Connecticut Technical High Schools/ CT Community Colleges
STUDENT COURSE SYLLABUS
School: Technical High Schools/Community Colleges
Course Title: English 11 & 12
/ Fundamentals of Human Communication- COM 171/173
Course Description: ENGLISH 11 and 12 – Public Speaking/Speech Communication Component
English III and IV are integrated language arts courses, which focus on reading, writing and interpreting
literature, as well as speech communication to express ideas, to describe, to inform and to persuade.
Students will learn the fundamentals of speech communication. They will learn to deliver, discuss, and
respond to presentations of increasing complexity. Emphasis will be placed on organization, analysis, and
elements of speech delivery, including effective verbal and non-verbal aspects of communication.
Goals and Essential Questions: The speech communication goals and essential questions are listed
below:
LEARNING GOALS: Students
will…
ESSENTIAL QUESTIONS:
Communicate effectively in creative and
critical formats using various media.
Employ research skills.
1. How can we communicate more effectively?
Learning Outcomes:
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1. Why do we conduct research?
2. How can we tell if we are using the most appropriate
sources for our research?
3. Why do we use MLA documentation for research
papers and projects?
Apply effective listening and speaking skills in a variety of settings.
Compose and deliver several types of speeches of increasing length and complexity (narrative,
special occasion, persuasive, expository, trade/technology demonstrations) with speaker notes or
outlines.
Participate in small and whole group activities: debates, performances, discussions, reports and
other projects.
Persuade listeners (audience) through discussions and presentations.
Select a means to communicate understanding and interpretation of ideas through visual arts,
performance arts and trade and technology skills.
Communicate with others to interpret and evaluate oral, written and visual texts.
Apply critical listening skills and demonstrate respect for the ideas of others.
Provide written critiques of a variety of speeches delivered by peers using evaluation forms.
Utilize Powerpoint in the presentation of at least two speeches.
Employ various forms of technology to present an individual or collaborative report or project.
Present and defend independent interpretations and evaluations of written, oral and visual texts.
Requirements: Long Speeches, presentations and critiques: Videotaping is optional; Audiotaping is
optional but encouraged.
English 11
1. Expository/informational speeches (two) –trade/technology demonstration with word processed
speaker notes or outline.
2. Persuasive speech with word processed speaker notes and MLA format outline with
documentation of sources.
3. Persuasive speech i.e. debate or mock trial
4. Written critique of speeches delivered by peers using evaluation form.
English 12 – Powerpoint is to be utilized in at least 2 of the speeches.
5.
6.
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10.
Narrative or special occasion speech with word processed speaker notes or outline.
Expository speech with speaker notes or outline.
Process speech: trade and technology demonstration
Persuasive speech i.e. debate with speaker notes or outline.
Persuasive speech i.e. mock trial.
Written critique of speeches delivered by peers using evaluation form.
Course Grade: The course grade for students in English will be weighted according to the following
activities and assignments:
10% Homework (% dictated by district policy)
30% Speeches, presentations, debates, outlines etc.
50 % Tests, Quizzes, Essays and Projects etc.
10% Trimester Assessment (% dictated by district policy)
Textbooks and Materials Provided to Students in the Course:
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Elements of Literature, Fifth Course & Sixth Course. Holt, Rinehart and Winston
(textbook)
Holt Reader or Holt Adapted Reader, Fifth and Sixth Course. Holt, Rinehart and
Winston (workbook)
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Verderber, Rudolf F. Speech for Effective Communication*. New York: Holt,
Rinehart, and Winston.
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Textbook website: my.hrw.com Students will be given a password, so they can read
selections from their textbook and complete activities in reading and writing using the online
website.
*Highlighted chapters:
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Chapter 2: “Sending Verbal and Non-Verbal Messages”
Chapter 4: “Listening and Evaluating”
Chapter 9: “Getting Ready”
Chapter 10: “Gathering Information”
Chapter 11: “Preparing Your Speech”
Chapter 13: “Presenting Your Speech”
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Chapter 14: “Speaking to Inform;” Appendix of Speeches: “The Future We Predict Isn’t
Inevitable: Reframing Our Success in the Modern World” by Melodie Lancaster
(exposition), “The Green Mountain Boys” by W. Benson Chiles (exposition), “The
Half-Time Show” by Mocia Seebohm (process).
Chapter 15: “Speaking to Persuade;” Appendix of Speeches: “Woman’s Right to
Suffrage” by Susan B. Anthony (persuasion), “An Indian’s View of Indian Affairs” by
Chief Joseph (persuasion), “Fat Chance” by Jennifer Cober (persuasion), “With Rest,
You Get Noise” by Brian Eanes (persuasion)
Chapter 16: “Speaking for a Special Occasion;” Appendix of Speeches: “Introduction of
Gertrude Lawrence” by G. Lynn Sumner (introduction); “Presentation of Honorary
Citizenship to Sir Winston Churchill” by John F. Kennedy (presentation), “Nobel Prize
Speech of Acceptance” by Elie Wiesel (acceptance), “I Have a Dream” by Martin
Luther King, Jr. (commemoration); “The Gettysburg Address” by President Abraham
Lincoln (commemoration)
Chapter 18: “Debate”
Resources:
Teacher’s Resource Binder: Speech for Effective Communication.
Rinehart, and
Winston, 1994.
New York: Holt,
Audio Visual Binder: Speech for Effective Communication. New York: Holt, Rinehart, and
Winston, 1994.
Speaking Out: Evaluating Speeches and Oral Interpretation (VHS). New York: Holt,
Rinehart, and
Winston, 1994.
Marshall, Kristine, E., et all, Ed. Elements of Literature, Fourth Course, Workshop
Resources: Writing Listening, and Speaking. New York: Holt, Rinehart, and Winston.
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“Giving a Persuasive Speech”: Teaching Notes, Project-Planning Guide, Think Sheet,
Evaluation Guide, and Think Sheet Reflection (pages 29-34)
“Analyzing and Evaluating Speeches”: Teaching Notes, Project-Planning Guide, Think
Sheet for Analyzing a Speech, Evaluating a Speech (pages 115-120)
Marshall, Kristine, E., et all, Ed. Elements of Literature, Fourth Course, Holt Assessment:
Writing Listening, and Speaking. New York: Holt, Rinehart, and Winston.
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“Listening and Speaking: Presenting and Evaluating a Persuasive Speech” Workshop
Scales and Rubrics (page 41)
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“Listening and Speaking: Giving a Persuasive Speech” Workshop Scales and Rubrics
(page 45)
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“Speaking: Presenting a Literary Analysis” Workshop Scales and Rubrics (page 55)
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“Speaking: Presenting Literary Research” Workshop Scales and Rubrics (page 59)
Holt Website: my.hrw.com
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Peer Evaluation Form 1
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Panel or Symposium Evaluation/ Peer Speech Evaluation Forms 2 and 3
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Comprehensive Speech Evaluation Sheet /Teacher Speech Evaluation Forms 1 and 2
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Persuasive Speech Descriptive Scale/Teacher Speech Evaluation Forms 3 and 4
Holt The Persuasive Speech Numerical Scale/Teacher Speech Evaluation Forms 5 and 6