Main Components of Public Speaking

Agenda:

• Bell Work--Why is it important to speak well?
• Sample Videos--Dear Chris and "The Battle of Bannockburn" 
• Notes--Critical Parts of PS (SOFAS MIA)
• Sample Reading--"We do not have to live in slums"

Homework:

Welcome to Public Speaking!

Proctor Jr./Sr. High School                                                                                  Public Speaking

Ms. Hoffmann                                                                                                       Spring 2013

Contact Information

• E-Mail: Jennifer.Hoffmann@RCSU.org
• General Course Information: http://proctorpublicspeaking.blogspot.com/
• Available for extra help: By appointment after school Monday, Tuesday (after 3PM), or

            Thursday

                 

Course Description: Composition - 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 their tutorial period.  Students may receive a tutorial pass from me before or after class.  I have study assistance during second lunch as well as a study hall during G Block. 
• Late Work:
• All students are expected to hand in work according to the deadlines given in class.
• Late submissions will lose points from the responsibility portion of the assignment for each day that they are late.
• 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—35%
• 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%

• 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.”