PUBLIC SPEAKING – LD HIGH SCHOOL
Unit One: Speech Communication
Instructional Tools:
Focus Standards:
CC.1.5.9-10,11-12.A – Discuss other’s ideas and express one’s own.
CC.1.5.9-10,11-12.B – Evaluate speaker’s credibility.
CC.1.5.9-10,11-12. E- Adapt speech to a variety of contexts and tasks.
Textbook:
The Art of Public
Speaking, RL:10
c:1998 – Chps. 1-3 and 14
Embedded Standards:
CC.1.4.9-10-M - Write narratives to develop real or imagined
experiences or events.
CC.1.4.9-10-P - Create a smooth progression through appropriate
sequencing.
CC.1.4.9-10-R - Utilize grade-appropriate mechanics and conventions.
Unit Essential Question:
How can one effectively use the communication process and why is it important to be both culturally and
ethically respectful when speaking in public?
Concept: Communication Process
(CC.1.5.9-12.B)
Lesson EQ:
What are the parts of the
communication process?
Concept: Ethics and Speaking
(CC.1.5.9-12.B)
Lesson EQ:
Why is it important to be ethical
when speaking in public?
Vocabulary:
Stage fright; critical thinking;
Vocabulary:
Ethics; Ethical Decisions;
Speaker; Message; Channel;
Listener; Frame of Reference;
Feedback; Interference; Situation
Plagiarism; Global Plagiarism;
Patchwork Plagiarism;
Incremental Plagiarism;
Paraphrase; Bill of Rights
Concept: Cultural Diversity
(CC.1.5.9-12.E)
Lesson EQ:
How might cultural differences
affect the outcome of a speech?
Vocabulary:
Ethnocentrism; Visualization
Unit Two: Listening Skills
Focus Standard:
CC.1.5.9-12.A - Participate as a speaker and active listener in discussion
groups.
CC.1.5.9-12.B - Evaluate speakers’ information.
CC.1.5.9-12.C - Integrate multiple sources of information and evaluate
accuracy while listening.
CC.1.5.9-12.D - Present information so that listeners can discern a clear
message.
Embedded Standards
Instructional Tools:
Writings (to be read aloud or
listened to) from WSJ, USA
Today, Op-Eds, CNN, local
media resources; Videos
from YouTube and The Art
of Public Speaking,RL10,
c:1998 – Chp. 3, plus, CD
CC.1.2.9-10-A - Determine a central idea
CC.1.2.9-10-E - Analyze author’s purpose
CC.1.2.9-10-J - Acquire and use grade appropriate general academic
words and phrases (DOK)
CC.1.2.9-10-L - Read and comprehend nonfiction text
Unit Essential Question:
Why is listening an important communication skill and how can listening skills be improved?
Concept: Hearing vs. Listening
(CC.1.5.9-12.C and D)
Lesson EQ:
What is the difference between
hearing and listening?
Concept:Improving Listening
(CC.1.5.9-12.C and D)
Lesson EQ:
Concept: Kinds of Listening
and Critical Thinking
(CC.1.5.9-12.A, B and C)
Lesson EQ:
Concept:
What are the causes of poor
listening? What are six ways to
become a better listener?
Concept:
How can effective listening
improve critical thinking skills?
Vocabulary:
Hearing; Listening
Vocabulary:
Spare “brain time;”key word
Vocabulary:
Appreciative listening;
outline
Empathic listening;
Comprehensive listening;
Critical listening
Unit Three: Speech Preparation
Focus Standards:
Instructional Tools:
CC.1.5.9-12.D - Present information clearly.
CC.1.5.9-12.G - Demonstrate command of standard of English.
The Art of Public
Speaking, RL10,
c:1998 – Chapters 4-6
and 8,9; Great
Speeches
Embedded Standards:
CC.1.4.9-12.C - Develop and analyze a topic.
CC.1.4.9-12.D - Organize information.
Unit Essential Question:
Before presenting a speech, what essential tasks need completed in order to present a successful speech?
Concept:Topic Selection and Purpose Concept: Audience Analysis
(CC.1.5.9-12.D and G)
Lesson EQ:
What are four brainstorming
methods for topic selection?
What is the difference between
the specific purpose and the
central idea?
Vocabulary:
Topic; Brainstorming;
General purpose; Specific
Purpose; Central idea;
Residual idea
(CC.1.5.9-12.C, D and E)
Lesson EQ:
How can an audience be
analyzed? Why is it important
to understand the traits of an
audience before presenting a
speech?
Vocabulary:
Audience-Centeredness;
Egocentrism; Audience
Analysis
(Situational/Demographic)
Unit Four: Writing Parts of a Speech
Focus Standards:
Instructional Tools:
CC.1.5.9-12.C - Integrate multiple sources of information.
CC.1.5.9-12.E - Adapt speech to a variety of contexts and tasks.
Embedded Standards:
Text: The Art of
Public
Speaking,RL10,
c:1998 – Chps. 7,8,
& 9; online speech
samples
CC.1.4.9-12.A - Write informative/explanatory texts.
CC.1.4.9-12.B - Write with focus.
CC.1.2.9-12.A - Determine a central idea.
CC. 1.2.9-12. E - Analyze the author’s purpose.
Unit Essential Question:
What are the structural elements of a speech and what strategies can be used to enhance each part?
Concept: Introduction/Conclusion
(CC.1.5.9-12.C)
Lesson EQ:
What are the components of a
good speech introduction?
What two major functions does
a conclusion have?
Vocabulary:
Rhetorical question; Crediblity;
Goodwill; Preview statement;
Crescendo ending; Dissolve
ending
Concept: Organization of Body
(CC.1.5.9-12.E)
Lesson EQ:
How should main points be
placed in order? How can ideas
be connected?
Vocabulary:
Strategic organization; Orders
(Spatial, Chronological, Causal,
Problem-solution, and topical);
Supporting materials;
Connectives
Unit Five: Delivery and Visual Aids
Focus Standards:
CC.1.5.9-12.C - Integrate multiple sources of information presented
in diverse media.
CC.1.5.9-12.D - Present information clearly and appropriately.
CC.1.5.9-12.F - Make use of digital media to add interest.
CC. 1.5.9-12.G - Demonstrate a command of the conventions of
standard English.
Embedded Standard:
Instructional Tools:
Text: The Art of Public
Speaking,RL10, c:1998
– Chps. 12 &13;
Student examples;
online examples; movie
segments
CC.1.3.9-12.F - Identify how words and phrases shape meaning and
tone in texts.
CC.1.3.9-12.I - Clarify the meaning of unknown and multiplemeaning words.
Unit Essential Question:
What are the elements of speech delivery and what strategies can be used to improve
delivery? How can visual aids be used appropriately to enhance a presentation?
Concept: Delivery
(CC.1.5.9-12.D and G)
Lesson EQ:
What is good delivery? How
does a speaker’s voice influence
an audience? What is nonverbal communication?
Vocabulary:
Conversational quality; Volume;
Pitch; Inflection; Monotone: Rate;
Vocalized Pause; Vocal Variety;
Pronunciation; Articulation;
Dialect; Nonverbal
communication; Kinesics; Eye
contact; Gestures
Concept: Visual Aids
(CC.1.5.9-12.C and F)
Lesson EQ:
What are the advantages of
using visuals aids? What are the
kinds of visual aids? How
should visual be prepared?
Vocabulary:
Model; Graph (Line, Pie, &Bar);
Chart; Computer-generated
graphic;
Photoshop; Scanner; Smartboard;
Font; LED; Internet Images;
Citation for borrowed visuals
Unit Six: Speaking to Inform
Focus Standards:
CC.1.5.9-12.C - Integrate multiple sources of information presented
in diverse media.
CC.1.5.9-12.D - Present information clearly and appropriately.
CC.1.5.9-12.G - Demonstrate a command of the conventions of
standard English.
Instructional Tools:
Text: The Art of Public
Speaking,RL10, c:1998 –
chp. 14, plus use of Aof PS
DVD and online resources
Embedded Standards:
CC.1.3.9-12.F - Identify how words and phrases shape meaning and
tone in texts.
CC.1.3.9-12.I - Clarify the meaning of unknown and multiplemeaning words.
CC.1.5.9-12.F - Make use of digital media to add interest.
Unit Essential Question:
What is the aim of an informative speech and what are some guidelines for preparing
for an informative speech?
Concept: Informative Speech
(CC1.5.9-12.C)
Lesson EQ:
What are four types of
informative speeches? How can
a topic be related directly to the
audience?
Vocabulary:
Informative speech; Processs; Jargon
Instructional Tools:
Text: The Art of Public
Speaking, RL10, c:1998 –
Chps. 7,13,15,& 16;
The Great Debaters,
DVD; Art of PS CD and
DVD; YouTube and other
media resources for
persuasive speech
examples
Unit Seven: Persuasion
Focus Standard:
CC.1.5.9-12.B - Evaluate a speaker’s evidence.
CC.1.5.9-12.C - Integrate multiple sources of information.
CC.1.5.9-12.D - Present evidence appropriate to task.
CC.1.5.9-12.F - Demonstrate command of the conventions when
speaking.
Embedded Standards:
CC.1.4.9-10-G - Write arguments to support claims.
CC.1.4.9-10-H - Write with focus.
CC.1.4.9-10-I - Distinguish the claim(s) from alternate views.
CC.1.4.9-10-J - Create organization that establishes clear relationships among
claim(s), counterclaims, reasons and evidence.
CC.1.2.9-10-B - Finding evidence that is written directly in text/explicit text
support.
CC.1.2.9-10-D - Determine author’s particular point of view/Identify point of view.
CC.1.2.9-10-H - Focus on finding and delineating the argument.
Unit Essential Question (s):
What is the difference between informative and persuasive speeches?
How can a speaker improve his/her ability to persuade an audience?
Concept: Facts, Values, & Policy
(CC.1.3.9-12.C)
Lesson EQ:
What is a persuasive speech?
What are questions of fact,
value, or policy?
Vocabulary:
Persuasive speech; Questions of
fact, value, and policy; Need;
Burden of proof; plan;
Practicality; Monroe’s Motivated
Sequence
Concept: Credibility
(CC.1.5.9-12.D)
Lesson EQ:
What is credibility, what are the
factors of credibility, and what
are the types of credibility?
How can credibility be
enhanced?
Vocabulary:
Credibility (Initial, Terminal,
and Derived); Evidence
Concept: Methods of Persuasion
(CC.1.5.9-12.B, D and F)
Lesson EQ:
How can evidence be used
effectively? What guidelines
should be followed when using
methods of reasoning? What is
the role of emotional appeal?
Vocabulary:
Evidence; Reasoning; Hasty
generalization; False cause;
Fallacies; Slippery slope;
Emotional appeal
(Addition: If a few class days remain following the completion of all units, a short additional unit on
small group discussion can be added. This unit would be useful as a life skill, and elements of small
group discussion can be taught throughout the semester-long course. This will allow for further
students engagement. The text The Art of Public Speaking offers a unit on such a topic.)