whi ttier, california june, 1984* course of study · public speaking this course will emphasize...

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WHITTIER UNION HIGH SCHOOL DISTRICT 1- ~'

Whi ttier, Cali fornia

June, 1984*

COURSE OF STUDY

Course Title: PUBLIC SPEAKING

Department: ENGLISH

Grade Level 9 - 12

COURSE DESCRIPTION

PUBLIC SPEAKING

This course will emphasize various practical techniques which can be used in a variety of public speaking situations found in school, on the job, and in the community. Development of basic communication and skills will be achieved through study and practice in speech preparation, presentation and evaluation; and through study and practice in oral interpretation and group discussion.

Length: One semester

Prereguisi te for Enrollment: None

Recommendations for Enrollment: Elective

Type of Course: Elective

* Rev ised: January, 1988

I. COURSE COMPETENCIES

D M M M M M D M D D

M D M M A

D

A A M D

The Student Will:

A. Knowledge

1. List aspects of nonverbal communication 2. Describe the difference between hearing and listening 3. List ways to improve listening skills 4. Name and use the component parts of a full introduction to a speech 5. Name and use the major patterns of organizing main points and point support 6. Name and use the component parts of a full conclusion to a speech 7. Define methods of reasoning 8. List influencing factors in a group discussion 9. Describe the styles of group discussion leadership

10. Describe various formats of discussion groups

B. Comprehension

!. Explain the importance of communication to society I Indicate the relevant data a speaker should gather about the occasion/audience for his/her speech"".

3. Demonstrate effective use of visual aids 4. Demonstrate adequate research skills 5. Demonstrate an awareness of the alternative strategies for the construction of transitions between

main points 6. Indicate the styles of discussion leadership

C. Application

1. Identify the alternative strategies for the construction of a speech introduction 2. Identify the alternative strategies for the construction of a speech conclusion 3. Participate in a group discussion 4. Select and condense a piece of literature for an oral interpretation presentation

M M D D M

D A A D

A D M D M M

D

D D

A D· D M M A

D. Analysis

1. Differentiate between fact and opinion 2. Identify the general purpose of a speech 3. Differentiate between standard and nonstandard levels of spoken language 4. Differenitate between formal and informal communication 5. Identify generalizations, half-truths misleading comparisions, personal attacks, and faulty cause

and-effect relationships 6. Identify types of group communication patterns (i.e. constructive/destructive roles) 7. Identify vocaUy and non verbaUy between characters in an oral presentation of literature 8. IdentifYthe various forms of oral interpretation 9. Identify plot, mood, point of view, and characterization for a piece of literature

E. Synthesis

1. Develop an awareness by use of the influence of nonverbal communication 2. Develop changes in pitch and inflection to enhance speaking ability 3. Develop reasonator control to create a pleasant voice 4. Develop an awareness of articulation habits and make necessary changes in order to change diction 5. Formulate a thesis for every speech topic 6. Construct and give an informative speech, an introductory speech, a demonstration speech, and a

persuasive speech (extempor and impromptu) 7. Formulate a fulJ outline appropriate for each speech presented

organizational skiHs and conforming to U.C. requirements 8. Write an introduction for an oral presentation of literature 9. Prepare and perform an individual oral presentation of literature

F. Evaluation

1. Judge a message using nonverbal criteria 2. Evaluate the effectiveness of a group discussion 3. Evaluate the effectiveness of a debate 4. Appraise speeches given by fellow students 5. Appraise oral presentations of literature presented by fellow students 6. Develop a critique of the evaluation process

in c1ass--thus demonstrating

11. COURSE OUTLINE

A. Listening Skills

1. Causes of poor listening 2. How to become a be.tter listener

B. Speech Preparation

1. Selecting a topic 2. Analyzing the audience 3. Gathering material 4. Supporting ideas 5. Developing confidence

C. Organizing and Developing Ideas

1. Outlining 2. Interview techniques 3. Visual aids 4. Transitions 5. Research techniques

D. Voice and Diction

1. Vocal flexibility

a. Pitch b. Rate c. Articulation d. Pronunciation e. Volume

2. Delivery

a. Extemporaneous b. Manuscript c. Impromptu

E. Nonverbal Communication

1. Appearance 2. Gestures 3. Eye contact

F. Types of Speeches Required

1. Peer interview (speech to introduce) 2. Periodical analysis speech 3. Speech to inform 4. Impromptu speech 5. Oral interpretation 6. Speech to persuade 7. Mock meeting (parliamentary procedure) 8. Commemorative speech 9. Final speech

a. Culminating experience of informative or persuasive nature in which the student demonstrates concepts learned during the course

COURSE OVERVIEW: PUBLIC SPEAKING FIRST QUAR.TER LISTENING READING WRITINC/LANGUAGE/VOCABULARY PRESENTAnONS EVALUATIONS

One Week Listening for main ideas. Instructor will present a brief autobiography. Upon its completion, students will receive an oral quiz based on the teacher's" presentation. This quiz will not be graded; however, missed questions will illustrate faulty listening. As an option, students could retake the test to improve their listening.

Students will be asked to discuss the causes of poor listening. Teacher will encourage brainstorming techniques (i.e. not concentrating, lis tening too hard, focusing on delivery and personal appearance.)

Teacher will read celebrity biographies (i.e. Benjamin Franklin, Elvis Presley, Abraham Lincoln, Joan Rivers, Michael Jackson, others well known to students.)

Applying listening skills, students will be required to identify the celebrity.

Introduction to note taking

In preparation for the first speech, students will be required to have at least three note cards containing information compiled about their assigned classmates.

Instructor will emphasize the importance of vocabulary as it relates to public speaking. Instructor will provide students with a list of descriptive adjectives to use in describing their classmates. Suggestions could include: altruis tic, dynamic, philanthropic, introvert and extrovert.

First presentation will be a one to two minute speech to introduce a classmate. Sample interview questions will be provided by instructor. Suggestions for questions: place of birth, family background, interesting hobbies, favorites (i.e. foods, television shows, sports, movie stars), pet peeves, person they emulate. dislikes, reason for taking the course, plans after high school, student should choose one of the words provided by teacher to describe his/her classmate.

Students will listen to interview speeches applying listening skills that they have learned.

Students will write down three facts learned from each presentation.

Ins truc tor will evaluate listening skills using one of the following: I. Crossword puzzle using

student information 2. Written quiz 3. Have students oralJy

paraphrase another stUdent's speech

If. Vocabulary test on words (adjectives) provided by teacher.

Two Weeks Instructor will lecture with examples on definition, explanation, description, comparison and contrast.

Instructor will bring in examples of articles which illustrate how various authors have applied these techniques.

Students will listen and identify either orally or in written language how lack of the above is illustrated.

Students will listen to a lecture on the proper outlining format.

Students will select and read an article from a weekly periodical (see presentation column for further explanation.)

Students will be required to read an article in whi"..:h they will be required to make a basic three-step outline plan.

Continuation of notetaking techniques as they relate to their weekly periodical presentation.

Introduction to outlining. After students have listened to a lecture on the proper outlining format, they will be required to read and correct a faulty outline. - Students will be required to analyze an article and write an outline using the suggested format. C.:lre should be taken in identifying all main points of the article. - Students \will be responsible for learning the following vocabulary words: definition, explanation, description, figura tbe language (metaphor, simile, persoOification), comparison and contrast.

Second presentation will be a one to two minute speech in which the student discusses an article of interest contained in a weekly periodical (i.e. "Time," "Newsweek.)

Students should answer the following questions as related to the article. a. How effectively does the author use definition, explanation, description, comparison and contrast and examples to make the subject clearer and more in teres ting to ordinary readers? b. Are there some points in the story that you do not fully understand? If so, explain wha t the author could have done to make the points clearer to you.

Teacher will evaluate student'S abili ty to discuss and describe definition, explanation, description, comparison, contrast and examples as they relate to their magazine article speech.

Teacher will evaluate students' ability to correct a faulty outline.

Teacher will evaluate students' ability to take notes. Emphasis will be placed in paraphrasing and not copying verbatim.

COURSE OVERVIEW: PUBLIC SPEAKING FIRST QUARTER (Continued) ..___ ..__ .__ LISTENING ----. READING WRITING/I..ANGuAGE!VOCABULARY PRESENT A nONS EVALUAnONS

Three Weeks

Instructor will lecture on how to select a topic and purpose, how to analyze the audience, how to gather material and how to organize the speech. Tips for using v isual aids should also be discussed.

After listening to the ins tructor's ,lecture, students will view video tapes of speeches and they will be asked to comment either orally or in wri tten language on the following. I. Did the speaker ha ve a

clear thesis statement? 2. Was the speech logically

organized? 3. Did the speaker have an

introduction and a conclusion?

4. Did the speaker use good transitional devices?

.5. Were visual aids handled well?

6. Did the speaker articulate well?

7. Did the speaker have good volume as well as pitch?

8. Did the speaker have appropriate eye contact or did he rely too heavily upon note cards?

Students will be asked to watch television commercials

Students will be required to read sample speeches and asked to comment on the organization as well as whether or not the writer had a clear thesis statement and whether or not it was supported. (See suggested textbooks for sample speeches.)

Students will be taken to the library and they will be familiarized with research materials (i.e. card catalogue, Reader's Guide to Periodical Literature, Who's Who, Newspaper Indexes.)

After students have been assigned the informative speech, they will be asked to select a topic and formulate a thesis statement. At this time, they will return to the library to research their topic.

Students will be asked to read a faulty bibliography and correct it.

Continuation of notetaking teChniques as related to their informative speeches.

Students will be required to write bibliography cards after they have been taught the proper format for writing various types ot bibliographical entries.

Students will be responsible for learning the following vocabulary words:

I. Thesis statement 2. Introduction 3. Conclusion 4. Bibliography .5. Plagiarism 6. Transition 7. Denotative a. Connotative 9. Gestures

10. Volume 11. Pitch 12. Articulation 13. Pronunciation 14. Eye contl'ct 1.5. Extemporaneous

The third presentation will be a five to six minute speech informing the audience about some object, process, concept or event. Students should turn in a complete preparation outline, but the speech itself should be delivered extemporaneously from a brief speaking outline. As an optional item, teacher may ask students to incorporate the use of a visual aid.

Teacher will collect and grade note cards. Once again, it is important that students paraphrase rather than copy verbatim. Bibliographical information will also be evaluated.

Students will be required to turn in a rough draft a week prior to their speech. The instructor will read and make suggestions.

Teacher will evaluate students' informative speeches. Evaluation should focus on such basic matters as establishing eye contact, avoiding distracting mannerisms, formulating a sharp specific purpose or thesis statement, fulfilling the functions of an introduction and a conclusion, limiting main points and arranging them properly and employing connectives or transitions effectively. If a visual aid is required, students will also be evaluated on how well they used their visual aid to enhance the effectiveness of their speech.

In addition to teacher evaluation, audience members will be required to submit a written evaluation or critique of fellow students' speeches. Their critiques should allude to the same point.. Ii:red in the teacher evaluation. Students should be encouraged to be positive in their evaluations. However, they should also state areas which need improvement.

Teacher will evaluate and grade student critiques which will later be returned to individual speakers so that they can benefit

or to read advertisements in from the peer evaluation process. magazines in order to discover the use of denotative and connotative words.

It is important that students be recognized on their written speech as well 3S their oral presentation.

- Informative speeches will be videotaped so that the tape can be vit:wed at the end of the second quarter prior to the delivery of final speeches.

COURSE OVERVIEW: PUBLIC SPEAKING FIRST QUARTER (Continued) LISTENING REAI)!NG WRITING1LANGUAGE!vOCABULARY PRESENTA TlONS EVALUA TlONS

Two Weeks

Students will listen to Obtain a copy of the essay impromptu speeches of entitled, "The Cliche Expert classmates noting the use of Reveals Himself in His True slang as well as cliches. Colors," by Frank Sullivan. Students will be asked to assist peers in restating phrases in Have students read the essay in order to eliminate slang order to illustra te the expressions. ineffectiveness of using cliches.

Students will write three topic suggestions on note cards. These topics may be informational, persuasive or entertaining i.e. my family,

my home town my best friend my favorite sport my most embarrassing

moment my worst class my biggest complaint

Instructor should check each card for completeness and appropria teness.

Although impromptu is informal, the use of slang and cliches should be discouraged.

Students should be familiar with the following vocabulary words:

I. Cliche 2. Improvisation 3. Inflection 4. Impromptu 5. Colloquialism 6. Projection 7. Resonance

The culminating activity for the first quarter will be a unit on impromptu speaking. Students will be encouraged to organize their thoughts quickly and to speak spontaneously. Each student should be given the opportunity to deliver at least three impromptu speeches.

.The impromptu speech can be used as a regular, graded assignment or as an informal, non-graded experiment. In either case, try to keep the atmosphere low-key since students are often particularly apprehensive about speaking impromptu.

Peer evaluation will continue to be stressed. While one speaker is being given a couple of minutes to gather his or her thoughts before beginning their speech, other students can write a brief critique or the class as a whole can discuss each speech briefly while the next speaker is getting ready.

COURSE OVERVIEW: PUBLIC SPEAKING SECOND QUARTER LISTENING_READING WRITING/LANGUAGE/vOCABULARY PRESENTAnONS EVALUATIONS

Two Weeks

Students will listen to recordings by famous oral interpreters (i.e. Hal Holbrook, Sir Lawrence Olivier, Carl Sandburg, Orson Welles.)

Students will discuss reasons for the effectiveness of these selections. The following should be considered.

I. How did the reader's tone of voice contribute to the dramatic effect?

2. What other vocal qualities were effective? (Volume, inflection, pitch, etc.)

3. What use did the reader make of pause and rate?

Students should come to class with a list of their favorite literature. Each list should include the titles of three stories, three poems,· and a play. Then take a survey in class to find out which selections are best known. Of those, which ones would students want to read or hear again? Why?

Students will choose a selection for oral interpretation. Before doing anything else, they should read the entire piece of literature from which their selection comes. Emphasize the importance of knowing how their selection fits into the mood of the total piece.

Students will analyze Ii terature as it relates to their oral interpretation selection. They will be required to submit a written analysis of their selection. The analysis should include a discussion of the following:

I. A discussion of the total meaning.

2. What is the mood of the selection?

3. Is there a mood change and where does it begin and why?

4. An analysis of the characters.

5. How does the author crea te tension or interest?

6. Where does the climate of

The first major presentation for the second quarter will be the reading of an oral interpretation selection. Their presentation should be between three to five minutes in length. Al though the selection does not need to be memorized, students should be familiar with the material and they should have practiced adequately so that eye contact can be established.

Teacher will evaluate the oral interpretation on the basis of the following: I. Was the student familiar

with the selection? Was it obvious that he or she had practiced?

2. Was there good vocal quality? Did the vocal quality create a mood and enhance the audience's understanding of the meaning?

Peer evaluation will continue. Students will complete written Critiques.

Individual students will write a self-evalua tion. Sample questions to consider:

the selection occur? 7. What is the basic

conflict? S. Discuss the wording of

the selection. How many sentences are used? Are they long or shor t? Are

1. If I were to do this again, what would 1 change?

2. What did I learn from this experience?

3. What do I consider to be one of my stronger points?

the words generally simple or diU icult?

9. How does the punctuation (periods, commas, colons, etc.) aid the reader in the interpretation?

Students (or the teacher) can select some of the best oral interpretations to be presented to other classes or perhaps other schools (possibly junior high or elementary school

Students should be familiar classes.)

with the following vocabulary words: mood, characterization, conf Iict, climax, oral interpretation, dialogue, monologue.

COURSE OVERVIEW: PUBLIC SPEAKING SECOND QUARTER (Continued) LISTENING REAntNG WRITING/LANGuAGE/voCABULARY PRESENTATIONS EVALUATIONS

Three Weeks

Students can view the film "Inherit the Wind" in order to analyze the elements of persuasion used by the characters involved.

Have students read "I Have a Dream," by Martin Luther King, or "Woman's Right to the Suffrage," by Susan B. Anthony. Through these speeches

Have students formulate statements of fact and statements of value.

Give students several

The second presentation of the second quarter will be a five to seven minute speech designed to persuade the audience on either a question of fact or a

Evaluation of the persuasive speech should focus on the student's ability to use sound reasoning and logical proof in persuading the audience. Since

students should discuss methods statements of fact and have question of value. A complete the audience has a large bearing Students can view the section of the film "Julius Caesar" where Brutus and Antony deliver their speech to the plebians. Students will analyze the rhetorical devices used by each character and they will discuss why Antony's speech was the more persuasive.

of persuasion.

Students will go to the library to do research for their persuasive speeches. The instructor should give a brief review of how to use resource materials.

them change each to a statement of value: Statement of Fact To persuade my audience that the Loch Ness monster really exists. Statement of Value - To persuade my audience that an international team of scientists should be dispatched to determine if the Loch Ness monster really exists.

preparation outline should be submitted. Delivery of the speech should be externporaneous. This speech will require considerable research and skillful handling of the methods of persuasion. This is an excellent assignment for stressing audience analysis and adaptation. Students who speak on a question of fact will need to give special attention to evidence and reasoning. Students

on how successful the speaker is "being persuasive," a good portion of the evaluation should be based on how well the topic was adapted for the audience.

Distribute an evaluation form to ten students randomly. Have them write their opinion of the speaker's statement before the speech. After the presentation, have the students write about whether or not their stand

At this time, students should be practicing the skills learned in the unit pertaining to the informative speech. They will follow the same

who speak on a question of value must be sure to identify their standards for judgment and to justify their value judgment in light of these standards.

changed and what evidence the speech persuaded them f~el this way.

in to

procedure for notetaking and writing bibliography cards.

COURSE OVERVIEW: PUBLIC SPEAKING SECOND QUARTER (Continued) Page II LISTENING READING WRITING/LANGUAGE/VOCABULARY PRESENT A nONS EVALUATIONS

One Week

In conjunction with the activity expanded upon under Writingl Language and Vocabulary, students will read their proposals orally to the other group members. Group discussion will follow and appropriate corrections can be made.

As an alternative assignment, students may be required to attend a meeting (i.e.: city council, PTA) in order to observe how parliamentary procedure is foHowed.}

Video taping the meeting may be useful for later evaluation. Students will have the opportuni ty to listen as well as to view themselves in a group situation.

Two Weeks Teachers should attempt to acquire audio recordings of speeches to commemorate. These are available at libraries and the County Office.

Students will listen to a recording of "Spoon River Anthology" by Edgar Lee Masters. By listening to the use of various rhetorical devices used by the inhabi tants of Spoon River, the student will acquire a further understanding of the important role language plays in motivating an audience.

Instructor will bring in samples of meeting minutes for students to read. These samples will further their understanding of how motions are made.

Have students read various speeches which serve to illustrate how language is used to create a clear visual image i.e. Kennedy's Inaugural Address, Churchill's speeches during World War 11 and Lincoln's Gettysburg Address. In analyzing these speeches, students will be asked to comment on the use of abstract versus concrete words, the use of imagery, rhythm, repetition, cadence, and sentence structure.

Students will be divided into groups which will function as committees. Teacher will appoint one student to serve as committee chairperson. The chairperson will assign each member the task of formulating a proposal. He or she will be responsible for keeping members on task. The chairperson will also write a proposal. - Students will be given a list of motions and they will be asked to amend the original motion by inserting, adding or striking out words. - Students should be familiar with the following vocabulary words: abstain, amend, filibuster, floor, minutes, out of order, pending, motion, quarum, table a motion, adjourn, proxy vote, straw vote, plurali ty vote.

The commemorative speech will focus particularly on the use of language and it gives the students experience in speaking from a manuscript. Encourage students to use language imaginatively and to speak with clarity and vividness. - Students will be responsible for the following vocabulary words: abstract, concrete, imagery, cadence, rhythm, repeti tion, adjective, adverb.

Students should have experience in rewriting paragraphs using vivid language in place of mundane and trite language.

Conduct a mock meeting using parliamentary procedure. Elect a chairperson and a secretary. Require each student to make at least one motion, second a motion and participate in discussion and voting. A set procedure of business should be followed. Students may make any motion so long as it follows the rules of parliamentary procedure. The chairperson is responsible for maintaining order and for seeing that members adhere to the correct procedure.

The secretary maintains records of all motions. A second secretary may be necessary to keep accurate account of all motions. The purpose of this assignment is to demonstrate the efficiency of parliamentary procedure.

A speech of four to five minutes paying tribute tl) a person, a group of people, an institution, or an idea will be the next assignment. Teacher can refer to this assignment as a commemorative speech. The subject may be historical or contemporary, famous or obscure. A preparation outline is not required. This speech should be written out and delivered from manuscript. Students should hand in their manuscripts after their speeches.

During the course of the mock meeting, the teacher should evaluate students on participation, the quality of their proposal and their ability to utilize the standard rules of parliamentary procedure. Following the mock meeting, each student should write a short paper in which they discuss the results of the meeting and the benefits seen by using parliamentary procedure. Also, a follow-up test on the terminology used in parliamentary procedure would be appropriate.

Teacher will evaluate student'S commemorative speeches on the basis of appropria teness to the occasion, adaptability to the audience, eye contact, variability in voice and delivery, and use of clear and vivid language.

COURSE OVERVIEW: PUBLIC SPEAKING SECOND QUARTER (Continued) LISTENING READING WRITlNG/LANGUAGE/VOCABULAR Y PRESENT A nONS

Two Weeks - This can be a project for the final examination.

Teachers will show the videotape of the information speeches that were given during the first quarter. The class will discuss positive aspects as well as areas that need to be improved. Discussion should include the following:

1. Vocal quali ty 2. Non-verbal language 3. Written language

Teacher will put a copy of a persuasive speech on the overhead projector. Students will read the speech and comment upon all aspects and characteristics of good speech making. Students should be guided to comment on the following:

1. Introduction and thesis (purpose) statement.

2. Connectives or transitions. 3. Clear and vivid language. 4. Effective use of comparison

and contrast. 5. The writer's attempts to

gain audience's attention. 6. How the writer summarized

main points and restated thesis in the form of a concluding paragraph.

Students will apply notetaking techniques that were taught in previous units. Research will be more extensive since the time limit for the final speech is greater in length.

Bibliography format will be reviewed and students will be required to write bibliography cards i.lnd ultimately to submit a complete bibliography along with their final copy. Since the final speech is longer than prior speeches, addi tional sources should be required. A minimum of five sources only one of which can be an encyclopedia is suggested.

The culminating activity for the second quarter will be a final speech of eight to ten minutes that may be either informative or persuasive. A complete preparation outline should be required. Delivery of the speech is to be extemporaneous. You can allow students to choose individually whether to give an information speech or a persuasive speech. Usually; however, it is best to assign the entire class one or the other kind of speech. Whichever kind you assign, let students know that this speech is particularly important.

EVALUAnONS

In evaluating the final speech, the teacher should consider all major aspects of speech preparation and delivery covered since the first day of class. Evaluation of the final speech will be handled in a step-by-step process.

i.e. - notecards - outline - rough draft - final copy including

bibliography - oral presentation.

Teacher can also use the copy of the persuasive speech to have students make an outline. This will re'liew their ability to identify main ideas and supporting statements.

"II. INSTRUCTIONAL METHODS

A. Modeling B. Lecture/Demonstration C. Discussion D. Vocabulary Assignment E. Textbook Activities F. Speech Performance G. Guest/Community Speakers H. Classroom Exercises I. VCR/tape Recording J. Classroom Discussion/Oral Presentations/Debates K. Peer Evaluation

IV. EVALUA TION/GRADING OF STUDENT WORK

A. Testing

1. Students wiU be given speUing/vocabulary tests on a regular basis which wiU require them to retain a knowledge of the language of speech.

2. Students wiU be given short essay tests on a regular basis which wiU require adequate retention of course content

B. Classroom Participation

1. Students will be responsible for performance of each oral assignment 2. Students wiU be responsible for turning in a we11-constructed outline for each oral performance 3. Students wiU be responsible for "'ontributing a written critique of other students' performances h. Students wiU be required to participate in class exercises

C. Homework Assignments

1. Students wi11 be responsible for reading the assigned chapters in the text and for completing textbook activities

v. INSTRUCTIONAL MATERIALS

A. Basic Text

See Board Approved List

B. Supplementary Materials

See Board Approved List

whi ttier, california june, 1984* course of study · public speaking this course will emphasize...

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