PATHWAY: Administrative/ Information Support

COURSE: Business Communications & Support

UNIT 8: Speeches

Annotation:

This unit allows the students to understand the basics of speeches. From the basic steps of writing a speech to the evaluation criteria the audience places on a speaker, students will experience researching, writing, listening, and speaking! Students will venture into the world of communication—written and oral communication in this unit.

Grade(s):

X / 9th
X / 10th
X / 11th
X / 12th

Time:

10-12 hours
Time may be adjusted to meet individual needs of the classroom.

Author:

Misty Freeman

Students with Disabilities:

For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.

GPS Focus Standards:

BCS-BCP-1Students will understand the nature of and practice writtencommunication by planning and writing documents that are appropriate for thesituation, purpose, and audience.

e)Create technical/business documents and presentations that are informational,

persuasive, and analytical.

BCS-BCP-2Students will understand the nature of and practice oralcommunication bycommunicating in a clear, courteous, concise, and appropriatemanner.

f)Organize thoughts to reflect logical thinking before speaking.

g)Plan and present short presentations individually and as a member of a group.

h)Deliver impromptu and planned speeches with confidence.

BCS-BCP-3Students will listen discriminately and respond appropriately to oralcommunication.

c)Critique media and oral presentations analytically and critically.

e)Identify and overcome major barriers to enhance active listening.

f)Direct courteous attention to multiple speakers within a group to obtain key facts.

BCS-BCP-7Students will effectively demonstrate the ability to communicateusing a variety of oral and listening techniques in business and personalenvironments.

d)Compare and contrast fact and opinion.

h)Demonstrate ability to speak persuasively for a specific cause.

i) Critique effectiveness of an oral message or directive.

j)Deliver an impromptu speech in a clear logical format.

k) Research a given topic and present affirmative and negative arguments.

GPS Academic Standards:

ELA10RL4The student employs a variety of writing genres to demonstrate acomprehensive grasp of significant ideas in selected literary works. The studentcomposes essays, narratives, poems, or technical documents.

ELA10RL5The student understands and acquires new vocabulary and uses it correctlyin reading and writing.

ELA10W2The student demonstrates competence in a variety of genres.

ELA11W1The student produces writing that establishes an appropriate organizationalstructure, sets a context and engages the reader, maintains a coherent focusthroughout, and signals a satisfying closure.

ELA11LSV1The student participates in student-to-teacher, student-to-student, andgroup verbal interactions.

ELA12C1The student demonstrates understanding and control of the rules of theEnglish language, realizing that usage involves the appropriate application ofconventions and grammar in both written and spoken formats.

SCSh6Students will communicate scientific investigations and information clearly.

Enduring Understandings:

Identifies and use vocabulary terms for understanding application of terms
A fact is true and can be proven: an opinion is how a person is how someone feels about a topic.
Demonstrates understanding of making a good presentation
Masters use of delivering a speech
Interacts with classmates to become an active listener
Critiques self and group work to improve performance
States how to communicate in workplace
Reflects on individual performance
Models efficient worker traits
Speaks to class to deliver presentation—persuasive and informative

Essential Questions:

How do you make decisions in the workplace?
What is the difference between fact and opinion?
What are the steps to making a good presentation?
What makes a speech informative to the audience?
What are the physical aspects of making a speech?
How do I become an active listener?
What is the process for writing a speech?
How does a listener analyze a speech?
What is a persuasive speech?
How do I deliver an effective impromptu speech?

Knowledge from this Unit:

Understand the nature of and practice written and oral communication
Plan short presentations individually and as a member of a group
Communicate in a clear, courteous, concise, and appropriate manner
Organize thoughts to reflect logical thinking before speaking
Listen discriminately and respond appropriately to oral communication

Skills from this Unit:

Plan and write documents that are appropriate for the situation, purpose, and audience
Creates business documents and presentations that are informational, persuasive, and analytical
Present short presentations individually and as a member of a group
Deliver impromptu and planned speeches with confidence
Critique media and oral presentations analytically and critically
Identify and overcome major barriers to enhance active listening
Direct courteous attention to multiple speakers within a group to obtain key facts
Demonstrate the ability to communicate using a variety of oral and listening techniques in business and personal environments
Compare and contrast fact and opinion
Demonstrate ability to speak persuasively for a specific cause
Critique effectiveness of an oral message or directive
Deliver an impromptu speech in a clear logical format
Research a given topic and present affirmative and negative arguments

Assessment Method Type:

Pre-test
Objective assessment - multiple-choice, true- false, etc.
__ Quizzes/Tests
__ Unit test
x / Group project
x / Individual project
x / Self-assessment - May include practice quizzes, games, simulations, checklists, etc.
_x_Self-check rubrics
__ Self-check during writing/planning process
__ Journal reflections on concepts, personal experiences and impact on one’s life
__ Reflect on evaluations of work from teachers, business partners, and competition judges
__ Academic prompts
__ Practice quizzes/tests
x / Subjective assessment/Informal observations
__ Essay tests
_x_ Observe students working with partners
_x_ Observe students role playing
x / Peer-assessment
_x_ Peer editing & commentary of products/projects/presentations using rubrics
_x_ Peer editing and/or critiquing
x / Dialogue and Discussion
_x_ Student/teacher conferences
__ Partner and small group discussions
_x_ Whole group discussions
__ Interaction with/feedback from community members/speakers and business partners
Constructed Responses
__ Chart good reading/writing/listening/speaking habits
__ Application of skills to real-life situations/scenarios
Post-test

Assessment Attachments and / or Directions:

Projects at the end of each lesson will serve as assessment for this unit.

•LESSON 1: DECISIONS TO MAKE; FACT VS OPINION

1.Identify the standards. Standards should be posted in the classroom.

BCS-BCP-1: Students will understand the nature of and practice writtencommunication by planning and writing documents that are appropriate for thesituation, purpose, and audience.

e)Create technical/business documents and presentations that are informational,

persuasive, and analytical.

BCS-BCP-2: Students will understand the nature of and practice oralcommunication by communicating in a clear, courteous, concise, and appropriatemanner.

f)Organize thoughts to reflect logical thinking before speaking.

g)Plan and present short presentations individually and as a member of a group.

h)Deliver impromptu and planned speeches with confidence.

BCS-BCP-3: Students will listen discriminately and respond appropriately to oralcommunication.

c)Critique media and oral presentations analytically and critically.

e)Identify and overcome major barriers to enhance active listening.

f)Direct courteous attention to multiple speakers within a group to obtain key facts.

BCS-BCP-7: Students will effectively demonstrate the ability to communicateusing a variety of oral and listening techniques in business and personalenvironments.

d)Compare and contrast fact and opinion.

h)Demonstrate ability to speak persuasively for a specific cause.

i) Critique effectiveness of an oral message or directive.

j)Deliver an impromptu speech in a clear logical format.

k) Research a given topic and present affirmative and negative arguments.

2.Review Essential Question(s). Post Essential Questions in the classroom.

EQ: How do you make decisions in the workplace?
EQ: What is the difference between fact and opinion?

3.Identify and review the unit vocabulary. Terms may be posted on word wall.
Students should define the words listed below and write a sentence with each word.

Communication / Analytically / Fact
Impromptu / Critically / Opinion
Affirmative / Persuasive / Modulated
Body language / Articulation / Prejudgments
Pronunciation / Pitch / Distractions
Slang / Speed / Comprehension
Audience / Pauses / Enhanced
Preliminary / Volume (in voice) / Momentarily
Body language / Quality / Enunciation
Genuine / Tone / Tone of voice
Intent / Variance / Colloquialism

4.Interest approach – Mental set

EQ: How do you make decisions in the workplace?
You have $100. You need new shoes ($80) but you want to go to movie with friend ($40). How do you decide what to do? Have students talk about their choices about what to do.

Guide the students on how to make a decision using GUIDE Principles of Decision Making. Refer to handout in resources with this unit. Gather Information; Understand the Available Information – Check it out and confirm it! Investigate Alternatives; Decide on a Course of Action and Do it ;Evaluate Progress or Outcome
Students should be taking notes as you present info….Have them write GUIDE down the left side of the paper leaving space between each line. As you go over each letter (like an acrostic) have the students write meaning of letter and what questions to ask to complete step to making decision.
Then Ask students how to define FACT vs Opinion

A fact is something that is true or can be proven.
An opinion is your feelings or how someone else feels about a particular topic.

As a whole class complete the simple exercise to determine if the statement is a fact or opinion: Activity is found at this URL…..

Continue whole group activity and have students identify each sentence as fact or opinion found at this URL:
OPTION: use this presentation found on the internet to allow students to choose fact or opinion: Fact and Opinion Jeopardy :
Try this fun Jeopardy game created as a PowerPoint presentation to learn more about facts and opinions.
Now, on their on, students will write a fact statement and opinion statement about given topics. Use the handout Write about it….Fact and Opinionlocated with the resources for this unit as activity. Students will be writing a complete sentence that is fact and opinion about each category given.

As an additional resource for this lesson, teachers are encouraged to read the article posted at

As an additional assignment to enhance the meaning students can complete the Internet Investigations: Unsolved Mysteries lesson posted at

This is a thorough lesson plan with all printed material linked from the site. Taken directly from the site as the instruction sheet are these instructions for students:
You and your Super Sleuth partner(s) have just been given the assignment of gathering information about an unsolved mystery. Instead of a spyglass, you will be using books and the Internet for your investigation. Your team will then support or refute the findings related to the mystery. Your findings will be shared with the class as a PowerPoint presentation that will contain the following slides:

Title Slide
The "facts" about the mystery - what are the observations that have led people to believe the phenomenon or mysterious event to be real or true?
The theories about the mystery - what are some possible explanations that either prove or disprove the mystery?
Your team's conclusions - what do YOU believe to be the truth? Use reasoned judgment to support your position.
An Annotated "Works Cited" slide, listing the web site you used and your print sources

Handouts included with the lesson which are all linked from the site include:

Project introduction sheet: Internet Investigations: Unsolved Mysteries
Suggested topics list: Unsolved Mysteries sheet
Distinguishing Between Matters of Fact/Opinion/Reasoned Judgment
Student Worksheet: Making Reasoned Judgments
Formal assessment: PowerPoint Presentation Evaluation Sheet
Web Sources –Critical Evaluation of a Web Site

•LESSON2: GETTING THEM TO SPEAK

1.Review Essential Questions. Post Essential Questions in the classroom.

•EQ: What are the steps to making a good presentation?

•EQ: What makes a speech informative to the audience?

•EQ: What are the physical aspects of making a speech?

2.Ask students to write directions from your classroom to the place of your choice from the following list: front office, clinic, media center, cafeteria, guidance office, career resource center, football stadium. Do not include the name of your destination—the class will need to figure out the location based on your directions. Be sure to: give the approximate distance between the starting point and the destination; indicate the general direction; give specific step-by-step directions; provide enough, but not too much detail; and give all instructions in the right order.

3. When students are finished writing, call on them to come to front of room and read directions to class and have class guess where the directions lead.

4. Ask them how hard it was to get up in front of class and give directions? Let them talk about it. Lead the discussion into giving a speech. Talk about how speeches can be informative or persuasive. Ask students for examples of an informative speech and a persuasive speech.

5. What makes a good speech…teacher should review with students how to make a good speech. Follow the guidelines in the handout: Making an Effective Oral Presentation provided with the resources for this unit. Teacher should go over: Hints for Giving a Good Presentation. Listed below are 10 key tips for appearing conversational with even the largest groups.

Try to talk with not at your audience.
Use conversational language and avoid large, multi-syllable words.
Ask questions immediately and listen to the answers.
Get the audience involved, even if it means having them stand and shake each other's hands.
Place nothing between you and your audience - avoid lecterns, podiums and risers when possible.
Mingle with your audience - if possible, actually walk into the audience.
Use participant names whenever possible and encourage them to use yours.
Smile - it's a natural conversation starter.
Use humor when and where you can.
Use personal anecdotes and stories - they give your audience something to relate to and make the presentation experiential.

Students can make a flyer for notebook, poster for room, or just listen as discussed in class.

6. Let’s practice delivering an informative speech. Students should complete the handout Let’s Get to Know our Neighbor. Students will use the information to deliver an informative speech to the class about an assigned classmate. Teacher should encourage students to practice their speech to avoid “reading” to the audience. Speeches should be close to one (1) minute long and contain: intro / body /conclusion.For evaluating the speech, use the Oral Presentation: EVALUATION FORMprovided with the resources for this unit.

•LESSON 3: GETTING THEM TO LISTEN

1.Review Essential Questions. Post Essential Questions in the classroom.

•EQ: How do I become an active listener?

2. Begin this lesson by playing a game on being an active listener.

Two game options: Group Juggle: This is a great activity that is suitable for all ages of students. It needs a large space as it also involves physical activity. The teacher can be participatory in this game. The activity requires the group to stand in a circle and then the teacher calls out someone's name and passes a soft toy or a ball to that person, who in turn passes it to another pupil, after calling their name. This process continues and everybody gradually becomes alert in order to catch the ball immediately after their names are called out. The element of surprise will make them listen more carefully and watch out for their names. This will lead to a little confusion at first but will help everyone remember and listen carefully for all the names.'To be continued...: This is an easy activity to improve active listening and requires a common topic to be given to the group on which one of the students begins to speak on. It could be a fun or easy topic at first, followed by more difficult ones. The teacher or supervisor can then suddenly stop the person in mid-sentence and ask the person next to the speaker to continue along the lines of the previous speaker's last few sentences. This continues for some time and once everyone gets a hang of how it works, the supervisor can then pick anyone at random to continue speaking. This greatly improves listening and helps everyone to learn to carefully listen to the speaker.

After the game, ask students why we need to be good listeners. How does this impact job performance. Students should conclude in their discussions that effective communication requires cooperation, honest listening, clear instructions, and respect for one another, clarifying questions, proper feedback, and openness to divergent opinions.

3. Present the Active Listening PresentationPowerPoint provided with the resources for this unit. Have students complete the worksheet Active Listening Worksheet provided with the resources for this unit.

4. Within your group, you are going to test to see what good listeners you have in your class. Your goal as a presenter is to distract the group from listening, yet deliver a presentation that is informative. Students in the class should pay attention to the multiple speakers to obtain key facts at the conclusion of the presentation. Students will create skits based on conflict management. Refer to the handout Conflict Management Skitsprovided with the resources for this unit.

•LESSON 4: HOW TO WRITE A SPEECH