Rationale for Speech Course in Kansas City Kansas Public Schools:
The goal for the Kansas City, Kansas Public Schools Speech Curriculum is to prepare students for the Speaking and Listening skills needed to be successful in
college and careers. The pacing guide that has been developed is based on the Common Core Standards. The Common Core identifies Anchor Standards of
what student should understand and be able to do by the end of the speech course. Included is also the writing process standard and research standards from the
Common Core. This was intentionally done so that reading, writing, and discussion are embedded in multiple courses of study within the district. The Common
Core is embedded in College and Career Readiness Standards. The standards in this pacing guide were developed through the lens of these overarching
standards:
Comprehension and Collaboration:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own
clearly and persuasively.
2. Integrate and evaluate information presented in diverse media formats, incusing visually, quantitatively and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
4. Present information and findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style
are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
Note on range and content of student
speaking and listening (Common Core
presentations.
39).
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated
To become college and career ready,
or appropriate.
students must have ample opportunities to
Research to Build and Present Knowledge:
take part in a variety of rich, structured
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
conversations—as part of a whole class, in
subject under investigation.
small groups, and with a partner—built
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
around important content in various
integrate the information while avoiding plagiarism.
domains. They must be able to contribute
appropriately to these conversations, to
Production and Distribution of Writing:
make comparisons and contrasts, and to
9. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
analyze and synthesize a multitude of
audience.
ideas in accordance with the standards of
10. Develop and strengthen writing as needed by planning, revising, rewriting, or trying a new approach.
Note on Instruction:
These standards are meant to guide teachers in their selection of instructional approaches and assessment. There are
instructional resources provided and suggested assessments within the pacing guide but they are not mandated. These
assessments were identified as being 21st century ways of speaking and listening.
evidence appropriate to a particular
discipline. Whatever their intended major
or profession, high school graduates will
depend heavily on their ability to listen
attentively to others so that they are able
to build on others’ meritorious ideas while
expressing their own clearly and
persuasively.
New technologies have broadened and
expanded the role that speaking and
listening play in acquiring and sharing
knowledge and have tightened their link to
other forms of communication. The
Internet has accelerated the speed at
which connections between speaking,
listening, reading, and writing can be
made, requiring that students be ready to
use these modalities nearly
simultaneously. Technology itself is
changing quickly, creating a new urgency
for students to be adaptable in response to
change.
Possible Assessments:
These are possible
assessments and activities
that teachers can use to
assess the standards in
Unit One:
SPEECHES AND
ACTIVITIES
 Group
Presentation
 Oral
Interpretation
 Partner
Interview
 Class Building
Activities
 Self Introduction
speech
 Informative
Speech
LISTENING:
Summarization and
paraphrasing techniques
Speech Pacing Guide
KCKPS Speech Standards Instructional Window One
KCK12S09SL1 Working in Groups
Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and
teacher-led) with diverse partners building on other’s ideas and expressing their own clearly and
persuasively.

Work with peers to set rules for collegial discussions and decision making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
KCK12S09W8 Gathering Information
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain flow of ideas, avoiding plagiarism, and
following a standard format for citation.

Conduct short as well as more sustained research projects

Integrate multiple sources of information in diverse and media formats (e.g. visually
quantitatively, orally) evaluating the credibility and accuracy of each source.

Narrow or broaden the inquiry when appropriate

Synthesize multiple sources on the subject
KCK12S09W5 Writing Process
Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience to
produce clear and coherent writing in which the development, organization, and style are appropriate
to task, audience, and purpose.
KCK12S09SL4SL6SLSL5 Presenting Information
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and organization, development, substance, and style are
appropriate to purpose, audience, and task.

Adapt speech to a variety of contexts and tasks demonstrating command of formal English
when indicated and appropriate.

Make strategic use of diverse digital media (e.g. textual, graphic, audio, visual, and
interactive elements) in presentation to enhance understanding of findings, reasoning, and
evidence to add interest.
KCK12S09SL3 Critical Listening.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
Resources:
All resources are available
on the Kansas City
Kansas Literacy Wiki
page under Speech
Resources. These are
resources identified to
support the standards and
the types of activities and
assessments that
accompany the standards.
http://kckliteracycurriculu
m.wikispaces.com/13.+Sp
eech+Resources
Possible Assessments:
These are possible
assessments and activities
that teachers can use to
assess the standards in
Unit Two:
SPEECHES AND
ACTIVITIES:



Socratic Seminar
Debates
Impromptu
speeches

Special Speeches:
(graduation
speech, toasts,
acceptance
speeches,
eulogies)

Informative
speeches
LISTENING:

Summarizing and
paraphrasing
structures.
Speech Pacing Guide
KCKPS Standards Instructional Window Two
KCK12S09SL1 Working in Groups
Initiate and participate effectively in a range of collaborative discussions (one on one, in groups,
and teacher-led) with diverse partners building on other’s ideas and expressing their own clearly
and persuasively.

Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
KCK12S09W8 Gathering Information
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain flow of ideas, avoiding plagiarism, and
following a standard format for citation.

Conduct short as well as more sustained research projects

Integrate multiple sources of information in diverse and media formats (e.g. visually
quantitatively, orally) evaluating the credibility and accuracy of each source.

Narrow or broaden the inquiry when appropriate

Synthesize multiple sources on the subject
KCK12S09W5 Writing Process
Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience to
produce clear and coherent writing in which the development, organization, and style are
appropriate to task, audience, and purpose.
KCK12S09SL4SL6SLSL5 Presenting Information
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and organization, development, substance, and style are
appropriate to purpose, audience, and task.

Adapt speech to a variety of contexts and tasks demonstrating command of formal English
when indicated and appropriate.

Make strategic use of diverse digital media (e.g. textual, graphic, audio, visual, and
interactive elements) in presentation to enhance understanding of findings, reasoning, and
evidence to add interest.
KCK12S09SL3 Critical Listening.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
Resources
All resources are available
on the Kansas City Kansas
Literacy Wiki page under
Speech Resources. These
are resources identified to
support the standards and
the types of activities and
assessments that
accompany the standards.
http://kckliteracycurriculum.
wikispaces.com/13.+Speech
+Resources
Unit Description
These are possible
assessments and activities
that teachers can use to
assess the standards in Unit
Three:
SPEECHES AND
ACTIVITIES:
 Persuasive speech
 Argumentative
speech
 Debate
 Socratic Seminar
 Impromptu
 Job Interview
LISTENING:
 Oral critique
 Written Critique
Speech Pacing Guide
Instructional Window Three
KCK12S09SL1 Working in Groups
Initiate and participate effectively in a range of collaborative discussions (one on one, in groups,
and teacher-led) with diverse partners building on other’s ideas and expressing their own clearly
and persuasively.

Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and when warranted, qualify or justify their own views and understanding
and make new connections in light of evidence and reasoning presented
KCK12S09W8 Gathering Information
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain flow of ideas, avoiding plagiarism, and
following a standard format for citation.

Conduct short as well as more sustained research projects

Integrate multiple sources of information in diverse and media formats (e.g. visually
quantitatively, orally) evaluating the credibility and accuracy of each source.

Narrow or broaden the inquiry when appropriate

Synthesize multiple sources on the subject
KCK12S09W5 Writing Process
Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience to
produce clear and coherent writing in which the development, organization, and style are
appropriate to task, audience, and purpose.
KCK12S09SL4SL6SLSL5 Presenting Information
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and organization, development, substance, and style are
appropriate to purpose, audience, and task.

Adapt speech to a variety of contexts and tasks demonstrating command of formal
English when indicated and appropriate.

Make strategic use of diverse digital media (e.g. textual, graphic, audio, visual, and
interactive elements) in presentation to enhance understanding of findings, reasoning,
and evidence to add interest.
KCK12S09SL3 Critical Listening.
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.
Resources
All resources are available
on the Kansas City Kansas
Literacy Wiki page under
Speech Resources. These
are resources identified to
support the standards and
the types of activities and
assessments that
accompany the standards.
http://kckliteracycurriculum.
wikispaces.com/13.+Speech
+Resources
Unit Description
These are possible
assessments and
activities that
teachers can use to
assess the standards
in Unit Four:
SPEECHES AND
ACTIVITIES:
Group Presentation
Demonstration
speech
Debate
Socratic Seminar
LISTENING:
Oral Critique
Written Critique
KCKPS Speech Pacing Guide
Instructional Window Four
KCK12S09SL1 Working in Groups
Initiate and participate effectively in a range of collaborative discussions (one on one, in groups,
and teacher-led) with diverse partners building on other’s ideas and expressing their own clearly
and persuasively.

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
KCK12S09W8 Gathering Information
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain flow of ideas, avoiding plagiarism, and
following a standard format for citation.

Conduct short as well as more sustained research projects

Integrate multiple sources of information in diverse and media formats (e.g. visually
quantitatively, orally) evaluating the credibility and accuracy of each source.

Narrow or broaden the inquiry when appropriate

Synthesize multiple sources on the subject
KCK12S09W5 Writing Process
Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience to
produce clear and coherent writing in which the development, organization, and style are
appropriate to task, audience, and purpose.
KCK12S09SL4SL6SLSL5 Presenting Information
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and organization, development, substance, and style are
appropriate to purpose, audience, and task.

Adapt speech to a variety of contexts and tasks demonstrating command of formal
English when indicated and appropriate.

Make strategic use of diverse digital media (e.g. textual, graphic, audio, visual, and
interactive elements) in presentation to enhance understanding of findings, reasoning,
and evidence to add interest.
KCK12S09SL3 Critical Listening.
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.
Resources
All resources are available on the
Kansas City Kansas Literacy Wiki
page under Speech Resources.
These are resources identified to
support the standards and the
types of activities and
assessments that accompany the
standards.
http://kckliteracycurriculum.wikispa
ces.com/13.+Speech+Resources