Public Speaking & Research 

24-25 Calendar and Syllabus

Course Description

Public Speaking is 1 is a year-long class, full credit course,  where students engage in improving speaking and argumentation skills in front of the class while also recognizing and analyzing the use of rhetoric in oral and written speeches. Students will create their own speeches based on an audience and occasion in order to inform, persuade, and inspire by incorporating research and their personal experiences. Students will engage  in a variety of speeches such as extemporaneous, contemporary, informative, original oratory, argumentative (debate), demonstrative, and motivational. Students will explore how language and style are used to create meaning for a variety of situations. Overall, the course will help students develop fundamental speaking skills to build confidence and delivery skills. Students are expected to participate in peer evaluations and receive constructive feedback in order to improve speaking and argumentation skills. Students will also develop active listening skills as they provide valuable feedback to their peers. 

Major Units

1st Quarter:

Unit 1: Cover Sheet for Extemporaneous speaking (formative & summative)

Unit 2: Cover Sheet for Demonstrative, Informational Speaking - How to do something

2nd Quarter

Unit 3: Cover Sheet for Informational Speaking --Inform about a topic

Unit 4: Cover Sheet for Debate --Research and Defending a position 

3rd Quarter

Unit 5: Cover Sheet for Ceremonial Speeches: What are they?

Unit 6: Cover Sheet for Persuasive Speaking, Original Oratory

4th Quarter

Unit 7: Cover Sheet for Contemporary Speaking (podcasts, webinars, videos)

Unit 8: Cover Sheet for Entertaining with Humor

Unit 9: Cover Sheet for Inspirational & Motivational Speaking (Ted Talk)

Assessment

One Page Rubric (click on link)

Language and Literature: PUBLIC SPEAKING

Criterion A: Analyzing - MYP Year 5

i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. analyse the effects of the creator’s choices on an audience

iii. justify opinions and ideas, using examples, explanations and terminology

Criterion B: Organizing 

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a sustained, coherent and logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and

intention.

Criterion C: Producing a Text

i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting

critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii. select relevant details and examples to develop ideas.

Criterion D: Using Language

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in a register and style that serve the context and intention

iii. use appropriate non-verbal communication techniques.

Link to TEKS

Public Speaking I ( One Credit) TEKS 

Texas Essential Knowledge and Skills, State Standards

(a) Introduction.

  (1) In order to have full participation in the civic process, students must have a good understanding of public dialogue. Students must learn the concepts and skills related to preparing and presenting public messages and to analyzing and evaluating the messages of others. Within this process, students will gain skills in reading, writing, speaking, listening, and thinking and will examine areas such as invention, organization, style, memory, and delivery.

  (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

  (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

  (4) The essential knowledge and skills as well as the student expectations for Public Speaking I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

  (1) Rhetoric. The student traces the development of the rhetorical perspective. The student is expected to:

    (A) recognize the influence of classical rhetoric in shaping Western thought;

    (B) explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery;

    (C) analyze how modern public address influences public opinion and policy in a democratic republic;

    (D) analyze the ethical responsibilities that accompany freedom of speech;

    (E) develop and use critical, deliberative, empathic, and appreciative listening skills to analyze and evaluate speeches; and

    (F) apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches.

  (2) Speech forms. The student recognizes and analyzes varied speech forms. The student is expected to:

    (A) identify and analyze the traditional elements of speech form, including introduction, body, and conclusion;

    (B) identify and analyze logical patterns of organization for specific speech forms;

    (C) identify and analyze the characteristics of a speech to inform;

    (D) identify and analyze the characteristics of a speech to persuade, including propositions of fact, value, problem, and/or policy;

    (E) identify and analyze characteristics of speeches for special occasions; and

    (F) analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire.

  (3) Invention. The student plans speeches. The student is expected to:

    (A) identify and analyze the audience and occasion as a basis for choosing speech strategies;

    (B) select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic;

    (C) select and limit purposes for speeches;

    (D) research topics using primary and secondary sources, including electronic technology; and

    (E) analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

  (4) Organization. The student organizes speeches. The student is expected to:

    (A) apply knowledge of speech form to organize and design speeches;

    (B) organize speeches effectively for specific topics, purposes, audiences, and occasions;

    (C) choose logical patterns of organization for bodies of speech;

    (D) prepare outlines reflecting logical organization; and

    (E) analyze and evaluate the organization of oral or written speech models.

  (5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is expected to:

    (A) analyze the implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches;

    (B) choose logical proofs and appeals that meet standard tests of evidence;

    (C) use logical, ethical, and emotional proofs and appeals to support and clarify claims in speeches;

    (D) choose proofs and appeals that enhance a specific topic, purpose, and tone;

    (E) choose and develop appropriate devices for introductions and conclusions;

    (F) choose or produce effective visual supports; and

    (G) analyze and evaluate the proofs and appeals used in oral or written speech models.

  (6) Style. The student develops skills in using oral language in public speeches. The student is expected to:

    (A) distinguish between oral and written language styles;

    (B) write manuscripts to facilitate language choices and enhance oral style;

    (C) use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect;

    (D) use informal, standard, and technical language appropriately;

    (E) employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and

    (F) evaluate a speaker's style in oral or written speech models.

  (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:

    (A) employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas;

    (B) rehearse and employ a variety of delivery strategies;

    (C) develop verbal, vocal, and physical skills to enhance presentations;

    (D) use notes, manuscripts, rostrum (raised platform), visual aids, and/or electronic devices; and

    (E) interact with audiences appropriately.

  (8) Evaluation. The student analyzes and evaluates speeches. The student is expected to:

    (A) use critical, deliberative, and appreciative listening skills to evaluate speeches; and

    (B) critique speeches using knowledge of rhetorical principles.

Course Overview for Public Speaking

“The building, maintaining, or reinforcing of a sense of community --in addition to whatever it is a speaker has to say”

Joshua Gunn, Speech Craft

Guiding Questions

Who is my audience?

What is the best way to address my audience?

What kind of message is expected by this particular audience?

How is a speech like the one I am going to give supposed to go?

What is nonverbal communication and why is it important?

Facial expressions

Eye Contact

Body movements

Posture

Gestures and symbols

According to research, an excellent presentation is 

38% your voice, 

55% non-verbal communication and just 

7% your content.

https://ethos3.com/10-public-speaking-games-activities-try/