A unit focused on Public Speaking
 
 

 “There is no institution devised by humans which the power of speech
has
 not helped us to establish.”

    Isocrates
            Antidosis
 
 

Prefatory Statement

 Effective public speaking is a moving force in many areas of today’s
world. Whether it be education, politics, government, business, or any
other area where decisions are made that affect people, speaking in
public is an important and valuable skill.
 Many people, of all ages, are uncomfortable with the idea of studying
and/or performing public speaking. It becomes uncomfortable because
people are embarrassed as to how they are portraying themselves in front
of a crowd. This unit is an attempt to turn those fears into confidence
by gaining practice, knowledge and experience.
 This unit will benefit students in their lives. It will help them gain
the knowledge, skills, and confidence to perform speeches at various
levels, for a variety of audiences, for a variety of purposes. It is
pronounced under the 1st Amendment of the United States of America that
free speech is a right. In America citizens are compelled  to speak up
on the issues  that affect our daily lives, our role in the world, and
the future of mankind. Linda Miller-Cleary, an English professor at the
University of Minnesota Duluth makes an important point when she
suggests “when citizens are silenced by discomfort or lack of skill, our
democracy is diminished.” Effective public speaking is a priority if one
has a voice that wants to be heard and understood.
 There are many other benefits for students in this unit. To take a
critical stance, and to develop communication skills will empower
students to be better equipped to take a critical approach to life. This
is to be developed within the unit theme of Taking A Stand. An
understanding has to be made between the differences of
persuasion/argument and “arguing.” The students for their big project to
be successful should come to the conclusion that what they are doing is
a rational effort to reach truth or consensus or a thought out, sensible
solution to a problem. The problem will be selected by the students and
will be either related to a school issue or a local community issue.
Different sides can be taken and developed if that situation presents
itself. The school, local issue is important as it gets students active
in both settings. It also presents the opportunity to have students
perform in front of a relevant and diverse audience, not just peers.
Another one of the several strengths of a Taking A Stand unit is the
care and respect with which the students will be asked to interact with
one another in considering  the many facets of critical issues, not just
a prior opinion that they may have had.

Class Specifications
 This unit is designed for high school students. It can be easily be
adapted to suit the needs of students at a variety of levels. It could
be difficult for people with speaking disabilities however they could
still write and have a reader, or use more developed visual aides. The
unit is flexible enough to accompany all students who are willing to
participate. Students would have to be very careful, using good judgment
in selecting topics that would ultimately be approved by the teacher. I
do believe that more experienced students are better equipped for more
in depth analysis and critical thinking.

Significant Assumptions
Students will have some prior experience with research and getting
research materials.

Students have opinions on issues.

Students have had experience with computer and videotaping equipment.

Students, at the beginning, will be very nervous getting in front of
their peers.

All students have the potential to do this unit in some capacity and
excel at it.
There are many meaningful issues available for the students.
Students are more than capable to adopt all the proper public speaking
tactics.
Students are capable of documenting sources and producing outlines.
Students have access to various people and places in the community.
Students will have had some experience working in groups.
Students will have time outside of class to complete all assignments.
Students will be sensitive enough to consider multiple views.
That all students will be better people for completing this unit.

Desired Outcomes
 The objectives of this unit are thus:
  a/ For students to develop effective speech writing skills for a
variety of    purposes.
  b/ For students to develop an understanding and appreciation of the
process of public speaking.
  c/ For students to develop effective speech delivery skills.
  d/ For students to develop good researching skills which are important
for   effective speeches.
  e/ For students to develop critical listening skills.

This unit fulfills the Minnesota High School Standard 2.4, Public
Speaking.
Learning Area 2: Writing and Speaking:  Students should write and speak
effectively in the English language.

 Subp 2.4 Public Speaking
 Students will construct and deliver speeches for a variety of purposes
and   audiences; speeches in which the student has:

determined the intent of the message.
selected appropriate conventions of communications.
constructed supporting arguments using selected information.
used effective delivery techniques and,
adjusted the presentations based on verbal and nonverbal feedback from
an audience.

 In terms of the actual speeches I will be focusing on the
introductions, the problem (issue), solution, action, delivery, style,
conclusion and time. This unit will be balanced with support materials,
outlines, and critiques, both self and group.
 * for some possible scoring ideas refer to the teacher resources*

Possible Whole Class Activities
Student, teacher reading and discussions of text (see teacher
resources).
Student, teacher reading and discussions of various handouts and
materials.
Viewing, analyzing and discussion of various public speaking examples
(videos).
Guest speakers and demonstrations regarding public speaking, video
equipment, researching resources, etc.
Whole class critiquing of speeches.
Whole class participation of speeches of peers.
Quizzes or tests regarding some material.
Brainstorming sessions for topics and ideas.
A debate, or something to get students to be vocal in front of the
class.

Possible Small Group Exercises

Poetry readings.

Small group critiquing.

Brainstorming, idea suggestions, editing.
Lip syncing of a song or performance of a skit.
Discussions on various topics regarding public speaking.
Mock research interviews.
Speech rehearsals
Conferences with teacher.
Videotaping experiences and practice.
Various assignments regarding audiences, credibility checklist, nerve
control, etc.
Debates.

Possible Individual Activities

Various speeches: how to, hero/memorable experience, compare-contrast,
etc.

Journal writing, responses of text reading.
Critiquing and evaluating other speeches.
Interviews, research.
Quizzes or tests.
Book talks or news reports for experience of speaking in front of
others.
Reading of school announcements.
Develop outlines, works cited, rough drafts.
Work out proposal for individual topic /issues.
1 on 1 conferences with teacher
Create note cards and visual aides
Big persuasive speech presentation, invite special guests.

Ongoing Activities

Text, handouts, readings, assignments.
Journal entries.
Critiques, self and peer.
Persuasive speech presentation and preparation.
Research, interviews and surveys.
Student Resources
Nelson, Peterman-Perlman text.
Handouts
Videos, equipment.
Library access.
Computer, online, and audio visual equipment access.
Journal, notebook.
The community; issues; people; research; interviews.
School administrators, board members, other parents.
Newspapers.
Student surveys.
Performance package.
Brain stormed and possible research topics.

Organization of the Unit

Week 1
 We will kick off the unit Taking A Stand with an important first day
(see lesson plan 1). A unit description will be discussed as well as the
objectives and desired outcomes. The first week will involve a number of
activities geared towards going over some speech tactics and getting the
students to feel comfortable in front of everyone. The two major
activities that will be done are the group lip sync followed by an
individual poetry reading. There will be some assigned reading from the
text, some journal responses (see Teacher Notes) focused on setting some
goals and some brainstorming activities. It is very important that the
unit plan is clear for the students so they can begin to work on it
right away. The atmosphere should be fairly upbeat and loose and the
material should encourage students to want to learn and get better. It
should be an assignment that the students have their topic and maybe
even a proposal and sources done for the beginning of the next week.
Week 2
 The goal for week two is to have the students working full steam ahead
on their big persuasive speech. At the end of this week they will come
up with a three minute speech which is in the form of a proposal for
continued research and approval of their topics. There will be a lot of
time spent on some of the technical aspects of giving a speech and
writing effective outlines. One day will be spent on delivery which will
focus on such things as poise, confidence, enthusiasm, extemporaneous/
conversational, voice, nonverbal skills and eye contact. There will also
be some time spent and activities spent on critiquing skills and
practice. The students will break into groups and view on tape many
different examples of public speaking. They will analyze and critique
them. In the middle of the week there will be an individual poetry
reading which will give some exposure and practice to students in
critiquing and speaking.
Some time will be spent on research methods and interviews as well as
some possible resources (visit the library, write letters, etc).
Conference schedules should also be set up for the following week.
Week 3
 This week will continue to focus on different aspects of public
speaking, and continued preparation on the students unit ending
persuasive speech.  The introductions, conclusion, problem, solution,
action, style and support materials will be explained in great detail
with many exercises and chances for practice. There will be a quiz on
the material covered up to this point, which will probably take place
near the middle of the week. The quiz can be focused directly from the
text readings and handouts, mostly related to terminology. Early on
there will be conferences to go over everything, exchange ideas,
evaluate materials, etc. There will also be a staged debate or mock
trial and maybe even a how to performance to again give students many
experiences to speak and critique. Progress reports will also be due at
the end of the week with proposals due for the next week and as
assessment of their previously set goals. Students should be starting to
put together their persuasive presentation.
Week 4
 There will be a short 4-6 minute speech due this week that will be
focused on a personal experience or a personal hero. This will not
require a lot of time to prepare so it shouldn't t take away from the
students preparation for the persuasive. Students will be critiquing and
doing  self and group evaluations. Basically everything that will be
occurring during the big presentations will be going on for these
speeches as sort of practice and experience.  There will also be some
discussion on addressing audiences as well as some activities on this
and any other characteristics that need to be covered and practiced.
Within the Grad Standards this is defined as adjusting the presentations
based on the verbal and nonverbal feedback from the audience as well as
selecting appropriate conventions of communication.Rationale:
Considering and understanding your audience is vital to communicate
effectively, particularly in public speaking. Skilled speakers consider
their audiences carefully. A mature speaker has the ability to speak for
a variety of audiences, using language, style, and evidence appropriate
to particular readers. Students need to understand and apply this
knowledge to their persuasive speech where they will have invited guests
and peers present. Students should have their special guest list
completed and their invitations given out as well as signing up for
presentation times for next week. There should be some time given to
students to conduct surveys and further research as well as some time to
work on such things as outlines, visual aides, etc. This is a big week
to focus on the needs of the students so they will be totally prepared
for the following week. Conferencing, some group work and editing would
be effective to keep students on task and getting them prepared for
their final project.
Week 5
 This is the big Taking A Stand week. The students should be ready to
hand in outlines, note cards, visual aides and evaluation forms.  The
presentations should be done in a place that will accompany a number of
people and is also accessible for video taping. There will be a some
refreshments available for everyone and a bit of an open forum for after
each speech. If they are not performing, then students will be asked to
listen and observe very carefully as they will also be evaluated for
their evaluations. Other than that there isn’t much going on, except for
some great presentations and lots, and lots of evaluating and grading.
In the end there could be some journal entries or conferencing going
over the goals that were set at the beginning of the unit and how and if
they were met.
 
 
 
 
 
 
 
 
 
 
 
 

Lesson Plan #1
Taking A Stand
Public Speaking Unit Launch
Objectives: This lesson will comply with the standards in a preliminary
case by having them beginning to determine the intent of their selected
message and to think of supporting arguments. Students should leave the
class fully aware of everything that is expected of them for the week,
and the rest of the unit.
Methods:
 Open up with some video or audio clips of some awesome, motivating and
famous speeches. Pick materials that will leave the students pumped up
and excited.
 Have students then pick the one that they liked best and have an open
discussion on each. Try to keep the focus on the speaking aspect of
each.
Lead the discussion into the description of the new unit. Students will
get an outline and other materials to describe and explain the unit as a
whole. Included will be their own expectations, grading procedures,
requirements and day by day objectives. Spend some time with the
objectives and procedures, especially for the big persuasive project.
Have students get into groups to talk about and come up with some
thoughts on their expectations for this unit. Discuss.
 In these groups come up with some brainstorming activities for possible
topics and issues.
Close with assignments for the week (group lip sync). Also have students
do an at home writing on their previous experiences with speaking, their
fears, and what their goals would be by the end of this unit.
 *See teacher notes for suggested activities, assessment etc*
 

Lesson Plan #2

Poetry Reading Experience
Objectives: In compliance with the grad standards students will be using
a variety of effective delivery techniques. Also they will be asked to
select appropriate conventions of communication.
Methods:

Students will come to class with a poem, song lyric, short skit, or
children story and perform it in front of everyone in the class.

Students will be asked to exaggerate and be very animated in this
performance.

 Students will be asked to exaggerate and be very animated in this
performance.

Have students arrange the classroom into a good viewing and performing
area.
Have a fun, quick activity to determine the order in which the students
will perform (Rock, paper, scissor tournament).
The teacher should also be included in this activity and could maybe
perform first to break the ice.
Have the audience play a very enthusiastic and active role in the
performances.
Do the performances with different people video taping and others
handing out little gifts, etc.Students will also take turns video taping
and evaluating.
Collect all evaluations and note cards at the end of each performance.
Give homework assignment at the end of the lesson.
Students should leave the class confident that they are ready to assess
their public speaking strengths and weaknesses and be ready to take
their performance to the next level. Responses should be focused on the
positive aspects.

Lesson Plan #3

Addressing Audience

Objectives: This again relates to the grad standards in terms of verbal
and nonverbal feedback from an audience and selecting appropriate
conventions for communications.This lesson is to get students to
understand the importance of addressing audience and how it can make the
difference between making a speech successful or a flop.
Methods:
Open with the statement “walk a mile in their shoes” on the board. Get
students to elaborate, expand, and explain this.
Role playing activity: Ask students to imagine that they are to prepare
an informational speech on “date rape” to be delivered to a variety of
different audiences at your school.
 Audience #1 250 high school freshman, 55% women, 45% men.
 Audience #2 300 parents
 Audience #3 school board members, administrators.

Questions to consider: A. What assumptions would you make about each
audiences’ interests in your speech?
B. How would your language change for each?
C. What type of responsibility could you ask each of these groups to
assume in dealing with your topic?
D. How much would they all ready know?
E. What would be their attitudes?

Have a class discussion on these responses.
End class with a journal entry about how the students will address their
audiences for their persuasive speeches.

***Thank you Mary Chairs (Prof UMD) for this audience activity***

Support Materials for Teachers
Evaluation Form - Persuasive Speech
INTRODUCTION
gained attention for speech
introduced topic clearly
showed relevance
previews

PROBLEM
clearly stated
is significant
supported with evidence

SOLUTION
well planned
specific
realistic

ACTION
appeal to emotions
appeal to motives

DELIVERY

poised, confident
enthusiasm
extemporaneous /conversational
used voice effectively
used non verbal effectively
good eye contact

STYLE
accuracy, clarity, vividness

CONCLUSION
main points reviewed
effective clinchers

TIME
___
      SPEECH___________
SUPPORT MATERIALS___________
SCORE___________
*This evaluation form can be used to fit any grading skill the teacher
wants. It could be anything from Letter grades to Number grades to
effort criteria. It is open to the prospective teacher. Students should
also be evaluated for their research strategies, outlines, and peer
evaluations, again to be determined by the teacher. *

The following is criteria used for evaluating speeches at a freshman
college level class. The class was specifically a 1000 level Public
Speaking class and this is given out for students. It is a very thorough
outline to follow.
The average speech (grade C) should meet the following criteria:
Conform to the kind of speech assigned
be ready for presentation on the assigned date
conform to the time limit
fulfill all requirements of the assignments (outlines, visual aides,
etc)
clear purpose and central idea
show directness and competency in delivery
be free of serious errors in grammar, pronunciation, and word usage

The above average speech (grade B) should meet the preceding criteria
and following:

deal with a challenging topic
fulfill all major functions of speech introduction and conclusion
display clear organization
claim, support, conclusion in the body
proper use of transitions
be delivered skillfully with no distractions

The superior speech (grade A) should meet all the preceding criteria and
also:

constitute a contribution by the speaker to the knowledge or beliefs of
the audience
sustain positive interest, feeling and or commitment among the audience
contain elements of vividness and special interest in the use of
language
be delivered in fluent polished manner that strengthens the impact of
the speaker’s message

***Again thank you to Mary Chairs, a Public Speaking Professor at the
University of Minnesota Duluth for her material***

Further Teacher Notes, Ideas, Suggestions, and Assessment for Unit

Brainstorming Activities:

can be done in groups or as individuals.
theme is Taking A Stand. Students can select a school issue or local,
community issue.
have class come up with possibilities. Bait them with questions from
school handouts, or local newspapers.
if two students are interested in the same thing have one for the issue
and one against.
have back up sheet of possible topics that you come up with.
pick topics , issues from a hat
have students pick a card with an issue on it.

Journal: topics, questions, prompts

goal setting- what are some things that I am good at in terms of public
speaking? What are some things that I could get better at? What are
three goals that I want to accomplish for this unit?
responses to video, guest speakers- What did they do effectively/
noneffectively? What can I take from their performance?
project questions- How is this topic relevant? For whom? What is my
opinion about it? How many views could there be out there? How can I
successfully present this topic?
personal evaluations- What are some things that I did good at? Where did
I struggle? What are some strategies to get better? What will I do
differently next time? Who was my audience? How did they react?

Teacher Resources:

Aristotle. On Rhetoric. New York: Oxford University Press, 1991

Ehninger, Douglas, Bruce Gronbeck, Ray E. McKerrow, amd Alan Monroe.
Principals   and Types of Speech Communication. 9th ed. Glenview, IL:
Scott, Foresman,   1982.
Moebius, Mary. “What Do You Believe? Persuasive Speeches in Eighth
Grade.”   English Journal  vol 80,November 1991: 38-55.

Nelson, Elizabeth., Peterson-Perlman, Deborah. Public Speaking: A
Developmental   Guide. 3rd ed. Edina, MN: Burgess Group, 1995.

Shute, Stephanie. “The English Teacher as Speech Teacher.” English
Journal  vol 75,  January, 1986: 32-34.

Toulmin, Stephen. The Uses of Argument. London: Cambridge University
Press, 1969.
MODEL ASSESSMENT
LETTER GRADE: A,B,C,D
MAXIMUM 300 POINTS
 

CRITERIA:
 

  A= 270-300 POINTS

  B= 240-270 POINTS

  C= 210-240 POINTS

  D= 189-210 POINTS

TO BE GRADED:

1.  Taking A Stand Speech,,  10-15 minutes,outline, research materials,
reference sheet, self evaluation, peer evaluation.
this project will be a total of 100 points. 50 for the speech.Use
evaluation form for a persuasive speech (Support Materials for
Teachers). 50 for all other materials (to be divided).

50 point 4-6 minute, personal hero, personal experience speech. Select
criteria in terms of speech skills (refer to above support).  Outline,
self evaluation.

20 point audience assignment (see lesson plan 3).

20 point quiz on speech tactics, strategies, techniques, terminology.

20 point. 10 for mock trial participation, preparation. 10 point for
“how to” speech and outline. Selective criteria (example, eye contact,
voice inflection).

20 point 3 minute oral and written proposal of selected issue, topic.
Selective criteria.

15 point poetry reading. Voice inflection, eye contact.

15 point video review. Appropriate content, terminology.

15 points for group lip sync of song or acting out a skit. Mostly based
on nonverbal skills, participation.

10 points for goal setting list. At least 3 goals, very in depth,
appropriate terminology.

15 points for miscellaneous: participation, conferences, group work,
journal entries, etc.

This is just a rough idea of a model for assessment. The criteria should
be determined by the teacher and the text being used. For the speeches
and presentations certain objectives should be selected from the
persuasive speech evaluation form (see Support Materials for Teachers).
The big assignment is the final persuasive speech. Students will be
working on this throughout the unit. It should be extensive and good
preparation should be very clear.