Pitt County Schools
Instructional Guide
101425 Honors Speech__
Course Name
Time Frame: First Marking PeriodGeneralizations:
· Public speaking skills are important.
· Public speaking skills can be learned.
· The characteristics of good public speaking can be ascertained and evaluated.
· Communication is a two-way process.
· Speakers need to address issues of audience.
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
1.01 Understand basic speech skills and techniques, i.e. overcoming stage fright, preparing to speak, and considering ethical concerns.
· Discuss the importance and value of public speaking in society.
· Identify the major similarities and differences between public speaking and everyday conversation.
· Discuss methods of controlling nervousness.
· Discuss how to use appropriate body language
· Identify the basic elements of the speech communication process.
· Explain how cultural diversity can influence public speaking.
1.02 Investigate and research the history and background of public speaking. (H)
· Utilize technology to research public speaking figures.
· Explain and demonstrate ways that public speaking effects everyday life.
· Identify various ways that public speaking can be used in the media. / · Why do people need good public speaking skills?
· How do students prepare a good speech?
· Where do students go to find good sources and materials?
· What are the characteristics of good speech beginning, middle and ending?
· How do you prepare speaker’s notes?
· How do you overcome stage fright associated with public speaking?
· What ethical questions do speakers have to consider?
· How can designing rubrics help us to understand the characteristics of good speeches?
· How does body language affect the reception of a speech?
· What are some effective body positions to use when speaking? / · Two students give a demonstration of giving a speech without a rubric and one with.
· Students in groups make up rubrics for the different kinds of speeches they will be giving.
· Demonstrate effective and ineffective body positions and gestures. Invite a speaker to demonstrate speaking techniques
· Demonstrate finding sources from student’s personal experiences, books of quotes from the media center, magazines, interviewing family members and local celebrities.
· Watch a video related to public speaking and teach students factors related to speech anxiety and choose topics for creating speeches such as speeches of personal experience, motivational speeches, speeches about characters.
· Teach them how to prepare outlines.
· Demonstrate eye contact, “panning” the audience, looking at the wall in sections, finding a friendly face.
· Discuss the ethics of speaking to a bias audience. / · The Art of Public Speaking by Stephen E. Lucas, 2004 edition
· Rubristar.com
· Students deliver a Personal Experience Speech evaluated with a rubric
The learner will understand that communication is a dual process.
2.01 Understand that the communication process is a dual process that requires sending and receiving messages.
2.02 Discuss and distinguish the difference between hearing and listening.
2.03 Observe the public/environment to understand and demonstrate the effectiveness of the communication process.(H) / · What are the elements of the communication process?
· How is communication a matter of receiving as well as sending information?
· Why do we need to learn effective listening skills?
· What are the barriers to listening?
· What are the advantages of understanding the differences between listening and hearing?
· How does understanding all of this help us to become better speakers? / · Send students to various locations in the school with the assignment to listen and jot down 10 things they heard, and evaluate any body language, tone, clothing, expressions, etc., and return within 30 minutes and present their findings.
· Watch a video of a local governmental body such as the County Commissioners and evaluate the ability of individuals to listen.
· Honors students attend a session of the County Commissioners and report their findings to the class.
· Show a video clip of a speaker and discuss barriers to listening (such as distracting jewelry, audience fatigue, background noise, characteristics of speaker’s voice, degree of speaker’s enthusiasm, etc.).
· Discuss body language, attire, voice inflection, distractions, purpose of speech, etc. in relation to eliminating barriers to communication. / · Video of County Commissioners meeting
· Video of previous graduation exercises or other public speaking
· Students deliver a speech of their choice to inform, persuade, or entertain.
· Evaluate by rubric
· Video tape speeches and evaluate body language and distractions or other barriers to communication
The learner will identify the major factors involved in preparing and delivering an effective speech.
3.01 Identify factors that need to be incorporated to prepare a speech.
· Identify methods that can be used to select a speech topic.
· Distinguish between the central idea and the specific purpose of a speech.
· Identify and analyze audience.
· Gather information and materials to prepare a speech using media and technology.
· Develop an effective speech outline.
· Identify and perform effective speech delivery.
· Use visual aids effectively
· Use language appropriately.
3.02 Evaluate various speeches (audio, visual, and text) to identify effective speech delivery. (H)
· Analyze speeches from various public functions. (Noble prize/inaugural speeches)
· Distinguish effective versus ineffective speeches. / · What are the characteristics of effective beginnings of speeches?
· What are the characteristics of effective interpersonal and group communication?
· What are the characteristics of effective non-verbal communication?
· What are the components of effective telephone communication? / · Refine rubrics that have been developed.
· Invite a speaker (such as a local politician) to talk about using emotional appeals.
· Honors students will be assigned to attend at least one public speaking event and evaluate it based on the rubrics the class had designed and report to the class.
· If possible, honors students should attend at least one court session to observe speeches by defense and prosecution and report to the class.
· Students draw the description of an emotion from a jar and give short impromptu speech to illustrate that emotion.
· Take a famous speech, change the audience and discuss how the speech would have been different.
· Write a short speech for an audience of their peers and write a different speech on the same topic for an adult audience.
· Students deliver a book review in which they discuss the literary elements, why the book was written, the effectiveness of the author’s style, the influence of the time period. During the presentation of their book review, the students must use at least three of the literary elements.
· Read and analyze Martin Luther King’s I Have a Dream and other famous speeches and watch the video I Have a Dream. Students find a famous quote and develop and deliver a speech using the quote.
· Honors students will be assigned to attend at least one public speaking event and evaluate it based on the rubrics the class had designed, and students will report to the class.
· If possible, honors students should attend at least one court session to observe speeches by defense and prosecution and report to the class. Demonstrate using news clips, political ads, special programs of local officials.
· Invite a newscaster or reporter from local TV or newspaper to talk about avoiding the pitfalls of speaking for the media. / · Copies of famous speeches
· Bartlett’s Book of Quotations
· I Know Why the Caged Bird Sings
· The New York Times website
· The Daily Reflector
· Magazines
· I Have a Dream speech and video
· Video clips of news broadcasts and interviews
Time Frame: Second Marking Period
Generalizations:
· Public speaking skills may be used for different purposes and audiences.
· A speech has certain characteristics and expectations.
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
The learner will be able to recognize the characteristics and types of effective speeches.
4.01 Identifying different types of speeches.
· Discuss speaking to inform.
· Discuss speaking to persuade and methods of persuasion.
· Discuss speaking on special occasions.
· Discuss speaking in small groups.
· Understand the characteristics of effective business and career communication.
4.02 Establishing and identifying an effective introduction, body, and conclusion.
4.03 Conduct extensive research on public speaking figures, events, and presentations throughout the semester. (H)
· Extensive research on public speaking figures.
· Media observations (television, radio, and internet)
· Conduct and/or observe an interview (business and career communication / · How can we determine the effectiveness of various kinds of speeches, such as informative, persuasive, impromptu, and entertaining?
· What are the special demands of delivering a sales talk?
· What is necessary in order to deliver an effective sales pitch?
· How can a salesman learn to read body language and feedback to adjust a message to make it more effective?
· How do speakers use multi-media such as PowerPoint to make a sales pitch more effective?
· What are the special demands of the interview speech?
· How can one prepare effectively for a job interview? / · Demonstrate and practice interpersonal and group communication.
· Evaluate group communication of peers in various settings (halls, cafeteria, etc.).
· Demonstrate and practice speaking on the phone.
· Watch MTV, BET, American Idol, various reality shows to evaluate how groups and individuals behave and how groups affect the behavior of individuals in their speech patterns today.
· Students deliver various kinds of speeches and evaluate their effectiveness.
· Honors students complete an investigation project on non-verbal communication and report to the class.
· Use a video from Career Explorations or from a local business to demonstrate effective sales speeches.
· Use a few students to demonstrate a sales pitch that works and one that doesn’t.
· Have students prepare and present PowerPoint or visual aids to enhance a sales pitch.
· Students choose a product, become familiar with it, and deliver a sales speech.
· Honors students interview a sales representative.
· Watch a video on job interviews (available from guidance or the media center.
· Invite a speaker from the human resources division of a local business.
· Conduct impromptu mock interviews. / · Resources on non-verbal communication in the Media Center.
· PowerPoint
· Excel charts and graphs
· Various products
· Videos from Career Explorations Daily Reflector
· CNN production on speeches
Time Frame: Third Marking Period
· Effective speakers use rhetorical techniques to increase effectiveness.
· Purpose and audience impact on speech delivery.
· Literary devices may be used to make speeches more effective.
· Ethical and practical concerns impact on delivery.
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
The learner will be able to write and deliver various public speeches.
5.01 Demonstrate mastery of speech, preparation, delivery, and evaluation by:
· Delivering an effective speech
· Incorporate literary elements and famous quotes in speeches.
· Evaluate peer presentations and outside presentations.
5.02 Prepare and present for speech competitions and/or community functions. (H) / · How can the learned strategies be utilized to produce and deliver effective speeches?
· What key techniques can speakers use to appeal to the emotions of an audience?
· How do we determine the appropriate speaking style for a particular purpose and audience?
· What literary elements are effective to include in speeches?
o Willing Suspension of Disbelief
o Foreshadowing
o Pejorative Terms
o Imagery
o Metaphor
o Parallelism
o Allusions
o Tour de Force
o Conflict
o Adaptation
o Theme
· How can speakers include famous quotes in their speeches?
· How does speaking for mass media differ from other kinds of speaking?
· What are the things to be aware of when speaking for mass media?
o Approaching controversial topics
o Avoiding stereotypes
o First Amendment issues
o Persuasive appeal
o Avoiding pitfalls / · Discuss the rules for panel discussions and have them participate in a panel discussion using controversial issues that are of importance to the students.
· Demonstrate a lecture format and discuss elements. Students go in pairs to observe a teacher giving a lecture and evaluate for audience response and the lecturer’s delivery. Students then give a lecture and evaluate each other’s presentations.
· Honors students prepare and present a lecture before an audience in the school.
· Demonstrate a symposium format and discuss the elements of a symposium including how to approach a microphone, how to ask questions in a non-threatening manner, how to separate oneself from the audience, how to maintain dignity and poise.
· Honors students prepare and present a symposium for another audience in the student body
· Students will write and deliver a variety of speeches.
· Students will be able to make various public speeches including motivational, acceptance, welcome and farewell, eulogy, presentations, commencement, speaking for mass media. / · Rubrics
· Students deliver a lecture and are evaluated by rubric.
· Students participate in a symposium and are evaluated by rubric.
· Bartlett’s Book of Quotations