Brondyke 1
PUBLIC SPEAKING
Grade 10
Jamie Brondyke
5 May 2009
18 Days to Complete
50 Minute Class Period
25 Students
Brondyke 2
Table of Contents
Unit Objectives………………………………………………………………………………..3
Unit Calendar………………………………………………………………………………….4
April 1, 2009: Persuasive Speeches………………………………………………….5
April 2, 2009: Research/Types of Evidence……………………………………...9
April 6, 2009: Outlines and Transitions…………………………………………..12
April 7, 2009: Introductions and Conclusions………………………………….19
April 9, 2009: Visual Aids……………………………………………………………….26
April 13, 2009: Self Evaluations……………………………………………………...28
April 14, 2009: Oral Citations…………………………………………………………31
April 15, 2009: Verbal and Non-Verbal Communication………………….39
April 16, 2009: Communication Apprehension……………………………….48
Persuasive Speech Assignment Sheet……………………………………………..52
Speech Grading/Evaluation Form…………………………………………………..53
Speech Checklist….………………………………………………………………………..54
Unit Test………………………………………………………………………………………55
Standards Grid……………………………………………………………………………..59
Overall Bibliography…………………………………………………………………….60
Brondyke 3
Unit Objectives
Minnesota Standards
1.) Distinguish between speaker’s opinions and verifiable facts and analyze the
credibility of the presentation
2.) Deliver a speech in a logical manner, using grammatically correct language,
including vocabulary appropriate to the topic, audience, and purpose
1.) Apply assessment criteria to self-evaluation of oral presentations
Wisconsin Standards
C.12.1—1—Develop and deliver a speech that conveys information and ideas in
a logical fashion for a selected audience, using language that clarifies and reinforces
meaning
C.12.1—4—Summarize narrative and numerical information accurately and
logically in presentations
C.12.1—5—Demonstrate confidence and poise during presentations, interacting
effectively with the audience, and selecting language and gestures mindful of their
effect
C.12.1—9—Speak fluently with varied inflection and effective eye contact,
enunciating clearly at an appropriate rate and volume
C.12.2—1—Attend to both literal and connotative meanings
C.12.2—4—Analyze messages for their accuracy and usefulness
C.12.2—5—Evaluate a speaker’s use of diction, tone, syntax, rhetorical structure,
and conventions of language considering the purpose and context of the
communication
Brondyke 4
Unit Calendar
April 2009
Sunday Monday
Tuesday
5
6
Outlines
And
Transitions
7
8
Introductions Research
and
Day
Conclusions
12
13
14
15
SelfHow to Make Delivery:
Evaluations Oral Citations Verbal and
Non-Verbal
Comm.
20
21
22
Speech Day Speech Day
Speech Day
16
17
Apprehension Speech
Day
27
30
19
26
28
Wednesday
1
Persuasive
speeches
29
Thursday
2
Research
and Types of
Evidence
Friday
Saturday
3
4
Research
Day
9
Visual Aids
10
11
Research
Day
23
Speech Day
18
24
25
Unit Test
Brondyke 5
April 1, 2009
Public Speaking
Grade 10
50 minutes
Objective:
The student will be able to identify what a persuasive speech is, the purpose of a
persuasive speech, appeals, and how to organize a persuasive speech. The student
will be able to use this knowledge to create his or her own persuasive speech.
WI Standard:
By the end of grade twelve, students will prepare and deliver formal oral
presentations appropriate to specific purposes and audiences: C. 12. 1--1: Develop
and deliver a speech that conveys information and ideas in a logical fashion for a
selected audience, using language that clarifies and reinforces meaning.
Introduction:
-
-
Pass back tests from the informative speech unit. Ask if there are any
questions about the test.
Attention getter: Discuss with the students that this upcoming unit will be
very useful throughout their personal and professional lives. Persuasive
speaking enables one to influence the attitudes, beliefs, values, and behavior
of others and this can be very powerful.
Preview lesson: Purposes, appeals, and organization of persuasive speaking.
Content:
-
-
-
Re-state the definition of a persuasive speech: a speech that is intended to
influence the beliefs, attitudes, values, and acts of others.
Topics: any issue that consists of two viewpoints; ask the students to provide
examples.
Purposes
o To influence an audience’s attitudes about an issue
o To influence an audience’s beliefs or understanding about something
o To influence an audience’s behavior
o To reinforce an audience’s existing attitudes, beliefs, or behavior so
listeners will continue to possess or practice them
Activity:
o Have the class get into groups of three or four and come up with
topics that would correlate with each of the purposes. After they have
done this, talk about the topics as a class.
Persuasive Appeals: rhetorical proof is useful in the art of persuasion
o Logos: appeals to audience reason or logic
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-
o Pathos: appeals to audience emotion
o Ethos: appeals to the speaker’s moral character and personality
o Ask students to come up with examples for each of these and discuss
their examples. Ask the students which appeal is most persuasive.
Organization of Persuasive Speeches (Monroe’s Motivated Sequence)
o Explain to the students that this is how they will all be constructing
their persuasive speeches.
o Step 1: Attention- addresses core concerns of the audience, making
the speech highly relevant to them.
o Step 2: Need- also called the problem step, the need isolates and
describes the issue to be addressed in the persuasive speech.
o Step 3: Satisfaction- this step identifies the solution. It offers
audiences a proposal to reinforce or change their attitudes, beliefs,
and values regarding the need at hand. This step continues by
providing more detail about the solution.
o Step 4: Visualization-provides the audience with a vision of
anticipated outcomes of the solution. Its purpose is to carry the
audience beyond accepting the feasibility of your proposal to seeing
how it will actually benefit them.
o Step 5: Action- makes a direct request of the audience. The request is
for the audience members to act according to their acceptance of the
message.
Pass out worksheet. If there is time, have the students do the worksheet in
class and then go over the answers. If not, it will be homework.
Pass out the speech assignment sheet, evaluation form, and checklist.
Conclusion:
Summarize lesson: Persuasive speeches. Ask students to recall Monroe’s Motivated
Sequence.
Assignment: Tell them to begin thinking about a topic for their persuasive speeches.
They will need to have the topic approved by the end of tomorrow’s lesson.
Preview of tomorrow’s lesson: Evidence and Research.
Resources Needed:
25 worksheets
25 copies of the speech assignment, evaluation form, and checklist
PowerPoint
Laptop
Bibliography:
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 7
Monroe’s Motivated Sequence
Name_________________________________Hour_______Date___________
Directions: After reading the following examples, write down which step in
Monroe’s Motivated Sequence corresponds to the example.
“Today we come together in an extraordinary session to take the first step in solving
an extraordinary problem. Let’s define the problem. The problem is violence. The
problem is kids killing kids. The problem is gangs in our neighborhoods. The
problem is guns in the hands of children. This is not just a Denver problem; it is a
problem throughout the state.”
“Ladies and gentlemen, because of trafficking of illegal drugs, the health and wellbeing of our children are at risk. Our democratic systems are under assault. Allow
me to describe the magnitude of the common danger we face.”
“This special session is only a first step. Our first responsibility is to get the bullets
off the streets and guns out of the hands of our kids. There will be many steps that
must follow concerning prevention but for the next few days we need to focus on
four simple but critical tasks. One, we must ban the possession of handguns by kids
under 18. Two, we must make the consequences of violating this law immediate
and serious. Three…”
“The time has come for government and the telecommunications industry to see if
we can make that happen. And any plan to do that has to include objective
measurements to determine when market competition is a reality.”
“A new political vision requires people to engage each other, endure the pain of
candor, learn from each other’s history, absorb each other’s humanity and move on
to higher ground. Such is the task of those who care about racial healing. It won’t
happen overnight nor will one person bring it, however illustrative his career, nor
will one person destroy it, however heinous his crime or poisonous his rhetoric. It
can never be just about numbers. What will be built has the foundation in the
individual interactions of individual Americans of different races who dialogue and
then act together to do something…”
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Answer Sheet
1.) Step 2: Need
2.) Step 1: Attention
3.) Step 3: Satisfaction
4.) Step 5: Action
5.) Step 4: Visualization
Brondyke 9
April 2, 2009
Public Speaking
Grade 10
50 minutes
Objective:
The student will be able to identify verifiable facts on his or her selected topic while
researching.
MN Standard:
The student will demonstrate understanding and communicate effectively through
listening and speaking: 1.) Distinguish between speaker’s opinion and verifiable
facts and analyze the credibility of the presentation.
Introduction:
-
-
Discuss the lesson from the previous day: Persuasive speeches. What are the
steps in Monroe’s Motivated Sequence? Discuss answers to worksheet if it
was not done yesterday.
Attention getter: Tell a “story”
o Julie and Brenda were neighbors in Wallston, WI. One day, Julie got a
call from Brenda about a newspaper article that reported on Julie’s
hobby—growing herbs. Brenda, who was chair of special events for
the town’s Gourmet Club, though Julie would make an interesting
speaker for one of the club’s meetings. Julie was flattered and agreed
to speak. Then Brenda cautioned Julie, “Our members are really
serious about learning to grow herbs. They use all the time in their
cooking and they’re anxious to get practical advice.” After the phone
call, Julie started to think. Growing herbs was Julie’s hobby, but she
would feel more confident speaking in front of the Gourmet Club if she
had more than just her experiences to discuss.
o What could Julie do to make sure she had more than just her
experiences to discuss at the meeting?
Preview today’s lesson: Types of evidence and research.
Content:
-
Types of Supporting Material
o Examples: illustrate, describe or represent things. Aids understanding
by making ideas, items, or events more concrete and by clarifying and
amplifying meaning.
o Testimony: firsthand findings, eyewitness accounts, and opinions that
directly support a fact or an event. Credibility is key, look at the
source, the reputation of the source, etc.
Brondyke 10
-
-
-
o Facts and Statistics: documented occurrences that include events,
dates, times, people involved, and places; data expressed in numerical
form.
Locating Supporting Material
o Primary Research: original or firsthand, research conducted by the
speaker. This can be interviews and surveys.
o Secondary Research: the vast body of information gathered by others.
This can be newspapers, books, periodicals, encyclopedias, almanacs,
government publications, etc.
Organizing and Documenting Source Material
o You MUST document the sources you use. You will do this by making a
bibliography and attaching it to the end of your speech manuscript.
o Go over the correct MLA format.
Critically Evaluating Sources
o Importance of critically evaluating sources.
o Pass out handout, discuss.
With the remaining time, have the students tell you their topic ideas so that
you can approve of them before research day one.
Conclusion:
-
Summarize lesson: What are different types of primary and secondary
research?
Assignment: If persuasive speech topic was not approved, think of another
topic by tomorrow. For those that were, no homework.
Preview of tomorrow’s lesson: Research day.
Resources Needed:
-
PowerPoint
Laptop
25 copies of handout
Bibliography:
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 11
RESEARCH: Critical Evaluation
When finding sources for your persuasive speech, keep in mind
the following:
 What is the author’s background—for example, his or her
experience, training and reputation—in the field of study?
 How credible is the publication or website? Who is the
publisher or site operator? Is the person or organization
reputable?
 How reliable are the data, especially the statistical
information?
 How recent is the reference?
Remember:
 Good sources = speaker credibility
Brondyke 12
April 6
Public Speaking
Grade 10
50 minutes
Objective:
The student will be able to identify the correct format of an outline and the necessity
of different transitions throughout his or her speech. The student will be able to
incorporate this information into writing his or her persuasive speech.
WI Standard:
By the end of grade twelve, students will prepare and deliver formal oral
presentations appropriate to specific purposes and audiences: C.12.1—1&4:
Develop and deliver a speech that conveys information and ideas in a logical fashion
for a selected audience, using language that clarifies and reinforces meaning.
Summarize narrative and numerical information accurately and logically in
presentations.
Introduction:
-
-
Discuss the lesson from the previous day: Research Day. Are there any
questions on the types of research found?
Attention getter: Tell the students to take out a sheet of paper and start
outlining their speech. Wait for reactions and then tell the students you
forgot, you have to tell them how to write outlines before they can write
them themselves! Describe how just as a teacher needs to go in a logical
order for the classroom so that students can understand the lesson, so do
speakers, so that audiences understand the speech.
Preview lesson: Outlining and transitions.
Content:
-
-
Refer to the power point to show an example of an outline so that
students understand their end goal.
Principles of Organizing Main and Supporting Points
o Unity
o Coherence
o Balance
Main Points: Making the Claim
o Use the purpose statement and thesis statement as guideposts.
o Number of main points: audiences can only comfortably take in 25 main points, but it also depends on the length of the speech.
o Form of main points: should not introduce more than one idea and
should be stated in parallel form.
Brondyke 13
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-
-
-
Supporting Points: Supplying the Evidence: Form.
Transitions: define and describe how it is used in speeches.
Types of Organizational Arrangements: Provide handout of different
types so that students may begin thinking about how they want to
structure their speeches.
o Topical
o Chronological
o Spatial/Geographical
o Causal
o Problem-Solution
Outlining Speech Material: Also provide handout with examples of
different types of outlines so that students may pick which type of outline
is best suited for their speeches.
o Sentence outlines
o Phrase outlines
o Keyword outlines
Activity: Transitional Stories
o This activity is used so that students may practice the use of
transition words and understand the benefits of these transition
words. Begin by handing out list of potential transition words to
students. Have them get into a circle and tell them that they are
creating a story orally by having each class member include a
sentence or two that includes one of the transitions from the list.
Begin with an exciting introduction and have the students add to
the story one by one.
Activity Discussion
o How much smoother was the story when people remembered to
use transitions?
o Why are transitions important and when should we use them?
Conclusion:
-
Summarize lesson by putting up an outline on the power point and have
the students tell what the main points are, the evidence, and the type of
outline.
Assignment: Begin writing speech outlines. Have at least two main points
with evidence done for class tomorrow so that they can be discussed in
class.
Preview of tomorrow’s lesson: Introductions and Conclusions.
Resources Needed:
-
Laptop
PowerPoint
Sample transition words and phrases handout
Types of Organizational Arrangements handout
Brondyke 14
-
Outlining Speech Material handout
Bibliography:
Cooper, Pamela, and Sherwyn Morreale. Creating Competent Communicators.
Scottsdale: Holcomb Hathaway, Publishers, Inc., 2003.
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 15
Sample Transition Words and Phrases
After all
Likewise
Again
Moreover
And then
Naturally
Because
Nevertheless
Besides
Next
Briefly
Notwithstanding
But
Of course
Consequently
On the other hand
Different from
Otherwise
Finally
Presently
Furthermore
Similarly
Hence
Since
However
Still
In conclusion
Then
In contrast
Thereafter
In order to
Therefore
In other words
Thus
In particular
To illustrate
In short
To summarize
In spite of
Unlike
Instead of
While
In the meantime
Yet
Later
Brondyke 16
Types of Organizational Arrangements
Topical:
A topical pattern arrangement is used when each of the main points of a topic is of
relatively equal importance, and when these points can be presented in any order
relative to the other main points without changing the message.
- Example:
o The speaker plans on emphasizing three reasons for choosing
Chicago as a place to start off a career. These three points can be
arranged in any order and not affect each other or the speech
purpose negatively.
I.
II.
III.
Accessible transportation
Cultural variety
Economic stability
Chronological:
A chronological pattern of arrangement is used to reflect the natural sequential
order of the main points.
- Example:
o A speech describing the development of automobile technology
calls for a chronological or time-ordered sequence of main points.
I.
The transition from horses to engines
II.
Advances during the Depression and after World War II
III.
Automobiles designed for superhighways
IV.
Meeting the demands of fuel shortages
Spatial or Geographical:
This type of arrangement is used when the main points are arranged in order of
their physical proximity or direction relative to each other.
- Example:
o A speech describing a computer company’s market growth across
regions of the country might use the following geographical
arrangement:
I.
II.
Sales are strongest in the Eastern zone
Sales are growing at a rate of 10 percent quarterly in the
Central zone
Sales are up slightly in the Mountain zone
Sales in the Western zone are lagging behind other regions
III.
IV.
Causal (Cause-Effect):
This is used when the main points of a speech compare something known to be a
“cause” to its “effects.”
- Example:
Brondyke 17
o On the topic of teen pregnancy, the following sequence of events
might be determined:
I.
(Cause) Dysfunctional family structure
II.
(Cause) Dysfunctional social relationships
III.
(Cause) Early sexual activity
IV.
(Effect) Early unwed pregnancy
Problem-Solution:
This arrangement is used when the main points are organized to demonstrate the
nature and significance of a problem and then to provide justification for a proposed
solution.
- Example:
o The topic of teen pregnancy can also be used in a problem-solution
format
I.
II.
III.
IV.
Early unwed pregnancies
a. Average age of teen mothers
b. National and local incidence
Probable causes of teen pregnancy
a. Dysfunctional family structure
b. Dysfunctional social relationships
c. Early sexual activity
Unsuccessful solutions
a. School-based sex education
b. Mass media campaigns
Peer counseling as a possible solution
a. How peer counseling works
b. Coupled with school-based sexuality curriculum
Brondyke 18
Outlining Speech Material
Sentence Outlines:
These types of outlines state each main and supporting point as full declarative
sentence.
- Example:
o A student’s speech (the second main point) about the trucking
industry:
II. Let’s look at each of the elements and touch briefly on areas
where trucking has made a difference and where we’ve
prepared to do more.
a. The trucking industry supported and helped build the
interstate Highway System
b. We have done a great deal for truck safety, and the results
speak for themselves.
c. Truck drivers are at the heart of our industry, and they are
obviously central to the safety equation.
Phrase Outlines:
This type of outline expresses each main and supporting point with partial
construction of the sentence form.
- Example:
o Using the same main point about the trucking industry, this is
what a phrase outline looks like:
II. Elements where trucking has made a difference
a. Industry helped build Interstate Highway System
b. Truck safety results speak for themselves
c. Drivers are heart of industry and central to safety
Keyword Outlines:
Keyword outlines convey each main point and supporting point with the smallest
possible units of understanding, such as a single word or very brief phrase.
- Example:
o Using the same main point about the trucking industry, the
student’s outline would look like this in keyword form:
II. Elements
a. Interstate Highway System
b. Safety
c. Drivers
Brondyke 19
April 7, 2009
Public Speaking
Grade 10
50 minutes
Objectives:
The student will be able to identify elements of the introduction and conclusion to a
speech and therefore be able to write his or her own effective introduction and
conclusion for his or her persuasive speech. Students will also be able to recognize
the difference between literal and connotative meanings while establishing
credibility in their introduction.
MN/WI Standard:
MN Standard--The student will demonstrate understanding and communicate
effectively through listening and speaking: 2.) Deliver a speech in a logical manner
using grammatically correct language, including vocabulary appropriate to the topic,
audience, and purpose.
WI Standard— By the end of grade twelve, students will listen to, discuss, and
comprehend oral communications. C.12.2--1: Attend to both literal and connotative
meanings
Introduction:
-
-
-
Discuss the lesson from the previous day: Outlines and Transitions. Discuss
the homework: begin writing outlines, two main points with evidence. Ask if
there are questions and go over a few of the main points with evidence to
make sure that students are doing it correctly.
Attention getter: Quote by Jerry Seinfeld “According to most studies, people's
number one fear is public speaking. Number two is death. Death is number
two. Does that sound right? This means to the average person, if you go to a
funeral, you're better off in the casket than doing the eulogy.”
Explain that this is an example of a way to begin a persuasive speech, a
quotation.
Preview today’s lesson: choices in introductions and conclusions and how to
write each one.
Content:
- Introductions
- Gaining the attention of the audience
o Use a Quotation: where you can find them, who they should be from,
relevancy, citing, and an example.
Brondyke 20
-
-
-
-
o Pose Questions: Ask the students if they can recall a speech that
started with a question, rhetorical questions, actual response
questions, and polls, discuss when these are appropriate, examples.
o Say Something Startling: Surprising, how the audience reacts, base on
statistics, examples.
o Use Humor: Puts the audience at ease, relevancy, appropriateness,
and provide examples.
o Tell a Story: illustrates points, colorful, encourages identification for
the audience, it should be able to stand on its own, real/hypothetical,
examples.
o Illuminate with Images: why it is valuable to a speech, examples.
o Refer to Recent Event or Public Figure: makes audience feel involved,
curiosity, examples.
Establish Credibility
o Accuracy: connotative vs. denotative meaning, report information
correctly.
o Be confident and speak with conviction.
Express Interest in the Audience
o Why this is important and how it can be done.
Introducing the Purpose and the Topic
o Declare what the speech is about and why you are talking about it.
Previewing the Main Points
o Helps the audience and keeps their attention, straightforward (not
like a paper).
o Tell the audience main points and what order you will address them.
Conclusions
Alerting the Audience
o Signposts words and phrases: finally, looking back, in conclusion, in
summary, as I bring this to a close, let me close by saying, etc.
Summarizing Main Points and Goals
o Repetition=remembering: you tell them what you’ve told them.
o Comment on the main points’ significance.
o Reiterate the topic and purpose.
Leave the Audience with Something to Think About
o Call to Action (challenging the audience to respond).
o Use a quotation that captures the essence of the speech.
o Relate a story (this can bring the entire speech into focus effectively).
o Ask a Rhetorical Question (may “drive home” the speech theme).
Conclusion:
-
Summarize key points in lesson: what is one way to begin a speech? What are
some words that let your audience know that you are concluding your
speech?
Assignment: Take a copy of the “I Have A Dream” speech and find the
attention getter, the topic and purpose, and main points. Then, read the
Brondyke 21
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conclusion and comment on how the speaker alerts the audience,
summarizes the main points, and leaves the audience with something to
think about. Write a paragraph response about the effectiveness of the
introduction and conclusion. This will be turned in at the beginning of class
tomorrow.
Preview tomorrow’s lesson: Research Day.
Resources Needed:
- 25 copies of the “I Have A Dream” speech
- PowerPoint
- Laptop
Bibliography:
Mount, Steve. “The I Have a Dream Speech.” US Constitution Online. 2 Oct. 2008. 30
April 2009. <http:// www.usconstitution.net/dream.html>.
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 22
I Have A Dream
By: Martin Luther King, Jr.
I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today,
signed the Emancipation Proclamation. This momentous decree came as a great
beacon light of hope to millions of Negro slaves who had been seared in the flames
of withering injustice. It came as a joyous daybreak to end the long night of their
captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the
life of the Negro is still sadly crippled by the manacles of segregation and the chains
of discrimination. One hundred years later, the Negro lives on a lonely island of
poverty in the midst of a vast ocean of material prosperity. One hundred years later,
the Negro is still languishing in the corners of American society and finds himself an
exile in his own land. So we have come here today to dramatize a shameful
condition.
In a sense we have come to our nation's capital to cash a check. When the architects
of our republic wrote the magnificent words of the Constitution and the Declaration
of Independence, they were signing a promissory note to which every American was
to fall heir. This note was a promise that all men, yes, black men as well as white
men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of
happiness.
It is obvious today that America has defaulted on this promissory note insofar as her
citizens of color are concerned. Instead of honoring this sacred obligation, America
has given the Negro people a bad check, a check which has come back marked
"insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We
refuse to believe that there are insufficient funds in the great vaults of opportunity
of this nation. So we have come to cash this check — a check that will give us upon
demand the riches of freedom and the security of justice. We have also come to this
hallowed spot to remind America of the fierce urgency of now. This is no time to
engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.
Now is the time to make real the promises of democracy. Now is the time to rise
from the dark and desolate valley of segregation to the sunlit path of racial justice.
Now is the time to lift our nation from the quick sands of racial injustice to the solid
rock of brotherhood. Now is the time to make justice a reality for all of God's
children.
It would be fatal for the nation to overlook the urgency of the moment. This
Brondyke 23
sweltering summer of the Negro's legitimate discontent will not pass until there is
an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end,
but a beginning. Those who hope that the Negro needed to blow off steam and will
now be content will have a rude awakening if the nation returns to business as
usual. There will be neither rest nor tranquility in America until the Negro is
granted his citizenship rights. The whirlwinds of revolt will continue to shake the
foundations of our nation until the bright day of justice emerges.
But there is something that I must say to my people who stand on the warm
threshold which leads into the palace of justice. In the process of gaining our rightful
place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst
for freedom by drinking from the cup of bitterness and hatred.
We must forever conduct our struggle on the high plane of dignity and discipline.
We must not allow our creative protest to degenerate into physical violence. Again
and again we must rise to the majestic heights of meeting physical force with soul
force. The marvelous new militancy which has engulfed the Negro community must
not lead us to a distrust of all white people, for many of our white brothers, as
evidenced by their presence here today, have come to realize that their destiny is
tied up with our destiny. They have come to realize that their freedom is
inextricably bound to our freedom. We cannot walk alone.
As we walk, we must make the pledge that we shall always march ahead. We cannot
turn back. There are those who are asking the devotees of civil rights, "When will
you be satisfied?" We can never be satisfied as long as the Negro is the victim of the
unspeakable horrors of police brutality. We can never be satisfied, as long as our
bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the Negro's
basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as
long as our children are stripped of their selfhood and robbed of their dignity by
signs stating "For Whites Only". We cannot be satisfied as long as a Negro in
Mississippi cannot vote and a Negro in New York believes he has nothing for which
to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls
down like waters and righteousness like a mighty stream.
I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. Some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the
veterans of creative suffering. Continue to work with the faith that unearned
suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to
Georgia, go back to Louisiana, go back to the slums and ghettos of our northern
cities, knowing that somehow this situation can and will be changed. Let us not
Brondyke 24
wallow in the valley of despair.
I say to you today, my friends, so even though we face the difficulties of today and
tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of
its creed: "We hold these truths to be self-evident: that all men are created equal."
I have a dream that one day on the red hills of Georgia the sons of former slaves and
the sons of former slave owners will be able to sit down together at the table of
brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the
heat of injustice, sweltering with the heat of oppression, will be transformed into an
oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they
will not be judged by the color of their skin but by the content of their character.
I have a dream today.
I have a dream that one day, down in Alabama, with its vicious racists, with its
governor having his lips dripping with the words of interposition and nullification;
one day right there in Alabama, little black boys and black girls will be able to join
hands with little white boys and white girls as sisters and brothers.
I have a dream today.
I have a dream that one day every valley shall be exalted, every hill and mountain
shall be made low, the rough places will be made plain, and the crooked places will
be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it
together.
This is our hope. This is the faith that I go back to the South with. With this faith we
will be able to hew out of the mountain of despair a stone of hope. With this faith we
will be able to transform the jangling discords of our nation into a beautiful
symphony of brotherhood. With this faith we will be able to work together, to pray
together, to struggle together, to go to jail together, to stand up for freedom
together, knowing that we will be free one day.
This will be the day when all of God's children will be able to sing with a new
meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where
my fathers died, land of the pilgrim's pride, from every mountainside, let freedom
ring."
Brondyke 25
And if America is to be a great nation this must become true. So let freedom ring
from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty
mountains of New York. Let freedom ring from the heightening Alleghenies of
Pennsylvania!
Let freedom ring from the snowcapped Rockies of Colorado!
Let freedom ring from the curvaceous slopes of California!
But not only that; let freedom ring from Stone Mountain of Georgia!
Let freedom ring from Lookout Mountain of Tennessee!
Let freedom ring from every hill and molehill of Mississippi. From every
mountainside, let freedom ring.
And when this happens, when we allow freedom to ring, when we let it ring from
every village and every hamlet, from every state and every city, we will be able to
speed up that day when all of God's children, black men and white men, Jews and
Gentiles, Protestants and Catholics, will be able to join hands and sing in the words
of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free
at last!"
Brondyke 26
April 9, 2009
Public Speaking
Grade 10
50 minutes
Objective:
The student will be able to identify the roles of a visual aid and will be able to
produce an aid for his or her persuasive speech.
WI Standard:
By the end of grade twelve, students will listen to, discuss and comprehend oral
communications: C 12.1--4: Summarize narrative and numerical information
accurately and logically in presentations.
Introduction:
-
Discuss the lesson from the previous day: Research Day. Are there any
questions about the research found?
Attention getter: On the PowerPoint, have the first slide be a bad example of
a visual aid (i.e. different fonts, colors, sizes, lots of pictures, etc.). Ask the
students if they can decipher what is wrong with the slide.
Preview lesson: Visual Aids-the roles and preparation.
Content:
-
-
-
Visual aids include:
o Objects, models, pictures, graphs, charts, video, audio, and
multimedia.
o Should be used to supplement ideas, rather than serve as ideas.
o Explain to the students that for their persuasive speeches, they will be
limited to objects, models, pictures, graphs, and charts.
Visual Aid Roles
o Help listeners process and retain information.
o Promote interest and motivation.
o Save time: pictures can vividly describe a scene, object, or event
instantaneously; statistical relationships can be communicated much
more efficiently and effectively through graphs and charts than
through verbal description, etc.
o Persuade: seeing the facts of an argument laid out in front of you can
make a significant difference in how you respond to an appeal.
o Create a professional image: demonstrate that work has gone into the
presentation depending on the quality of your visual aid.
Preparing Visual Aids
Brondyke 27
-
-
o Simplicity and Continuity: less is best (refer to attention getter);
maintain continuity through any key design elements.
o Color: keep background color of your aid constant, limit the number of
colors used, colors stimulate and help listeners see comparisons,
contrasts, and emphases.
o Integrating Texts and Graphics: typeface and fonts should be
consistent, make sure the size of font is big enough for the audience to
see.
o Proofreading for Errors and Design Flaws: important step, credibility
suffers if there are incorrect spellings, errors in computations, etc.
Using Visual Aids in Your Speech
o Placement: situate the aid so that it odes not interrupt the rhythm of
your presentation, make sure it is easily accessible, cover it to avoid
distracting the audience before you are ready to display it.
o Interpretation: As you are displaying the aid, make sure to interpret
and explain it to the audience members, state the point of the aid and
provide a brief summary.
o Time and Sequence: You must know at what point in the presentation
you will be discussing the aid and make sure it is relevant to the point
you are discussing.
Have students get with a partner to discuss their persuasive speech topics
and what type of visual aids would be useful for the research and information
they have.
Conclusion:
-
Summarize lesson: ask students to recall things to consider when actually
using the aid in a speech.
Assignment: Decide on what type of visual aid you will use in your speech.
Preview of tomorrow’s lesson: Research day. This will also be time to work
on your visual aid.
Resources Needed:
-
Laptop
PowerPoint
Bibliography:
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 28
April 13, 2009
Public Speaking
Grade 10
50 minutes
Objective:
The student will be able to identify ways to improve his or her oral skills through
self-evaluation.
MN /WI Standards:
MN Standard--The student will be able to demonstrate understanding and
communicate effectively through listening and speaking: 7.) Apply assessment
criteria to self-evaluation of oral presentations.
WI Standard-- By the end of grade twelve, students will listen to, discuss, and
comprehend oral communications. 12.2--4: Analyze messages for accuracy and
usefulness.
Introduction:
-
Discuss the lesson from the previous day: Research day. Are there questions
on the research you found?
Attention getter: Explain to the students that today they will have the chance
to grade other student speeches.
Preview lesson: Self –evaluation of oral communication. We will be looking at
previous student speeches and critiquing them so that we learn how to
become more aware of our own oral communication.
Content:
-
Pass out copies of the evaluation sheet that will be used to grade the
students’ speeches.
Explain to them the system for getting a high score vs. a low score in each
category. Ask if there are questions before proceeding.
Play the first student speech (should be a speech that is average). After, give
the students time to fill out the evaluation. Have the students get with a
partner and discuss the scores. Then discuss as a class.
Play the second speech (should be excellent, A+ work). After, give the
students time to fill out the evaluation. Have the students get with a partner
and discuss the scores. Discuss as a class.
Have the students write two paragraphs: one on how the speeches differed
and then one on how they will use what they learned in class today when
giving their speech.
Brondyke 29
-
The students are expected to turn in the paragraphs 5 minutes before the
end of the period so that there is time to conclude the lesson. They must also
turn in the evaluations they filled out during the class period.
Conclusion:
-
Summarize lesson: Today we learned about how to self-evaluate speeches.
How is this useful in preparation for your upcoming speeches?
Assignment: Bring in all the research you have accumulated for the speech
for tomorrow’s class. Bring in outline of speech as well.
Preview tomorrow’s lesson: How to make oral citations
Resources Needed:
-
Videos of previous student speeches, permission forms from them to ensure
approval
25 copies of the evaluation for persuasive speeches
Bibliography:
Not applicable
Brondyke 30
Persuasive Speech-Evaluation Form
Name:________________________________Topic:________________________________Time:________
Composition
1.) Attention Getter
2.) Main Thesis & Specific Purpose
3.) Preview of Main Points
4.) Transitions
5.) Conclusion
6.) Topic
1 2 3 4 5 6 7
0 0 1 2 3 4 5
2 3 4 5 6 7 8
3 4 5 6 7 8 9
2 3 4 5 6 7 8
0 0 0 0 1 2 3
COMPOSTION SCORE_____/40
Organizational Pattern: Monroe’s Motivated Sequence
1.) Need (establishing the problem)
4 5 6 7 8 9 10
2.) Satisfy (establishing the solution)
4 5 6 7 8 9 10
3.) Visualization (viability of the solution)
4 5 6 7 8 9 10
4.) Action
4 5 6 7 8 9 10
ORGANIZATION SCORE_____/40
Visual Aid
1.) Large Enough & Easy to See
2.) Manipulation (Reveal & Conceal)
3.) Talk to your Audience not VA
4.) Explain VA Clearly and Concisely
Delivery
1.) Energy
2.) Appearance
3.) Confidence
4.) Eye Contact
Comments:
Grade____________/100
0 0 0 0 1 2 3
0 0 0 0 1 2 3
0 0 0 0 1 2 3
0 0 0 1 2 3 4
VISUAL AID SCORE_______/10
0 0 0 0 1 2 3
0 0 0 0 1 2 3
0 0 0 0 0 1 2
0 0 0 0 1 2 3
DELIVERY SCORE_______/10
Brondyke 31
April 14, 2009
Public Speaking
Grade 10
50 minutes
Objective:
The student will be able to identify and develop the correct format for making oral
citations in a presentation.
MN Standard
The student will demonstrate understanding and communicate effectively through
listening and speaking: 1.) Distinguish between a speaker’s opinion and verifiable
facts and analyze the credibility of the presentation.
Introduction:
-
-
Discuss the lesson from the previous day: self-evaluations. Are there
questions about yesterday’s lesson?
Attention getter: Begin by making a statement how there is no such thing as
global warming; the earth just goes in cycles and therefore there is no need
to recycle, turn off the lights, etc. because it won’t hurt the earth if they don’t.
Ask the students to respond.
Preview lesson: Oral citations. In order for a speaker to be credible, they
must orally cite where and when he or she found the information.
Content:
-
-
Begin by discussing the statement made in the introduction. Since the
teacher is not a scientist, she would have to provide some type of evidence in
order to make the information credible.
Explain that oral citations are like paper citations--only the speaker cites the
information orally.
Show an example of an oral citation on the elmo.
Also on the elmo, sheet 2: What needs to be orally cited?
o Direct quotations, paraphrased information, facts, statistics, and just
about any other kind of information gathered and reported by others.
o Oral presentations do not need to include the full bibliographic
reference (volume, page numbers, etc.) but a reference page needs to
be at the end of the speech manuscript.
Direct Quotes (sheet 3 on elmo)
o Definition of direct quotes.
o Example: “As my esteemed colleague, Dr. Vance Brown, told an
audience of AIDS researchers at the International AIDS convention
Brondyke 32
-
-
-
-
last year, and I quote, “The cure may be near or may be far, but the
human suffering is very much in the present.”
o Different ways to say it in a speech (“And I quote” or “As [the source]
put it,” etc.)
Paraphrased Information
o Definition.
o Example: According to Professor John Slater of the Cranberry Middle
School in New York, students’ increasing reliance on the Internet as a
research tool will only result in more cases of plagiarism. Slater sees a
trend in which students equate cyberspace with “free.” Unless we
address the issue at the grade school level, Slater says, we risk raising
a generation of plagiarizers.
Facts and Statistics
o Examples of how to incorporate and cite facts and statistics in
speeches.
 In the July 1995 issue of Management Today, in his article “In
Sickness,” journalist Simon Caulkin reports that Britain’s
National Health Service is suffering low employee morale.
 According to Scott Burns, a columnist featured in the January
14, 1996, edition of the Dallas Morning News, saving money in
today’s economic climate is problematic.
Explain to the students that without oral citations, their persuasive speeches
will not be credible and seen as an example of plagiarism. The ideas or
facts/statistics the students are using are not their own and therefore need
to be cited properly.
Activity:
o Have the students get out the outlines of their speeches and their
research. Have them work on incorporating oral citations into their
speech for the remainder of the period. Tell the students to feel free
to come up to the desk if they have questions. They are to work
silently. Stop them with 3 minutes to the bell to conclude the lesson.
Conclusion:
-
Summarize lesson: Why is it important to orally cite your sources? What
needs to be orally cited?
Assignment: Go over your speech and make sure your information is
correctly cited. Practice orally citing the information in your speech.
Preview of tomorrow’s lesson: Verbal and Non-Verbal Communication.
Resources Needed:
-
Elmo
Sheets of information/examples for elmo
Bibliography:
Brondyke 33
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 34
Example of Oral Citation
In a lecture on academic honesty, Grinnell
University Professor Judy Hunter described how
two-thirds of the cases of plagiarism brought
before the university’s Committee on Academic
Standing resulted not because students
deliberately set out to deceive their audience or
their professors but from, and I quote, “a mistaken
notion of the importance of the process of citation.”
Brondyke 35
What needs to be orally cited?
 Direct quotations
 Paraphrased information
 Facts & Statistics
 Any information gathered and reported by
others
Brondyke 36
Direct Quotations
 Direct quotations are statements made verbatim,
or word for word, by someone else.
 Direct quotations should always be
acknowledged in a speech
 Example:
o “As my esteemed colleague, Dr. Vance Brown, told
an audience of AIDS researchers at the
International AIDS convention last year, and I
quote, “The cure may be near or may be far, but
the human suffering is very much in the present.”
Brondyke 37
Paraphrased Information
 A paraphrase is a restatement of someone else’s
statements, ideas, or written work in the
speaker’s own words.
 They alter the form but not the substance of
another’s ideas, so the speaker must
acknowledge the original source.
 Example:
o According to Professor John Slater of the Cranberry
Middle School in New York, students’ increasing
reliance on the Internet as a research tool will
only result in more cases of plagiarism. Slater
sees a trend in which students equate cyberspace
with “free.” Unless we address the issue at the
grade school level, Slater says, we risk raising a
generation of plagiarizers.
Brondyke 38
Facts & Statistics
 Any data other than that gathered by you should
be cited.
 Examples:
o In the July 1995 issue of Management Today, in
his article “In Sickness,” journalist Simon Caulkin
reports that Britain’s National Health Service is
suffering low employee morale.
o According to Scott Burns, a columnist featured in
the January 14, 1996, edition of the Dallas
Morning News, saving money in today’s economic
climate is problematic.
Brondyke 39
April 15, 2009
Public Speaking
Grade 10
50 minutes
Objective:
The student will be able to identify and develop correct delivery through verbal and
non-verbal communication and demonstrate this in his or her persuasive speech.
WI Standard:
By the end of grade twelve, students will listen to, discuss and comprehend oral
communications: C. 12.1--5& 9: Demonstrate confidence and poise during
presentations, interacting effectively with the audience, and selecting language and
gestures mindful of their effect. Speak fluently with varied inflection and effective
eye contact, enunciating clearly at an appropriate rate and volume. C.12.2--5:
Evaluate a speaker’s use of diction, tone, syntax, rhetorical structure, and
conventions of language considering the purpose and context of the communication.
Introduction:
-
Discuss the lesson from the previous day: Oral citations. Ask if there are
questions.
Attention getter: Sit down in chair, slump, speak softly, don’t make eye
contact, etc. and explain to the class what today’s lesson will be.
After that is done, stand up, use correct volume, etc. (fix everything wrong
before) and ask the students what was wrong with my delivery.
Preview lesson (again): delivery through verbal and non-verbal
communication.
Content:
-
Qualities of effective delivery
o Natural: Not theatrical, much the same as engaging in a
particularly important conversation, similar to a serious
conversation.
o Enthusiastic: As the speaker, be interested in your topic, it’s
contagious, makes audience members feel more involved, focuses
audience’s attention on message.
o Confident: Conveys certainty and comfort, think about what you’re
trying to say and how well your listeners are grasping it rather
than how you look and sound.
Brondyke 40
-
-
-
o Direct: Connect personally with your listeners, build rapport with
audience, maintain eye contact, friendly tone.
Non-Verbal Communication
o What is non-verbal communication? Speaker’s physical actions
and appearance—facial expressions, eye contact, gestures, body
movement, etc.
o Non-verbal behavior clarifies messages: describe how.
o Non-verbal behavior facilitates feedback: describe how.
o Non-verbal behavior helps establish a relationship between
speaker and audience: describe how.
o Non-verbal behavior helps establish speaker credibility: describe
how.
Verbal Communication
o The voice in delivery: audiences are highly sensitive to a speaker’s
voice, regardless of quality of message, if you have inadequate
control of your voice, you may lose the attention of your audience.
o Volume: define and describe what volume depends on: size of
room/number of persons, availability of microphone, background
noise.
o Pitch: define and give examples of different pitches and have
students tell how each pitch is different and conveys a different
meaning.
o Rate: define; show examples of both (slow and fast) through
definition.
o Pauses: define and explain how they can enhance your speech
(emphasize point, moment of contemplation, etc.)
o Vocal variety: define and call on students to provide examples
o Pronunciation and Articulation: define and show words that are
routinely mispronounced on elmo (i.e. effect, leaves, etc.)
Activity
o Practice verbal communication: voice. Have the students imitate
exactly the story you tell. Stop after every sentence so that the
students can mimic you. Vary rate, volume, and pitch in an
animated conversational tone. Also demonstrate non-verbal
communication such as eye contact and facial expressions.
o Use the story of: The Emperor’s New Suit, by Hans Christian
Anderson.
o After letting the students mimic you for the first 3 paragraphs in
the story, call on students to come up and try it on their own.
Remind them to demonstrate non-verbal communication as well,
through eye contact and facial expressions.
Conclusion:
-
Summarize lesson, call on students to recall different verbal and nonverbal communication techniques.
Brondyke 41
-
Assignment: Practice persuasive speech and use the information in
today’s class to make your speech delivery better. Bring a copy of your
speech with you for tomorrow’s lesson.
Preview of tomorrow’s lesson: communication apprehension.
Resources Needed:
-
Elmo & sheet of mispronunciations
25 copies of Hans Christian Anderson story
PowerPoint of terms covered in today’s lesson
Bibliography:
Cooper, Pamela, and Sherwyn Morreale. Creating Competent Communicators.
Scottsdale: Holcomb Hathaway, Publishers, Inc., 2003.
“Fairy Tales of Hans Christian Anderson.” Aesop’s Fables. 26 Oct. 2007. 30 April
2009. <http://www.aesopfables.com/aesophca.html>.
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 42
MISPRONUNCIATIONS
Examples
 Oil (oyel) is often stated as o-ell or oy-yel
 Effect (ee-fect) is stated as uh-fect
 Going (go-ing) is said as go-in
 Mobile (mo-bel) is said as mo-bull or mo-bill
 Leaves (leev) is stated as leephs
Brondyke 43
The Emperor’s New Suit
By: Hans Christian Anderson
MANY, many years ago lived an emperor, who thought so much
of new clothes that he spent all his money in order to obtain
them; his only ambition was to be always well dressed. He did
not care for his soldiers, and the theatre did not amuse him;
the only thing, in fact, he thought anything of was to drive
out and show a new suit of clothes. He had a coat for every
hour of the day; and as one would say of a king "He is in his
cabinet," so one could say of him, "The emperor is in his
dressing-room."
The great city where he resided was very gay; every day
many strangers from all parts of the globe arrived. One day
two swindlers came to this city; they made people believe that
they were weavers, and declared they could manufacture the
finest cloth to be imagined. Their colours and patterns, they
said, were not only exceptionally beautiful, but the clothes
made of their material possessed the wonderful quality of
being invisible to any man who was unfit for his office or
unpardonably stupid.
"That must be wonderful cloth," thought the emperor. "If I
were to be dressed in a suit made of this cloth I should be
able to find out which men in my empire were unfit for their
places, and I could distinguish the clever from the stupid. I
must have this cloth woven for me without delay." And he gave
a large sum of money to the swindlers, in advance, that they
should set to work without any loss of time. They set up two
looms, and pretended to be very hard at work, but they did
nothing whatever on the looms. They asked for the finest silk
and the most precious gold-cloth; all they got they did away
with, and worked at the empty looms till late at night.
"I should very much like to know how they are getting on
with the cloth," thought the emperor. But he felt rather
uneasy when he remembered that he who was not fit for his
office could not see it. Personally, he was of opinion that he
had nothing to fear, yet he thought it advisable to send
somebody else first to see how matters stood. Everybody in the
town knew what a remarkable quality the stuff possessed, and
Brondyke 44
all were anxious to see how bad or stupid their neighbours
were.
"I shall send my honest old minister to the weavers,"
thought the emperor. "He can judge best how the stuff looks,
for he is intelligent, and nobody understands his office
better than he."
The good old minister went into the room where the
swindlers sat before the empty looms. "Heaven preserve us!" he
thought, and opened his eyes wide, "I cannot see anything at
all," but he did not say so. Both swindlers requested him to
come near, and asked him if he did not admire the exquisite
pattern and the beautiful colours, pointing to the empty
looms. The poor old minister tried his very best, but he could
see nothing, for there was nothing to be seen. "Oh dear," he
thought, "can I be so stupid? I should never have thought so,
and nobody must know it! Is it possible that I am not fit for
my office? No, no, I cannot say that I was unable to see the
cloth."
"Now, have you got nothing to say?" said one of the
swindlers, while he pretended to be busily weaving.
"Oh, it is very pretty, exceedingly beautiful," replied
the old minister looking through his glasses. "What a
beautiful pattern, what brilliant colours! I shall tell the
emperor that I like the cloth very much."
"We are pleased to hear that," said the two weavers, and
described to him the colours and explained the curious
pattern. The old minister listened attentively, that he might
relate to the emperor what they said; and so he did.
Now the swindlers asked for more money, silk and
gold-cloth, which they required for weaving. They kept
everything for themselves, and not a thread came near the
loom, but they continued, as hitherto, to work at the empty
looms.
Soon afterwards the emperor sent another honest courtier
to the weavers to see how they were getting on, and if the
cloth was nearly finished. Like the old minister, he looked
and looked but could see nothing, as there was nothing to be
seen.
Brondyke 45
"Is it not a beautiful piece of cloth?" asked the two
swindlers, showing and explaining the magnificent pattern,
which, however, did not exist.
"I am not stupid," said the man. "It is therefore my good
appointment for which I am not fit. It is very strange, but I
must not let any one know it;" and he praised the cloth, which
he did not see, and expressed his joy at the beautiful colours
and the fine pattern. "It is very excellent," he said to the
emperor.
Everybody in the whole town talked about the precious
cloth. At last the emperor wished to see it himself, while it
was still on the loom. With a number of courtiers, including
the two who had already been there, he went to the two clever
swindlers, who now worked as hard as they could, but without
using any thread.
"Is it not magnificent?" said the two old statesmen who
had been there before. "Your Majesty must admire the colours
and the pattern." And then they pointed to the empty looms,
for they imagined the others could see the cloth.
"What is this?" thought the emperor, "I do not see
anything at all. That is terrible! Am I stupid? Am I unfit to
be emperor? That would indeed be the most dreadful thing that
could happen to me."
"Really," he said, turning to the weavers, "your cloth has
our most gracious approval;" and nodding contentedly he looked
at the empty loom, for he did not like to say that he saw
nothing. All his attendants, who were with him, looked and
looked, and although they could not see anything more than the
others, they said, like the emperor, "It is very beautiful."
And all advised him to wear the new magnificent clothes at a
great procession which was soon to take place. "It is
magnificent, beautiful, excellent," one heard them say;
everybody seemed to be delighted, and the emperor appointed
the two swindlers "Imperial Court weavers."
The whole night previous to the day on which the
procession was to take place, the swindlers pretended to work,
and burned more than sixteen candles. People should see that
they were busy to finish the emperor's new suit. They
pretended to take the cloth from the loom, and worked about in
the air with big scissors, and sewed with needles without
Brondyke 46
thread, and said at last: "The emperor's new suit is ready
now."
The emperor and all his barons then came to the hall; the
swindlers held their arms up as if they held something in
their hands and said: "These are the trousers!" "This is the
coat!" and "Here is the cloak!" and so on. "They are all as
light as a cobweb, and one must feel as if one had nothing at
all upon the body; but that is just the beauty of them."
"Indeed!" said all the courtiers; but they could not see
anything, for there was nothing to be seen.
"Does it please your Majesty now to graciously undress,"
said the swindlers, "that we may assist your Majesty in
putting on the new suit before the large looking-glass?"
The emperor undressed, and the swindlers pretended to put
the new suit upon him, one piece after another; and the
emperor looked at himself in the glass from every side.
"How well they look! How well they fit!" said all. "What a
beautiful pattern! What fine colours! That is a magnificent
suit of clothes!"
The master of the ceremonies announced that the bearers of
the canopy, which was to be carried in the procession, were
ready.
"I am ready," said the emperor. "Does not my suit fit me
marvellously?" Then he turned once more to the looking-glass,
that people should think he admired his garments.
The chamberlains, who were to carry the train, stretched
their hands to the ground as if they lifted up a train, and
pretended to hold something in their hands; they did not like
people to know that they could not see anything.
The emperor marched in the procession under the beautiful
canopy, and all who saw him in the street and out of the
windows exclaimed: "Indeed, the emperor's new suit is
incomparable! What a long train he has! How well it fits him!"
Nobody wished to let others know he saw nothing, for then he
would have been unfit for his office or too stupid. Never
emperor's clothes were more admired.
Brondyke 47
"But he has nothing on at all," said a little child at
last. "Good heavens! listen to the voice of an innocent
child," said the father, and one whispered to the other what
the child had said. "But he has nothing on at all," cried at
last the whole people. That made a deep impression upon the
emperor, for it seemed to him that they were right; but he
thought to himself, "Now I must bear up to the end." And the
chamberlains walked with still greater dignity, as if they
carried the train which did not exist.
THE END
Brondyke 48
April 16, 2009
Public Speaking
Grade 10
50 minutes
Objectives:
The student will be able to identify ways to overcome communication apprehension
and actively use these ways to overcome it.
WI Standard:
By the end of grade twelve, students will listen to, discuss and comprehend oral
communications: C. 12.2--5: Demonstrate confidence and poise during
presentations, interacting effectively with the audience, and selecting language and
gestures mindful of their effect.
Introduction:
-
Begin discussing the lesson from the previous day: verbal and non-verbal
communication, and while in the process of this, pretend to get progressively
nervous and make this aware to the students.
Ask the students if they could relate to how I was feeling when they
themselves have to get up and talk in front of people.
Tell the students that today’s lesson will be on communication apprehension
(define) and ways to overcome this.
Tell the students why this is so important and how it will relate to them in
the real world.
Content:
-
-
Activity: Have students take a communication anxiety test to figure out their
level of communication apprehension.
Go over the results.
Roots of public speaking anxiety
o Ask the students why they think people get nervous before speeches
(lack of experience, feeling different, being the center of attention).
Forms
o Pass out a vocabulary sheet of all the terms.
o Go over each type of communication anxiety: contexts,
person/audience specific, and situational, provide examples of each
type.
Anxiety during the Speechmaking Process
Brondyke 49
-
-
-
o Pre-preparation anxiety, preparation anxiety, pre-performance
anxiety, performance anxiety.
Consequences of Public Speaking Anxiety
o Ask the students what they believe the consequences are to public
speaking anxiety, both in the real world and in the classroom:
(procrastination, poor speech performance, grades, work force).
Strategies for Getting Started with Confidence
o Prepare and Practice: manage time wisely, don’t skimp on research,
and rehearse delivering your speech.
o Modify Thoughts and Attitudes: how this can be done.
o Visualize Success: see yourself giving an effective speech.
Use Relaxation Techniques
o Stress-Control Breathing, The Wave, Natural Gestures, Freedom to
Walk.
Activity: Have the students practice their speeches with a partner.
Conclusion:
-
Ask the class if they have any questions about the content covered.
Assignment: Practice speeches.
Preview of tomorrow: SPEECH DAY one.
Resources Needed:
-
Communication apprehension worksheet (25)
Worksheet with model and vocabulary terms (25)
Bibliography:
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.
Brondyke 50
Communication Apprehension
Instructions: Following are 24 statements that ask how you feel about communicating.
Don’t worry if some of the following statements seem similar to other statements. In the
space to the left of each item, indicate the extent to which you agree that this statement
describes you. Please record your first impressions without analyzing statements closely.
Use the following scale:
1=strongly agree it describes me
2=agree it describes me
3=undecided how well this describes me
4=disagree that this describes me
5=strongly disagree that this describes me
_____ 1. I dislike participating in group discussions
_____ 2. Generally, I am comfortable while participating in group discussions
_____ 3. I am tense and nervous while participating in group discussions
_____ 4. I like to get involved in group discussions
_____ 5. Engaging in group discussions with new people makes me tense and nervous
_____ 6. I am calm and relaxed while participating in group discussions
_____ 7. Generally, I am nervous when I have to participate in a meeting
_____ 8. Usually, I am calm and relaxed while participating in meetings
_____ 9. I am very calm and relaxed when I am called on to express an opinion at a meeting
_____ 10. I am afraid to express myself at meetings
_____ 11. Communicating at meetings usually makes me uncomfortable
_____ 12. I am very relaxed when answering questions at a meeting
_____ 13. While participating in a conversation with a new acquaintance, I feel very nervous
_____ 14. I have no fear of speaking up in conversation
_____ 15. Ordinarily, I am very tense and nervous in conversations
_____ 16. Ordinarily, I am very calm and relaxed in conversations
_____ 17. While conversing with a new acquaintance, I feel very relaxed
_____ 18. I’m afraid to speak up in conversations
_____ 19. I have no fear of giving a speech
_____ 20. Certain parts of my body feel very tense and rigid while giving a speech
_____ 21. I feel very relaxed while giving a speech
_____ 22. My thoughts become confused and jumbled when I am giving a speech
_____ 23. I face the prospect of giving a speech with confidence
_____ 24. While giving a speech, I get so nervous I forget facts I really know
Brondyke 51
Communication Apprehension
Vocabulary Terms
Context-Based Communication Apprehension:
Communication apprehension associated with a particular mode or context of
communication, such as public speaking.
Audience-Specific Communication Apprehension:
Anxiety about communicating with a particular person or group of people as one’s
audience.
Situational Communication Apprehension:
Anxiety about communicating with a particular audience on a particular occasion at
a particular time.
Pre-Preparation Anxiety:
The anxiety experienced once it is realized one will be giving a speech; for example,
when a speaking assignment is given.
Preparation Anxiety:
The onset of public speaking anxiety once preparation for a speech has gotten under
way.
Pre-Performance Anxiety:
The onset of anxiety immediately prior to giving a speech.
Performance Anxiety:
The onset and experience of anxiety while giving a speech.
Brondyke 52
Persuasive Speech Assignment
Grade 10
The next speech you will be giving is a persuasive speech. This speech must
be 6-8 minutes in length and include a visual aid. You will be graded on your
composition, organizational pattern (Monroe’s motivated sequence), visual aid, and
delivery. You must include at least 5 sources, 2 of which cannot be Internet sources.
Your speech must contain oral citations, citing your resources every time you use
them. If you fail to include 5 sources, I will deduct 5 points of your overall grade for
every source missing. If you fail to orally cite your sources, I will also deduct 5
points of your overall grade. The day of your speech you will hand in the evaluation
sheet, a manuscript of your speech, and a works cited page. In addition, in the next
few days we will be picking topics. I must approve of your topic, if you decide to
change your topic, you must come and talk to me as well. Your speech is worth 100
points.
Brondyke 53
Persuasive Speech-Evaluation Form
Name:________________________________Topic:________________________________Time:________
Composition
7.) Attention Getter
8.) Main Thesis & Specific Purpose
9.) Preview of Main Points
10.)
Transitions
11.)
Conclusion
12.)
Topic
1 2 3 4 5 6 7
0 0 1 2 3 4 5
2 3 4 5 6 7 8
3 4 5 6 7 8 9
2 3 4 5 6 7 8
0 0 0 0 1 2 3
COMPOSTION SCORE_____/40
Organizational Pattern: Monroe’s Motivated Sequence
5.) Need (establishing the problem)
4 5 6 7 8 9 10
6.) Satisfy (establishing the solution)
4 5 6 7 8 9 10
7.) Visualization (viability of the solution)
4 5 6 7 8 9 10
8.) Action
4 5 6 7 8 9 10
ORGANIZATION SCORE_____/40
Visual Aid
5.) Large Enough & Easy to See
6.) Manipulation (Reveal & Conceal)
7.) Talk to your Audience not VA
8.) Explain VA Clearly and Concisely
Delivery
5.) Energy
6.) Appearance
7.) Confidence
8.) Eye Contact
Comments:
0 0 0 0 1 2 3
0 0 0 0 1 2 3
0 0 0 0 1 2 3
0 0 0 1 2 3 4
VISUAL AID SCORE_______/10
0 0 0 0 1 2 3
0 0 0 0 1 2 3
0 0 0 0 0 1 2
0 0 0 0 1 2 3
DELIVERY SCORE_______/10
Brondyke 54
Grade____________/100
Persuasive Speech-Checklist
Name:______________________________________
Composition
2.) Attention getter
3.) Main Thesis and Specific Points
4.) Preview of Main Points
5.) Transitions
6.) Conclusion
7.) Topic
_________
_________
_________
_________
_________
_________
Organizational Pattern: Monroe’s Motivated Sequence
1.) Need (establishing the problem)
_________
2.) Satisfy (establishing the solution)
_________
3.) Visualization (viability of the solution)
_________
4.) Action
_________
Visual Aid
1.) Large enough & Easy to See
2.) Manipulation (Reveal & Conceal)
3.) Talk to your audience, not VA
4.) Explain VA clearly and concisely
Remember to:
*Have energy
*Be confident
*Use eye contact
*Look professional
_________
_________
_________
_________
Brondyke 55
Unit Test
Public Speaking: Grade 10
Name_________________________________________Date_________Hour_______
Multiple Choice
1.) Which of the following is a purpose of the persuasive speech?
a. To influence the audience’s attitudes about an issue
b. To influence an audience’s behavior
c. To teach a concept learned in another class
d. Both a and b
Answer: d
2.) Which of the following is a question to ask yourself when deciding on a
source to use?
a. How many pages is it?
b. Will it require too much thinking?
c. How recent is the source?
d. Does the author’s name sound credible?
Answer: c
3.) What type of organizational arrangement for an outline is best to use when
each of the main points is of equal importance?
a. Topical
b. Chronological
c. Spatial
d. Geographical
Answer: a
4.) II. Elements where trucking has made a difference
a. Industry helped build Interstate Highway System
b. Truck safety results speak for themselves
c. Drivers are heart of industry and central to safety
What type of outline is shown above?
a. Sentence
b. Spatial
c. Keyword
d. Phrase
Answer: d
Brondyke 56
5.) When using a visual aid, it is important to:
a. Use a lot of different colors
b. Use different font sizes
c. Cover it before you are ready to display it
d. Let the audience interpret it themselves
Answer: c
6.) When delivering a speech, it is important to:
a. Be energetic
b. Maintain eye contact with your audience
c. Be confident
d. All of the above
Answer: d
7.) Non-verbal behavior includes:
a. Rate
b. Gestures
c. Pauses
d. Pitch
Answer: b
8.) Techniques to reduce communication apprehension include:
a. Preparation and practice
b. Stress-control breathing
c. Both a and b
d. Only a
Answer: c
True/False
9.)
A persuasive speech aims to influence the beliefs, attitudes, values,
and acts of others.
Answer: True
10.)
Correctly orally citing sources throughout your speech increases
speaker credibility.
Answer: True
11.)
Supporting points in an outline make the claim.
Answer: False
12.)
Connotative meanings of a word are the literal meaning.
Answer: False
Brondyke 57
13.)
Visual aids help the audience process and retain information.
Answer: True
Matching
14.) _____ Makes a direct request of the
audience
15.) _____ Identifies the solution
16.) _____ Addresses the core concerns
of the audience
17.) _____ Also called the problem step
18.) _____ provides the audience with a
vision of anticipated outcomes of the
solution
a.
b.
c.
d.
e.
Attention
Need
Satisfaction
Visualization
Action
Answer:
14.) E
15.) C
16.) A
17.) B
18.) D
Short Answer
19.) What are the three persuasive appeals?
Answer: Logos, Pathos, and Ethos
20.) What are two examples of primary research?
Answer: Interviews and surveys
21.) Name two ways to gain the attention of your audience in an introduction.
Answer: Use a quotation, pose a question, say something startling, use humor,
illuminate with images, refer to recent events or public figure
22.) Why is it important to summarize the main points and goals in your conclusion?
Answer: Repetition leads to remembrance
23.) What needs to be orally cited?
Answer: Any information gathered and reported by others
Brondyke 58
24.) Name two aspects of good verbal communication.
Answer: Volume, Pitch, Rate, Pauses, Vocal variety, Pronunciation and articulation
25.) Discuss another student’s persuasive speech and whether or not that student
was effective in persuading you. Explain.
Answer: Will vary
Brondyke 59
Standards Grid
Standards
MN: 2
Lessons
Research and Types of Evidence (April
2)
How to Make Oral Citations (April 14)
Introductions and Conclusions (April 7)
MN: 7
Self Evaluations (April 13)
WI: 12.1—1
The Persuasive Speech (April 1)
Outlines and Transitions (April 6)
WI: 12.1—4
Outlines and Transitions (April 6)
Visual Aids (April 9)
WI: 12.1—5
Verbal and Non-Verbal Comm. (April 15)
Comm. Apprehension (April 16)
WI: 12.1—9
Verbal and Non-Verbal Comm. (April 15)
WI: 12.2—1
Introductions and Conclusions (April 7)
WI: 12.2—4
Self Evaluations (April 13)
WI: 12.2—5
Verbal and Non-Verbal Comm. (April 15)
MN: 1
Brondyke 60
Bibliography
Cooper, Pamela, and Sherwyn Morreale. Creating Competent Communicators.
Scottsdale: Holcomb Hathaway, Publishers, Inc., 2003.
“Fairy Tales of Hans Christian Anderson.” Aesop’s Fables. 26 Oct. 2007. 30 April
2009. <http://www.aesopfables.com/aesophca.html>.
Mount, Steve. “The I Have a Dream Speech.” US Constitution Online. 2 Oct. 2008. 30
April 2009. <http:// www.usconstitution.net/dream.html>.
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Boston:
Bedford/St. Martin’s, 1999.