Lesson: Introduction to Project Soapbox
Lesson: Introduction to Project Soapbox
[pic]
BELL-RINGER: What’s 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:
[pic]
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 (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
[pic]
1. What is happening in this image? Write at least three actions you see taking place.
2. What’s the mood of the people in the image? How do you know this?
3. 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.
1. What issue will you address in your speech?
2. Who do you define as the community impacted by this issue?
3. Why is this an important issue to the community?
4. What would you like to see done to address this issue?
Lesson: Structuring a Speech
[pic]
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?
[pic]
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 tomorrow’s 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…
1. What problem does Malcolm X identify? What is his evidence that there is a problem?
2. What solution(s) does he propose?
3. Who do you think is his audience?
4. What does he want them to do?
Project Soapbox Rough Draft Guide
|Topic |Today I am talking to you about… |
| | |
| | |
| | |
| | |
|Define the|The reason why this is such a big problem is (use evidence and/or examples)… |
|Problem | |
| | |
| | |
| | |
| | |
| | |
| | |
|Solution |The best way to address this issue is… |
| | |
| | |
| | |
| | |
| | |
|Action |In order to do this, it is necessary that you… |
| | |
| | |
| | |
| | |
| | |
| | |
|Closing |This 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
[pic]
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 today’s 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 Obama’s 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).
[pic]
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 you’re 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 audience’s 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 device |Definition |Example |
|Metaphor or Simile |comparison of two unlike things |"Why, this country is a shining city on a hill." |
| | |- Mario Cuomo, 1984 Democratic National Convention Address |
|Imagery |sensory details that paint a |“In the year of America's birth, in the coldest of months, a small band of patriots huddled by dying |
| |vivid picture in the audience’s |campfires on the shores of an icy river.” |
| |mind | |
| | |- Barack Obama, “Inauguration Speech” |
|Alliteration |repetition of the beginning |“All for which America stands is safe today because brave men and women have been ready to face the |
| |consonant sounds of a series of |fire at freedom's front." |
| |words | |
| | |- Ronald Reagan, Vietnam Veterans Memorial Address |
|Repetition |continued use of certain words |“I have a dream that one day this nation will rise up and live out the true meaning of its creed …I |
| |or phrases |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 Dream” |
|Hyperbole |deliberate exaggeration or |"Why you got scars and knots on your head from the top of your head to the bottom of your feet. And |
| |overstatement |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.
It’s 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.
It’s 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 he’s 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 nation’s 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 that’s coming with us to the White House. And while she’s 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 you’ve 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 didn’t 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 generation’s 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 didn’t do this just to win an election and I know you didn’t 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 they’ll 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 won’t agree with every decision or policy I make as President, and we know that government can’t 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, it’s 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 that’s on my mind tonight is about a woman who cast her ballot in Atlanta. She’s 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 couldn’t vote for two reasons - because she was a woman and because of the color of her skin.
And tonight, I think about all that she’s seen throughout her century in America - the heartache and the hope; the struggle and the progress; the times we were told that we can’t, and the people who pressed on with that American creed: Yes we can.
At a time when women’s 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 can’t, 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 audience’s 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
[pic]
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?
[pic]
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 out…even 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:
1. 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.
2. Never chew gum or have anything in your mouth.
3. Present yourself professionally; don’t be goofy or immature. Use professional and appropriate language.
4. Have a purpose. Why should the audience listen to you?
5. Do your research and know what you are talking about.
6. Be confident! Practice, practice, practice and you’ll feel ready to go.
7. Be yourself. Even strangers can recognize someone who is fake or insincere.
8. 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?"
9. 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:
1. 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 you’re saying? Do you offer the audience a call to action? Do you appeal to a universal value? Is your topic important?
2. 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!
3. 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 |Physical Presence |Persuasion/ Charisma |Class Time |
| |what you say matters |how you present yourself matters |why and to whom you are |10 pts |
| |15 pts |5 |speaking matters 5 | |
|5 |- Uses articulate, coherent sentences |- Stands straight and comfortably |- Speaks to the audience |- Used class time efficiently to |
| |- Problem, solution, and call to action are |- Doesn’t fidget |rather than reads a speech|write, practice, and give feedback|
| |clear |- Makes eye contact with the entire |- Expressive and |- Always on task |
| |- Has evidence to define the problem from |audience |passionate |- Submitted a written copy of the |
| |credible sources |- Has excellent diction, volume, and |- Natural and believable |speech |
| |- Includes a well structured attention |pacing | |- Was prepared for class every day|
| |grabber, closer and rhetorical devices in |-- Does not use filler words (um, like, | | |
| |speech |uh) | | |
|4 |- Problem, solution, and call to action are |- Stands straight and comfortably |- Occasionally reads |- Somewhat efficient during class |
| |somewhat clear |- Barely fidgets |rather than present |- Usually on task |
| |- Has some evidence to support the opinion |- Makes eye contact with most of the |- Somewhat expressive |- Submitted a written copy of the |
| |- Has a few credible sources |audience |- Concern for the topic is|speech |
| |- Includes an attention grabber and closer |- Good diction, volume, and pacing |evident | |
| | |- Uses filler words | | |
|3 |- Opinion on the topic is clear, but it’s |- The presenter appears somewhat |- Reads most of the |- Did not always discipline |
| |unclear how the audience is supposed to |comfortable |presentation with some |themselves, but went back to task |
| |respond |- Fidgets often |expression |when asked |
| |- Has limited evidence to support the thesis|- Makes eye contact with some of the |- Topic seems slightly |- Submitted a rough draft of the |
| |- Relies on only one credible source |audience |important to the presenter|speech |
| |- No common value |- Has good diction, volume, and/or pacing | | |
| | |- Uses a lot of filler words | | |
|2 |- Doesn’t state the Problem, solution, |- Seems somewhat uncomfortable |- Reads the entire |- Did not discipline themselves, |
| |and/or call to action |- Fidgets |presentation |but went back to task when asked |
| |- Uses opinions rather than fact |- Barely makes eye contact with the |- Very little expression |- Submitted a rough draft of the |
| |- Has few sources and/or their credibility |audience |- Topic seems unimportant |speech |
| |is questionable |- Diction, volume, and/or pacing is |to the presenter | |
| |- Attempts an attention grabber, closer or |somewhat weak | | |
| |use of rhetorical devices |- Stumbles over filler words | | |
|1 |- Doesn’t state the Problem, solution, and |- Seems uncomfortable |- Reads the presentation |- Inefficient use of time |
| |call to action |- Fidgets the entire time |with no expression |- Did not submit a draft of the |
| |- Has no support for the thesis |- Doesn’t make eye contact with the |- Topic seems unimportant|speech |
| |- Doesn’t have credible sources |audience |to the presenter | |
| |- Lacks attention grabber, closer and |- Diction, volume, and/or pacing is weak | | |
| |rhetorical devices |- Stumbles over filler words | | |
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.
[pic]
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
Student’s 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
|1 |Explains the problem with evidence |5 |4 |3 |2 |1 |
|2 |Offers a solution |5 |4 |3 |2 |1 |
|3 |Contains a call to action |5 |4 |3 |2 |1 |
|4 |Incorporates stories and examples |5 |4 |3 |2 |1 |
|5 |Good opener and closer |5 |4 |3 |2 |1 |
Delivery
High Average Low
|6 |Presents speech rather reads it |5 |4 |3 |2 |1 |
|7 |Speaks clearly with appropriate vocabulary |5 |4 |3 |2 |1 |
|8 |Uses tone, speed, and volume as tools |5 |4 |3 |2 |1 |
|9 |Shows passion for their topic |5 |4 |3 |2 |1 |
|10 |Good body language (eye contacts, gestures, stance) |5 |4 |3 |2 |1 |
Comments:
Total Score:______
Project Soapbox Student Evaluation
1. What was the best part of the Soapbox curriculum?
2. How would you change the Soapbox curriculum?
3. What skills did you gain this week?
4. Which issues are you now more concerned about as a result of listening to your peers?
-----------------------
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 Clinton’s Bejing speech is an excellent example of defining the problem. Access at:
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. =
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. Some suggestions for well delivered speeches include:
• Sarah Palin’s 2008 Republican Convention Speech
• Barack Obama’s 2004 Democractic Convention Speech
• Martin Luther King’s “I’ve Been to the Mountaintop”
Overview: [pic])*./FGHIJKLMNY\{ƒòáÒÆ®œŽœ®yœh]O]A4A4h?áh\cOJQJ^J[?]h?áh\c5?OJQJ^J[?]jh\cU[pic]mHnHu[pic]h\c5?OJQJ^J[?] hŒIjh\cCJ$OJ[?]QJ[?]^J[?]aJ$)jhCIºh\cCJ$OJ[?]QJ[?]U[pic]^J[?]aJ$h\cCJ$OJ[?]QJ[?]^J[?]aJ$#jh\cCJ$OJ[?]QJ[?]U[pic]^J[?]aJ$.jh\cThis lesson is the day of speech presentation. Students deliver their speeches in front of judges and their peers and give feedback to each other.
Materials:
• Student Feedback
• Judging Rubric
Objectives:
• Deliver speech in front of an audience
• Provide feedback
Assesment:
• Student Speeches
Note: There are two rubrics included for Project Soapbox. The Public Speaking Rubic is for teachers’ use and for the rest of the year. The Project Soapbox rubric is for outside judges and for this particular competition.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- secretary s press conference call on charter schools and
- sample prompting questions topics for circles
- hunting species 20 000 10 000 years ago
- public hearing on negotiated rulemaking 2006 chicago
- remarks by secretary arne duncan forum on esea
- lesson introduction to project soapbox
- closing the digital divide brainmass
- issue brief no afterschool alliance
Related searches
- introduction to financial management pdf
- introduction to finance
- introduction to philosophy textbook
- introduction to philosophy pdf download
- introduction to philosophy ebook
- introduction to marketing student notes
- introduction to marketing notes
- introduction to information systems pdf
- introduction to business finance pdf
- introduction to finance 15th edition
- introduction to finance books
- introduction to finance online course