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.”