Madison Public Schools
Public Speaking
Grade 12
Written by:
Ann Vilarino
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Dr. Mark R. DeBiasse
Supervisor of Humanities
Approval date:
October 14, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
Public Speaking is a one semester course for seniors. The study of public speaking allows students
to hone their oral language skills, thus empowering them to be effective communicators in college
and the workplace. Equally important is the development of their critical and analytical abilities to
assess rhetoric intended to shape their emotional response to and understanding of the world. In
the Public Speaking course, students will analyze and evaluate speeches delivered in a variety of
time periods and contexts by figures such as Abraham Lincoln, John F. Kennedy, Queen Elizabeth,
Anna Quinlan and Steve Jobs, as well as write, prepare, deliver and evaluate three types of
speeches: informative, persuasive, and special occasion.
The course begins with an introduction to the terms and concepts of rhetoric as well as a discussion
of ethics in public speaking. Having gained an understanding of these terms and concepts, students
are required to write rhetorical analyses of speeches by popular figures. Next, students will learn
about delivery techniques and study the effective use of presentation aids. They will then practice
using eye contact, volume, and gestures to effectively deliver their own formal speeches. Students
will practice getting comfortable in front of an audience and improvising with impromptu speeches.
For at least half of the semester, students will write and deliver their own formal speeches. They
will generate their own topics, write several drafts, practice, and finally deliver polished speeches for
an audience. When appropriate, speeches will include the use of research and visual tools. The
number of speeches delivered by students will depend on the number of students in the class.
Goals
This course aims to improve student’s ability to:
● analyze - in discussion or in formal essay writing, either timed or processed - the
relationships between the purpose of a speech and the content, structure, and use of
rhetorical strategies such as structure, diction, syntax, and figurative language;
● analyze - in discussion or in formal essay writing, either timed or processed - how context
influences content by examining speeches of historic significance;
● analyze - in discussion or in formal essay writing, either timed or processed - speeches using
the rhetorical triangle, i.e., analyze the relationships between the speaker, subject, and
audience;
● analyze - in discussion or in formal essay writing, either timed or processed - a speaker’s use
of ethos, logos, and pathos;
● develop an awareness of the ethical responsibilities of the speaker and ability to recognize
misuses of logic;
● draft, revise, and deliver an informational speech on a self-selected topic;
● draft, revise, and deliver a persuasive speech on a self-selected topic;
● draft, revise, and deliver a special occasion speech on a self-selected topic;
● responsibly - with proper citation and avoiding plagiarism - integrate credible researched
information into a speech;
● address multiple points of view in a speech;
● adapt content and language of written and spoken texts to a variety of purposes, audiences
(friendly, neutral, and hostile), and occasions;
● Use PowerPoint and/or other visual sources to convey or support an idea;
● use listening and viewing strategies to identify the intent of presentation, critically assess the
message and increase listening and viewing sophistication;
● provide critical, constructive feedback as a listener and audience member.
Resources
Suggested activities and resources page
* Much of the content in this document was derived from two sources:
Speak Up! Instructor’s Resource Manual (2011) by Nancy Fraleigh, Steven S. Vrooman, and Chrys
Egan
A Speaker’s Guidebook, Fifth edition: Text and Reference, by Dan O’Hair, Rob Stewart, and
Hannah Rubenstein, Instructor’s Resource Manual (2012) prepared by LeAnne Lagasse, Jennifer
Emerling Bone, Elaine Wittenberg-Lyles, and Melinda M. Villagran
Unit 1 Overview
Unit Title: Introduction to the Canons of Rhetoric and the Ethics of Public Speaking
Unit Summary:
The first unit will be a foundation for the rest of the course. Students discuss their feelings and
anxieties about public speaking. Students will discuss what makes an effective public speaker.
Students will learn about the canons of rhetoric. The class will review what constitutes plagiarism,
and how it applies to public speaking. Students will discuss the ethical expectations for public
speakers and analyze the various ways speakers often misuse logic to manipulate audiences. The
class will develop rules for audience members and create a list of possible topics for impromptu
speeches.
Suggested Pacing: 5 lessons
Learning Targets
Unit Essential Questions:
● Why is effective public speaking important?
● What makes an effective public speaker?
● How are the canons of rhetoric used to create effective speeches?
● What ethical obligations do public speakers have to their audience?
● How can researched information be effectively and responsibly integrated with a speaker’s
own ideas?
● What constitutes a good listener?
Unit Enduring Understandings:
● Public Speaking is a skill that improves with preparation and practice and will be useful in
students’ academic and future professional careers.
● The canons of rhetoric (invention, arrangement, style, memory and delivery) are the stages
in which a speech is created and delivered. Each step has its own nuances and is important to
consider when developing a well-informed, structured, and polished speech.
● Presenting another person’s words or ideas as one’s own, regardless of intention, constitutes
plagiarism. It is stealing and always considered unethical. Plagiarism can be avoided by
citing properly any paraphrasing or direct quotes.
● Types of fallacious reasoning and misuses of logic such as hasty generalizations, post hoc
fallacies, personal attacks, and bandwagoning are often seen in speeches as a way of
manipulating audiences; however, they also negatively impact the credibility of the speaker.
Awareness of such faulty logic is important to avoid being manipulated as an audience
member and to maintain ethos as a speaker.
● Being a critical listener is also a skill that needs practice and will serve a purpose in students’
future goals. It is important to be respectful and open to new ideas, yet also critical of where
information comes from and aware of how a speaker is trying to influence an audience
through structure, style and technique.
Evidence of Learning
● Students will create a list of “class rules” for audience members based on discussion of
listening skills.
● Deliver a short, structured introduction of a classmate following the canons of rhetoric.
Students should show evidence of each step.
● Students will demonstrate their understanding of the canons of rhetoric, fallacious reasoning,
and misuse of logic by application to examples provided.
● Students will demonstrate their knowledge of fallacious reasoning and misuse of logic by
identifying examples of faulty logic in a selected speech and explaining how it influences the
effectiveness of the speech.
Applicable
Texts
(Students will be able
to…)
Objectives
Suggested
texts:
Speaking and
Listening:
● Excerpts from
Chapter 3
“Speech
Ethics” from
Speak Up: An
Illustrated
Guide to Public
Speaking by
Fraleigh,
Tuman, and
Arkle
SWBAT:
● Articulate
their feelings
and fears
about public
speaking.
● Understand
and apply
the canons of
rhetoric.
● Understand
the
importance of
remaining
ethical while
engaging in
public
speaking.
Reading
Informationa
l Texts:
SWBAT:
● Recognize
fallacious
reasoning and
misuse of
logic.
Essential
Content
● Cannons of
Rhetoric:
invention,
arrangement,
style, memory,
delivery)
● Identifying
fallacious
reasoning:
(including but not
limited to: hasty
generalization,
post hoc fallacy,
personal attacks,
bandwagoning).
● Intended and
unintended
plagiarism, why it
is considered
unethical, and
how to avoid it
using MLA format.
Suggested
Assessments
Assessments may
include, but are not
limited to:
● Deliver a short,
structured
introduction of a
classmate following
the canons of
rhetoric.
● Find 5 examples of
logical fallacies in
advertising, a
political speech, sign,
or TV show. Identify
the type of fallacy. ● Identify examples of
faulty logic in the
popular press and
tabloid media such as
The National Enquirer,
The Globe, The New
York Post.
● Students will take a
quiz on the canons of
rhetoric, fallacious
reasoning, and
misuse of logic.
● Students will
demonstrate their
knowledge of
fallacious reasoning
and misuse of logic
by identifying
examples of faulty
logic in a selected
speech and
explaining how it
influences the
effectiveness of the
speech.
● Students will create a
list of “class rules” for
audience members
based on discussion of
listening skills.
Standards
(NJCCCS CPIs, CCSS, NGSS)
SL.11-12.1
Initiate and
participate
effectively in a range
of collaborative
discussions
(one-on-one, in
groups, and
teacher-led) with
diverse partners on
grades 11-12 topics,
texts, and issues,
building on others'
ideas and expressing
their own clearly and
persuasively.
SL.11-12.1.b
Work with peers to
promote civil,
democratic
discussions and
decision-making, set
clear goals and
deadlines, and
establish individual
roles as needed.
SL.11-12.3
Evaluate a speaker's
point of view,
reasoning, and use of
evidence and
rhetoric, assessing
the stance, premises,
links among ideas,
word choice, points of
emphasis, and tone
used.
Pacing
5 lessons
Unit 2 Overview
Unit Title: Introduction to Rhetoric
Unit Summary: The objective of this unit is student understanding of the fundamental concepts
used to analyze and evaluate speeches and to apply this understanding in the creation of their own
speeches. Students will learn how to identify a speaker’s purpose and to identify, evaluate, and use
the classical appeals (ethos, pathos, and logos). Students will also learn how audience, context, and
occasion all impact the content of a speech. Finally, students will learn different stylistic techniques
that are often employed in speech writing, such as the use of anecdote, analogy, diction, and
schemes. In this unit students will study a variety of speeches to identify and articulate the purpose
and the rhetorical devices, including structure and language.
Suggested Pacing: 8 lessons
Learning Targets
Unit Essential Questions:
● Why is effective public speaking important?
● How does the speaker’s purpose shape the content and rhetorical choices, including structure
and diction?
● How are the rhetorical strategies most effective in speaking different from the rhetorical
strategies most effective in writing?
● How does the relationship between the speaker and his/her audience shape the content and
rhetorical strategies of a speech?
● What strategies are more effective with a friendly audience? a neutral audience? a hostile
audience?
● How does context shape the content and rhetorical strategies used in a speech?
● How are pathos, logos, and ethos effectively established in a speech?
Unit Enduring Understandings:
● Usually the general purpose for a speech is either to inform, persuade, or mark a special
occasion. The specific purpose is a refined statement of purpose that articulates in more
detail the specific goals of the speech.
● Aristotle's rhetorical proofs include logos (the speaker’s use of logic), pathos (the speaker’s
use of emotion), and ethos (the speaker’s credibility). These three rhetorical strategies are
particularly effective in persuasive speeches, but also have a place in informative and special
occasion speeches as well.
● In order to deliver effective speeches, it is important to gather and analyze information about
audience members prior to the speech and adapt your speech accordingly. Speakers should
always consider the audiences’ attitudes, beliefs, and values as well as be aware of audience
demographics so as to be sensitive to the audiences’ background and establish common
ground.
● Oral and written language differ in style and rhetorical devices.
Evidence of Learning
● Students choose a speech from a list given to them and develop an essay, using their
understanding of what makes an effective speech from the first two units (rhetoric, structure,
purpose, schemes, and absence of faulty reasoning), in response to the following prompt:
Examine the speech as an argument and write an essay analyzing the effectiveness of the
speech given the context in which and the audience to which the speech was delivered.
Essays should identify and explain the rhetorical strategies that the author deliberately chose while
crafting the text. What makes the speech so remarkable? How did the author's rhetoric evoke a response
from the audience? Does the speaker use fallacious reasoning and if so, does that diminish the
effectiveness of the speech? Why are the words still venerated today?
http://www.readwritethink.org/files/resources/lesson-docs/AnalyzingStudentAssignment.pdf
Applicable
Texts
Anchor Texts:
● Queen
Elizabeth’s
Speech to the
Troops at
Tilbury
● FDR’s Pearl
Harbor
Address
● Abraham
Lincoln’s
Gettysburg
Address
Other
speeches to
use and
associated
skills:
General and
Specific
Purpose:
● Queen
Elizabeth’s
Speech to the
Troops at
Tilbury
Ethos, Pathos,
Anecdote:
● Mark Bezos “A
Life Lesson
from a
Volunteer
Firefighter”htt
ps://www.ted.
com/talks/ma
rk_bezos_a_lif
e_lesson_from
_a_volunteer
_firefighter
Purpose, Logos,
Ethos, Pathos,
and Anecdote:
● Sir Ken
Robinson,
“Do Schools Kill
Creativity?”
https://www.te
d.com/talks/ke
n_robinson_say
s_schools_kill_c
reativity
Figurative
Language/
Structure
● Steve Job’s
“Stay Hungry”
Stanford
Objectives
(Students will be able
to…)
Reading
Informational
Texts::
SWBAT:
● Identify the
general and
specific
purpose of
various sample
speeches.
● Identify
examples of
ethos, pathos,
and logos in
various sample
speeches.
● Explain how
rhetorical
proofs used
assist the
speaker in
achieving his
or her specific
purpose.
● Learn what to
consider when
completing an
audience
analysis.
● Analyze
examples
where
speakers’
knowledge of
their audience
(or lack of)
affected the
effectiveness of
a speech.
● Identify
different
stylistic
techniques
that are often
employed in
speech writing,
such as
anecdote,
analogy,
diction,
figurative
speech, and
schemes (eg.
antithesis,
anaphora,
anaphora,
alliteration)
and articulate
how they
Essential
Content
Content:
● The general
purpose for a
speech is either
to inform,
persuade, or
mark a special
occasion.
● The specific
purpose is a
refined
statement of
purpose that
articulates in
more detail the
specific goals of
the speech.
● Logos is the
speaker’s use of
logic.
● Pathos is how
the speaker’s
appeal to the
emotions of the
audience.
● Ethos is the
speaker’s
credibility.
● Speakers should
maintain an
audience-center
ed approach to
keep their
audience
interested.
● Speakers should
be aware of their
audiences’
attitudes, beliefs
and values, but
avoid pandering
to their
audience.
● Speakers should
consider and
adapt to an
audience's’
demographics
and cultural
values when
planning a
speech.
● An audience
analysis should
be performed
before any
speech. This is
Suggested
Assessments
Assessments
may include but
are not limited
to:
● As an
introduction to
the concepts of
purpose,
context, and
effectiveness,
students will
give a brief
speech on their
selected text for
the summer
reading, using
the completed
non-fiction
organizer.
● Students will
listen to and
read various
historical
speeches and
TED talks to
identify general
purpose, specific
purpose, ethos,
pathos, logos,
structural
choices,
rhetorical and
stylistic
techniques and
word choice.
● Students will
watch the video
Pathos, Ethos,
and Logos in
Advertising and
then find their
own example of
one of rhetorical
proofs in an ad
and explain its
effect on the
audience.
● Students should
annotate
transcripts of
speeches looking
at particular
rhetorical
concerns. The
annotations can
be used in small
group, fishbowl
discussion, or
whole class
discussion.
Standards
(NJCCCS CPIs, CCSS, NGSS)
RI.11-12.1
Cite strong and thorough
textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text, including
determining where the
text leaves matters
uncertain
RI.11-12.2
Determine two or more
central ideas of a text and
analyze their development
over the course of the text,
including how they
interact and build on one
another to provide a
complex analysis; provide
an objective summary of
the text.
RI.11-12.3
Analyze a complex set of
ideas or sequence of events
and explain how specific
individuals, ideas, or
events interact and
develop over the course of
the text.
RI.11-12.4
Determine the meaning of
words and phrases as they
are used in a text,
including figurative,
connotative, and technical
meanings; analyze how an
author uses and refines the
meaning of a key term or
terms over the course of a
text (e.g., how Madison
defines faction in
Federalist No. 10).
RI.11-12.5
Analyze and evaluate the
effectiveness of the
structure an author uses
in his or her exposition or
argument, including
whether the structure
makes points clear,
convincing, and engaging.
RI.11-12.6
Determine an author's
point of view or purpose in
a text in which the
rhetoric is particularly
effective, analyzing how
style and content
contribute to the power,
persuasiveness or beauty
of the text.
Pacing
5 lessons
Commenceme
nt Speech
Full Text and
video:
http://news.sta
nford.edu/news
/2005/june15/j
obs-061505.ht
ml
Purpose,
Pathos, Diction:
● FDR’s Pearl
Harbor
Address
http://www.yo
utube.com/wat
ch?v=lK8gYGg
0dkE
Audience,
Rhetorical
Strategies,
Repetition:
● Abraham
Lincoln’s
Gettysburg
Address:
http://www.yo
utube.com/wat
ch?v=BvA0J_2
ZpIQ
● Harold Ickes,
I Am an
American May
18, 1941
contribute to
the overall
effectiveness of
a speech.
● Examine the
structure of a
speech: the
thesis
statement, the
organization of
main points,
the support,
and the
stylistic
techniques
used.
Writing:
SWBAT:
● Write a process
essay in which
they evaluate
the
effectiveness of
the argument
of a famous
speech.
● Gather reliable
research from
authoritative
print and
digital sources
to support
their points.
● Provide critical
feedback to
each other,
evaluating the
content,
structure and
support of a
classmate’s
essay.
Speaking and
Listening:
SWBAT:
● Speak to the
class about
their chosen
speech for
summer
reading.
● Begin to get up
in front of the
class and
deliver
impromptu
speeches on
topics
generated by
the class.
the process of
gathering and
analyzing
information
about your
audience in
order to create
an
audience-center
ed speech.
● Anecdote: brief
stories that
support the
main point of a
speech. They
are useful to
capture the
audience’s
attention or
illustrate a
point.
● Diction: word
choice
● Figurative
speech: forms of
expression that
create striking
comparisons:
metaphors,
similes,
personification,
understatement
, irony, allusion,
hyperbole
● Analogy: an
extended
metaphor or
simile that
compares one
unfamiliar
concept to a
more familiar
one to help the
audience
understand the
unfamiliar one.
● Speech writers
should choose
language that
makes an
impression on
the audience.
Some techniques
include:
antithesis: setting
off two ideas in
balanced (parallel)
opposition to each
other.
anaphora:speaker
repeats a word or
phrase at the
beginning of
successive phrases,
● Process essay
(see Benchmark
Assessment 1)
● Students will
begin to get up
in front of the
class and deliver
impromptu
speeches on
topics generated
by the class.
W.11-12.1
Write arguments to
support claims in an
analysis of substantive
topics or texts, using valid
reasoning and relevant
and sufficient evidence.
W.11-12.1.a
Introduce precise,
knowledgeable claim(s),
establish the significance
of the claim(s), distinguish
the claim(s) from
alternate or opposing
claims, and create an
organization that logically
sequences claim(s),
counterclaims, reasons,
and evidence.
W.11-12.1.b
Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the
most relevant evidence for
each while pointing out
the strengths and
limitations of both in a
manner that anticipates
the audience's knowledge
level, concerns, values,
and possible biases.
W.11-12.1.c
Use words, phrases, and
clauses as well as varied
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,
between reasons and
evidence, and between
claim(s) and
counterclaims.
W.11-12.1.d
Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which
they are writing.
W.11-12.1.e
Provide a concluding
statement or section that
follows from and supports
the argument presented.
W.11-12.8
Gather relevant
information from multiple
authoritative print and
digital sources, using
advanced searches
effectively; assess the
strengths and limitations
of each source in terms of
the task, purpose, and
clauses, or
sentences.
epiphora:speaker
repeats a word or a
phrase at the end of
successive phrases,
clauses, or
sentences.
alliteration:
repetition of the
same sounds,
usually initial
consonants, in two
or more
neighboring words
or syllables.
audience; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and
overreliance on any one
source and following a
standard format for
citation.
SL.11-12.6 Adapt speech to
a variety of contexts and
tasks, demonstrating a
command of formal
English when indicated or
appropriate.
Unit 3 Overview
Unit Title: Delivery (Verbal and Nonverbal) and Visual Aids
Unit Summary: The objective of this unit is enhanced student confidence in their ability to use
verbal and nonverbal cues to effectively deliver a formal speech. The methods of delivery are
reviewed: speaking from a manuscript, speaking from memory, impromptu speaking,
extemporaneous speaking. Students will be taught the verbal elements of delivery: volume, pitch,
pace, pause, vocal variety, articulation, and pronunciation. In addition, the non-verbal elements of
delivery will be taught: scanning, eye contact, gestures, poise, dress. Students will analyze videos of
speeches for these elements, looking for examples of what to do and what not to do while delivering
a speech. Students will then begin practicing improving their own delivery style. Next, students will
understand the variety of options for incorporating visual aids and the most effective ways of using
at least one of these options to engage the audience, convey information, enhance retention, and
enhance professionalism.
Suggested Pacing: 8 lessons
Learning Targets
Unit Essential Questions:
● How do the various methods of delivery apply to different occasions and purposes?
● How does verbal delivery influence an audience and affect a speaker’s message?
● How does nonverbal delivery influence an audience and affect a speaker’s message?
● How does a speaker appropriately and effectively use vocal and non-verbal presentation
skills to engage his/her audience?
● How do visual aids enhance a presentation?
● How are visual aids most effectively integrated into a presentation?
Unit Enduring Understandings:
● The methods of delivery include: speaking from a manuscript, speaking from memory,
impromptu speaking, extemporaneous speaking.
● Verbal elements of delivery include: volume, pitch, pace, pause, vocal variety, articulation,
pronunciation.
● Non-verbal elements of delivery include: scanning, eye contact, gestures, poise, dress.
● Delivery improves with practice.
● As a speaker, it is important to be aware of your delivery so as not to distract your audience
from the content of your speech.
● Visual aids can add interest, help a speaker clarify complicated messages for the audience,
and make an impact on the audience.
● Visual aids should not dominate the speaker.
Evidence of Learning
● Students will develop and apply criteria sourced from unit content to write an evaluation of
an online speech in which the speaker incorporates visual aids, providing constructive
criticism to the speaker regarding his/her deliver and choices regarding the visual aid.
Applicable
Texts
Anchor Texts:
●
Excerpts
from
Chapter 13
“Delivering
Your
Speech” and
Chapter 14
“Using
Presentation
Aids”from
Speak Up: An
Illustrated
Guide to
Public
Speaking by
Fraleigh,
Tuman, and
Arkle
Other visual
texts to be
used in this
unit to teach
delivery and
use of visual
aids:
● excerpts from
Al Gore’s An
Inconvenient
Truth
● Amy Purdy,
Living Beyond
Limits:
http://www.t
ed.com/talks/
amy_purdy_l
Objectives
(Students will be able
to…)
Speaking and
Listening:
SWBAT:
● Recall the
methods of
delivery and
know in what
context each
delivery style
is
appropriate.
● Understand
the different
verbal
elements of
delivery and
why they are
important to
communicate
effectively
with an
audience.
● Understand
the
non-verbal
elements of
delivery and
how they help
a speaker to
communicate
and influence
an audience.
● Know the
variety of
options for
visual aids
Essential
Content
Content:
● The methods of
delivery are
reviewed:
speaking from a
manuscript,
speaking from
memory,
impromptu
speaking,
extemporaneous
speaking.
● The verbal
elements of
delivery: volume,
pitch, pace, pause,
vocal variety,
articulation, and
pronunciation.
● The non-verbal
elements of
delivery will be
taught: scanning,
eye contact,
gestures, poise,
dress.
● The variety of
options for
incorporating
visual aids
includes:
powerpoint, prezi,
youtube clips,
audio clips, props
or models, graphs
or charts, and
Suggested
Assessments
Assessments
may include but
are not limited
to:
● View one of the
convention or
commencement
speeches and
evaluate only for
delivery.
● Watch the video
“Public Speaking
and Delivery”
and the watch
some youtube
videos of “bad
speeches” and
evaluate the
problems with
delivery.
● Deliver
impromptu and
extemporaneous
speeches on topics
selected by
students.
● Tell a familiar
story for the
purposes of
perfecting a
single element or
two elements,
e.g. pause and
articulation.
● Memorize a short
poem and deliver
Standards
(NJCCCS CPIs, CCSS, NGSS)
SL.11-12.1.B Work with
peers to promote civil,
democratic discussions and
decision-making, set clear
goals and deadlines, and
establish individual roles
as needed.
SL.11-12.1.C Propel
conversations by posing
and responding to
questions that probe
reasoning and evidence;
ensure a hearing for a full
range of positions on a
topic or issue; clarify,
verify, or challenge ideas
and conclusions; and
promote divergent and
creative perspectives.
SL.11-12.5
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.11-12.6
Adapt speech to a variety
of contexts and tasks,
demonstrating a
command of formal
English when indicated or
appropriate.
W.11-12.4
Pacing
8 lessons
iving_beyond
_limits
● J.J. Abrams,
The Mystery
Box:http://w
ww.ted.com/t
alks/amy_pu
rdy_living_b
eyond_limits
● Adora Svitak,
What Adults
Can Learn
From Kids:
http://www.t
ed.com/talks/
adora_svitak
● Oprah
Winfrey,
Commenceme
nt Speech at
Harvard
University:
http://www.y
outube.com/
watch?v=NSz
4djCNSXA
● Steve Job’s
“Stay Hungry”
Stanford
Commenceme
nt Speech Full
Text and
video:http://n
ews.stanford.
edu/news/20
05/june15/jo
bs-061505.ht
ml
● Bill Gates,
Harvard
Commenceme
nt Address
2007:
http://www.y
outube.com/
watch?v=zPx
5N6Lh3sw
● Tom Hanks
Addresses the
Yale Class of
2011:
http://www.y
outube.com/
watch?v=baIl
inqoExQ
and the
appropriate
context to use
them.
three-dimensional
objects.
it to the class
focusing on one
or two elements,
e.g. eye contact
and volume.
Writing:
SWBAT:
●
Critique both
amatuer and
professional
speakers
based on their
delivery and
use of visual
aids.
● Students will
work in pairs to
create a
memorable and
engaging short
presentation that
explains the rules
of a game or sport
using visual aids
(photos, video
clips, etc.)
● Students will
review the
opening segment
of An Inconvenient
Truth in which Al
Gore presents
information
about climate
change in an
auditorium and
discuss his use of
visual aids.
● Students might
work in groups to
create a speech
with effectively
used visual aids.
● Students will
write an
evaluation of an
online speech in
which the
speaker
incorporates
visual aids.
● Students will
write an
evaluation of an
online amateur
speech, providing
constructive
criticism to the
speaker
regarding
his/her delivery.
Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.11-12.10
Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames (a
single sitting or a day or
two) for a range of tasks,
purposes, and audiences.
● Meryl Streep,
Barnard
Commenceme
nt Speaker
2010,
Columbia
University:
http://www.y
outube.com/
watch?v=5-a
8QXUAe2g
● Tom Hanks
honors Steve
Martin at the
2013
Governors
Awards https://www.
youtube.com/
watch?v=Y9
W03hbFIHY
Unit 4 Overview
Unit Title: Preparing and Delivering the Informational Speech (with visual aids)
Unit Summary: In this unit, students will brainstorm appropriate and engaging topics for an
informational speech. They will then gain an understanding of how to plan and prepare an
informational speech. Students will learn different methods of organizing an outline, creating
presentations aids to help with delivery (e.g., note-cards), how to find reliable research and
integrate it formally into an outline and informally into their speech. Students will then select their
topics, create a detailed outline with integrated research, and deliver their informative speeches to
an audience of their peers.
Suggested Pacing: 15 lessons
Learning Targets
Unit Essential Questions:
● How does the speaker’s purpose shape the content and rhetorical choices, including structure
and diction?
● How does the relationship between the speaker and his/her audience shape the content and
rhetorical strategies of a speech?
● What strategies are more effective with a friendly audience? a neutral audience? a hostile
audience?
● How does context shape the content and rhetorical strategies used in a speech?
● How are pathos, logos, and ethos effectively established in an informative speech?
● How does a speaker appropriately and effectively use vocal and non-verbal presentation
skills to engage his/her audience?
● How do visual aids enhance a presentation?
● How are visual aids most effectively integrated into a presentation?
Unit Enduring Understandings:
● The purpose of informative speaking is to present new information to an audience, to increase
audience awareness of an issue and/or to deepen understanding of it by providing knowledge.
● Informative speeches provide the audience knowledge of a new topic, provide new ways of
looking at a topic, or demonstrate how to do things.
● In preparing for an informative speech, the speaker should first gauge the audience’s base of
knowledge and feelings about the topic. The speaker should take the audience’s needs into
consideration when preparing the speech to make it relevant to the audience.
● The speaker should find new information to present to the audience by researching material
from credible sources. The speaker should support their main points with facts, interesting
examples, and relatable stories.
● An effective informational speech will have an organized introduction with a clear thesis and
main points, transitions to connect ideas, an appropriate organizational pattern, and
effectively use presentation aids to clarify information for the audience.
Evidence of Learning
● Students will deliver a 5-8 minute long informative speech on the topic of their choosing.
This will be a process assignment, starting with topic selection, research, drafting, creating a
visual aid, and culminating with a polished outline (cited according to MLA standards) and the
delivery of the speech with the visual aid.
Applicable
Texts
Objectives
(Students will be able
to…)
Informative
texts to
examine and
use as models
in this unit:
Reading
Informational
Texts:
● Amber Mixon,
Making
Dreams
Reality
● Read an
informative
speech and
recognize the
purpose,
thesis, main
points,
support,
pattern of
development
and other
stylistic
choices made
by the
speaker.
● Christa Kim,
Nonmonetary
Uses of Gold
● Elvia
Anguiano,
Precision-Guid
ed Tumor
Killers
● Franklin
Delano
Roosevelt, On
the Bank Crisis
● Julian
Treasure,
How to Speak
so that People
Want to Listen:
http://www.ted
.com/talks/julia
n_treasure_ho
w_to_speak_so_
that_people_wa
nt_to_listen
● Eleanor
Roosevelt,
What Libraries
Mean to the
Nation, 1936
● Condoleeza
Rice, Opening
Statement to
the 9/11
Commission,
2004
SWBAT:
Writing:
SWBAT:
● Understand
how to share
knowledge
and
demonstrate
the relevance
of a topic.
● Perform an
audience
analysis and
adapt their
speech to the
results to
increase odds
that listeners
will
understand
the
informative
message.
● Learn the
various types
of informative
speech
patterns of
development.
● Learn how to
clarify
complex
information
for an
audience.
● Research
relevant
information
to support
Essential
Content
● Purpose (general
and specific -see
unit 2) versus
thesis: the central
idea of a speech
that serves to
connect all parts of
the speech (the
main points, the
supporting
material, and the
conclusion)
● Topic selection:
avoiding trite or
cliche topics
● Citation of sources:
remain ethical by
informally citing
sources
throughout the
speech and
formally citing
them on the
speech outline or
the written
version.
● Patterns of
development:
narrative,
definition,
cause/effect,
compare/contrast,
process analysis
● Structure:
introduction to
engage the
audience, body
and conclusion
● Working
outline/Sentence
outline
● Presentation/Key
word outline
● Delivery cues:
transitions,
timing,
presentation aids,
sources
Suggested
Assessments
Suggested
assessments for
this unit may
include but are
not limited to:
● Students might
read or watch
informative
speeches (see
applicable texts)
and analyze for
purpose,
organization,
development
patterns or
stylistic choices.
● Revisit
inventory to
determine
speech topics
● Prepare and
deliver a short,
humorous
how-to speech as
a group (process
analysis) on a
topic such as,
how to be the
first in line in
the cafeteria,
how to impress a
girl/guy, how to
get your parents
to extend your
curfew, etc.
● Prepare a
detailed outline
and deliver an
informative
speech on
individual
topics selected
by students.
● Complete a web
search for
specific
information
relevant to
individual
topics.
● Provide
constructive
feedback to
classmates on
the content,
structure,
delivery, and
impact of their
informative
speech.
Standards
(NJCCCS CPIs, CCSS, NGSS)
RI.11-12.2 Determine two
or more central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on one
another to provide a
complex analysis; provide
an objective summary of
the text.
RI.11-12.3 Analyze a
complex set of ideas or
sequence of events and
explain how specific
individuals, ideas, or
events interact and
develop over the course of
the text.
RI.11-12.4 Determine the
meaning of words and
phrases as they are used in
a text, including
figurative, connotative,
and technical meanings;
analyze how an author
uses and refines the
meaning of a key term or
terms over the course of a
text (e.g., how Madison
defines faction in
Federalist No. 10).
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.6 Determine an
author's point of view or
purpose in a text in which
the rhetoric is particularly
effective, analyzing how
style and content
contribute to the power,
persuasiveness or beauty
of the text.
RI.11-12.7 Integrate and
evaluate multiple sources
of information presented
in different media or
formats (e.g., visually,
quantitatively) as well as
in words in order to
address a question or solve
a problem.
Pacing
5 lessons:
analyzing
informati
ve
speeches,
topic
selection,
organizin
g
structure
, etc.
5 lessons:
class time
to
research,
consult
with
teacher,
draft
outline
5 lessons:
deliverin
g
speeches
main points
and blend it
seamlessly
into speech
and visual
aid.
● Effectively
organize and
deliver an
informative
speech.
Speaking and
Listening:
SWBAT:
● Deliver a
speech with a
focus on
verbal and
nonverbal
elements
covered in
Unit 3.
● Listen to the
speeches of
their
classmates
and provide
constructive
feedback on
organization,
development,
content and
delivery.
W.11-12.2 Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
W.11-12.2.A Introduce a
topic; organize complex
ideas, concepts, and
information so that each
new element builds on
that which precedes it to
create a unified whole;
include formatting (e.g.,
headings), graphics (e.g.,
figures, tables), and
multimedia when useful to
aiding comprehension.
W.11-12.2.B Develop the
topic thoroughly by
selecting the most
significant and relevant
facts, extended definitions,
concrete details,
quotations, or other
information and examples
appropriate to the
audience's knowledge of
the topic.
W.11-12.2.C Use
appropriate and varied
transitions and syntax to
link the major sections of
the text, create cohesion,
and clarify the
relationships among
complex ideas and
concepts.
W.11-12.2.D Use precise
language, domain-specific
vocabulary, and
techniques such as
metaphor, simile, and
analogy to manage the
complexity of the topic.
W.11-12.2.E Establish and
maintain a formal style
and objective tone while
attending to the norms
and conventions of the
discipline in which they
are writing.
W.11-12.2.F Provide a
concluding statement or
section that follows from
and supports the
information or
explanation presented
(e.g., articulating
implications or the
significance of the topic).
W.11-12.4 Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 1-3 above.)
W.11-12.5 Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
(Editing for conventions
should demonstrate
command of Language
standards 1-3 up to and
including grades 11-12
here.)
W.11-12.7Conduct short
as well as more sustained
research projects to
answer a question
(including a self-generated
question) or solve a
problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation.
W.11-12.8 Gather
relevant information from
multiple authoritative
print and digital sources,
using advanced searches
effectively; assess the
strengths and limitations
of each source in terms of
the task, purpose, and
audience; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and
overreliance on any one
source and following a
standard format for
citation.
W.11-12.9 Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
W.11-12.10Write
routinely over extended
time frames (time for
research, reflection, and
revision) and shorter time
frames (a single sitting or
a day or two) for a range of
tasks, purposes, and
audiences.
SL.11-12.1.a Come to
discussions prepared,
having read and
researched material under
study; explicitly draw on
that preparation by
referring to evidence from
texts and other research
on the topic or issue to
stimulate a thoughtful,
well-reasoned exchange of
ideas.
SL.11-12.1.b Work with
peers to promote civil,
democratic discussions and
decision-making, set clear
goals and deadlines, and
establish individual roles
as needed.
SL.11-12.1.d Respond
thoughtfully to diverse
perspectives; synthesize
comments, claims, and
evidence made on all sides
of an issue; resolve
contradictions when
possible; and determine
what additional
information or research is
required to deepen the
investigation or complete
the task.
SL.11-12.2 Integrate
multiple sources of
information presented in
diverse formats and media
(e.g., visually,
quantitatively, orally) in
order to make informed
decisions and solve
problems, evaluating the
credibility and accuracy of
each source and noting
any discrepancies among
the data.
SL.11-12.3Evaluate a
speaker's point of view,
reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among
ideas, word choice, points
of emphasis, and tone
used.
SL.11-12.4 Present
information, findings, and
supporting evidence,
conveying a clear and
distinct perspective, such
that listeners can follow
the line of reasoning,
alternative or opposing
perspectives are addressed,
and the organization,
development, substance,
and style are appropriate
to purpose, audience, and
a range of formal and
informal tasks.
SL.11-12.5 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.11-12.6 Adapt speech to
a variety of contexts and
tasks, demonstrating a
command of formal
English when indicated or
appropriate.
Unit 5 Overview
Unit Title: Preparing and delivering the persuasive speech (with a visual aid)
Unit Summary: Building off their knowledge and experiences from the past units, in this unit
students will understand and apply the different types of persuasive speeches, will structure a
speech based on audience, and understand responsible integration of research. Students will then
select their topics, create a detailed outline with integrated research, and deliver their persuasive
speeches to an audience of their peers.
Suggested Pacing: 20 lessons
Learning Targets
Unit Essential Questions:
● How does the speaker’s purpose shape the content and rhetorical choices, including structure
and diction?
● How does the relationship between the speaker and his/her audience shape the content and
rhetorical strategies of a speech?
● What strategies are more effective with a friendly audience? a neutral audience? a hostile
audience?
● How does context shape the content and rhetorical strategies used in a speech?
● How are pathos, logos, and ethos effectively established in a persuasive speech?
● How does a speaker appropriately and effectively use vocal and non-verbal presentation
skills to engage his/her audience?
● How do visual aids enhance a presentation?
● How are visual aids most effectively integrated into a presentation?
Unit Enduring Understandings:
● Persuasive speeches attempt to influence an audience in several ways: to strengthen
audience commitment, to weaken audience commitment, to advocate action, or to advocate a
fact, value or policy claim.
● Persuasive speakers must understand their audience’s perspective on their topic.
● Effective persuasive speakers have to select the right blend of pathos, ethos, and logos.
● Persuasive speaker should strive to be ethical and avoid arguments based on faulty
reasoning.
Evidence of Learning
● Students will deliver a 5-8 minute long persuasive speech on the topic of their choosing. This
will be a process assignment, starting with topic selection, research, drafting, creating a visual
aid, and culminating with a polished outline (cited according to MLA standards) and the
delivery of the speech with the visual aid.
Applicable
Texts
Objectives
(Students will be able
to…)
Texts to use in
this unit:
● Ronald
Reagan,
Remarks at
the
Brandenberg
Gate
http://www.a
mericanrheto
ric.com/speec
hes/ronaldrea
ganbrandenb
urggate.htm
● Richard
Nixon,
“Checkers”
Speech
http://www.h
istoryplace.co
m/speeches/n
ixon-checkers
.htm
● David
Kruckenberg,
Santiago
Canyon
College, Child
Slavery and
the Production
of Chocolate
● President
Barack
Obama,
Back-to-Schoo
l Event (2009)
at Wakefield
High School
in Virginia
● Skakira, The
Democratizato
n of Education
(2009)
● Craig
Kielburger,
Free the
Children
Address
Before the U.S.
Congressional
Subcommittee
on
International
Relations and
Human Rights
● Robert S.
Mueller,
Global
Terrorism
Reading
Informational
Texts:
Essential
Content/Skills
Content:
●
Hostile and
neutral audience
●
Claim of policy
●
Fact Claims
●
Value Claims
●
Full disclosure
●
Counterargument
●
Patterns of
development:
●
Causal
pattern
●
Comparison
pattern
●
Categorical
pattern
●
Motivated
sequence
pattern
●
Problem-cau
se-solution
pattern
●
Refutation
pattern
SWBAT:
● Read a
persuasive
speech and
recognize the
purpose, thesis,
main points,
support,
pattern of
development,
use of ethos,
pathos, and
logos as well as
stylistic
choices made
by the speaker.
Writing:
SWBAT:
●
●
●
●
Evaluate
which
strategies are
the best to
persuade
different
types of
audiences
(neutral,
hostile,
favorable).
Demonstrate
the relevance
of a topic to a
neutral
audience.
Perform an
audience
analysis and
adapt their
speech to the
results to
increase odds
that listeners
will be more
receptive to
the
persuasive
message.
Learn the
various types
of persuasive
speech
patterns of
development.
●
Maslow’s
hierarchy of needs
●
Plagiarism
●
Review faulty
reasoning
●
Informal citation
of sources
Suggested
Assessments
Suggested
assessments for
this unit may
include but are
not limited to:
● Students might
read Ronald
Reagan’s
Remarks at the
Brandenburg
Gate (or any
other text from
the applicable
text list) and
list and
evaluate the
different claims
that Reagan
makes (fact
claims, value
claims, policy
claims).
● Students might
analyze the
persuasive
strategies at
work in Nixon’s
“Checkers”
Speech or other
persuasive
speeches (see
applicable texts).
● Students might
be divided into
groups and
given a topic.
Each group
must provide a
persuasive
argument for
their side of the
argument.
● Prepare a
detailed outline
and deliver an
informative
speech on
individual
topics selected
by students.
● Complete a web
search for
specific
information
relevant to
individual
topics.
● Provide
constructive
feedback to
Standards
(NJCCCS CPIs, CCSS, NGSS)
RI.11-12.2 Determine two
or more central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on one
another to provide a
complex analysis; provide
an objective summary of
the text.
RI.11-12.3 Analyze a
complex set of ideas or
sequence of events and
explain how specific
individuals, ideas, or
events interact and
develop over the course of
the text.
RI.11-12.4 Determine the
meaning of words and
phrases as they are used
in a text, including
figurative, connotative,
and technical meanings;
analyze how an author
uses and refines the
meaning of a key term or
terms over the course of a
text (e.g., how Madison
defines faction in
Federalist No. 10).
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.6 Determine an
author's point of view or
purpose in a text in which
the rhetoric is
particularly effective,
analyzing how style and
content contribute to the
power, persuasiveness or
beauty of the text.
RI.11-12.7 Integrate and
evaluate multiple sources
of information presented
in different media or
formats (e.g., visually,
quantitatively) as well as
in words in order to
address a question or solve
a problem.
Pacing
8 lessons:
analyzing
persuasive
speeches,
topic
selection,
organizing
structure,
etc.
6 lessons:
class time
to
research,c
onsult
with
teachers,
draft
outline
6 lessons:
delivering
speeches
Today and the
Challenges of
Tomorrow
● Shirley
Chisholm, For
the Equal
Rights
Amendment,
1970
● Barack
Obama,
Speech
Opposing the
Iraq War at
Federal Plaza,
2002
●
Learn how to
address and
rebut a
counterargument.
●
Research
relevant
information
to support
main points
and blend it
seamlessly
into speech
and visual
aid.
●
● Emmeline
Pankhurst,
Freedom or
Death, 1913
● Cameron
Russell, Looks
aren't
everything.
Believe me,
I'm a model.
https://www.
youtube.com/
watch?v=KM
4Xe6Dlp0Y#t
=303
Effectively
organize and
deliver a
persuasive
speech.
Speaking and
Listening:
SWBAT:
●
●
Deliver a
speech with a
focus on
verbal and
nonverbal
elements
covered in
Unit 3.
Listen to the
speeches of
their
classmates
and provide
constructive
feedback on
organization,
development,
content and
delivery.
classmates on
the content,
structure,
delivery, and
impact of their
persuasive
speech.
W.11-12.1 Write
arguments to support
claims in an analysis of
substantive topics or
texts, using valid
reasoning and relevant
and sufficient evidence.
W.11-12.1.a Introduce
precise, knowledgeable
claim(s), establish the
significance of the
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and
create an organization
that logically sequences
claim(s), counterclaims,
reasons, and evidence.
W.11-12.1.b Develop
claim(s) and
counterclaims fairly and
thoroughly, supplying
the most relevant
evidence for each while
pointing out the strengths
and limitations of both in
a manner that
anticipates the audience's
knowledge level,
concerns, values, and
possible biases.
W.11-12.1.c Use words,
phrases, and clauses as
well as varied syntax to
link the major sections of
the text, create cohesion,
and clarify the
relationships between
claim(s) and reasons,
between reasons and
evidence, and between
claim(s) and
counterclaims.
W.11-12.1.d Establish and
maintain a formal style
and objective tone while
attending to the norms
and conventions of the
discipline in which they
are writing.
W.11-12.1.e Provide a
concluding statement or
section that follows from
and supports the
argument presented.
W.11-12.4 Produce clear
and coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 1-3 above.)
W.11-12.5 Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach, focusing
on addressing what is
most significant for a
specific purpose and
audience. (Editing for
conventions should
demonstrate command of
Language standards 1-3
up to and including
grades 11-12 here.)
W.11-12.7 Conduct short
as well as more sustained
research projects to
answer a question
(including a
self-generated question)
or solve a problem;
narrow or broaden the
inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation.
W.11-12.8 Gather
relevant information
from multiple
authoritative print and
digital sources, using
advanced searches
effectively; assess the
strengths and limitations
of each source in terms of
the task, purpose, and
audience; integrate
information into the text
selectively to maintain
the flow of ideas, avoiding
plagiarism and
overreliance on any one
source and following a
standard format for
citation.
W.11-12.9 Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
W.11-12.10Write
routinely over extended
time frames (time for
research, reflection, and
revision) and shorter
time frames (a single
sitting or a day or two) for
a range of tasks, purposes,
and audiences.
SL.11-12.1.a Come to
discussions prepared,
having read and
researched material
under study; explicitly
draw on that preparation
by referring to evidence
from texts and other
research on the topic or
issue to stimulate a
thoughtful, well-reasoned
exchange of ideas.
SL.11-12.1.b Work with
peers to promote civil,
democratic discussions
and decision-making, set
clear goals and deadlines,
and establish individual
roles as needed.
SL.11-12.1.d Respond
thoughtfully to diverse
perspectives; synthesize
comments, claims, and
evidence made on all sides
of an issue; resolve
contradictions when
possible; and determine
what additional
information or research is
required to deepen the
investigation or complete
the task.
SL.11-12.2 Integrate
multiple sources of
information presented in
diverse formats and
media (e.g., visually,
quantitatively, orally) in
order to make informed
decisions and solve
problems, evaluating the
credibility and accuracy
of each source and noting
any discrepancies among
the data.
SL.11-12.3Evaluate a
speaker's point of view,
reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among
ideas, word choice, points
of emphasis, and tone
used.
SL.11-12.4 Present
information, findings,
and supporting evidence,
conveying a clear and
distinct perspective, such
that listeners can follow
the line of reasoning,
alternative or opposing
perspectives are
addressed, and the
organization,
development, substance,
and style are appropriate
to purpose, audience, and
a range of formal and
informal tasks.
SL.11-12.5 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.11-12.6 Adapt speech
to a variety of contexts
and tasks, demonstrating
a command of formal
English when indicated or
appropriate.
Unit 6 Overview
Unit Title: Preparing and Delivering the Tribute Speech, A Special Occasion Speech
Unit Summary:
This is the culminating activity and final exam for the course. Each student will pay tribute to an
inspirational person in his/her life, highlighting key traits of the person and the impact he or she has
had on the speaker’s life. Students read and view a variety of special occasion speeches, including
tribute speeches, and analyze them. Students will then select their topics, create a detailed outline
making use of narrative techniques like anecdote, dialogue, and detailed description, create a
polished essay and deliver their tribute speeches to an audience of their peers and invited guests.
Suggested Pacing: 12 lessons
Learning Targets
Unit Essential Questions:
● How does the speaker’s purpose shape the content and rhetorical choices, including structure
and diction?
● How does the relationship between the speaker and his/her audience shape the content and
rhetorical strategies of a speech?
● What strategies are more effective with a friendly audience? a neutral audience? a hostile
audience?
● How does context shape the content and rhetorical strategies used in a speech?
● How are pathos, logos, and ethos effectively established in a persuasive speech?
● How does a speaker appropriately and effectively use vocal and non-verbal presentation
skills to engage his/her audience?
● How do visual aids enhance a presentation?
● How are visual aids most effectively integrated into a presentation?
Unit Enduring Understandings:
● Most people, at some point in their lives, will be asked to deliver a special occasion speech.
● Audiences typically already have an emotional response to a special occasion; the speaker’s
role is to know when to tap into that existing emotion in the audience.
● The speaker should always strive to make sure that what he or she says and how he or she
says it are appropriate for the occasion.
● Speakers should be aware of audience expectations and characteristics.
● A special occasion speech should connect the speaker to the audience on a personal level.
Evidence of Learning
● Students will deliver a 3-5 minute tribute speech on the topic of their choosing. This will be a
process assignment, starting with topic selection, research, drafting, creating a visual aid, and
culminating with a polished essay (cited according to MLA standards) and the delivery of the
speech with the visual aid. While the process benchmarks will count toward the marking
period grade, the final essay and speech will count as the final for the class.
Applicable
Texts
Sample
Special
Occasion
Speeches to
use in this
unit:
● William S.
Wallace,
General
Commander,
U.S. Army
Training and
Doctrine,
Coaching
Character:
Inspiring the
Will of the
Team, 2008
● George W.
Bush, Eulogy
of the
Columbia
Space Shuttle
Astronauts,
2003
● Lady Bird
Johnson,
Tribute to
Eleanor
Roosevelt,
1964
● Jennifer
Granholm,
Rosa Parks
Tribute
Speech, 2005
● Ryan
Sandburg,
Baseball Hall
of Fame
Induction
Speech, 2005
● William
Faulkner,
Speech to
Accept the
1949 Nobel
Prize in
Literature
● Pierce Brosnan
Salutes Sean
Connery at the
AFI Life
Achievement
Award
https://www.
youtube.com/
watch?v=sHW
XxahujWA
Objectives
(Students will be able
to…)
Reading
Informational
Texts:
SWBAT:
● Read a special
occasion speech
and recognize
the purpose,
thesis, main
points,
support,
pattern of
development,
use of
ethos,pathos,
and logos as
well as stylistic
choices made
by the speaker.
● Identify the
purpose of a
special
occasion
speech.
Writing:
Essential
Content/Skills
Suggested
Assessments
Content:
Suggested
assessments for
this unit may
include but are
not limited to:
● Types of special
occasion speeches:
● Speech of
Introduction
● Speech of
Acceptance
● Speech of
Presentation
● Roast
● Toast
● Eulogy
● After-dinner
speech
● Speech of
Inspiration
● Strategies for each
type of special
occasion speech
● Pathos
● Match delivery to
mood of occasion
● adapting to
audience
expectations
SWBAT:
● Evaluate
which
strategies are
the best to
persuade
different types
of audiences
(neutral,
hostile,
favorable).
● Demonstrate
the relevance
of a topic to a
neutral
audience.
● Learn the
various types
of special
occasion
speeches and
how those
differing
purposes affect
audience
expectations.
● Use narrative
techniques to
support their
purpose and
engage their
audience.
● evoking shared
values
● Impromptu
Special Occasion
Speeches
● A tribute speech
with a visual
aid.
● Write tribute
speech in essay
form.
● Provide
constructive
feedback to
classmates on
the content,
structure,
delivery, and
impact of their
tribute speech.
Standards
(NJCCCS CPIs, CCSS, NGSS)
RI.11-12.2 Determine two
or more central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on one
another to provide a
complex analysis; provide
an objective summary of
the text.
RI.11-12.3 Analyze a
complex set of ideas or
sequence of events and
explain how specific
individuals, ideas, or
events interact and
develop over the course of
the text.
RI.11-12.4 Determine the
meaning of words and
phrases as they are used in
a text, including
figurative, connotative,
and technical meanings;
analyze how an author
uses and refines the
meaning of a key term or
terms over the course of a
text (e.g., how Madison
defines faction in
Federalist No. 10).
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.6 Determine an
author's point of view or
purpose in a text in which
the rhetoric is particularly
effective, analyzing how
style and content
contribute to the power,
persuasiveness or beauty
of the text.
RI.11-12.7 Integrate and
evaluate multiple sources
of information presented in
different media or formats
(e.g., visually,
quantitatively) as well as
in words in order to
address a question or solve
a problem.
W.11-12.3Write
narratives to develop real
Pacing
4 lessons:
analyzin
g
persuasiv
e
speeches,
topic
selection,
organizin
g
structure
, etc.
5 lessons:
class time
to
research
,consult
with
teachers,
draft
outline
3 lessons:
deliverin
g
speeches
● Tom Hanks
honors Steve
Martin at the
2013
Governors
Awards
https://www.
youtube.com/
watch?v=Y9W
03hbFIHY
● Denzel
Washington
Salutes Sidney
Poitier at AFI
Life
Achievement
Award
https://www.
youtube.com/
watch?v=EmG
yRIK_dqc
● Effectively
organize and
deliver a
tribute speech.
Speaking and
Listening:
SWBAT:
● Deliver a
speech with a
focus on verbal
and nonverbal
elements
covered in Unit
3.
● Listen to the
speeches of
their
classmates and
provide
constructive
feedback on
organization,
development,
content and
delivery.
or imagined experiences or
events using effective
technique, well-chosen
details, and
well-structured event
sequences.
W.11-12.3.A Engage and
orient the reader by
setting out a problem,
situation, or observation
and its significance,
establishing one or
multiple point(s) of view,
and introducing a
narrator and/or
characters; create a
smooth progression of
experiences or events.
W.11-12.3.B Use narrative
techniques, such as
dialogue, pacing,
description, reflection, and
multiple plot lines, to
develop experiences,
events, and/or characters.
W.11-12.3.C Use a variety
of techniques to sequence
events so that they build
on one another to create a
coherent whole and build
toward a particular tone
and outcome (e.g., a sense
of mystery, suspense,
growth, or resolution).
W.11-12.3.D Use precise
words and phrases, telling
details, and sensory
language to convey a vivid
picture of the experiences,
events, setting, and/or
characters.
W.11-12.3.E Provide a
conclusion that follows
from and reflects on what
is experienced, observed,
or resolved over the course
of the narrative.
W.11-12.4 Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 1-3 above.)
W.11-12.5 Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
W.11-12.10Write
routinely over extended
time frames (time for
research, reflection, and
revision) and shorter time
frames (a single sitting or
a day or two) for a range of
tasks, purposes, and
audiences.
SL.11-12.1.a Come to
discussions prepared,
having read and
researched material under
study; explicitly draw on
that preparation by
referring to evidence from
texts and other research on
the topic or issue to
stimulate a thoughtful,
well-reasoned exchange of
ideas.
SL.11-12.1.b Work with
peers to promote civil,
democratic discussions and
decision-making, set clear
goals and deadlines, and
establish individual roles
as needed.
SL.11-12.1.d Respond
thoughtfully to diverse
perspectives; synthesize
comments, claims, and
evidence made on all sides
of an issue; resolve
contradictions when
possible; and determine
what additional
information or research is
required to deepen the
investigation or complete
the task.
SL.11-12.2 Integrate
multiple sources of
information presented in
diverse formats and media
(e.g., visually,
quantitatively, orally) in
order to make informed
decisions and solve
problems, evaluating the
credibility and accuracy of
each source and noting
any discrepancies among
the data.
SL.11-12.3Evaluate a
speaker's point of view,
reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among
ideas, word choice, points
of emphasis, and tone used.
SL.11-12.4 Present
information, findings, and
supporting evidence,
conveying a clear and
distinct perspective, such
that listeners can follow
the line of reasoning,
alternative or opposing
perspectives are addressed,
and the organization,
development, substance,
and style are appropriate
to purpose, audience, and a
range of formal and
informal tasks.
SL.11-12.5 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.11-12.6 Adapt speech to
a variety of contexts and
tasks, demonstrating a
command of formal
English when indicated or
appropriate.