How does the tone and pitch of a public speaker s voice affect the meaning of the speech? What determines proper projection?

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1 Subject: Speech Elective Unit 1 Topic: Delivery Instructional Tools: Auditorium/Gym Settings (projection activity) Approximate Unit Duration: 2 3 days Key Learning of this Unit: Students will learn how to present themselves when publicly speaking and also how to critique others who are publicly speaking. Unit Essential Question: How do we fix common habits that we commit as public speakers which can be distracting to an audience? Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Posture/Poise B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Voice B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Criticism A Listen critically and respond to others in small and large group situations. How should public speakers present themselves while delivering a How do we critique a speech properly? How do public speakers avoid nervous ticks and tendencies during a How does the tone and pitch of a public speaker s voice affect the meaning of the What determines proper projection? How does the rate of a speech affect the delivery? Nervous Ticks Tone Constructive Criticism Poise Pitch Posture Inflection Filler Words Projection Eye Contact Rate/Speed

2 Subject: Speech Elective Unit 2 Topic: Types of Speech Instructional Tools: Various Speech videos Approximate Unit Duration: 2 3 days Key Learning of this Unit: Students will learn the different types of speech presentations and what approaches work best in certain situations. Unit Essential Question: What type of speech presentation approach is best for me and the situation? Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Extemporaneous B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Impromptu B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Memorization B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. When is a proper time to use the extemporaneous approach to a When is a proper time to use the impromptu approach to a When is a proper time to use the memorization approach to a Preparation Thinking on the Fly Eye Contact Note Taking Mental Organization Memorization Speaking Outline Impromptu Speaking Extemporaneous Speaking Eye Contact

3 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Manuscript B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. When is a proper time to use the manuscript approach to speaking? Eye Contact Pausing Manuscript Speaking

4 Subject: Speech Elective Unit 3 Topic: Impromptu Speaking Instructional Tools: Approximate Unit Duration: 2 3 days Key Learning of this Unit: Students will learn how to delivery impromptu speeches. Unit Essential Question: How does one prepare for and deliver effective impromptu speeches? Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Preparation A Listen critically and respond to others in small and large group situations. Delivery A Listen critically and respond to others in small and large group situations B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. How does one prepare for an How does one deliver an impromptu impromptu Mental Organization Nervous Ticks Eye Contact Filler Words Mental State Posture Familiarity Eye Contact Tone Inflection Projection

5 Subject: Speech Elective Unit 4 Topic: Informative Speeches Instructional Tools: Purdue OWL (Online Writing Lab MLA) Computers with PowerPoint and Word Programs Approximate Unit Duration: 3 weeks Key Learning of this Unit: Students will learn how to prepare for and deliver informative speeches. Unit Essential Question: How does one prepare for and deliver an effective informative Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Organizational Schemes B Write complex information pieces C Write with controlled and/or subtle organization A - Listen critically and respond to others in small and large group situations. Outlining B Write complex informational pieces A Write with a clear focus, identifying topic, task, and audience B Develop content appropriate for topic C Write with controlled and/or subtle organization D Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language E Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed F Use grade appropriate conventions of language when writing and editing A Listen critically and respond to others in small and large group situations. Research A Evaluate and critique text organization and content to determine the author s purpose and effectiveness according to the author s theses, accuracy, thoroughness, logic, and reasoning B Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and nonessential information. What are a public speaker s options when organizing an informative How does one outline an informative What research should one incorporate in to an informative Topical Attention Getter Thesis Chronological Introduction Supporting Details Spatial Body Paragraphs Essential Information Cause/Effect Conclusion Nonessential Information Organization

6 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Research continued D Analyze inferences and draw conclusions based on and related to an author s implicit and explicit assumptions and beliefs about a subject E Examine and respond to essential content of text and documents in all academic areas A Listen critically and respond to others in small and large group situations A Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic. Research continued B *Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies. *Demonstrate that sources have been evaluated for accuracy, bias, and credibility. *Synthesize information gathered from a variety of sources, including technology and one s own research, and evaluate information for its relevance to the research question.* Demonstrate the distinction between one s own ideas from the ideas of others, and includes a reference page C Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research. Modern Language Association Format B *Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies. *Demonstrate that sources have been evaluated for accuracy, bias, and credibility. *Synthesize information gathered from a variety of sources, including technology and one s own research, and evaluate information for its relevance to the research question.* Demonstrate the distinction between one s own ideas from the ideas of others, and includes a reference page A Listen critically and respond to others in small and large group situations. What research should one incorporate in to an informative (continued) What research should one incorporate in to an informative (continued) How does one cite information from research? Thesis Thesis Works Cited Page Supporting Details Supporting Details In text Citations Essential Information Essential Information Paraphrase Nonessential Information Nonessential Information Quotation Summary

7 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) PowerPoint A *Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. *Identify complexities and inconsistencies in the information and the different perspectives found in each medium. PowerPoint (continued) A Listen critically and respond to others in small and large group situations. How does one incorporate a visual aid (PowerPoint) into an informative How does one incorporate a visual aid (PowerPoint) into an informative How does one create a PowerPoint presentation? How does one create a PowerPoint presentation? Visual Aid Visual Aid Organization Organization Eye Catching Eye Catching Outline Outline Color/Font Color/Font Visibility Visibility Flow Flow

8 Subject: Speech Elective Unit 5 Topic: Commercials Instructional Tools: Magazines (rhetoric activity), Various Commercial Examples, Video Camcorders, Video Editing Program Approximate Unit Duration: 3 weeks Key Learning of this Unit: Students will learn how to create commercials using persuasive techniques. Unit Essential Question: What does an effective commercial look like? Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Rhetoric C Write persuasive pieces A Apply appropriate strategies to analyze, interpret, and evaluate author s use of techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes A Evaluate and critique text organization and content to determine the author s purpose and effectiveness according to the author s theses, accuracy, thoroughness, logic, and reasoning B Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view. Rhetoric (continued) C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and nonessential information D Analyze inferences and draw conclusions based on and related to an author s implicit and explicit assumptions and beliefs about a subject A Listen critically and respond to others in small and large group situations. Persuasion/Advertising C Write persuasive pieces A Apply appropriate strategies to analyze, interpret, and evaluate author s use of techniques and elements of fiction and nonfiction for rhetorical and aesthetic purposes A Listen critically and respond to others in small and large group situations. How do rhetorical appeals and How do rhetorical appeals and How does one persuade? devices draw in an audience? devices draw in an audience? Ethos Ethos Purpose Pathos Pathos Advertising Techniques Logos Logos Target Audience Rhetoric Rhetoric Attention Getter

9 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Persuasion/Advertising (continued) A Evaluate and critique text organization and content to determine the author s purpose and effectiveness according to the author s theses, accuracy, thoroughness, logic, and reasoning B Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and nonessential information D Analyze inferences and draw conclusions based on and related to an author s implicit and explicit assumptions and beliefs about a subject. Technology B Evaluate how the techniques used in media modify traditional society A Listen critically and respond to others in small and large group situations. How does one persuade? How does one use technology to create a commercial? Purpose Video Taping Advertising Techniques Editing Target Audience Special Effects Attention Getter Viewing

10 Subject: Speech Elective Unit 6 Topic: Persuasive Speeches Instructional Tools: Purdue OWL (Online Writing Lab MLA), Various Persuasive Speech Videos, Computers with Word Program Approximate Unit Duration: 3 weeks Key Learning of this Unit: Students will learn how to prepare for and deliver persuasive speeches Unit Essential Question: How does one deliver an effective persuasive Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Rhetoric A Evaluate and critique text organization and content to determine the author s purpose and effectiveness according to the author s theses, accuracy, thoroughness, logic, and reasoning B Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and nonessential information D Analyze inferences and draw conclusions based on and related to an author s implicit & explicit assumptions and beliefs about a subject. Rhetoric (continued) A Write with a clear focus, identifying topic, task, and audience B Develop content appropriate for the topic C Write with controlled and/or subtle organization D *Write w/ an understanding of style using a variety of sentence structures & descriptive word choices. *Create tone and voice through the use of precise language E Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed F Use grade appropriate conventions of language when writing and editing. Rhetoric (continued) A Listen critically and respond to others in small and large group situations C Write persuasive pieces A Apply appropriate strategies to analyze, interpret, and evaluate author s use of techniques and elements of fiction and nonfiction for rhetorical and aesthetic purposes How does one use rhetoric to How does one use rhetoric to How does one use rhetoric to persuade? persuade? persuade? Ethos, Pathos, Logos, Rhetorical Question, Repetition, Allusion, Anecdote, Parallelism, Restatement Ethos, Pathos, Logos, Rhetorical Question, Repetition, Allusion, Anecdote, Parallelism, Restatement Ethos, Pathos, Logos, Rhetorical Question, Repetition, Allusion, Anecdote, Parallelism, Restatement

11 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Target Audience C Write persuasive pieces A Apply appropriate strategies to analyze, interpret, and evaluate author s use of techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes A Evaluate and critique text organization and content to determine the author s purpose and effectiveness according to the author s theses, accuracy, thoroughness, logic, and reasoning B Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and nonessential information D Analyze inferences and draw conclusions based on and related to an author s implicit & explicit assumptions and beliefs about a subject. Target Audience (continued) A Write with a clear focus, identifying topic, task, and audience B Develop content appropriate for the topic C Write with controlled and/or subtle organization D *Write w/ an understanding of style using a variety of sentence structures & descriptive word choices. *Create tone and voice through the use of precise language E Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed F Use grade appropriate conventions of language when writing and editing A Listen critically and respond to others in small and large group situations How does one adjust one s How does one adjust one s persuasive approach to the target persuasive approach to the audience? target audience? Supportive Audience Supportive Audience Uncommitted Audience Uncommitted Audience Indifferent Audience Opposed Audience Indifferent Audience Opposed Audience

12 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Persuasive Research A Evaluate and critique text organization and content to determine the author s purpose and effectiveness according to the author s theses, accuracy, thoroughness, logic, and reasoning B Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and nonessential information D Analyze inferences and draw conclusions based on and related to an author s implicit & explicit assumptions and beliefs about a subject E Examine and respond to essential content of text and documents in all academic areas. Persuasive Research(continued) A Write with a clear focus, identifying topic, task, and audience B Develop content appropriate for the topic C Write with controlled and/or subtle organization D *Write w/ an understanding of style using a variety of sentence structures & descriptive word choices. *Create tone and voice through the use of precise language E Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed F Use grade appropriate conventions of language when writing and editing A Listen critically and respond to others in small and large group situations Persuasive Research(continued) A Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic B *Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies. *Demonstrate that sources have been evaluated for accuracy, bias, and credibility. *Synthesize information gathered from a variety of sources, including technology and one s own research, and evaluate information for its relevance to the research question. *Demonstrate the distinction between one s own ideas from the ideas of others, and includes a reference page C Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research. How does one use research to develop a position and vice versa? How does one research information to rebuttal the opposition? How does one use research to develop a position and vice versa? How does one research information to rebuttal the opposition? How does one use research to develop a position and vice versa? How does one research information to rebuttal the opposition? Position Position Position Pro/Con Pro/Con Pro/Con Persuasive Thesis Persuasive Thesis Persuasive Thesis Outline Outline Outline Supportive Detail Supportive Detail Supportive Detail Call to Action Call to Action Call to Action Rebuttal Rebuttal Rebuttal

13 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Fallacies A Evaluate and critique text organization and content to determine the author s purpose and effectiveness according to the author s theses, accuracy, thoroughness, logic, and reasoning B Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and nonessential information D Analyze inferences and draw conclusions based on and related to an author s implicit & explicit assumptions and beliefs about a subject E Examine and respond to essential content of text and documents in all academic areas A Listen critically and respond to others in small and large group situations Fallacies (continued) A Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic B *Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies. *Demonstrate that sources have been evaluated for accuracy, bias, and credibility. *Synthesize information gathered from a variety of sources, including technology and one s own research, and evaluate information for its relevance to the research question. *Demonstrate the distinction between one s own ideas from the ideas of others, and includes a reference page C Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research. Modern Language Association Format B *Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies. *Demonstrate that sources have been evaluated for accuracy, bias, and credibility. *Synthesize information gathered from a variety of sources, including technology and one s own research, and evaluate information for its relevance to the research question. *Demonstrate the distinction between one s own ideas from the ideas of others, and includes a reference page A Listen critically and respond to others in small and large group situations How does one avoid discrediting How does one avoid How does one cite information fallacies? discrediting fallacies? from research? Hasty Generalization Hasty Generalization Works Cited Page False Causality False Causality In Text Citation Playing the Numbers (Fallacy of Playing the Numbers Paraphrase Numbers and Statistics) (Fallacy of Numbers and Quotation False Analogy Statistics) Summary Circular Logic False Analogy Slippery Slope Circular Logic Ad Hominem Slippery Slope Red Herring Ad Hominem Red Herring

14 Subject: Speech Elective Unit 7 Topic: Demonstrative Speeches Instructional Tools: Various environments depending on chosen demonstrative topics (outside if needed) Approximate Unit Duration: 3 weeks Key Learning of this Unit: Students will learn how to deliver a demonstrative speech using expository skills. Unit Essential Question: How does one deliver an effective demonstrative Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Expository B Write complex informational pieces A Write with a clear focus, identifying topic, task, and audience B Develop content appropriate for the topic C Write with controlled and/or subtle organization D *Write w/ an understanding of style using a variety of sentence structures & descriptive word choices. *Create tone and voice through the use of precise language E Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed F Use grade appropriate conventions of language when writing and editing A Listen critically and respond to others in small and large group situations Organization/Preparation B Write complex informational pieces C Write with controlled and/or subtle organization A Listen critically and respond to others in small and large group situations How does one write clear, concise directions? How does one organize all the aspects of a demonstrative Directions Supplies Needed Clear Environment Concise Audience s Ability Chronological Order Organization Audience s Ability

15 Subject: Speech Elective Unit 8Topic: Every Day Life Speeches Instructional Tools: Musical Lyrics (oral interpretation) Various videos of real life speeches Approximate Unit Duration: 1 2 weeks Key Learning of this Unit: Students will learn how speech is used in every day life and the effects of poor public speaking skills? Unit Essential Question: How does speech class relate to the real world? Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Oral Interpretation A Listen critically and respond to others in small and large group situations B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Toast A Listen critically and respond to others in small and large group situations B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Eulogy A Listen critically and respond to others in small and large group situations B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. How does one deliver an effective How does one deliver an How does one delivery an oral interpretation? effective toast? effective eulogy? Memorization Sentimentality Sentimentality Emotion Emotion Emotion Tone Eye Contact Sophistication Inflection Impromptu Posture Voice Memorization Inflection Posture Projection Tone Dramatization Tone

16 Concept/Standard(s) Concept/Standard(s) Concept/Standard(s) Motivational Speech A Listen critically and respond to others in small and large group situations B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. How does one deliver an effective motivational Emotion Positivity Inflection Tone Voice Posture Projection Memorization

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