings back the most?
- What did you leave out, and why was it safe to leave out?
- One rule I will use next time:
Free from www.easypalmcards.com/teachers