Edited from the Syllabus of Susan Newell, NBCT.
Speech & Debate
Speech Syllabus
Teacher - Mr. Boos
To parents: feel free to contact me with any concerns you have. I’m most available on
Tuesday directly after school. I can be best reached by email.
Preparation Period – 6th period (1:20-2:10)
Email: eric.boos@greenup.kyschools.us
This course is designed to help students with oral expression. Students participate in
group discussions, do listening exercises, role-play job interviews, discuss telephone
etiquette, constructive criticism, and learn to write and deliver manuscript, impromptu
and extemporaneous speeches. Students do speeches to entertain, to inform, to
persuade, and orate at events. Students study debate and learn how to express
themselves in formal argument. They will learn about proper tone, argumentative
fallacies, persuasion, and the importance of preparation.
Topics:
Group Discussion, Listening, Job & Other Interviews, Telephone Etiquette and Formal,
Introductions, Stage Fright, Constructive Criticism, Manuscript Speaking, Introduction to
Extemporaneous Speaking, Speech to Entertain, Pet Peeve Speech, Speech to Inform,
Impromptu Speech, Special Occasion Speeches (Eulogy, Announcement, Speech of
Introduction), Speech to Persuade, Debate, Oral Interpretation and narrating, Using
PowerPoint and visual aids to enhance presentations, Vocal Exercises and
Improvisation, Monologues and scene work possible, Logical fallacies and
Additional topics.
Criteria for Evaluation of Student Performance
Students are expected:
-to communicate in writing and orally using standard grammar, sentence structure and
paragraph development
-to participate in class discussions
-to take accurate and complete class notes
-to work effectively in groups
-to do research for speeches to inform, persuade and debate
-to become an effective speaker by presenting oral presentations logically, loudly,
clearly, energetically, confidently, and with gestures and appropriate posture
-to participate in effective critiques
-to develop formal arguments
-to convey points with information (not emotion)
Evaluation
A comprehensive written test is administered at the end of each semester.
Edited from the Syllabus of Susan Newell, NBCT.
In addition to teacher-selected classroom assessment techniques, other techniques will
include:
Class participation
Working with a group
Oral presentations (speeches)
Power point presentation (possible)
Research
Constructive criticism by students and teachers
Written critiques of oneself
Critiques of speeches done in class and on television
Written tests
Topic research
A speech evaluation and debate evaluation are used which allow students to note
where improvement has been made and where it is needed.
Assignments are expected on their due date. Each day a student is not ready his grade
will be dropped one letter.
Behavior
Follow the four B’s
1. Be respectful
2. Be on time
3. Be alert
4. Be productive
YOU WERE MADE FOR GREATNESS!
Students are expected to have a positive attitude and to use their class time wisely.
Students are expected to be responsible, prompt, and hardworking. Good attendance is
a must. Perfect attendance is encouraged.
Class Procedures
1. NO CLASSROOM DISRUPTIONS
Classroom Disruption:
1st offense-verbal warning
2nd offense-written warning
3rd offense-written warning, seat change, and after class conference with Mr. Boos.
4th offense-formal write up, conference with Mr. Boos, office referral, permanent seat change,
and call home to guardian(s).
Classroom disruptions include: talking during instruction, talking during individual assignments,
calling out answers when not called upon, leaving your seat without permission, working on nonclass related material, or anything that requires Mr. Boos to stop teaching in order to ask you to
focus on his class.
2. BE IN YOUR SEAT WHEN THE BELL RINGS
When the bell rings you need to be in your seat and addressing the day’s Bellwork.
IF YOU ARE NOT IN YOUR SEAT WHEN THE BELL RINGS THEN YOU ARE TARDY!
Edited from the Syllabus of Susan Newell, NBCT.
Tardiness:
1st offense-written warning and after class conference with Mr. Boos
2nd offense-written warning, after class conference with Mr. Boos, and a discussion with your
previous teacher about your tardiness
3rd offense, formal write up, office referral, after class conference with Mr. Boos, and a call
home to guardian(s).
3. FOLLOW THE SEATING CHART
I will assign seats on the first day of class. You are to be in your assigned seat when the bell
rings. When seated alphabetically, students will pass over papers in alphabetical order. Each
row will be numbered and papers will be passed to the side, not up or back.
Consequence for not following seating chart policy will be the same as “Classroom Disruption.”
4. RESTROOM PASSES
Each student will receive four restroom passes per nine weeks. You may use them at anytime
you may like, however, once you have used them all you can not leave class to take a restroom
break. To reward those who use the restroom between classes, each restroom passes is worth ten
bonus points at the end of each nine weeks. So, if you keep all four of your restroom passes you
may turn them in for a total of forty points. That’s nearly two quiz grades.
5. RAISE YOUR HAND TO BE RECOGNIZED
Please do not blurt out answers. Raise your hand anytime you wish to be acknowledged in class.
If I am in the middle of instruction try to wait until I have finished. If I forget to call one you just
try again and be patient. I will do my best to make sure everyone has a voice in this classroom. I
will often use a random call-out system during class questioning. During those times, you will
only need to raise your hand if you were not called on by name.
Consequence for not raising your hand will be the same as “Classroom Disruption.”
6. RAISE ‘EM!
At any point in time I may call out the phrase “RAISE ‘EM” during a written assignment. At
this time everyone will raise their papers up as I scan the room to make sure everyone is on task.
Consequence for not completing sufficient amounts of the assignment will be the same as
“Classroom Disruption.”
7. NO PHONES OR MUSIC DEVICES
School policy stands that the teacher must take phones from students and turn them into the
office. There they are held for five days unless picked up by a guardian. Refusal to hand over a
cell phone will result in suspension. Let’s be excellent at this one!
8. FOLLOW ASSIGNMENT SPECIFIC INSTRUCTIONS
Edited from the Syllabus of Susan Newell, NBCT.
We will work in a variety of way. Some assignments will require discussion while others require
students to be quiet. It is my expectation that you will you follow all directions for assignments
using the CHAMPs model.
9. BRING PAPER AND SOMETHING TO WRITE WITH
Show up prepared for class!
10. SIT UP IN CHAIR, LEGS FACING FORWARD
11. THE CHAMPs ACRONYM WILL BE USED FOR ALL ASSIGNMENTS
C- conversation, are students allowed to talk? whisper?
H- help, What will students do if they need help? Raise hand? Ask a
partner? Come to your desk?
A- activity, What is the student expected to be doing?
M- movement, May students get out of their chairs? Go sharpen
pencils?
P- participation, What will good participation look like?
12. NO LINING UP AT THE DOOR AT THE END OF CLASS
13. APPROPRIATE CONVERSATIONS
At all times you are expected to speak with one another and Mr. Boos in an appropriate tone that
is free of sarcasm. Students will not use profanity or discuss topics outside of subject matter
covered in the classroom.
SPEECH LESSON PLANS
Philosophy, Goals, and Objectives
Good oral communication is essential to a productive life. The speech and debate class,
therefore, attempts to provide oral communication experiences that develop skill and
self-confidence in speaking, both in public and private.
The objectives are to
1. Provide oral communication experiences that increase self-esteem and establish
better interpersonal relationships.
2. Help students think creatively and express themselves enthusiastically.
3. Increase the student's desire to search for answers to challenging questions.
4. Help students understand the importance of organization in speech writing.
5. Instill within students the realization that hard work yields success.
6. Help students understand and deal with stage fright and embarrassment.
7. Acquaint students with a wide variety of speech activities.
8. Acquaint students with constructive criticism and critical listening.
9. Help students solve problems with expression, volume, pitch, diction, and
articulation.
10. Provide the opportunity for every student to experience the thrill of a successful
performance before an audience.
Edited from the Syllabus of Susan Newell, NBCT.
11. Help students understand the importance of formal argumentation.
Course Time Frame (approximate time)
(1 & 1/2 weeks) I. GROUP DISCUSSION
A.
Small group discussion
1. buzz groups
2. juries
B.
Large group discussion
C.
Impromptu debates - compare & contrast debate & group
discussion
(1 day)
II.
LISTENING
(1 day)
III.
JOB INTERVIEWS: Instructor may assign roles
(1 day)
IV.
TELEPHONE ETIQUETTE
(1 day)
V.
STAGE FRIGHT
(1/2 day)
VI.
CONSTRUCTIVE CRITICISM
(3 days)
VII.
INTRODUCTION TO EXTEMPORANEOUS SPEAKING
A.
Introduction
B.
Body
1. Supporting Materials
C.
Conclusion
D.
Ways to Speak
E.
Purposes to Speak
F.
Sources
G.
Topics
H.
Transitions
I.
Preparation
J.
Delivery
(1&1/2 weeks)
VIII. MANUSCRIPT SPEECH - be the president, a senator, the
governor or a civic leader
A.
Chose who you will be.
B.
Brainstorm important issues. Chose 3 to 5 main ideas.
C.
Write speech word for word.
D.
Highlight key ideas with highlighter and mark pause marks.
E.
Practice & deliver speeches.
F.
Compare & contrast manuscript and extemporaneous speaking
(2 weeks)
VIII. SPEECH TO ENTERTAIN - deliver extemporaneously
Edited from the Syllabus of Susan Newell, NBCT.
(2 days)
(2 days)
(2 days)
(1 day)
(1 day)
(1 day)
(2 days)
(2 days)
A.
B.
C.
D.
E.
F.
G.
H.
Introduction & Topic Discussion
Brainstorming
Outlining
Writing Introductions & Conclusions
Placing Outlined Speech on Index Cards
Highlighting Key Ideas & Practicing
Delivering Speeches
Writing Critique of Speech
(5 or 6 days)
IX.
PET PEEVE SPEECH - deliver extemporaneously
A.
Introduction & Topic Discussion
B.
Brainstorming
C.
Outlining
D.
Writing Introduction & Conclusions
E.
Placing Outlined Speech on Index Cards
F.
Highlighting Key Ideas & Practicing
G.
Delivering Speeches
H.
Writing Critique of Speech
(16 days)
(1 day)
(5 days)
(1 day)
(2 days) optional
(1/2 day)
(1/2 day)
(1 day)
(2 days)
(3 days)
X.
SPEECH TO INFORM - deliver extemporaneously
A.
Introduction & Topic Discussion
B.
Research - preparing research cards
C.
Outlining
D.
Creating PowerPoint Presentation
E.
Writing Introduction & Conclusions
F.
Placing Outlined Speech on Index Cards
G.
Highlighting Key Ideas & Practicing
H.
Delivering Speeches
I.
Writing Critique of Speech
(1 day)
XI.
IMPROMPTU SPEECHES - done without notice
A. Brief Definition & Example
B. Plan & Deliver Speeches
C. Compare & Contrast Manuscript and Extemporaneous
(1 week)
XII.
SPECIAL OCCASION SPEECHES - choose 1
A.
Introduction
1. Eulogy
2. Award acceptance
3. Announcement
4. Speech of Introduction
B.
Planning & Organization
C.
Outline Speech on Index Cards & Practicing
D.
Delivering Speeches
Edited from the Syllabus of Susan Newell, NBCT.
(3 weeks)
(2 days)
XIII.
(4 days)
SPEECH TO PERSUADE
A.
Introduction & Topic Discussion (Persuasion)
1. Logos
2. Ethos
3. Pathos
4. Logical fallacies
B.
Rules of Debate & Topic Discussion
C.
Test on Persuasion & Debate
Allotment of Time for Doing a Speech to Persuade
(4 days)
D
Research
(1 day)
E.
Outlining
(1/2 day)
F.
Writing Introductions & Conclusions
(1 day)
G.
Placing Speech on Index Cards
(1/2 day)
H.
Practicing
Allotment of Time for Doing a Debate
(6 days)
I.
Research
(1 day)
J.
Planning & Organization
(3 days)
K.
Delivering Speeches & Debates
(1 day)
L.
Seeing Videotape & Writing Critiques
If time permits
(3 days)
XIV.
(Optional) ORAL INTERPRETATION
A.
Practicing Readings
B.
Oral Readings
(6 days)
XV.
DRAMA EXERCISES & IMPROVISATIONS
(2 weeks)
XVI.
MONOLOGUES, SCENES OR ONE-ACT PLAYS
(1 week)
XVII.
SHORT PLAYS OR SKITS
Resources:
Buzz groups: http://www.caes.uga.edu/publications/pubDetail.cfm?pk_id=7720#Buzz
To hear and view sample speeches go to www.americanrhetoric.com. American
Rhetoric, a resource for speechwriters and public speakers, has a library of over 5,000
speeches on video, audio, and transcript. Its audio files of historic American speeches
are read by actors.
May also hear and see sample speeches and debates on
http://www.idebate.org/encylomedia.
To find topics for speeches and debates (on social issues) go to opposing viewpoints:
http://infotrac.galegroup.com/itweb/tusc61654 Password: jaguars. May also use for
research.
Edited from the Syllabus of Susan Newell, NBCT.
To find debate topics and research the topic you choose you may also use:
http://sks.sirs.com/cgi-bin/hst-issues-display?id=SAL0000-0-9703 or
http://www.idebate.org/debatabase.
May see analysis of your debate topic at
http://www.idebate.org/debatabase/topic_index.php.
Citation Help - Online tools to help students get their citations in correct format:
http://instructify.com/2009/07/16/top-5-citation-applications/.