This is day 2 of a two-day activity. Today, students will mimic Murray’s style of combining two stories, their own speech, and their friend’s speech to create their own “TED Talk”.


Students will be able to:

  1. Create a “TED talk” that utilizes both their own and their partner’s stories about feeling empowered.


Liz Murray’s TED Talk their own and their partner stories from lesson 1


Time Activity Notes
2 min
  • Remind students of Liz Murray’s TED Talk from the last lesson and explain that today they will combine their own story and their partner’s story, to engage and inspire through their own Ted Talk.
This is day 2 of a two-lesson cycle. Today, they will mimic Murray’s style of combining two stories, and use their story and their partners’ story to create their own “TED Talk”.
20 min
Brainstorming and Drafting
  • Give students time to brainstorm and draft their TED Talk that combines their own and their partner’s stories.
  • This may look different depending on the needs of your class. You may choose to have students work independently, in pairs or small groups, or have come to class already having completed this phase.
Differentiation: Some students may need guiding questions to help them structure their talk.


  • What do your story and your partner’s story have in common?
  • How are your two stories different?
  • What values did both you and your partner share? Did you learn any similar lessons?
  • What is your overall message?
10 min
  • Give students time to practice their TED talk in small groups. Encourage students to give each other positive as well as constructive feedback on their delivery and message, as well as their use of the two stories.
If students are working in groups of 2 and each talk is 2-3 minutes long, this could look like:

  • 3:00 – Partner 1’s talk
  • 1:00 – Feedback and redo
  • 3:00 – Partner 2’s talk
  • 1:00 – Feedback and redo
15 min
Delivering Talks

You will have to plan logistically to find time for students to deliver their talks to the class.

If it is not necessary for every student to be assessed on their talk, you can have volunteers deliver their talk whole-group. If you want or need every student to deliver their talk, they can break the group up into small groups and have multiple students delivering their talk concurrently to groups of 5 or more. You could also use peer assessment in this larger group structure as well as circulate during this time to assess final student talks. Alternatively, you can build in student time to give these talks as a class opener in future days, or use more than one class block to complete the delivery of talks.
5 min

Give students 5 minutes to reflect on and discuss aspects of their peers’ talks that were meaningful to them.

3 min

Thank students for sharing their stories. You can also include time for “shoutouts”, or space for students to publicly recognize other students’ outstanding work.

Connections to Other Emotions

This lesson can also be used for passionate/purposeful as well as proud/accomplished. The activities in this lesson build the emotion of connected/supported as well.

Criteria for Success/Formative Assessment

Students will produce brief TED Talks that…

  1. Effectively incorporate both their own and their partner’s story.
  2. Convey an inspirational and engaging message.
  3. Make intentional choices in style and delivery that enhances the message.