ࡱ> @ bjbjFF ,,ڑQ@@@@888$\PT `\>@.4bbx$ĻRQ8K"rT@K"K"@@bx"""K".@b8x"K"""& 8x4 p06Vy".dd0>!".\\@@@@8 "B \\$o"\\ Lesson: Introduction to Project Soapbox  SHAPE \* MERGEFORMAT   BELL-RINGER: Whats a soapbox? (5 minutes) Project Soapbox Image on an overhead and have students answer the three questions in their journals. BEFORE: Introduction to the week (5 - 10 minutes) Review questions from bell-ringer, pointing out that the speaker is impassioned and getting some response from members of the crowd. Explain that soapbox speeches have been made since the late 19th century and provide a working definition of soapbox as:  SHAPE \* MERGEFORMAT  Ask if anyone has ever seen a soapbox speech. Explain that this week is dedicated to a speech competition where each student will give a speech that addresses: What is the most important issue facing your community? Explain that the objective is for student to improve their public speaking, an important academic and activist skill. DURING: What makes a great speech? (15 minutes) Ask students to brainstorm what makes a great speech and chart answers on a web diagram on the board. Hand out the Great Speeches: Qualities of a Good Speech worksheet. Play a speech from HYPERLINK "http://www.americanrhetoric.com/top100speechesall.html"http://www.americanrhetoric.com/top100speechesall.html (we recommend using John F. Kennedy's inaugural address). Students should listen to the speech at least twice, answering the questions as they listen. Have the class discuss their answers and add to the qualities of a great speech web on the board. AFTER: Instant speech challenge (15 minutes) Explain that part of making good speeches is speaking confidently. Explain to students that confidence can be gained through practice. In order to kick off the practice, have students participate in an instant speech challenge. Have students select an Instant Speech Topic card and make a 30-60 second speech on the topic they select. You should model this for them by randomly selecting a card and giving an impromptu speech. CLOSURE: Explain homework (3 minutes) Students must choose their issue for their soapbox speech. The must also define who they mean when they say my community. (Is it the school, their neighborhood, young people, and ethnicity?) This will determine their audience. The must also say what action they would like to see taken on this issue. This homework will provide essential elements necessary for their soapbox speeches. Soapbox Image  What is happening in this image? Write at least three actions you see taking place. Whats the mood of the people in the image? How do you know this? Why do you think the man is standing on a stool? Great Speeches: Qualities of a Good Speech Name: __________________________________________ Date: __________ Period: ______ Speaker: _____________________________________________________________________ Speech title: __________________________________________________________________ Date of Speech: _______________________________________________________________ What makes this a good speech? (If you do not think it is a good speech, why not?) Give as many direct examples as you can. Great Speeches: Qualities of a Good Speech Name: __________________________________________ Date: __________ Period: ______ Speaker: _____________________________________________________________________ Speech title: __________________________________________________________________ Date of Speech: _______________________________________________________________ What makes this a good speech? (If you do not think it is a good speech, why not?) Give as many direct examples as you can. Instant speech topics Cafeteria food Dances Best class Friends Worst class Family Video games Movies Sports teams Pets Teachers Homework Rappers Ice cream Obama Hot chips Celebrities Bad boy/girlfriend Reading Gossip Good date Haters Soapbox Day 1 homework Name: ______________________________________ Date: __________ Period: ______ Answer thoroughly. You may have to conduct some research to give a complete answer. What issue will you address in your speech? Who do you define as the community impacted by this issue? Why is this an important issue to the community? What would you like to see done to address this issue? Lesson: Structuring a Speech  SHAPE \* MERGEFORMAT   BELL-RINGER: Ballots or Bullets (5 minutes) Students read and respond to the questions on the Ballots or Bullets bell-ringer. BEFORE: Structuring a soapbox speech (10 minutes) Discuss the bell-ringer. Explain that body of their soapbox speeches are going to follow the same model laid out in the Ballots or Bullets excerpt. They must consider their audience and 1.) Define the problem. 2.) Propose a solution (what has to change?) 3.) Issue a call to action (What do you want your audience to do?  SHAPE \* MERGEFORMAT  DURING: Preparing a rough draft (15 - 20 minutes) Students should write a rough draft of the body of their speech using the Project Soapbox Rough Draft Guide. Encourage students to use their homework in their rough drafts. AFTER: Peer feedback (10 - 15 minutes) Divide students into groups of 3. Have each student read one paragraph from their rough draft. Have the other students guess if it is THE PROBLEM, THE SOLUTION, or THE CALL TO ACTION. CLOSURE: Explain homework (3 minutes) Students should finish/revise their rough drafts and practice reading them aloud. Explain that tomorrows lesson will focus on speech delivery and persuasive tone. Malcolm X: Ballots or Bullets So, where do we go from here? First, we need some friends. We need some new allies. The entire civil-rights struggle needs a new interpretation, a broader interpretation. We need to look at this civil-rights thing from another angle - from the inside as well as from the outside. To those of us whose philosophy is black nationalism, the only way you can get involved in the civil-rights struggle is give it a new interpretation. That old interpretation excluded us. It kept us out. So, we're giving a new interpretation to the civil-rights struggle, an interpretation that will enable us to come into it, take part in it. How can you thank a man for giving you what's already yours? How then can you thank him for giving you only part of what's already yours? You haven't even made progress, if what's being given to you, you should have had already. That's not progress. And I love my Brother Lomax, the way he pointed out we're right back where we were in 1954. We're not even as far up as we were in 1954. We're behind where we were in 1954. There's more segregation now than there was in 1954. There's more racial animosity, more racial hatred, more racial violence today in 1964, than there was in 1954. Where is the progress? It's time for you and me to stop sitting in this country, letting some cracker senators, Northern crackers and Southern crackers, sit there in Washington, D.C., and come to a conclusion in their mind that you and I are supposed to have civil rights. There's no white man going to tell me anything about my rights. You let that white man know, if this is a country of freedom, let it be a country of freedom; and if it's not a country of freedom, change it. We will work with anybody, anywhere, at any time, who is genuinely interested in tackling the problem head-on, nonviolently as long as the enemy is nonviolent, but violent when the enemy gets violent. We'll work with you on the voter-registration drive, we'll work with you on rent strikes, we'll work with you on school boycotts What problem does Malcolm X identify? What is his evidence that there is a problem? What solution(s) does he propose? Who do you think is his audience? What does he want them to do? Project Soapbox Rough Draft Guide TopicToday I am talking to you about Define the ProblemThe reason why this is such a big problem is (use evidence and/or examples) SolutionThe best way to address this issue is ActionIn order to do this, it is necessary that you ClosingThis is important to all of us because Remember Audience: You will be delivering your speech to your classmates and teachers, but you never know who might be listening to your speech. Your principal, your alderman, or a guest might be present at the speech competition. Lesson: Spicing Up a Speech  SHAPE \* MERGEFORMAT   BELL-RINGER: Journal entry (5 minutes) Students respond in their journals to the following questions: "How does a good speech begin? How does it end? After a good speech, how should the audience feel?" BEFORE: Attention Grabber/Closers (5 - 10 minutes) Have a few students share from their bell-ringer. Ask the class how it would sound if a speech started with "In this speech I will explain to you why drugs are a big problem in our community and why you should stop this problem." Students should recognize that a opener like that would be very boring. Then ask them how it would sound if a speech ended with "And those are the problems with drugs. I'm done." Again, they should recognize that a closer like that would not be effective. Distribute the Attention Grabber/Closer handout and read together. Have students jot down notes for their own speeches. DURING: Identifying rhetorical devices and appeals (30 - 35 minutes) Explain that today will the ways to spice up a speech with tricks up the trade. Those tricks are called rhetorical devices,  Project the Rhetorical Devices overhead and read together. Have students think about what types of emotions they might want to tap into -- anger? fear? excitement? hope?. Distribute the Rhetorical Devices table and read aloud together. Encourage students to think of their own examples. Remind students that todays lesson is focused on how a speech is written, not how it is delivered. Distribute the Great Speeches: Identifying Rhetorical Devices handout. Have students listen to Obamas victory speech given in Chicago while they complete the handout. Alternatively, the students can read the text of the speech and complete the handout. Note: The speech is 18 minutes; consider forwarding through the beginning when he is thanking people (minute 6, although it really builds around minute 9). HYPERLINK "http://edition.cnn.com/2008/POLITICS/11/04/obama.transcript/"http://edition.cnn.com/2008/POLITICS/11/04/obama.transcript/  SHAPE \* MERGEFORMAT  Once students have listened to the speeches, discuss the rhetorical devices & logical and/or emotional appeals that make these speakers effective. AFTER/CLOSER: Using rhetorical devices in your speech (5 minutes and homework) Have students go back to their rough drafts and add rhetorical devices to their speeches, and continue for homework. They should pay specific attention to writing a good attention grabber to open their speeches and a compelling closer. Name: ______________________________________ Date: __________ Period: ______ Attention Grabbers/Closers Attention Grabber A good speech grabs the audience's attention right at the very beginning. There are a number of ways you can do that: use a quote, tell a joke, tell a story, ask a question, or pose a hypothetical situation. Think about an attention grabber that would work well with your speech and describe it below. Closer The last thing you say to youre audience should stick with them. That is why a good closer is so important. Some powerful ways to end a speech is to remind them a value you share (like freedom, or education or equality). Think about how you can end you speech to leave a lasting impression on your audience and write it below. Rhetorical Devices A good speech usually appeals to the audiences emotions or their intellect through: Logical appeals appeal to the audience to use reason and analysis Example: Using statistics and facts OR Emotional appeal appeal to the audiences deep emotions Example: Using a personal story Rhetorical Devices Below are a list of some of common devices used by speech writers in their appeals: Rhetorical deviceDefinitionExampleMetaphor or Similecomparison of two unlike things"Why, this country is a shining city on a hill." - Mario Cuomo,  HYPERLINK "http://www.americanrhetoric.com/speeches/mariocuomo1984dnc.htm" 1984 Democratic National Convention Address Imagerysensory details that paint a vivid picture in the audiences mind In the year of America's birth, in the coldest of months, a small band of patriots huddled by dying campfires on the shores of an icy river. - Barack Obama, Inauguration SpeechAlliterationrepetition of the beginning consonant sounds of a series of wordsAll for which America stands is safe today because brave men and women have been ready to face the fire at freedom's front." - Ronald Reagan,  HYPERLINK "http://www.americanrhetoric.com/speeches/ronaldreaganvietnammemorial.html" Vietnam Veterans Memorial AddressRepetitioncontinued use of certain words or phrasesI have a dream that one day this nation will rise up and live out the true meaning of its creed I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood...I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today - Martin Luther King, I have a DreamHyperboledeliberate exaggeration or overstatement"Why you got scars and knots on your head from the top of your head to the bottom of your feet. And every one of those scars is evidence against the American white man. - Malcolm X  Obama Election Night Victory Speech If there is anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer. Its the answer told by lines that stretched around schools and churches in numbers this nation has never seen; by people who waited three hours and four hours, many for the very first time in their lives, because they believed that this time must be different; that their voice could be that difference. Its the answer spoken by young and old, rich and poor, Democrat and Republican, black, white, Latino, Asian, Native American, gay, straight, disabled and not disabled - Americans who sent a message to the world that we have never been a collection of Red States and Blue States: we are, and always will be, the United States of America. Its the answer that led those who have been told for so long by so many to be cynical, and fearful, and doubtful of what we can achieve to put their hands on the arc of history and bend it once more toward the hope of a better day. Its been a long time coming, but tonight, because of what we did on this day, in this election, at this defining moment, change has come to America. I just received a very gracious call from Senator McCain. He fought long and hard in this campaign, and hes fought even longer and harder for the country he loves. He has endured sacrifices for America that most of us cannot begin to imagine, and we are better off for the service rendered by this brave and selfless leader. I congratulate him and Governor Palin for all they have achieved, and I look forward to working with them to renew this nations promise in the months ahead. I want to thank my partner in this journey, a man who campaigned from his heart and spoke for the men and women he grew up with on the streets of Scranton and rode with on that train home to Delaware, the Vice President-elect of the United States, Joe Biden. I would not be standing here tonight without the unyielding support of my best friend for the last sixteen years, the rock of our family and the love of my life, our nations next First Lady, Michelle Obama. Sasha and Malia, I love you both so much, and you have earned the new puppy thats coming with us to the White House. And while shes no longer with us, I know my grandmother is watching, along with the family that made me who I am. I miss them tonight, and know that my debt to them is beyond measure. To my campaign manager David Plouffe, my chief strategist David Axelrod, and the best campaign team ever assembled in the history of politics - you made this happen, and I am forever grateful for what youve sacrificed to get it done. But above all, I will never forget who this victory truly belongs to - it belongs to you. I was never the likeliest candidate for this office. We didnt start with much money or many endorsements. Our campaign was not hatched in the halls of Washington - it began in the backyards of Des Moines and the living rooms of Concord and the front porches of Charleston. It was built by working men and women who dug into what little savings they had to give five dollars and ten dollars and twenty dollars to this cause. It grew strength from the young people who rejected the myth of their generations apathy; who left their homes and their families for jobs that offered little pay and less sleep; from the not-so-young people who braved the bitter cold and scorching heat to knock on the doors of perfect strangers; from the millions of Americans who volunteered, and organized, and proved that more than two centuries later, a government of the people, by the people and for the people has not perished from this Earth. This is your victory. I know you didnt do this just to win an election and I know you didnt do it for me. You did it because you understand the enormity of the task that lies ahead. For even as we celebrate tonight, we know the challenges that tomorrow will bring are the greatest of our lifetime - two wars, a planet in peril, the worst financial crisis in a century. Even as we stand here tonight, we know there are brave Americans waking up in the deserts of Iraq and the mountains of Afghanistan to risk their lives for us. There are mothers and fathers who will lie awake after their children fall asleep and wonder how theyll make the mortgage, or pay their doctors bills, or save enough for college. There is new energy to harness and new jobs to be created; new schools to build and threats to meet and alliances to repair. The road ahead will be long. Our climb will be steep. We may not get there in one year or even one term, but America - I have never been more hopeful than I am tonight that we will get there. I promise you - we as a people will get there. There will be setbacks and false starts. There are many who wont agree with every decision or policy I make as President, and we know that government cant solve every problem. But I will always be honest with you about the challenges we face. I will listen to you, especially when we disagree. And above all, I will ask you join in the work of remaking this nation the only way its been done in America for two-hundred and twenty-one years - block by block, brick by brick, calloused hand by calloused hand. What began twenty-one months ago in the depths of winter must not end on this autumn night. This victory alone is not the change we seek - it is only the chance for us to make that change. And that cannot happen if we go back to the way things were. It cannot happen without you. So let us summon a new spirit of patriotism; of service and responsibility where each of us resolves to pitch in and work harder and look after not only ourselves, but each other. Let us remember that if this financial crisis taught us anything, its that we cannot have a thriving Wall Street while Main Street suffers - in this country, we rise or fall as one nation; as one people. Let us resist the temptation to fall back on the same partisanship and pettiness and immaturity that has poisoned our politics for so long. Let us remember that it was a man from this state who first carried the banner of the Republican Party to the White House - a party founded on the values of self-reliance, individual liberty, and national unity. Those are values we all share, and while the Democratic Party has won a great victory tonight, we do so with a measure of humility and determination to heal the divides that have held back our progress. As Lincoln said to a nation far more divided than ours, We are not enemies, but friends...though passion may have strained it must not break our bonds of affection. And to those Americans whose support I have yet to earn - I may not have won your vote, but I hear your voices, I need your help, and I will be your President too. And to all those watching tonight from beyond our shores, from parliaments and palaces to those who are huddled around radios in the forgotten corners of our world - our stories are singular, but our destiny is shared, and a new dawn of American leadership is at hand. To those who would tear this world down - we will defeat you. To those who seek peace and security - we support you. And to all those who have wondered if Americas beacon still burns as bright - tonight we proved once more that the true strength of our nation comes not from our the might of our arms or the scale of our wealth, but from the enduring power of our ideals: democracy, liberty, opportunity, and unyielding hope. For that is the true genius of America - that America can change. Our union can be perfected. And what we have already achieved gives us hope for what we can and must achieve tomorrow. This election had many firsts and many stories that will be told for generations. But one thats on my mind tonight is about a woman who cast her ballot in Atlanta. Shes a lot like the millions of others who stood in line to make their voice heard in this election except for one thing - Ann Nixon Cooper is 106 years old. She was born just a generation past slavery; a time when there were no cars on the road or planes in the sky; when someone like her couldnt vote for two reasons - because she was a woman and because of the color of her skin. And tonight, I think about all that shes seen throughout her century in America - the heartache and the hope; the struggle and the progress; the times we were told that we cant, and the people who pressed on with that American creed: Yes we can. At a time when womens voices were silenced and their hopes dismissed, she lived to see them stand up and speak out and reach for the ballot. Yes we can. When there was despair in the dust bowl and depression across the land, she saw a nation conquer fear itself with a New Deal, new jobs and a new sense of common purpose. Yes we can. When the bombs fell on our harbor and tyranny threatened the world, she was there to witness a generation rise to greatness and a democracy was saved. Yes we can. She was there for the buses in Montgomery, the hoses in Birmingham, a bridge in Selma, and a preacher from Atlanta who told a people that We Shall Overcome. Yes we can. A man touched down on the moon, a wall came down in Berlin, a world was connected by our own science and imagination. And this year, in this election, she touched her finger to a screen, and cast her vote, because after 106 years in America, through the best of times and the darkest of hours, she knows how America can change. Yes we can. America, we have come so far. We have seen so much. But there is so much more to do. So tonight, let us ask ourselves - if our children should live to see the next century; if my daughters should be so lucky to live as long as Ann Nixon Cooper, what change will they see? What progress will we have made? This is our chance to answer that call. This is our moment. This is our time - to put our people back to work and open doors of opportunity for our kids; to restore prosperity and promote the cause of peace; to reclaim the American Dream and reaffirm that fundamental truth - that out of many, we are one; that while we breathe, we hope, and where we are met with cynicism, and doubt, and those who tell us that we cant, we will respond with that timeless creed that sums up the spirit of a people: Yes We Can. Thank you, God bless you, and may God Bless the United States of America. Great Speeches: Rhetorical Devices and Appeal Name: ______________________________________ Date: __________ Period: ______ Speaker: ________________________ Speech title: ______________________________ Give examples, if any, of how the speech appeals to the audiences intellect/logical appeals. Give examples, if any, of how the speech appeals to the audiences' emotion. Give examples of any of the following rhetorical devices used in the speech Metaphor or simile -- imagery -- alliteration -- repetition -- hyperbole -- Lesson: Delivering a Great Speech  SHAPE \* MERGEFORMAT   BELLRINGER: Rubric review (5 minutes) Have students read the presentation guidelines and public speaking rubric. As they read, they should re-read their speeches, looking specifically at the Communication of Ideas column in the public speaking rubric, and self-assess their speech. BEFORE: Persuasive ABCs (15 - 20 minutes) Explain to the class that so far this week they have learned how to structure their speech and how to appeal to their audience. Today will focus on presentation. Read the top box for the Persuasion/Charisma column of the public speaking rubric. Ask students: what specific things might a well delivered speech sound and look like?  SHAPE \* MERGEFORMAT  Create a list on the board entitled "Good Speech Delivery" and list the student responses. Be sure to include: dramatic pauses, raised volume, dramatic body language (ie. arm gestures, facial expressions). After each suggestion, ask a student to demonstrate what that might look like, using the ABC's as your text. (ex. A student can recite the ABC's, beginning a normal volume and then raise the volume for letters D-G to demonstrate the importance of that part of the "speech"). You may have to model for students first. Solicit student volunteers to recite the ABC's as expressively and persuasively as they can, using as many of the qualities listed under "Good Speech Delivery" as they can. Alternatively, you can have students turn to the person next to them and each practice reciting the ABC's persuasively to one another. DURING: Peer feedback (20 Minutes) Explain to the students that this is their day to practice their speeches before the competition and receive constructive criticism. Spend a few minutes establishing expectations and guidelines for feedback (some suggestions: be honest, no insults, save comments until the end) Divide students into pairs or groups of three. (Note: This is an excellent opportunity for students that have not completed the homework to prepare a speech. You can move those student to one area of the room and allow other students to spread outeven in the hall if possible.) In the groups, each student should read their speech and then receive feedback from their peers using the Peer Feedback forms. Time permitting, they can practice their speeches more than once. AFTER: Presentation guidelines (5 minutes) Distribute Presentation Guidelines and read together, answering any questions that may arise. CLOSURE: Exit ticket (2 minutes) Have students write 2 things they will do tonight to prepare for the competition tomorrow. Presentation Guidelines Public speaking is crucial to civic action and the struggle for social justice. Whether you are running a meeting or persuading someone to agree with your plan of action, your ability to communicate is vital if you want people to listen to you and to accomplish your goals. General presentation rules: Dress professionally. It adds authority to your presentation, and demonstrates forethought and planning when you are dressed appropriate for the setting. Remember: dressing up for a presentation is different than dressing up to go out to dinner. Never chew gum or have anything in your mouth. Present yourself professionally; dont be goofy or immature. Use professional and appropriate language. Have a purpose. Why should the audience listen to you? Do your research and know what you are talking about. Be confident! Practice, practice, practice and youll feel ready to go. Be yourself. Even strangers can recognize someone who is fake or insincere. Don't freak out if you stumble. Nobody but you knows how your speech is "supposed" to go so just roll with it. Don't say "Wait, can I start over?" First impressions are powerful. Your presentation starts before you begin speaking. Once you are announced, you are on. That means the way you approach the podium and prepare yourself is all part of your presenation! Components of a presentation: Communication of ideas Think about the content of your presentation. What are you trying to say? Are your ideas and purpose clear? Do you have enough credible evidence to support what youre saying? Do you offer the audience a call to action? Do you appeal to a universal value? Is your topic important? Physical presence How do you look when you speak? Are your hands fidgeting? Is your foot wiggling? Is all your weight on one leg? Are your eyes glued to the floor? If you want your audience to be interested and have confidence in you, first you need to look interested and confident! Power persuasion/charisma If you are not passionate about your cause, why should anyone else be? Your tone can be serious and solemn or bold and impassioned (depending on the topic of your speech) but it MUST be evident that you care about the topic. You should speak naturally, not simply read a speech. Public Speaking Rubric Communication of ideas what you say matters 15 ptsPhysical Presence how you present yourself matters 5Persuasion/ Charisma why and to whom you are speaking matters 5 Class Time 10 pts5- Uses articulate, coherent sentences - Problem, solution, and call to action are clear - Has evidence to define the problem from credible sources - Includes a well structured attention grabber, closer and rhetorical devices in speech- Stands straight and comfortably - Doesnt fidget - Makes eye contact with the entire audience - Has excellent diction, volume, and pacing -- Does not use filler words (um, like, uh)- Speaks to the audience rather than reads a speech - Expressive and passionate - Natural and believable - Used class time efficiently to write, practice, and give feedback - Always on task - Submitted a written copy of the speech - Was prepared for class every day4- Problem, solution, and call to action are somewhat clear - Has some evidence to support the opinion - Has a few credible sources - Includes an attention grabber and closer- Stands straight and comfortably - Barely fidgets - Makes eye contact with most of the audience - Good diction, volume, and pacing - Uses filler words- Occasionally reads rather than present - Somewhat expressive - Concern for the topic is evident- Somewhat efficient during class - Usually on task - Submitted a written copy of the speech3- Opinion on the topic is clear, but its unclear how the audience is supposed to respond - Has limited evidence to support the thesis - Relies on only one credible source - No common value- The presenter appears somewhat comfortable - Fidgets often - Makes eye contact with some of the audience - Has good diction, volume, and/or pacing - Uses a lot of filler words- Reads most of the presentation with some expression - Topic seems slightly important to the presenter- Did not always discipline themselves, but went back to task when asked - Submitted a rough draft of the speech2- Doesnt state the Problem, solution, and/or call to action - Uses opinions rather than fact - Has few sources and/or their credibility is questionable - Attempts an attention grabber, closer or use of rhetorical devices- Seems somewhat uncomfortable - Fidgets - Barely makes eye contact with the audience - Diction, volume, and/or pacing is somewhat weak - Stumbles over filler words- Reads the entire presentation - Very little expression - Topic seems unimportant to the presenter - Did not discipline themselves, but went back to task when asked - Submitted a rough draft of the speech1- Doesnt state the Problem, solution, and call to action - Has no support for the thesis - Doesnt have credible sources - Lacks attention grabber, closer and rhetorical devices- Seems uncomfortable - Fidgets the entire time - Doesnt make eye contact with the audience - Diction, volume, and/or pacing is weak - Stumbles over filler words- Reads the presentation with no expression - Topic seems unimportant to the presenter- Inefficient use of time - Did not submit a draft of the speech Peer Speech Practice Feedback Your name:__________________ Speaker: _________________ Complete this form as you listen to your classmate's speech. Check off when you hear the following: Attention grabber yes % no % Explanation of the problem yes % no % Solution yes % no % Call to action yes % no % Closer yes % no % Rhetorical device yes % no % Were they passionate about their topic? How could you tell? What did they do well? What could be improved? Your name:__________________ Speaker: _________________ Complete this form as you listen to your classmate's speech. Check off when you hear the following: Attention grabber yes % no % Explanation of the problem yes % no % Solution yes % no % Call to action yes % no % Closer yes % no % Rhetorical device yes % no % Were they passionate about their topic? How could you tell? What did they do well? What could be improved? Lesson: The Speech Competition    Consider inviting people from your school staff &/or administration, parents, or Mikva Challenge staff to serve as judges. Use the rubric to determine the winner.  BELL-RINGER: Preparation (2 minutes) Students should take out all necessary materials and be ready to present. They can silently practice their speeches. BEFORE: Speech procedure (5 minutes) Welcome judges. Set up the expectations for the day by explaining that all speeches should receive thunderous applause when they are completed and the students should be given some positive feedback from their peers. Emphasize that no one should be interrupted. As they listen, students should complete feedback sheets. During: Speeches (30 - 35 minutes) Be mindful of time and try to keep the speeches moving along. Students should be providing feedback when not presenting and you and the judges should be completing rubrics.  SHAPE \* MERGEFORMAT  After: Student vote (5 minutes) Have the students cast a ballot for who they consider the winner of the speech competition. Closure: Homework (2 minutes) Students should complete a Project Soapbox evaluation. Project Soapbox Student Feedback Your name: Period: Speaker's name: Topic:What is the solution? What is the call to action? Comment on delivery/persuasion Comment of physical presence  Speaker's name: Topic:What is the solution? What is the call to action? Comment on delivery/persuasion Comment of physical presence  Judging Rubric for Project Soapbox Speeches Students Name _____________________________________________ Circle one number (1-5) for each category. Add the totals and divide by 50 for total score, and divide by 10 to figure out average. Refer to the Category Criteria sheet for suggest scoring guidelines. Content High Average Low 1Explains the problem with evidence543212Offers a solution543213Contains a call to action543214Incorporates stories and examples543215Good opener and closer54321 Delivery High Average Low 6Presents speech rather reads it543217Speaks clearly with appropriate vocabulary543218Uses tone, speed, and volume as tools543219Shows passion for their topic5432110Good body language (eye contacts, gestures, stance)54321 Comments: Total Score:______ Project Soapbox Student Evaluation What was the best part of the Soapbox curriculum? How would you change the Soapbox curriculum? What skills did you gain this week? Which issues are you now more concerned about as a result of listening to your peers? PAGE  PAGE 26 Project Soapbox PAGE 31 Project Soapbox Materials Needed: Soapbox image overhead computer with internet, speakers, and LCD Great Speeches Evaluation Skills: Public Speaking Student Objectives: Define soapbox Practice Public Speaking Determine qualities of good speech Vocabulary: Soapbox Overview: The purpose of this lesson is for students to structure their speeches around defining a problem, proposing a solution and issuing a call to action. soapbox: a raised platform on which one stands to make an impromptu speech, often about a political subject. Student Objectives: Write a rough draft of their speech Practice speech with peers Identify problems, solutions and actions in speeches Assessment: Rough draft of speech Materials: Ballot or Bullets bell-ringer Optional: computer with internet, speakers and LCD projector Project Soapbox Rough Draft Guide Overview: The purpose of this lesson is for students to structure their speeches around defining a problem, proposing a solution and issuing a call to action. ( Enrichment: Hillary Clintons Bejing speech is an excellent example of defining the problem. Access at: http://www.americanrhetoric.com/speeches/hillaryclintonbeijingspeech.htm Assessment: Attention Grabber/Closer handout Materials: LCD projector, computer with internet and speakers Attention Grabber/Closer handout Rhetorical Devices table Rhetorical Devices overhead Overhead projector Vocabulary: Rhetorical Devices Analogy Metaphor Simile Imagery Alliteration Connotation Repetition Hyperbole Objectives: Write an attention grabber and a closer Listen to speech and evaluate rhetorical devices Apply one or more rhetorical devices in their own speech writing Overview: This lesson introduces various rhetorical devices for students to employ as they develop their speeches. rhetorical device strategies used to get a particular response from an audience. Optional: Students could listen to Dr. Martin Luther King, jr's "I've been to the Mountaintop" speech instead of or in addition to Obama's speech. = HYPERLINK "http://www.americanrhetoric.com/speeches/mlkivebeentothemountaintop.htm"http://www.americanrhetoric.com/speeches/mlkivebeentothemountaintop.htm Materials: Presentation Guidelines Public Speaking Rubric Peer Feedback sheets Objectives: Assess themselves using the Presentation Rubric Read through Presentation Guidelines Practice their speeches Give and receive feedback Overview: This lesson focuses on speech delivery. Students practice their speeches with their peers and examine the rubric before they go home to practice on last time. ( Enrichment: You can extend this lesson by watching examples of different speeches and having students focus on the delivery of the speech. You might want to show some poorly delivered speeches as well as some strong speeches. 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