Speech/Drama Syllabus
Todd Watts
Room 110
Todd.Watts@mason.kyschools.us
606.564.3393 ext. 245
I am very excited to welcome you to Speech & Drama. In many ways, this is my very favorite class I teach, and I
think you‘ll soon grow to love it too, even if you‘re currently a little nervous about the idea of public speaking.
I remain convinced that public speaking is the secret ingredient to student success in future schooling as well as in
life. Survey after survey of employers reveals good communication skills as the number one priority in hiring. I also
know from watching my students ace college admission and scholarship interviews year after year that gaining
control of stage fright and learning how to present yourself are skills too valuable to miss acquiring in high school.
This class is a little different. Being a good audience member in this class means more than simply not talking while
another person speaks. It means paying attention, being completely involved in what the speaker is saying, even if
you‘re not that interested in it or disagree with the speaker. We grow best when the environment is welcoming to
us, and I require that you welcome each other. I also require that you dress in professional style for speeches.
Both of these requirements are designed to help you learn how to be successful members of society as well as
good speakers. My main goal for you in this course is that you will exit Speech & Drama with the power to present
and to be your best version of yourself through the confidence and habits you acquire in this course.
Course Goals
In Speech & Drama the major emphasis is the development of students as oral communicators. To fulfill this
goal, students will present prepared and impromptu speeches as well as interpretations of literature to the class.
Students will learn basic speechwriting skills as well as the principles of oral communication. Units of study will
include (but not be limited to) the basics of communication, oral interpretation of poetry and prose, speeches of
introduction, process speaking, informative speaking, persuasive speaking, debate, advertising, and impromptu
speaking.
Students will also study historical and contemporary speakers and speeches throughout the course. This course is
highly recommended for all college-bound students.
Course Standards
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–12 topics, texts, and issues, building on others‘ ideas and
expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3. Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
AMERICA’S NUMBER ONE FEAR:
“According to most studies, people’s number one fear is public speaking. Number two is death. Death is number
two. Does that sound right? This means to the average person, if you go to a funeral, you’re better off in the
casket than doing the eulogy.” -Jerry Seinfeld, comedian
Course Materials
 Pen or pencil
 iPad
 College-ruled notebook paper
 A dress-outfit for graded speeches (see info below)
Professional dress is required (and part of the grade) on the days students are scheduled to deliver speeches.
Professional dress means a tie and not jeans (coat optional) for gentlemen and an equivalent level of dressiness for
ladies. These do not need to be new clothes – borrowed from parents or friends is fine. Also fine (and encouraged)
is finding used clothes at Goodwill, Salvation Army, and the like. For practice in the real world, however, students
MUST perform graded speeches in professional attire.
Statement on Oral Interpretation Materials
During Oral Interpretation units, students will have free selection of materials in Mr. Watts‘ room as well as
materials they bring in from home or public libraries. Mr. Watts and/or the particular student‘s parents/guardians
have veto power over any selections to be performed in class.
Course Policies
Attendance/Absences/Makeup Work: Your presence (mind and body) in class is essential. If you must miss a
class due to illness or other circumstances beyond your control, it is your responsibility to find out which
assignments you missed, to acquire the handouts, and to borrow and copy the class notes for the day(s) you were
absent. Please check the class makeup folder located in the back of the room for makeup work. YOU MUST
HAVE AN EXCUSED ABSENCE TO TURN IN MAKEUP WORK. UNEXCUSED ABSENCES ARE ZEROS IN THE
GRADEBOOK.
Late Assignments: Your responsibilities in this class include keeping your own up-to-date assignment notebook,
maintaining pace with the reading, and turning in all assignments on time. If you are having trouble with an
assignment, please ask me for assistance. Remember, I am more than happy to help you. Each day an
assignment is late, I will subtract 30% from the grade each day the assignment is late
Plagiarism/Cheating: I begin the year with complete trust and faith in each of you. Please do not abuse that trust
by being dishonest. Learning cooperatively is great, and I encourage you to get together to brainstorm and discuss
assignments. When you sit down to complete an individual assignment, however, let the work be yours alone.
Penalties for plagiarism—another word for cheating—are stiff. If two papers resemble each other too closely, I will
split the points. If a paper is obviously copied, whether from a classmate or from the Internet, it will receive NO
CREDIT.
Classroom Rules, Procedures, & Routines
Be on Time. Be in your seat and on-task when the bell rings. If you come in late, YOU MUST have a note or I
need to receive a phone call from a teacher.
Be Prepared For Class. Bellwork will ALWAYS be posted EVERY DAY. When the bell rings, I expect you to be in
your seat and to begin your bellwork/note-taking for the day. This also means you have your materials ready. I
shouldn’t have to remind you; it should happen automatically.
Follow Directions. Please follow any directions I give you—the first time I give them. We will not waste class time
because of disturbances. My time is valuable. Your time is valuable. I will respect your time if you respect mine.
Respect Others and Property. This means let others talk without disrespecting his/her opinion, no desk, wall, or
bulletin board graffiti, etc.
Remain Working Until You Are Dismissed (by Mr. Watts) You are in a high-intensity learning environment. We
maximize and outperform other classrooms! The bell is our signal to stop, put up materials, and for me to dismiss
class Please do not get up when the bell rings. I will dismiss you—and will not waste any of your time.
Hall Passes: Every student will have three hall passes every nine weeks. You MUST have a note and it must be
signed. No one will be excused from class without a note. YOU MAY NOT use a hall pass during the first 20
minutes of class. (Exceptions are made only for parent/medical notes).
Grading Policy
Evaluation: For major assignments, I will provide the rubrics or explain the expectations that I will use to assess
your work. For general reference, however, here are four similes and a metaphor to represent my expectations for
assignments:
A Like a double mocha cappuccino with whipped cream and sprinkles, “A” work goes above and beyond
expectations. It not only demonstrates and understanding of concepts discussed in class, but it also takes risks
and presents additional insights.
B Like a really good cup of coffee, “B” demonstrates understanding of the concepts presented in class and shows
thought and effort, but it doesn’t’ take any risks or offer fresh insight.
C Like decaf, “C” work is solid, but it doesn’t pack a punch of “A” or “B” work. It’s competent, but not dazzling.
D Like the burnt dregs from a gas-station coffee pot, “D” work is there, but leaves a bad taste. “D” work just
doesn’t hang together and probably shows a lack or thought and effort.
F Here, the coffee is just water dressed in brown. “F” work is the result of careless work and poor planning.
Extra Credit: Do not expect opportunities for extra credit. I want your best work, your best attitude, and your best
effort the first time.
Personal Statement & Keys to Success
It is very important that you review your notes and homework daily. This is especially true with homework.
Homework and other assignments always has a purpose:
 PRACTICE reinforces the learning of material presented in class and helps you master specific skills.
 PREPARATION provides supporting information—history, skills, and definitions—for what’s forthcoming; it
will help when new material is covered in class.
 EXTENSTION involves the transfer of previously learned skills to new situations
 INTEGRATION asks you to apply skills and concepts to produce a single product.
I will always make an effort to communicate the purpose of assignments. If you are having trouble, see me as soon
as possible before or after school.
I am excited and proud to be teaching this course. The nature of this course is to challenge and push you to stretch
beyond what you already know and can do. Although I expect you to work hard this year, I will never give you an
assignment or expect you to do anything I haven’t already done or wouldn’t do at your age. I also want you to know
that I appreciate your effort and value each of you as important members of this class, regardless of the grade you
will earn.
UNITS OF STUDY
Getting to Know You
Introduction to Communications and Each Other in Class
If Verse Comes to Verse
Beginning eye contact and vocal variety (paralanguage)
Nonverbal Communication
Introduction to Nonverbals – vocal and nonvocal
You in a Box Speech
Organization and poise
Demonstration Speech
(How-To/Process Speech)
Putting it All Together (plus audience analysis)
Declamation
Eye Contact, gesture/movement
Expository Speaking
Organization, paralanguage, gesture/movement, eye contact
Impromptu Speaking
Organization and poise
Persuasion and Rhetoric
How to persuade
Scripted Oral Interpretation
Script analysis, eye contact, paralanguage, gesture
Public Forum Debate
Persuasion, poise, listening, research skills
Group Discussion
Group dynamics, teamwork, and compromise
Advertising and Sales
Real-world skills plus poise, organization, persuasion
Actuation Persuasion Symposium
Group dynamics, persuasion, technology use, research skills
Final Exam Speech
Reflection and culmination of all skills learned in class
Contact Information and Parental/Guardian Signature
I prefer that you ask questions in class. However, I also encourage you to ask questions before and after class if
issues ever arise. My email address is the best way to get in touch with me. I will usually respond no later than 24
hours after your email.
Signature(s) Discuss the course and syllabus with your parents/guardians. Please return to school _________
with a signed syllabus in the first page of your notebook.
I, _________________________________________ (Student), have read and understand the course syllabus and
expectations.
I, _________________________________________ (Parent), have read and understand the course syllabus and
expectations.
Student Signature______________________________________
Date_______________________
Parent/Guardian Signature_______________________________
Date_______________________
PLEASE PLACE THIS DOCUMENT IN YOUR CLASS NOTEBOOK FOR FUTURE REFERENCE.