Web-Based Learning Unit
Core Concept: Public Speaking is a singularly unique expression of
evolving leadership qualities.
Essential Questions: Why is effective public speaking
considered a lifelong tool for continued success? What makes a
powerful speech “powerful”? Can a speeches power and influence
be replicated to a level of effectiveness as the original? What
effect does anticipation have on the “moment” of a speech? How
will visual aids turn a good speech great?
Designed by Dirk Rozarie
This learning unit contains 4 learning activities designed to discover
the power of public speaking. The activities include:
LU#1 – article/internet research
LU#2 – written summary of research
LU#3 – creation of brochure and power-point presentations
LU#4 – replicated 20th century speech
NOTE: LU#3 & #4 should be completed in conjunction with each other
Learning Activity #1 - article/internet research
Read the articles on public speaking which are provided for you.
As you read take two-column notes. A guide to effective
questions is given below.
Scaffolding for Taking Two-Column Notes
(Q) Questions
1. INTRODUCTION.



What is the definition of a
“speech”?
Where are most public speaking
opportunities?
Why/how are speeches
dangerous?
(A) Answers (Notes) to your
Questions

Notes should be phrases and
not complete sentences.

Answers to your questions are
likely to be important details
about the main idea.
Note the writer’s purpose. Is
it to describe or explain
something or persuade the
reader to do something?

2. SPEECH FORMATION

How are speeches created?
3. SPEECH MATERIAL.
What is a “bit”?
How is each element of a
speech gathered?
4. TYPES of SPEECHES
 How do speeches differ from
one another?


5. PUBLIC SPEAKING AND THE
MEDIA

How are speeches affected by
the media throughout the
globe?

Note ideas that follow signal
words such as; for example,
therefore, furthermore, and in
addition. Ideas that follow
signal words are likely to be
important details.
6. SPEECH HAZARDS


What are some examples of
Speech hazards both direct and
indirect?
What is a brain-stopper?
7. PUBLIC SPEAKING

What can we learn as public
speakers?
Comprehension Monitoring and Fix-Up Strategies
As you read, please note unfamiliar words or phrases and use this
strategy.
How do you Monitor your
Comprehension?
How do you Fix-Up your Comprehension?
If you do not understand the meaning of a
word, phrase or sentence, turn the word,
phrase or sentence into a question such as;
“What does ____mean?”
1. First, read ahead. Specific details or an
example may follow that will clarify the
meaning.
Look for signal words such as; for example,
therefore, for instance. The ideas that follow
these signal words are likely to help your
understanding.
You have tried reading ahead and
continue to not understand the meaning of
a word, phrase or sentence.
2. Go back and reread the section. Try to
connect the difficult section to what you have
read. You may also “picture” or think of an
example of the word, phrase or sentence to
help your understanding.
You have tried rereading and continue to
not understand the meaning of a word,
phrase or sentence.
3. Go to http://www.dictionary.com , Look up the
meaning of a word or words or click on Translator in
the middle column and translate English words and
phrases or sentences to Spanish and other languages.
The following websites are intended to get you started in your research. You
are encouraged to find additional sites on your own.
What is it?
http://www.toastmasters.org/tips.asp
http://www.public-speaking.org/
Gathering Information & Materials
http://www.ljlseminars.com/gather.htm
PUBLIC SPEAKING
http://www.school-for-champions.com/speaking/boyd_short_guide.htm
http://www.ljlseminars.com/elements.htm
http://ezinearticles.com/?Public-Speaking-Hidden-Opportunities-Are-YouLooking?&id=452841
http://www.articlesbase.com/presentation-articles/how-to-find-lucrative-public-speakingjobs-663933.html
Public Speaking Improves Every Area of Your Life
http://www.ljlseminars.com/improves.htm
http://www.school-for-champions.com/speaking/goals.htm
http://www.speechmastery.com/
Types of Speeches
http://www.famous-speeches-and-speech-topics.info/giving-writing-speeches/w03-typesof-speeches.htm
http://trainingpd.suite101.com/article.cfm/the_different_types_of_speeches
http://ezinearticles.com/?Public-Speaking---Types-of-Speeches&id=2056279
Why are speeches dangerous?
http://www.shmoop.com/free-speech/constitutional-protection-for-dangerous-speech.html
http://sabbah.biz/mt/archives/2009/05/26/pro-israel-mouthpiece-says-freedom-ofspeech-dangerous/
Media
http://www.publicspeakingskills.com/pages/courses/media-relations.htm
Go to this site, http://www.indiana.edu/~wts/wts/paragraph.html
Read and note the information provided to help you organize your
thoughts.
Learning Activity #2 - written summary of research
Use your notes to write a summary of each of the articles you have read.
Follow these guidelines.
This Scaffolding for Writing a summary needs to be tweaked for this
particular lesson.
Scaffolding for Writing a Summary Sentence Starters
1. Write an introductory sentence
that states the title and author of
the article.
“The title of the article is… and was
written by …”
2. Write a sentence that states the
main idea of the article.
“The main idea of the article is…”
3. Write a sentence that states the
author’s purpose for writing the
article.
“The purpose of the article is to
describe and explain….”
“The purpose of the article is to
persuade readers to…”
4. Use the answers to questions to
write your summary. The summary
should contain only important details
or steps that support and explain
the main idea. Do not include
repeated information.
“One important point is…”
4. The information should be in the
same order and proportion as the
original article.
5. Combine information from
paragraphs. Paragraphs may be
related or one paragraph just
expands on information presented in
other paragraphs.
“First, …”
“Next, …”
6. Combine lists or actions into one
category.
If you read a list of things, think of
a word or phrase that names the
entire list. For example, "apples,
oranges and pears” could be combined
into the category, “fruit”.
Your summary should be about1/4
the length of the original. If an
article is four paragraphs in length,
your summary should be one
paragraph in length.
“For example, …”
“In addition, …”
8. End your summary with a closing
sentence that restates the main
idea. "In conclusion...."
"In conclusion...."
List web address(example):
Please include the web address of
each article
http://www.indiana.edu/~wts/
http://writing2.richmond.edu/writing/wweb/trans1.html
(The above hyperlink is the list of transactions that you can use)
Learning Activity #3 - creation of brochure and power-point presentations
Using Microsoft Publisher; create a brochure that announces your
participation at a particular event of your choosing.
100 - 90
Brochure Scoring Rubric
89 - 79
78 - 60
59 - 0
NEATNESS
ORGANIZATION
AFFILIATION
SPELLING
DATE/TIME/PLACE
BELIVIBILITY
TOTAL =
Using Microsoft Power-point; create a power-point presentation of a
minimum of 5 slides that enhances your chosen speech.
100 - 90
Power-point Scoring Rubric
89 - 79
78 - 60
59 - 0
GRAPHICS
ENCHANCEMENT?
CONTENT
TIMING
TRANSITIONS
TOTAL =
Learning Activity #4 – replicated 20th century speech
Choose a speech given by any 20th century orator who has caught the
attention of the public. Without changing the intention of the speech;
redesign the chosen speech to present day standards and verbiage. Deliver
the speech to illicit the same response as originally intended.
100 - 90
89 - 79
Speech Scoring Rubric
78 - 60
59 - 0
TEMPO
ORGANIZATION
DEMEANOR
VOLUME
DELIVERY
BELIVIBILITY
TOTAL =
FINALLY - Submit responses to the following essential questions. Hand in
with LU#1 and LU#2 assignments: Why is effective public speaking
considered a lifelong tool for continued success? What makes a
powerful speech “powerful”? Can a speeches power and influence be
replicated to a level of effectiveness as the original? What effect
does anticipation have on the “moment” of a speech? How will visual
aids turn a good speech great?