8 Components of a Great Speech Learning Objectives 5th,6th, 7th, 8th Grades Language Arts Activity 1 Explore: Students will explore and Content Standard II: Students will communicate effectively through speaking and writing 5-8 Benchmark II-A: Use speaking as an interpersonal communication tool discus the meaning and purpose of public 5 1. Read aloud grade-level text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, speaking and what a good public speaker can do pace, audience, and purpose 6 1. Assume a variety of roles in group discussions (e.g., active listener, discussion to engage their audience. leader, facilitator, reporter/synthesizer) 7 1. Choose precise and engaging language, well suited to the topic and audience. 7 2. Use figurative language and a variety of speech patterns. 7 3. Choose between standard and non-standard English dialects as appropriate for the topic, purpose, and audience. Activity 2 Explain: Students will learn and 7 4. Interact in group discussions by: a. offering personal opinions confidently without dominating; discuss what the 8 competencies listed on the 8 b. giving valid reasons that support opinions; and c. soliciting and considering others opinions. Components of a Great Speech rubric look like 8 1. Present similar content for various purposes and to different audiences showing appropriate changes in delivery 8 3. Identify formal and informal speaking contexts that are reflected in slang, jargon, and different language styles . when applied to a speech in real life. We will learn practice and Activity 3 Apply: Students will apply the 8 apply the 8 competencies competencies by grading a video of another student giving a speech using the B 8 listed in the 8 Components of Components of a Great Speech rubric. They will a Great Speech rubric then use the competencies listed in the rubric to complete a short practice activity in front of the class. Activity 4 Reflection: Students will read several statements about the lesson they just completed. Students will place themselves in a Materials and Websites line based on if they agree or disagree with the statement. They will then discuss whyPPT, Computer, Projector they agree or disagree8 Components of a Great Speech rubrichttp://www.ted.com/talks/lang/eng/adora_svitak.html

Power Language: Public Speaking Public speaking is the process of speaking to a group of people in a structured, deliberate manner intended toinform, influence, or entertain the listeners. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public SpeakingAll great speakers share a common trait: They learned to be great by studying those that went beforethem. Although we are enamored by the oratory skills of public figures from time to time, none was born with the ability to persuade or inspire. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Video Adora Svitak: What adults can learn from kids 1. Watch this video. 2. Write down three things that she does that keep you interested and make you enjoy watching her. 3. Write down one thing you did not enjoy about her speech. 4. Share your notes with the class. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Talk about something that others actually want Competency 1 Chooses and Narrows Topic Appropriately for Audience and Occasion to hear about. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Tell your audience why its important for them to listen to Competency 2 Communicates Thesis/Specific Purpose Appropriately for Audience and you. Occasion Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Provide something for your audience to Competency 3 look at, touch, smell, Supporting Material is Appropriate based on Audience and Occasion taste, or listen to. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Organize your speech so that it Competency 4 makes sense to your Organizational Pattern is Appropriate to Topic, Audience, Occasion and Purpose audience. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Use words that sound intelligent and Competency 5 confident. Language is Appropriate to Topic, Audience, Occasion and Purpose Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Speak loudly and with enthusiasm. Pretend you are Competency 6 Vocal Variety in Rate, Pitch and Intensity Heighten and Maintain Interest telling a story. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Speak clearly, use proper grammar, and Competency 7 speak your Pronunciation, Grammar and Articulation are Appropriate to the Designated Audience punctuation. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Use exciting gestures Competency 8 while you speak. Physical Behaviors Support the Verbal Message Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Video Adora Svitak: What adults can learn from kids 1. Watch this video again. 2. Use the 8 Components of a Great Speech to grade her speech. 3. Did you notice anything new this time? Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Use the 8 Components of a Great Speech to present the following: Welcome, and thank you for coming to thispresentation. My name is _____ and I am a ___ grader here at Grant Middle School. Today I would like to talk to you about A, BCD! E, F, G, H? I, JKL- M. NOP! Q, R, S, T, UVW? X.Y, Z? Thank you so much for your attention. Are there any questions? Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking1. Stand in a straight line2. One side of the line means strongly agree the other means strongly disagree. What do you think the middle means?3. The teacher will read a statement about what we learned today.4. Place yourself in the line based on how you feel.5. Turn to your neighbor and tell them why you feel the way you feel. Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public SpeakingI like chocolateI like being sickI like rainy days Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Power Language: Public Speaking Power Language: Public Speaking http://www.nc4h.org/publications/curriculum/powerlang/PublicSpeaking_1.htm

Student Name:___________________________ Class: _________________Assignment:__________________________ Date: ____________Competency 1 Competency 2 Competency 3 Competency 4 Competency 5 Competency 6 Competency 7 Competency 8 Chooses and Communicates Supporting Organizational Language is Vocal Variety in Pronunciation, Physical Topic Thesis/Specific Material is Pattern is Appropriate to Rate, Pitch and Grammar and BehaviorsAppropriately Purpose Appropriate Appropriate to Topic, Intensity Articulation are Support thefor Audience Appropriately based on Topic, Audience, Audience, Heighten and Appropriate to Verbal Messageand Occasion for Audience and Audience and Occasion and Occasion and Maintain Interest the Designated Occasion Occasion Purpose Purpose Audience Excellent Excellent Excellent Excellent Excellent Excellent Excellent ExcellentTopic and focus Thesis/Specific Supporting Exceptional Language is Exceptional use of Exceptional Exceptionalare exceptionally Purpose is material is introduction and exceptionally vocal variety in articulation, posture, gestures, appropriate for exceptionally exceptional in conclusion; clear, vivid, and conversational pronunciation and bodily purpose, time clear and quality and exceptionally clear appropriate mode grammar movement, facial constraints and identifiable variety and logical expressions, eye audience progression within contact and and between ideas appearance Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Topic and focus Thesis/Specific Supporting Appropriate Language is Acceptable use of Acceptable Acceptable are appropriate Purpose is material is introduction and reasonably clear, vocal variety in a articulation; few posture, gestures,for purpose, time adequately clear appropriate in conclusion; vivid, and conversational pronunciation or facial constraints and and identifiable quality and reasonably clear appropriate mode grammatical errors expressions, eye audience variety and logical contact and progression within appearance and between ideasUnsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory UnsatisfactoryTopic and focus Does not Supporting No introduction or Language is Failure to use vocal Unacceptable Unacceptable are not communicate a material is conclusion; no unclear or variety or a articulation, posture, gestures, appropriate for clear and inappropriate in clear, logical inappropriate conversational pronunciation or facial either purpose, identifiable quality and progression within mode grammar expressions, eyetime constraints Thesis/Specific variety and between ideas contact or or audience Purpose appearanceComments: Grade:___________Adapted from: Morreale, Sherwyn P., and Michael Z. Hackman. A Communication Competency Approach to Public Speaking Instruction. Journal of Instructional Psychology 21. 3 (1994): 8 pp. 14 Jan. 2003 .

Student Name:___________________________ Class: _________________Assignment:__________________________ Date: ____________Competency 1 Competency 2 Competency 3 Competency 4 Chooses and Communicates Supporting Organizational Topic Thesis/Specific Material is Pattern isAppropriately Purpose Appropriate Appropriate tofor Audience Appropriately based on Topic, Audience,and Occasion for Audience Audience and Occasion and and Occasion Occasion PurposeCompetency 5 Competency 6 Competency 7 Competency 8 Language is Vocal Variety in Pronunciation, Physical Appropriate Rate, Pitch and Grammar and Behaviors to Topic, Intensity Articulation are Support the Audience, Heighten and Appropriate to VerbalOccasion and Maintain the Designated Message Purpose Interest Audience