Discipline: Language Arts
Course: Honors Speech -- English 112, AA/AB
Lesson Topic: Review of historical speeches: a comparative analysis of audio and video speeches
Students will read, listen to, and review two historical speeches from past and present U.S Presidents as they each address the issue of Civil Rights in
America. Students will be reviewing the fundamentals of speeches, specifically audience responses and adaptation. Students will listen to, view video clippings of, and read transcribed speeches comparing and contrasting the elements of audio and video speeches.
Students must further analyze the specific issue/topic, addressed in these two speeches. The assigned speeches illustrate an historical topic more than forty years apart. Students need note similarities and differences in context, delivery, audience responses, and speeches’ context.
Students’ analyses should lead to defined conclusions on speeches’ context and the effectiveness of the audio, visual, and written speech.
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Students will be able to:
A. recognize significant differences between audio and written speeches
 decipher the effectiveness of verbal and non-verbal communication
 compare speeches' deliverance o analyzing voice pitch and tone, body language and hand gestures as they pertain to audience reaction
B. scrutinize audience adaptation to two historical speeches
 hypothesize speeches’ efficiency in terms of audience response to visual stimuli (speakers)
 evaluate their own (students’) responses in reference to the written and audio/visual
C. Draw specific conclusions of given speeches
 type of speech (persuasive, informative, occasion, etc)
 speech as audience-centered
 tone and voice effectiveness
 speeches' strategic elements
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Time: Approximately 60 - 90 minutes
(per class period for 3-4 meetings)
Materials: Internet access, preferably at college Computer Assisted
Instruction (CAI) lab
Prerequisites: Students need have some prior knowledge of surfing the internet
Implementation: This RWLO can be used either in the classroom to enhance the course’s discussion on audience adaptation, body language, and audience response in terms of visual and audio speeches.
Steps:
1.
Class discussions should circle around the significance of recognizing different types of speeches, specifically their methods of delivery and how audiences respond to these speeches.
2.
As a class, instructor and students listen to as well as view a number of speeches to better comprehend the impact of each method. Texts used for most speech courses come bundled with CDs of sample students’ speeches. These can be used to begin discussions.
3. Students will access the listed sites provided by the instructor, and then select and read one (Speech I) of the transcribed versions of the speeches.
I.
http://www.whitehouse.gov/news/releases/2006/07/20060720.ht
ml
II.
www.americanrhetoric.com/speeches/jfkcivilrights.htm
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4.
Students then listen to the audio version of the first selected speech
(speech I) (step #3).
5.
Students then view the video clipping of the same speech/speaker
(Speech I) as outlined above.
6.
Students must then follow steps 3-5 for the second assigned speech
(Speech II, listed in step #3).
7.
Finally, students analyze each speech individually, comparing the audio and video.
8.
Students draw constructive conclusions (speakers’ and audience’s) based on analyses of the assigned speeches.
9. Students must then sketch constructive conclusions based on their reactions of the different delivery.
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Student Directions: a. Access the listed sites provided by the instructor and read the transcribed version of the speech.
 http://www.whitehouse.gov/news/releases/2006/07/20060720.ht
ml
 www.americanrhetoric.com/speeches/jfkcivilrights.htm
b. Listen to the audio version of one of the speech. Focus on and note audience response, speaker’s (anticipated) tone and pitch change in reaction to audience response. c. View the video clipping of the same speech/speaker. Focus on and specifically note how audience response can affect speaker. d. Listen to and view second speech (listed in part ‘a’) following the outlined criteria in steps 2 and 3 of ‘Procedure’. e. Analyze each speech individually, comparing audio and video:
 audience reaction to speaker’s voice and speech’s content.
 speaker’s reactions to audience response.
 speaker’s reaction when placed in view of an audience.
 audience reaction when able to view the speaker. f. Draw constructive conclusions based on analyses of reactions of both speakers and audience as they affect the final outcomes of the speeches.
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Referenced URLs:
 www.archive.org
 www.democracynow.org/article.pl?sid+05/02/07/1528231
 www.gop.com
 www.whitehouse.gov
 www.historyplace.com
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The assessment of students’ work should be a combination of:
 a well written report, highlighting critical writing abilities through analytical skills.
 oral, a brief 4-6 minute report, stressing the understanding of the elements of public speaking.
 visual, incorporating the use of visual aid as part of the oral report and discussing audience response to the visual (often the speaker himself).
SPEECH RUBRIC
GRADE A
GRADE B
Recognized clarity of introduction
Recognized the main idea, goals, and attention getter
Noted organization of speech
Noted speakers’ choice of language
Analyzes speakers’ adaptation to audience reaction both for audio and video speeches
Few notations of the speakers’ introductory style and attention getter
Recognizes the speeches main ideas
Made some reference to speakers’ use of external/visual aid
Few comments made on the speeches organizational pattern
General comments and explanations of speakers’ reaction/change to audience responses for both
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GRADE C
NEEDS
REVIEW audio and video speeches
Vaguely comments on the introductions’ effectiveness
No comments made on the value of attention getter
Recognizes main ideas but unable to state the speech’s goals
Little or no comments on speeches’ main ideas and goals
No analyses of speeches’ organizational patterns
No discussion of body language
No comparison made between the audio and video speeches
Few references to audience adaptation and responses
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This RWLO could be applied in Honors Speech, Regular Speech, and College
Composition II. Specifically, this RWLO meets the following course competencies:
 General concept of the elements and characteristics of public speaking.
 Ability to use comparison and contrast in analysis of written/transcribed speeches.
 Understand the basic differences between audio and video speeches.
 Understand the notion of audience adaptation and speaker response/reaction.
 Ability to decipher various aspects of visual arguments.
 Increased understanding of listening techniques – tone, volume, pitch.
 Ability to access information on line and maneuver within various sites within the same assigned period.
 Heighten critical thinking skills through analyses of speeches.
 Decipher evidence of validity (or not) of speeches’ content through details of the different types of speeches – audio, visual, and transcribed.
 Expand on critical writing skills through effectively drawing conclusions.
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Students can review addition sites as they become more proficient in evaluating speeches for a variety of occasions. Additionally, students become more comfortable with the idea of exploring the internet to listen to, read, and view speeches.
 www.whitehouse.gov/vicepresident/news-speeches
 www.speech-writers.com
 www.history.com/media.do
 http://www.pbs.org
o (search, ‘speeches’)
 www.americanrhetoric.com/speechbank.htm
 http://gos.sbc.edu
 http://www.libraryspot.com/speeches.htm
 www.unc.edu/depts/wcweb/handouts/speeches.html
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:
 This RWLO is best used three to four weeks into the semester after students have received some formal instruction on public speaking – specifically, the role of the audience.
 Although this RWLO is primarily created for Speech courses, it can be strategically used in a critical thinking, argumentative or philosophy course where instructors have first set the scene for their course, and then incorporate the concept of critical thinking through speeches.
 Although students need not be experts with the computer and internet, some prior knowledge of internet exploration would be profitable.
However, students with limited knowledge can be as successful if the instructor makes certain the listed sites, set for the assignment review, are directly linked to the speeches.
 Instructors need make this project’s final reporting a combination of a written report, highlighting critical writing skills; oral, incorporating the understanding of the elements of public speaking, and visual, stressing the use of visual aid and audience response to the visual.
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In the event that students are unable to access the web in class at a lab or at home, this course can still successfully incorporate this RWLO.
 Instructors may set up the classroom with one computer and projector and discuss the elements of the speeches on line. o As a class, the students can share in the listening and viewing of the speeches with the instructor navigating. o The class can then break into groups and the assignment can be easily divided as grouped projects. o With sufficient time, the class can regroup and share specific findings as outlined in the general project.
 Instructors may also opt to first create the groups o Then assign different aspects of the projects on a rotating basis, allowing for each group to have access to the speeches on line while other groups work on tasks outlined in the assignment.
These methods should also take place three to four weeks into the semester.
Group projects will need to span two to three class meetings.
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