Monday, February 29, 2016

Ad Agency Project

Complete the worksheet below.  Final ads due March 11th.

Ms. Hoffmann
Public Speaking

Ad Agency Planning Sheet

  1. Brainstorm some objects you may wish to advertise.  The objects should be generic.  In other words, you would be choosing tissues rather than Kleenex.  The advertisement you develop will be your own brand.  You will not be using the advertising of name brands as a crutch.  (Even if you know what you want to pick, please have a back-up.):



  1. Brainstorm your brand:
    1. What is the brand called?  ______________________________________________

    1. Does the brand’s name make sense for what you are selling?  Defend your position. ____________________________________________________________________________________________________________________________________

    1. What might your logo be?  Think about how many brands use the name of the brand or images of mascots in the logo.  Draw something you might think will work.  (If you get stuck try looking around on Google for some logo inspiration.)

    1. List all of the positives of your product in the space below.  What makes it better than other brands selling similar products?  What makes it unique?  Why should people dish out money to buy it?




Thursday, February 25, 2016

Analyzing Ethos, Pathos, and Logos (Thur + Fri)


  • 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

Wednesday, February 24, 2016

Ethos, Pathos, and Logos in Advertising


  • EPL and homework review
  • EPL ad viewing--various ads, complete chart
  • Complete viewing chart for sample commercial, share commercial via e-mail link

Tuesday, February 23, 2016

Ethos, Pathos, and Logos Introduction


  • Intro worksheet
  • Question Set
  • Writing using ethos, pathos, and logos
  • Complete writing prompts

Monday, February 22, 2016

Review Speech


  • Notes review 
  • Aley's "We Don't Have to Live in the Slums" Reading and Analysis
  • Read the "10 Ancient Guidelines" prior to tomorrow's class

Thursday, February 11, 2016

MLK Figurative Language


  • Check-in Quiz
  • Figurative language worksheet
  • Speech Videos left over
  • Finish ws if you haven't already

Tuesday, February 9, 2016

"I Have a Dream"


  • Review points from notes
  • Set up sample presentation
  • Viewing: "I Have a Dream"
  • Study notes
  • Add to notes from viewing
    • underline well-spoken/written sections
    • label SOFASMIA

Intro to Public Speaking Cont.


  • Notes
  • Sample Viewing
  • Worksheet

Friday, February 5, 2016

Tuesday, February 2, 2016

Applying our Criteria of Good Public Speaking


  • Survey

  • Viewings and analysis

    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.

    Monday, February 1, 2016

    Syllabus Day

    Proctor Jr./Sr. High School        Public Speaking
    Ms. Hoffmann        Spring 2016

    Contact Information
    Course Description: Public Speaking - Grades 9 – 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 these 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 an 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 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 their tutorial period.  
    • Late Work:
      • All students are expected to hand in work according to the deadlines given in class.
      • Late submissions will result in “0” for classroom expectations.
      • Extenuating circumstances:
        • If you know that something is going to interfere with your ability to complete an assignment by the prescribed deadline, contact me 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 (INCLUDING 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:
      • Classroom Expectations--5%
      • Speaking Portfolio—35%
      • Classwork/Participation—25%
        • 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%

    • 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.”

    *Your signature indicates that you have read/listened to the expectations, that you have understood them, and that you have agreed to follow them.