Speech Communication – Hull High School
Syllabus 2010-2011
Instructor: Greg Cunningham
Course Description: Special attention is given to developing self confidence and skill in oral communication by affording each student an opportunity to participate in a maximum number of speech situations.
Required Texts and Materials: Numerous handouts will be given during the course of the year. A binder or folder is strongly encourage to help manage handouts.
Attendance
Except under extreme circumstances (death in family, hospitalization, etc.), there are no excused absences, especially on presentation days. Attendance will be taken each class. Class work and scheduled formal presentations cannot be made up except under circumstances listed above. Missed class work, tests and presentations will be given a grade of F or 0. It is your responsibility to find out what was covered in any class you missed.
Grading Policy
50% Formal and informal presentations
25% Preparation, written class work and other assignments
25% Participation in class discussions, activities and attention to presentations.
Student Accountability Statement
Cheating and plagiarism will not be tolerated. They are punishable offenses and will result in the assignment being given a grade of F/0. The second offense will result in a course grade of F/0. Cheating is defined as “using sources other than those permitted.” Plagiarism is defined as “stealing and using the ideas or writings of another as one’s own.”
Tentative Syllabus (subject to change with notice!)
September: Introduction to Communication
§ How to speak in public, including diction, breathing, gestures, walking, etc.
§ Power Point: How to make one and how to use it
Assignment: Impromptu Speeches
October: Informative speech
· How to define
· How to organize
· How to write
· How to present
Assignment: Informative speech (10-15 minutes in length).
November: Persuasive Speech
· How to define
· How to organize
· How to write
· How to present
Assignment: Persuasive speech (10-15 minutes in length).
December: Eulogy/Tribute Speech
· How to define
· How to organize
· How to write
· How to present
Examples include Eulogies from Ted Kennedy and Michael Jackson funerals, speeches from and honoring lifetime achievements, etc.
Assignment: Tribute speech
January: Assignment: Debate. Students will be given topic to research (both sides) and participate in a
tiered or round robin debate competition
Group Dynamics (tentative, depending on time constraints)
February: Radio Broadcasting.
· How to organize a newscast
· How to create an on-air personality
· How to use a microphone effectively
Hope for a visit to area radio station and/or classroom visit from on-air talent.
Assignment: Mock radio broadcast using wire news feed and/or music
March: Dramatic Performance
· How to create a character(s) effectively
· How to transform a room into a setting
· How to use an audience for humor or drama
Examples from National Forensic League National Tournament Final Round
Assignment: Dramatic Performance (in class).
April: Public Relations
· How to spin a story
· How to control a story
· How to answer questions at a press conference
· How to not accept the premise of a question
Examples from President Obama press conference and episodes of The West Wing
Assignment: In class press conference dealing with public relations disaster
May: Final presentations
· Topics by student choice but should either inform or persuade.
· Thirty-five minute presentation
· Should demonstrate culmination of entire year of gained skill and knowledge about public speaking.
Formal Presentation Scoring Guide
Name:____________________________ Topic:________________________ Date:______________
_____ Topicality (2 points): The speaker should state and answer the question accurately. The speech should be organized so that all content contained therein is relevant to the question’s answer. The speaker should be held accountable to the strict adherence to the precise statement of the topic.
_____ Structure (4 points): The introduction should gain attention, lead to the question, provide an answer to the question, and/or justify the importance of the topic, and give some direction as to how the speech will
unfold or develop. The body should be organized to best answer the question. Transitional words/devices should help to move the speech from point to point. The conclusion should restate the topic and answer, succinctly summarize the speech’s main points highlighting how they led to the question’s answer, and end interestingly.
_____ Content (4 points): This presentation should be an original speech developing the issue(s) raised by the selected topic. It should be a synthesis of current facts and opinions on the subject, not a mere listing of current data. The information presented in the speech should be accurate and timely. Sources consulted by the speaker should be cited effectively in the speech. These sources should be varied and credible. The speaker should make clear and reasonable use of the research, and provide explanation of the issues that is easy to follow.
_____ Language (2 points): The word choice should be clear and precise, interesting and easy to understand. If employed, creative devices, analogies, metaphors, alliteration, word plays, and the like should be effectively used and advance the purpose of the speech.
_____ Vocal Delivery (6 points): The speaker should be audible, articulate and fluent. The speaker should make use of contrast, making use of the elements of vocal variety: pitch, volume, rate, pausing, phrasing, stress, tone. The speaker should stress words to enhance meaning. The speaker should be conversational and concerned, passionate and pleasing. The speaker should be in control of the words and the emotions. The speaker should sound confident throughout the presentation.
_____ Physical Delivery (2 points): The speaker should vary facial expression to accentuate the natural flow of thoughts and feelings. The speaker’s eyes should show thinking and feeling. The speaker should make eye contact with the audience. The speaker’s stance should be erect and controlled, without distracting movements. Movement, if used, should be motivated by transitions in thought or mood. Gestures should be visible, effectively used for emphasis, and varied.
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