Wednesday, June 10, 2015

Final Study Guide


  • Final few presentations
  • Review of study guide
  • Time to answer the study guide questions


  • The study guide questions should be completed on your own or in your group and handed in the day of the final.  All group members should contribute to the answers in some way.

Wednesday, June 3, 2015

Practicing Projection


  • Course reports.  Look through and see what you are missing.
  • Children's book recital
  • Missing work needs to be completed before the end of classes
  • Pay attention to whether your speech is due Friday or Monday.  Remember, your drafts are due on the same day.

Tuesday, June 2, 2015

Voice Acting



  • Be ready for your story presentations tomorrow
  • Drafts and final products due for the date that you signed up

Working on Drafts

Friday, May 29, 2015


-Storytelling Tips
-Analysis of Professional Storytelling:
-Story Survey

Story title?
  1. Which part of the story will you focus on in your three minute presentation?
  2. Are there any words that you do not recognize?  List them here.  Look up their pronunciation, and write that out here.
  3. Which characters are in your story?  What type of voice will you use when they are speaking?
  4. Are there any key sections of your text during which you will need to make eye contact with your audience?  Which section is this?
-Decide on a story for Monday

Thursday, May 14, 2015

Navigating and Organizing Information from Our Sources


  • Creating note cards
  • Creating a digital version of note cards
  • Workshop: setting up a way to organize our sources

  • Finish creating notes for at least one of your sources

Tuesday, May 12, 2015

Locating Sources


For our research speech, you need to find a total of three to four sources minimum on your topic.  One source must be from Google Scholar, and one source must be from Destiny's Webpath Express.  The others may be from books or a regular Google search.  However, anything from a regular Google Search needs a source evaluation completed to go along with it.

Sites to reference:
Setting up your Google Doc:

You may save resources to your Google account for Google Scholar or to your backpack on the Webpath site. However, I am asking you to create a Google Doc that keeps all of these links that you initially find in one place.  You probably will find far more sites now than you will use in the speech (the 3-4 sources).  This will help to organize them and to provide you with a single place to reference later for citations.  

Title: Your last name and the word sources

Headings in the document:
1. Links from Google Scholar
2. Links from Webpath
3. Web Links (with a paper evaluation to go with it)

Monday, May 11, 2015

Monday, May 4, 2015

Supporting Information: Narratives


  • Narrative Notes
  • Group analysis of sample narratives
  • Make sure that you have everything handed in that you need to.  Progress reports will be closing next week.

Thursday, April 30, 2015

Supporting Information: Examples


  • Examples Handout
  • Korea Speech
    • 3 examples of examples (quote part and provide page number so that I can find them)
    • Which type of example is it?
    • Does the example work where it is located in the text?  (Does its placement make sense?)  How?
    • Does it contain only important details?
    • Does the author use any transitional words or phrases to introduce it?  Which?
  • Finish example analysis for Monday
  • Finish brainstorming for Monday

Wednesday, April 29, 2015

Sample Speech Analysis: Cat in the Hat Research Speech


  • Review sample speech
  • Review feedback from facts/stats and testimony analyses
  • Have all of your brainstorming ready to hand in along with your topic selection for Monday
    • Your topic selection must include the following:
      • The topic area (as specific as possible to distinguish from others in the class that may have similar topics.)
      • General purpose (to inform or to persuade)
      • Specific purpose (what you are informing or persuading of)

Sunday, April 26, 2015

Brainstorming Con't


  • Social Media Prompts
  • How to: Topic Analysis
  • Choose a topic area you would like to explore for Monday

Thursday, April 23, 2015

Brainstorming Strategies


  • Focused brainstorming
  • Interest charts

  • Finish the first two strategies if you didn't in class

Tuesday, April 21, 2015

Supporting Your Ideas: Testimony


  • Types of testimony
  • Examples of testimony
  • Analysis: "An Oral History of the Integration of College Sports"
    • Find 3 examples of testimony and answer the following questions:
      • Which type is it?
      • Is it a direct quote or paraphrased?  Is the choice the author made between the two a good one?
      • Is the testimony cited in any way?  (Is there a name, a date, a publication, or other credentials listed?)
    • Find 1 example of a fact or stat and answer the following questions:
      • Is it general or specific?
      • What is its context of interpretation?
      • Does it follow the use guidelines? (Refer to the four Rs on your previous handout.)

Wednesday, April 8, 2015

Types of Supporting Information: Facts and Statistics


  • Review Facts and Stats
  • Use guidelines
  • Analysis of School Choice speech
    • Find five examples of facts or stats and copy them down
    • Answer the following about each:
      • Does it follow the five Rs?  How?
      • Does it have a context of interpretation?  What is it?
  • Test tomorrow
  • Finish 5 quote analysis for Friday
  • Continue working on project

Monday, April 6, 2015

Adapting to Audience Workshop


  • Workshop time for project
  • Test Thursday
  • Project due Friday

Thursday, April 2, 2015

Public Speaking Scenarios

In this post, you will find the scenarios and topics (along with positions on them) that you will be using for the coming project.  The number you were given corresponds to the number of the scenario you will be using.

1.  You have been asked to speak at a high school in Mesquite, TX about immigration.  Stance: You are explaining why it is important to welcome newcomers to the country.

2.  You have been asked to speak about gun control in Panama City, Florida.  Stance: You are explaining why stricter gun control lows are not necessary.

3.  You have been asked to speak about LGBT rights in Indiana.  Stance: You are explaining why it is important to support laws in favor of expanding rights of LGBT-identifying people

4.  You have been asked to speak about taxes in Miami, Florida.  Stance: You are explaining why it would be beneficial to decrease taxes on the wealthy and corporations.

5.  You have been asked to speak about relief aid in New Orleans, Louisiana.  Stance: You are explaining why the government need not finance natural-disaster, relief efforts.

Audience Dynamics Continued


  • Review of HW speech and ethos
  • Maslow's hierarchy of needs + relation to public speaking
  • If you have missing work, you need to get it in as soon as possible.  The quarter closes next Friday!!!

Wednesday, April 1, 2015

Interlude: Analysis of Sample


  • Read flying speech
  • Analyze for components of ethos
    • underline
    • label which
    • label why it's that one
  • Complete the analysis

Group Dynamics I


  • Notes
  • What does a good survey look like?
  • Judging sample questions
  • Creating a good sample survey
  • Finish your surveys for Thursday

Monday, March 30, 2015

Audience Demographics


  • Complete the provided worksheet on Proctor

Monday, March 23, 2015

Speeches of Introduction

**Speeches of Introduction given**

Keep an eye out in your e-mail for a video recording of your speech.

Thursday, March 19, 2015

Adapting to Audience Intro

  • Finish key not outline for tomorrow's peer review
  • Finish notes on FDR for Tuesday

Wednesday, March 18, 2015

Components of Ethos and Key Note Outlines


  • Quiz on the components of ethos
  • Sample outline + turn into key note
  • Workshop: Creating our Key Note outlines
  • Continue working on your speeches
    • Remember that you need hard copies of everything to hand in after you give your speech on Monday
  • Check on your outline feedback I sent

Monday, March 16, 2015

Full Outline


  • Free Write on chosen topic
  • What should your full outline look like (Expanded Harvard Style)
  • Workshop time
  • Full outline due Wed

Saturday, March 14, 2015



  • What is the purpose of an outline? (Reading)
  • Harvard Outline Format handout
  • Sample outline
  • Finish sample outline task
  • Choose one of the pieces of your self-awareness inventory to work on as your speech

Tuesday, March 10, 2015

Your First Speech


  • Directions and rubric
  • Powerpoint notes
    • types of supporting material
    • ways to structure your speech
  • Self-awareness inventory
  • Be prepared to complete the self-awareness inventory tomorrow

Wednesday, March 4, 2015

Ethic Scenarios


  • Practice Quiz
  • Scenarios
    • What is the issue?
    • Why is it an issue?
    • What is the answer solution that would make ethical sense?
  • Missing grade reports
  • Study for tomorrow
  • Ads due Friday

Ethics Intro (Mon)


  • Hand in drafts of ads
  • Begin ethics powerpoint
    • What do ethics mean to us?
  • How to avoid plagiarism handout
  • Continue working on ad for Friday
  • Study for Thursday

Friday, February 27, 2015

Review + Ad Day 2


  • Lou Gehrig reading and analysis review
  • Ad feedback and journal
    • Look over feedback and make edits
    • Focus on the 10 attributes of your product (you may need to add some depending on what you submitted)
    • Label each attribute according to whether it could work as ethos, pathos, or logos.  You may need to expand on the components in order to make it work.
    • If you don't have all three of the pillars covered, you may need to add even more attributes.
    • Draft!  Focus on what should be visual or textual.  


  • Finished draft for Monday.  This can be a pencil sketch, but it should include ethos, pathos, and logos.  

Ad Work


  • Review homework
  • Ad Assignment
  • Work on worksheet for first two parts
  • Finish Worksheet

Wednesday, February 25, 2015

Analyzing Ethos, Pathos, and Logos in Advertising


  • Review homework
  • EPL stations
    • Round 1: Identification
    • Round 2: Analysis of effectiveness
  • Ticket out:
    • In a paragraph:
      • Identify the ad you believe to be most effective
      • Explain why in reference to ethos, pathos, and logos
      • Refer to details (textual, visual, etc.) in the ad to support your opinion

Monday, February 23, 2015

Review of Foundations


  • Review Quiz
  • "We Don't Have to Live in the Slums" analysis
  • Read 10 tips of what makes a good public speaker

Thursday, February 12, 2015

MLK Close Analysis


  • Discussion of figurative language and types of it
  • Finding figurative language in MLK's "I Have a Dream" speech
  • Group analysis questions
  • None

Wednesday, February 11, 2015

Components of Public Speaking: SOFAS MIA


  • Viewing/Reading of MLK's "I Have a Dream" speech
  • How are the components visible here?

  • Analysis of other hypothetical speeches using the SOFAS MIA components.  

Introduction to Public Speaking


  • Finish video presentations
  • Notes on origins of public speaking
  • None

Monday, February 9, 2015

Your Speech Choices


  • Review of our criteria for public speaking
  • Discussion of our selections of speeches
  • Adding to our public speaking criteria
  • Exit journal: what is one criterion you would like to work on as you move forward?  Why would you like to work on this criterion?  How do you envision yourself working on it?
  • None if you presented your speech segment in class today

Friday, February 6, 2015

What Makes a Good Speech?


  • Discuss criteria from yesterday's survey
  • Viewings and analysis

Sample Texts:

  • Choose a clip of a movie speech that resonates with you (2-4 minutes in length).  Be prepared to explain why you believe it is a good example of public speaking as well as why the speech sticks out in your mind.

Wednesday, February 4, 2015

Welcome to Public Speaking

Proctor Jr./Sr. High School                                                                                  Public Speaking
Ms. Hoffmann                                                                                                       Spring 2015

Contact Information
Course Description: Public Speaking - Grades 11 – 12 (Spring semester)—0.5 Credits
In this semester course, students will: discuss what makes a speaker effective, practice many types of speaking activities, and listen to, watch, and read major speeches. Students will engage in various activities to build confidence and experience in speaking to groups. Beyond speaking to fellow classmates, activities may include speaking to various groups at PHS and within the community. Students will be required to develop written and visual materials that will support their presentations (Course Catalog). 

Course Details:
  • Texts:
    • Osborne, Michael, Suzanne Osborne, & Randall Osborne.  Public Speaking:
Finding Your Voice.  New York: Pearson, 2011. 
    • Others: TBD.  Excerpts from other texts may be added in order to provide
examples of well-written speeches and to provide tips for developing and delivering speeches.    
  • Goals:
    • To learn what characterizes and effective speaker
    • To learn what characterizes a well-written speech
    • To learn how to write persuasive and effective speeches
    • To learn how to use written, visual, and digital tools to support speeches in an engaging and persuasive manner
    • To learn how to speak to audiences of various sizes and make-ups for varying lengths of time

Course Policies
In addition to the policies outlined in the school handbook, the following policies are in place:
  • Attendance:
    • All students are expected to attend class every day.  Repeated, unexcused absences will be followed up on with parents/guardians and administration as outlined in the handbook.  Absences also may hurt participation grades. 
  • Tardiness:
    • All students are expected to be in class and to be ready to work when the bell rings.
    • Consequences for tardiness are aligned with the student handbook as follows:
      • More than one tardy will result in a conference with the possibility of parent/guardian contact.
      • Additional tardies will result in after-school detention as well as parent/guardian contact.
  • Make-up work:
    • As per the student handbook, students will be expected to get make-up work within two days of their return from excused absences.  Students will have the same number of days to make up the work as they missed school.    
    • All missed handouts will be available for students in the bin in the back corner of the classroom.
    • Students may meet with me after school or during a free period (if appropriate pass procedures are followed) to get missed directions.
    • Students also can catch up on instruction during tutorial. 
  • Late Work:
    • All students are expected to hand in work according to the deadlines given in class.
    • Late submissions will lose points from classroom expectations.
    • Late assignments will not be accepted more than two weeks after the deadline.  If those two weeks falls beyond the span of the progress report/quarter grade deadline, an incomplete will be assigned. 
    • Extenuating circumstances:
      • If you know that something is going to interfere with your ability to complete an assignment by the prescribed deadline, contact me at least before the assignment is due.  Depending upon the circumstances, we may be able to work out an appropriate extension.  Extensions will be determined on a case-by-case basis.  Abuse of the extension policy may result in disciplinary action. 
      • Other circumstances will be dealt with on a case-by-case basis.
  • Expectations:
    • In addition to the policies in the handbook, the following behaviors are expected at all times:
      • Respectfulness—to your peers, teachers, guests, and yourself, generally.
        • Specifically:
          • Keep feet, objects, and derogatory/negative comments to yourself (including foul language).
          • Actively listen to what others have to say.  Only one person should speak at a time.
          • No discrimination will be tolerated in any form
      • Dedication
        • Talk during appropriate points during instruction.
        • Maintain a continuous class presence. 
      • Organization
        • You are expected to keep all handouts, notes, and completed work for future reference in this class (INDCLUDING FOR THE FINAL).
      • Cell phones use—only to be used when designated by the instructor. 
**No behaviors will be tolerated that disrupt any student’s ability to learn.

  • Consequences:
    • Consequences for breaking these policies will be dealt with according to the policy book.  For classroom-specific policies, the following process generally will be followed:
      • Warning
      • Student/Teacher Conference
      • Detention
      • Referral to office
If the displayed behavior is serious enough, one or more of these steps may be skipped. 

Grading Policies
  • Grading Percentages:
    • Speaking Portfolio—30%
    • Classwork/Participation—30%
      • Repeated classroom disruptions will result in a deduction from the daily participation grade and/or student-teacher conferences.  This includes cell phone usage/excessive chatting.   
    • Homework—20%
      • Homework must be completed before the start of class. 
    • Tests/Quizzes—15%
    • Classroom Expectations—5%
      • Students are expected to conduct themselves as outlined above.

  • Academic Honesty (As noted in the Student Handbook):
“The acts of cheating, plagiarism and forgery in connection with academic endeavors or school processes or procedures are detrimental to the education process. When it has been determined that a student has engaged in any of the above-noted acts, a student discipline report should be sent to the office.  The teacher should call the parent/guardian. A conference between the teacher and student will follow.  The first offense will result in a conference. A disciplinary referral will be written up and the parent called. A zero grade will be recorded for that assignment/project/test, etc. A second offense will require a parent-teacher conference pending disciplinary suspension and further offenses that will result in a withdrawal from and failure of the course.”