daily homework


Speech I

[Daily classwork & homework will be posted here each day.  Be sure to check when you are ABSENT, and return to class with this work DONE.  Do NOT ask me what the “homework was while you were gone”.  THIS is how I communicate with ABSENT students.]

Week of May 4-8, 2015

Unit 4:  Expressing Opinions

Unit Question:  How has the digital age affected the expression of human opinion?


  1. 1.Reviewed steps of the process for this speech

  2. 2.Today’s agenda:  1.) Students turned in flashdrives / received Storytelling speech grades/comments, 2.) Students turned in Opinion Speech outlines for Ms. Price to provide feedback, 3.) Students were given time to prepare where needed (ideas = brainstorm; organize = outline; speak = rehearse)

  3. 3.If all caught up, students were encouraged to rehearse.

  4. 4.Students had time to conference with Ms. Price if needed/desired.

  5. 5.Ms. Price returned outlines (with feedback).

  6. 6.Schedule for rest of week:  Tuesday (Seniors give opinion speeches), Thursday (Seniors give Exam speeches / non-seniors do Peer Evaluations for Opinion speeches)  Friday (Opinion speeches due for non-Seniors)  Monday (Opinion speeches due for mass media “speakers”)


Be prepared to speak THURSDAY (to a partner).



  1. 1. “Questions in a Jar” (opportunity for EC)

  2. 2.Students were reminded about where to go for exam study guide (click HERE and scroll to bottom for “Exam Study Guide”).

  3. 3.Seniors gave opinion speeches

  4. 4.Students were given time to rehearse their speeches alone.

  5. 5.Students did Peer Evaluations with two peers. (if ABSENT, you are exempt from this assignment, but be sure you’re ready to speak tomorrow!)


Be ready to speak next class! (be sure to work on GROWTH)



Week of April 27-May 1, 2015

Unit 4:  Expressing Opinions

Unit Question:  How has the digital age affected the expression of human opinion?


  1. 6.Discussed next speech assignment:  Opinion (and the options for delivering this speech)

  2. 7.Discussed new unit question:  How has the digital age affected the expression of human opinion?

  3. 8.Debated an opinion topic (Death Penalty) in class (students chose “sides” and Ms. Price facilitated discussion/debate of the issue)

  4. 1.Ended with a story by Damien Echols.  (“Eye Witness:  Stories from the Front”)  Discussed.


1.)  Read your NEXT speech assignment (Opinion Speech) HERE.

2.)  Bring a flashdrive for Ms. Price to put your Storytelling Speech on.


  1. 1. Reviewed yesterday’s discussion.

  2. 2.Debated a second topic.  Discussed where our opinions come FROM.

  3. 3.Discussed how our next speech will be expressing our opinions, but leanring to do it well, in a way that can be “heard” by others.  (i.e.  Think about what you will/won’t give your time to watch/listen to on youtube.)

  4. 4.Ms. Price gave parameters for choosing an Opinion Topic:  Must be timely (current / applies now) or timeless (of interest/discussion over long periods of time).  Can’t be things like 1.) comparisons (Pepsi is better than Coke), 2.) over-discussed topics or those that are deeply held beliefs, (such as evolution or abortion) 3.) Offensive topics (why [jocks / cheerleaders / nerds / certain races] are all [fill in the blank])

  5. 5.Looked at various examples of timely/timeless topics.  (Ex:  timely =  current police brutality cases.  timeless = racisim in America). 

  6. 6.Discussed where to “find” timely topics.  (entertainment news shows, facebook discussions, tweets, magazines, internet news, morning radio programs, what people are talking about, etc.)

  7. 7.Debated a few more topics as a class...

Homework:  Speech due Friday, December 12

1.) Bring flashdrive for your Storytelling speech

2.) Bring 1 timeless & 2 timely topics to next class (articles, pictures, etc.)


  1. 1. Reviewed “timeless” and “timely” topics (if you’re unsure about these terms, see bold terms above)

  2. 2.Debated “opinion” topics as a class

  3. 3.Discussed how to go from topic to thesis and criteria for an opinion thesis statement (should be specific, debatable, and supportable).  Miss Price gave several examples.

  4. 4.Students wrote their own opinion thesis statements & turned in as their “ticket out the door”.

Homework:  Speech due Friday, May 8

1.) flashdrive (if you haven’t already)

2.) finalize topic (if you haven’t already)

3.) finish thesis statement (if you haven’t already)


  1. 1. Students signed up for their topics

  2. 2.Ms. Price collected/passed back thesis statements with feedback

  3. 3.Discussed goal of opinion speech (to engagingly & passionately express your opinion on a particular topic).  A good opinion SPEECH should also...1.) express WHY speaker holds that opinion, 2.) provide SUPPORT for the opinion, 3.) get audience INTERESTED in your opinion (i.e. entertaining/engaging)

  4. 4.Listened to several individuals expressing their opinions online and analyzed/discussed what each speaker did/did not do well in expressing their opinions in a passionate and/or organized way.

  5. 5.Broke down speech process for this speech (order of steps in the process):  1.) strong thesis, 2.) 3 main points (main reasons you have your opinion), 3.) examples/stories for those main points, 4.) outline that organizes your ideas, 5.) write engaging introduction (hook, set-up, thesis), 5) write a conclusion that wraps up and ends memorably.

  6. 6.Schedule for NEXT week:  Monday (meet with KP / Individual work), Tuesday (Seniors give OPINION speeches , Thursday (Seniors give EXAM speeches / non-seniors do peer evaluations for opinion speech)  Friday (Opinion Speeches Due for non-seniors)


2 copies of outline due (doesn’t need to be a formal outline - just organized/order of YOUR speaking notes)


Week of April 20-24, 2015

Unit 3:  Storytelling

Unit Question:  What makes a great storytelling experience?

Day A-D:  Storytelling Speeches


Read your NEXT speech assignment (Opinion Speech) HERE.


Week of April 13-17, 2015

Unit 3:  Storytelling

Unit Question:  What makes a great storytelling experience?


  1. 1. Due:  Self-graded speech / 2 possible topics

  2. 2.Reviewed:  Storytelling to the Senses

  3. 3.Brainstormed:  all that students remembered seeing, hearing, feeling, smelling, tasting surrounding their memory/story.

  4. 4.Ms. Price taught two strong ways to start a storytelling speech.  1.) start in the middle of the action (as Mishka Shubaly did in his “Shipwrecked” story), or 2.) start with an overarching idea/theme (as June Cross does in the first line of THIS story - click yellow “Listen” button)

  5. 5.Students practiced writing intros with one of these two themes.  Students shared opening lines they wrote.

  6. 6.Discussed how NOT to start a storytelling experience...including 1.) don’t start with a sound effect (ex:  “boom!” or “crash!” 2.) avoid starting with pronoun + passive verb (ex:  “I was...” or “We were...”) because passive verbs will make your story passive, not active and starting with passive verbs sets the tone for a very boring storytelling experience.

  7. 7.Discussed passive verbs (such as “am”, “is”, “are”, “was”, and “were”) and how they can destroy a storytelling experience if you overuse them.

  8. 8.Discussed how to work on the “middle” of your story:  1.) map/plan it out (you don’t have to create an outline necessarily...do what’s best for you.  HOWEVER, remember that you CAN’T read to your audience, especially with a storytelling speech b/c it will feel false.)  2.) focus on key moments/phrases/metaphors in your story (think through HOW you want to say certain parts of your speech - particularly areas that you want your audience to visualize clearly and write those parts out, 3.) plan for an active voice (avoid passive verbs as much as possible - they will/can be present...just not overused!)

  9. 9. Listened to a story (“Church Latin”) by Jim Krehn - we only listened to a section of the middle of his story to analyze “storytelling voice”.


1.)  Write the opening paragraph to your story.

2.)  If you haven’t already, watch and evaluate your informative speech.


  1. 1. Due:  Your opening paragraph to your story (turned in for Ms. Price’s feedback)

  2. 2.Discussed grading with points or percentages vs. grading with an 11-point scale.  Ms. Price explained how she grades all speeches with the 11-point scale and why.  Students determined the grade they gave themselves with the 11-point scale.

  3. 3.Ms. Price passed back speeches to those who completed their self-grading.  Compared teacher/student grades.

  4. 4.Reviewed strong elements of storytelling

  5. 5.Discussed ways to have a strong “storytelling VOICE/tone”:  How did Jim Krehn do it in “Church Latin”?

  6. 6.Discussed how it’s important to plan for key moments/phrases/metaphors in your speech.

  7. 7.Watched an example storytelling speech by Ms. Price.  (if ABSENT, watch HERE)  Discussed.

  8. 8.Ms. Price encouraged students to “map out” the rest of their storytelling speech...but to plan for key moments/phrases/metaphors with strong imagery/word choice.


Write out 3 paragraphs for your story (can be from ANY part of your story - particularly key moments you want to develop).  We will use these paragraphs to “diagnose” your story/storytelling “voice” next class.


  1. 1. Due:  3 paragraphs (storytelling)

  2. 2. Discussed:  Writing vs. storytelling...the differences.  (For writing, you need to focus on adjectives/description...for speaking, you must focus verbs/imagery.  There is a fine line between “vivid” and “overdone”. 

  3. 3.Discussed how metaphors are INSTANT imagery and how it is a requirement for this speech to use at least one metaphor.

  4. 4.Discussed the differences between “reporting” and “storytelling”.

        Reporting = pronoun + verb sentence structure

        Reporting = using a lot of “be” verbs (am, is, are, was, were)

  1. 5.Did an activity in which students “diagnosed” their own writing by identifying the sentence structures used in their writings & use of active (vs. passive) verbs.

  2. 6.Ms. Price taught students how to “turn their boring sentences into interesting ones”.  (if ABSENT, see Ms. Price personally about this)

  3. 7.Looked at 3 student examples of “before” and “after” writing & diagnosed WHAT was wrong with writing sample.  (If ABSENT, watch a video that includes these 3 examples HERE - start at 2:15.  However, please note that this video was made for Chinese learners so there are some definitions provided that you already know...also it was made for writing, not speaking...although the same principles apply.)

  4. 8.Discussed:  Storytelling often needs a strong “clincher” statement.  Other ways to end your story include “bookending” (revisiting what you started with), or ending with the theme/lesson. 

  5. 9.Listened to 2 story endings (a lesson & a “clincher”) and discussed.


Plan/prepare the rest of your story...have your story finished!


  1. 1. Students wrote on bottom of Storytelling Rubric the two areas that they wanted to improve upon for their next speech.

  2. 2.Ms. Price gave time for students to rehearse speeches. (20 minutes)

  3. 3.Students gave storytelling speeches to a partner (Peer Evaluations)


Be ready to give storytelling speech NEXT class.


Week of March 30-April 2 2014  (Spring Break starts April 3)

Unit 3:  Storytelling

Unit Question:  What makes a great storytelling experience?


  1. 1. Students gave informative speeches

  2. 2.Reviewed:  What makes a good storytelling experience?  (Discussed verbal visuals & lesson from yesterday)

  3. 3.Watched a video:  “Ira Glass on Storytelling - Part I” (if ABSENT, watch before returning to class)

  4. 4.Discussed anecdote, bait, and moment of reflection in Ernesto Quinonez story from yesterday.


1.)  You must have a flashdrive by NEXT class for Ms. Price to load your speech on.

2.)  Read Storytelling Speech ASSIGNMENT.  (On the Speech I page of my website, click “Required Speeches” and then click on “Storytelling”.)


  1. 1.Due:  Flashdrive (for Ms. Price to put your speech on)

  2. 2.Students gave informative speeches

  3. 3.Reviewed:  What makes a good storytelling experience? (verbal visuals & a lesson)

  4. 4.Reviewed:  Building blocks of a good story (anticipation of events & moment of reflection)

  5. 5.Listened to a story by Mishka Shubaly (“Shipwrecked”) and discussed how good storytelling brings an audience back to the experience by “storytelling to the senses”.  (If ABSENT, you can listen to the story HERE - click the yellow “Listen” button. However, be aware there is a lot of “language” in this story that Ms. Price muted during class.)


1.)  If you already turned in your flashdrive, then fill out the Video Evaluation (front & back) that Ms. Price gave you when she returned your flashdrive.  Turn in the Video Evaluation next class in order to see your Informative Speech grade.

2.)  If you haven’t already turned in your flashdrive, then you must have it by NEXT class for Ms. Price to load your speech on.

3.)  Read Storytelling Speech ASSIGNMENT.  (On the Speech I page of my website, click “Required Speeches” and then click on “Storytelling”.)  Storytelling speeches will be due Monday, April 20.


  1. 1. Reviewed:  What makes a good storytelling experience?  (i.e. verbal visuals, anticipation of events, moment of reflection/lesson, storytelling to the senses)

  2. 2.Discussed where “good ideas” come FROM?

  3. 3.Watched/listened to comedian, Bryan Regan, for “inspiration”/ideas to brainstorm for our own stories.  (If ABSENT, print out the brainstorm HERE (pg 1) & HERE (pg 2)...then click the following links for the clips we watched/listened to (in order to trigger your own ideas about which you can brainstorm):  Family Stuff, Little League, Spelling Bee.

  4. 4.Discussed brainstormed ideas.  (Note:  you do NOT have to choose a story from childhood, despite that being what we brainstormed about today)


1.)  Choose 2 possible topics for your storytelling speech

2.)  Watch your informative speech, and fill out Video Evaluation then GRADE yourself (on back of evaluation).  Bring back to Ms. Price in order to see how she evaluated you.

3.) If you have not yet brought in your flashdrive, do so a.s.a.p.!


Week of March 23-27 2014

Unit 2:  Preparing a Formal Speech (Informative)

Unit Question:  Is effective public speaking needed in the digital age?


(Students gave informative speeches)


  1. 1. Students gave informative speeches

  2. 2.Ms. Price passed out the Schedule for Unit 3: Storytelling.  (if ABSENT, click & print)

  3. 3.Ms. Price introduced the “Storytelling Unit” by posing the question:  What makes a good storytelling experience?  (Discussed)

  4. 4.Ms. Price played a story by Ernesto Quinonez entitled “Spanish Harlem - 7th grade”  (if ABSENT, you can listen to this story by clicking on the link then the yellow “Listen” button - however, be aware that there was a short section that Ms. Price had to mute in class)

  5. 5.Discussed how two strong elements of storytelling include 1.) verbal visuals (help your audience to visualize your story in the moment), and 2.) a lesson (i.e. help your audience to understand how your story impacted you).  Discussed how Ernesto’s story did both of these things well.


1.)  Bring a flashdrive to put your recorded speech on.  (You will be grading and evaluating your own speech.)

2.)  Read Storytelling Speech ASSIGNMENT.  (On the Speech I page of my website, click “Required Speeches” and then click on “Storytelling”.)


Week of March 16-20, 2015

Unit 2:  Preparing a Formal Speech (Informative)

Unit Question:  Is effective public speaking needed in the digital age?


  1. 1. Reminder:  visual aid due NEXT class (on a flashdrive)!

  2. 2. Discussed & illustrated why it’s imperative to rehearse public speaking

  3. 3.Reminded students that everybody speaks (whether they are prepared or not), so be sure to rehearse & be prepared!  (You CAN’T “opt out” or “speak next time” or  “take an E”.)

  4. 4.Did activities to rehearse 1.) speaking from a podium, 2.) speaking from an outline, & 3.) speaking with a visual aid.

  5. 5.Ms. Price walked students through step-by-step techniques to memorize their introductions (so they can start with confidence). 

  6. 6.Discussed:  Quickest way to “fail” is to READ to an audience.  Do NOT do that!  Audiences HATE that.  You must prepare/rehearse.


1.)  Revised outline due next class! (use feedback given to you by Ms. Price to revise; if you never received feedback b/c you were behind, STILL TURN IN FINAL OUTLINE b/c this final outline is graded with a letter grade...and because you probably need some feedback from Ms. Price before speaking!)

2.) Work on rehearsing your speech (memorize introduction & conclusion & work on speaking from your outline - as practiced in class)

3.)  Finish visual aid if you haven’t already (due on a flashdrive NEXT class!)


  1. 1.Due:  Revised outline

  2. 2.Due:  visual aid on a flashdrive.  During class today, all students loaded visuals on Ms. Price’s computer, in preparation for their speeches

  3. 3.Reviewed HOW to cite sources in a speech.  (Reminder:  In speeches, you must TELL your audience where your information came FROM and give that source credibility verbally!) 

  4. 4.Reviewed how to cite sources:   “KP’s Speech Class - Citing Sources” (watch from 8:17-9:53)  Also watched THIS video - from 4:35-5:45 - of a speech & listened for verbal citations.  (If ABSENT, watch these clips before returning to class!) Be sure to put sources on outline, so you don’t forget to cite your sources!

  5. 5.For more information (handout) on citing sources in a speech, click HERE.

  6. 6.Discussed stage fright, and techniques students can use to combat stage fright.  If ABSENT watch “KP’s Speech Class - Stage Fright” before returning to class!

  7. 7.Students were required to rehearse their speech for a minimum of 30 minutes.  During this time, they were also required to “recite” their introduction to Ms. Price (for a grade) and load visual if needed.


1.)  Be ready to give your speech to a partner (of Ms. Price’s choosing) next class!  (Rehearse!) 

2.)  Be sure you have a final copy of your speaking outline next class!


  1. 1. Ms. Price had students take out their rubrics (passed out previously) and attach a copy of their final outline behind the rubric - you MUST have this when you speak!

  2. 2.Students were given 5 minutes to rehearse their speeches alone before peer evaluations (stopwatch on screen so you know your final time)

  3. 3.Students completed peer evaluations (passed out by Ms. Price) with a partner (assigned by Ms. Price)

  4. 4.Once done with peer evaluation, students loaded visuals (if needed)


1.)  Be prepared to give speech next class!  (Be sure you bring rubric with final outline attached - this will go to Ms. Price, so be sure you have your own speaking outline as well)

2.)  Complete back side of peer evaluation (self evaluation) - be ready to turn in NEXT class!


  1. 1. Students wrote in process journals about their preparation for the Informative speech (did they feel well prepared by instruction and by their own rehearsing? - if ABSENT, this writing prompt is in your journal - answer on your own time)

  2. 2.Ms. Price gave students time to do a final rehearsal on their own.

  3. 3.Started informative speeches!  :)


Week of March 9-13, 2015

Unit 2:  Preparing a Formal Speech (Informative)

Unit Question:  Is effective public speaking needed in the digital age?

Day A:  SPEAKING FROM AN OUTLINE (vs. other types of notes)

  1. 1.Ms. Price stamps speech organizer (credit)

  2. 2.Discussed pros & cons of the following types of speaking notes:  notecards, manuscript, outline, memorization.  Watched examples of each.  Ms. Price explained why, for this speech, outlines are best (and required).


During class:  worked on outline - computers provided (help provided by Ms. Price as needed)

Due next class: 

1.)  TYPE & PRINT TWO copies of your speaking outline - “BODY” ONLY - no need to write intro/conclusion yet (must follow example given...will NOT accept late for credit)

2.)  Watch “KP’s Speech Class - Introductions” (quiz next class on both Introductions & Thesis) and take NOTES.


  1. 1. Turned in:  typed body of outline

  2. 2.Passed back: Thesis (with feedback for revision)

  3. 3. Ms. Price read a portion of The Last Lecture to illustrate the importance of “getting an audience’s attention”

  4. 4.Discussed the “job” of an introduction - get audience’s attention (hook), and set up your topic

  5. 5.Reviewed things you SHOULDN’T do in an introduction (as stated in homework video)

  6. 6.Discussed “job” of a thesis and where it belongs in a speech (end of your introduction)

  7. 7.Ms. Price passed back thesis statements for revision.

  8. 8.Quiz:  “KP’s Speech Class - Introductions” (if ABSENT, you need to see Ms. Price to make up this quiz - it involves video clips)

  9. 9.Discussed preview statement, its purpose (i.e. to tell the audience your 3 main points), and where it belongs in your speech (right after your thesis and before you get into the “body” of your speech).  The preview statement helps an audience understand where you’re “going” in your speech.  It’s used for research/content-based speeches...not speeches that are storytelling or for entertainment purposes, etc. 

  10. 10.For some examples of preview statements, watch the following clips:  Clip 1 (watch through 1:14), Clip 2 (watch through :30), Clip 3 (watch through :57), Clip 4 (watch through 1:13)


1.)  Add introduction to existing outline (type and bring TWO typed copies - will not accept late for a grade)

Day C:

  1. 1. Turned in: Typed introduction (on existing outline)

  2. 2. Passed back (if you didn’t already receive): first draft of your outline with feedback (you will need to revise - follow feedback for revisions)

  3. 3.Announcement:  There is an opportunity to re-take any quiz (for a better grade) from this semester.  See Ms. Price right away if you’re interested for information & criteria.

  4. 4.Announcement: If your parents did not attend parent-teacher conferences, they must sign your grade sheet (due a.s.a.p.) - if ABSENT, see Ms. Price for your grade sheet

  5. 5.Did an opening activity that illustrated the fact that audiences best remember things that are FIRST and LAST (and how it’s based on brain research).

  6. 6.Discussed getting an audience’s attention vs. keeping an audience’s attention & methods to keep an audience’s attention.

  7. 7.Discussed use of visuals to get/keep an audience’s attention.

  8. 8.Discussed:  Are all visuals good visuals?  (Watched “Death by Powerpoint”)

  9. 9.Discussed jobs of a conclusion:  1.) wrap things up, 2.) end MEMORABLY (i.e. use a “clincher” statement)

  10. 10.Watched Toby Robbins’ conclusion to his talk that we’ve previously watched portions of in class (start at 18:05)


1.)  Add conclusion to outline (type and bring TWO copies - will not accept late for a grade)

2.)  Watch “KP’s Speech Class - Visual Aids” and take NOTES.

Day D:

  1. 1.Turned in:  Outline with conclusion / Signed Grade sheets

  2. 2.Passed back (if you didn’t already receive): Introduction (with feedback for revision)

  3. 3.Quiz on “KP’s Speech Class - Visual Aids

  4. 4.Reviewed:  Good visual aids are anything that HELP you INFORM visually.  They are there to support or explain what YOU’RE saying.  They should not do the speaking job FOR you.

  5. 5.Ms. Price gave “tips” of things to avoid with your visual aid, including:  avoid having your opening slide destroy your “hook” by announcing your topic before YOU do (don’t write your topic on your opening slide!)  Discussed other things to think about with your visual aid as well...

  6. 6.Discussed how you must REHEARSE your information/speech, but also the skills of public speaking.  Discussed the difference...and what you’ll be GRADED on.  Looked at/reviewed RUBRIC.


1.) Visual aid due in TWO classes (bring on a flashdrive to load on KP’s computer)

2.) From revisions given to you by Ms. Price, revise & turn in a FINAL REVISED SPEAKING OUTLINE (typed - TWO copies!)

2.) We’ll be  practicing the skills of public speaking next class so be sure you have two copies of your FINAL/REVISED speaking outline with you!


Week of March 2-6, 2015

Unit 2:  Preparing a Formal Speech (Informative)

Unit Question:  Is effective public speaking needed in the digital age?

Day A:  RESEARCH (final day for in-school research)

  1. 1. Students took out research (7-8 sources) & circled the source, boxed in the author, & double-underlined the date of publication.

  2. 2.Students filled out a midterm self evaluation / reflection.

  3. 3. Students were given a final day to research.


1.)  8-10 sources due by next class (2-3 must be periodicals)

2.)  READ all research.  Highlight any info you think would be useable in your speech.

3.)  BRING your research to next class!!!

Day B:  Juniors Testing


  1. 1.Students took out research (8-10 sources) & circled the source, boxed in the author, & double-underlined the date of publication.

  2. 2.Discussed:  Your research is done...NOW WHAT?!  Discussed the responsibility of a speaker if his/her job is TO INFORM an audience (i.e. How do you keep an audience interested and wanting to listen when you share information/research?  How do you encode the message in an understandable and memorable way?)

  3. 3.Did a “chunking” activity (which illustrated how people remember best when you make sense of information by “chunck-ing” it).

  4. 4.Watched a video:  “KP’s Speech Class - Ways to Organize a Speech”  (if ABSENT, you MUST watch this before returning to class AND determine your topic’s organizational pattern and 3 main points!)

  5. 5.Watched a clip of a speaker highlighting her 3 main points in a speech so that the audience understands what she’ll be talking about.  If ABSENT, watch that clip HERE - from 0:00-0:50)

  6. 6.Decided on 3 main points for YOUR speech.  Completed THIS handout (ticket out the door) for 3 main points/organizational pattern for YOUR speech.


1.)  Watch video:  “KP’s Speech Class - Thesis” and take NOTES.

2.)  After watching video, fill out THIS handout for your thesis statement.


  1. 1. Ms. Price passed back 3 main points and collected thesis statements

  2. 2. Discussed the “job” of a thesis statement in informative speaking.

  3. 3. Discussed that the task for your speech is to now take all your research and organize it in a way that you can encode an interesting speech.  Watched video:  “KP’s Speech Class - Using your Speech Organizer”  (0:00-4:38) for a method to quickly & easily organize RESEARCH.  If ABSENT, watch video but first print out the “Speech Organizer” HEREFollow steps in video with your “Speech Organizer”.

  4. 4.Ms. Price gave 10 minutes to follow steps in video and begin to organize research in speech organizer.

  5. 5.Discussed how for an informative speech, you can’t remember everything, so you must use notes.  FOR THIS COURSE/SPEECH, YOU MUST USE AN OUTLINE (required).  See example outline HERE.  (If ABSENT, print & read for understanding)

  6. 6.Discussed how it’s easy to “write” your outline if you complete your speech organizer, so be sure to complete it thoroughly (I promise, it will REDUCE your work load, especially later, if you do!)

  7. 7.Watched “KP’s Speech Class - Using your Speech Organizer” (4:38-end) to learn how to go from speech organizer to outline.


If caught up:  Start working on outline (use example above!)

If NOT caught up:  Finish research / Read / Highlight info you want to use in speech.

EVERYONE:  By next class, have ALL of your research “plugged in” to your speech organizer.  (Again, follow directions in video above if you need help...or read directions in “Speech Organizer” and follow)


Week of February 23-27, 2015

Unit 2:  Preparing a Formal Speech (Informative)

Unit Question:  Is effective public speaking needed in the digital age?

Day A:  NO SCHOOL (extreme temps)

Note:  all 7 classes all this week!


  1. 1. Students signed up for informative speech topics (if they hadn’t already)

  2. 2.Discussed/Reviewed:  For this formal INFORMATIVE speech, you will have to focus on a specific FORM required.  (Read “Informative Speech Assignment” HERE.)  However, how you work within those parameters is your choice and your speech should sound like it’s coming from you.  So don’t be afraid to allow yourself to come through in your speech...It’s not ONLY about information and form of the speech.  It’s also about your unique way of sharing the information.  Remember, there are no boring topics, just boring speakers.  :)

  3. 3.Watched video:  “Research & Citing Sources - Part II” and discussed.  If ABSENT, be sure to watch this video in its entirety before returning to class!


Begin the research process for your chosen topic.  PRINT & BRING something to class tomorrow that you have deemed as CREDIBLE research.  (If you do not yet have a topic, complete a Topic Brainstorm before next class!)

Day B:  RESEARCH (Wednesday)

  1. 1.Students turned in “research” for feedback OR turned in a topic brainstorm (if they did not yet have their final topic).

  2. 2.Discussed how in an informative speech, it is your job to INFORM, but to also inform your audience where your information is coming from!  (Citing sources in a speech vs. in a research paper = different intended audience, and therefore different methods!) 

  3. 3.Reviewed:  Research is a SCAVENGER HUNT

  4. 4.Watched “Research & Citing Sources - Part I” - if ABSENT, watch this before returning to class - it’s DIFFERENT than yesterday’s video!

  5. 5.Watched examples of speakers VERBALLY citing sources in a speech.  (If ABSENT, watch THIS example from 0:00-1:32 & THIS example from 0:00-1:20.  Discussed the “art” and “science” of each speaker.)

  6. 6.Ms. Price gave advice about research - do it “right” the first time (don’t cut corners!) and it will save you time in the end.  Follow the process laid out in class, please...for your sake!  :)

  7. 7.Students had time to research in class.


Bring 3 printed sources for your topic.  1 must be a periodical source.  (www.mel.org  is a good place to start, there are several databases there with credible sources)

Day C:  RESEARCH (Thursday)

  1. 1.Reviewed research guidelines.

  2. 2.Ms. Price had students look at their own research that was due today & circle the source, box in the author, & double-underline the date of publication.  If ABSENT, be sure to do this for each of your sources.  If you can’t, then then your research probably is not credible & therefore not useable for this assigned speech...because you wouldn’t even be able to tell your audience where your information came from, who wrote it, or when it was written!

  3. 3.Ms. Price gave the class time to research.


BRING 6 (printed) sources for your topic.  2 must be from a periodical (www.mel.org) is a good place to start - there are several databases there with credible sources...or you could go directly to periodical websites and do searches - places like USA Today, or Time magaizine, or whatever...)

Day D:  RESEARCH (Friday)

  1. 1. Students took out all research (6 sources - 2 of which should be periodicals).

  2. 2.Reviewed:  Research is like a scavenger hunt.

  3. 3.Ms. Price walked students through ways to “scavenge” with their research

  4. 4.Ms. Price had students read research and circle proper nouns (names, places, institutions, etc.) related to the topic, and then had students research THOSE proper nouns with thier topic title.  (This is an example of scavenging for clues that lead to better & more specific research.  If ABSENT, be sure to do this before returning to class.)

  5. 5.Time was given in class to research.


7-8 sources (at least 2 periodicals) due next class.  Also, be sure to read & highlight research (specifically, highlight the things from your research you may want to USE in your speech...you will need this completed for next class!)


Week of February 16-20, 2015

Unit 2:  The Art & Science of Public Speaking

Unit Question:  Is effective public speaking needed in the digital age?

Day A: (Mid-Winter Break)


  1. 6.Announcement:  Informative speech topic due Friday, February 21.  Speech due Monday, March 16.

  2. 7.Took a quiz on “KP’s Speech Class - Demographics”.

  3. 8.Review:  As a public speaker, you must focus on how YOU encode the message, and also how listeners RESPOND TO (decode) that message!

  4. 9.Watched the ways in which THIS speaker encoded his message in a way that allowed his listeners to better decode/respond to his message. (If ABSENT, watch!)

  5. 10.Reviewed:  The larger the audience, the more TECHNOLOGY is needed.  Discussed why.

  6. 11.Discussed how every good speaker doesn’t just speak IN FRONT of an audience, but rather BECAUSE OF an audience.  Discussed how speakers should always speak with the AUDIENCE in mind.

  7. 12.Analyzed which demographics should be considered in various speaking settings proposed by Ms. Price...including YOUR informative speech.

  8. 13.Watched “KP’s Speech Class - Choosing Your Informative Speech Topic” (if ABSENT, you MUST watch this before returning to class!)

  9. 14.Watched how often Tony Robbins spoke directly to, or referred directly to, his audience in this talk:  “Tony Robbins - Why We Do What We Do”  (0:00-10:12)


Informative Speech topic due Friday - be OBSERVANT...because topics don’t just fall from the sky.  :)

Day C:  No School (extreme temps)

Day D:  No School (extreme temps)


Week of February 9-13, 2015

Unit 2:  The Art & Science of Public Speaking

Unit Question:  Is effective public speaking needed in the digital age?


  1. 15.Introduced new unit:  “The Art & Science of Public Speaking” (Unit Question:  Is effective public speaking needed in the digital age?)

  2. 16.Ms. Price passed out new UNIT SCHEDULE (click to print).

  3. 17. Quiz: “KP’s Speech Class - Speaker’s Intent

  4. 18.Discussed speaker’s intent in various public speaking situations (including your Introductory speeches)

  5. 19.Discussed “feedback” - Why do we fear it?  What is its purpose?  / Played a game to illustrate the need for feedback when seeking to grow.  / Ms. Price read an excerpt from The Last Lecture to help define this point.

  6. 20.Discussed “feedback” for introductory speech.  (Passed out individualized feedback for Introductory speech - feedback is on back of Informative Speech Rubric because Ms. Price will be looking for those improvements on next speech.)  Discussed how this course tracks and grades growth/improvement

  7. 21.Ms. Price passed out PROCESS FOLDERS (which will be used in this course to organize & track student progress/growth)


  1. 1.Watch “KP’s Speech Class - the Art & Science of Public Speaking” and take NOTES.

  2. 2.If you haven’t already, read “Informative Speech” assignment (on Speech I page, click “Required Speeches” then “Informative Speech” - I would recommend printing it out also, so you can reference it as needed)


  1. 1.Took a quiz on “KP’s Speech Class - the Art & Science of Public Speaking” (if ABSENT, see Ms. Price to make this up - there is one video clip for this quiz)

  2. 3.Journal Question: What is one thing you feel you did well on (for your introductory speech) and one area you feel you need improvement on in public speaking? (students answered this question in writing and added to Process Journals)

  3. 2.Discussed:  What are some things that keep YOU interested when listening to a speaker?  Created group lists.

  4. 3.Watched video clips of various speakers.  Discussed art/science of each, and added to group lists.


Watch “KP’s Speech Class - Nonverbal Communication & Listening” and take NOTES.


  1. 1. Reviewed feedback from last class (“What keeps YOU interested in a speaker?”)

  2. 2.Discussed how it’s the responsibility of the speaker to focus on how (s)he ENCODES a message, but also on how an audience RESPONDS to that message.

  3. 3.Discussed/debated:  If a speaker is “bad” at the art and/or science of public speaking, does the audience still have a responsibility to that speaker?  If not, why not?  If so, to what extent?

  4. 4.(Quiz on “KP’s Speech Class - Nonverbal Communication & Listening” NEXT class)

  5. 5.Reviewed terms from homework video.

  6. 6.Discussed how our nonverbals have an impact on how others view us, but can they have an impact on how we view OURSELVES?

  7. 7.Tried some “power poses”, then watched this VIDEO (from 0-7:30 & 10:25-15:04) in which the speaker asserts that our nonverbals have an impact on US as well as on others.  (If ABSENT, you are expected to watch this video on your own!)


If you haven’t already, watch “KP’s Speech Class - Nonverbal Communication & Listening” and take NOTES.


  1. 1. Took a quiz on “KP’s Speech Class - Nonverbal Communication & LIstening

  2. 2.Reviewed nonverbals from homework video.

  3. 3.Watched a video:  “We are Losing Our Listening” and discussed.  (If ABSENT, watch)

  4. 4.Discussed active vs. passive listening postures.

  5. 5.Discussed how listening is not just an awareness of words, but also an awareness of the nonverbal messages that accompany words.

  6. 6.Reviewed concept of “power poses” from yesterday’s video.

  7. 7.Discussed poses and gestures in public speaking, both good and bad.  Also talked about typical (nonverbal) “bad habits” that High Schoolers often have when public speaking.

  8. 8.Discussed “paralanguage” in public speaking, and how women and men hear and use different amounts of tones while speaking/listening...and how this can impact public speaking.


Watch “KP’s Speech Class - Demographics” and take NOTES.  Also, there is a required reading with this video that gives examples of how audience demographics impacted speakers/speeches.  You can access that reading HERE.  Be sure to read for understanding.  Don’t skim.


Week of February 2-6, 2015

(no school Mon, Feb 2 & Tuesday, Feb 3 due to snow days)

Unit 1:  The Communication Process / Group Communication


  1. 1. Determined speech order (volunteers then random number draw)

  2. 2. Began speeches.  (Ms. Price takes personal notes for you while you speak in order to provide feedback for your next speech’s improvement.)


Be ready to give speech on next class if you didn’t speak today.


  1. 1. Finished Introductory Speeches

  2. 2.Ms. Price gave a Unit 1 Test (The Communication Process & Group Communication) to gauge students’ level of understanding from Unit 1.  (This test is NOT graded.)


  1. 1. Watch “KP’s Speech Class - Speaker’s Intent” and take NOTES.

  2. 2.Read “Informative Speech” assignment (on Speech I page, click “Required Speeches” then “Informative Speech” - I would recommend printing it out also, so you can reference it as needed)


Week of January 26-30, 2015

Unit 1b:  Group Communication

Unit Question:  Why do humans need groups?


  1. 1. Reviewed the concept of groupthink, and discussed why it can be of particular concern when a group is trying to solve a problem.

  2. 2.Watched two clips from Apollo 13.  (Clip 1 & Clip 2)  Discussed specific ways (from notes) in which groupthink was avoided in these clips, and the role the leader played in helping to avoid groupthink.

  3. 3.Discussed how events such as safe space travel (Apollo 13) was a challenge/problem of the past.  In groups, students determined problems they feel THEIR generation must solve in the future.

  4. 4.Watched “Did you Know?” and disucssed how the changing landscape of the 21st century WILL impact the way problems continue to be solved in the future....and how we should be preparing for “exponential times”.

  5. 5.Did group problem-solving activity:  Broken Squares


1.)  Read your first speech assignment  HERE - click “Speech #1:  Introductory Speech” (actual speech will be due Monday, February 2)

2.) Watch “KP’s Speech Class - Stages of Group Development” and take NOTES.


  1. 1. Debriefed: “Broken Squares” activity (from last class) & discussed group problem-solving dynamics

  2. 2.Quiz on “Stages of Group Development”  (If ABSENT, be sure to take this when you return - this is YOUR responsibility)

  3. 3.Watched a clip from “I Am Alive”  (0:00-2:10 to introduce the story that Ms. Price read to the class about survivors of the Andes plane crash.  Students identified the different stages of group development during the story as it was read.

  4. 4.Watched a clip from the TV show, “Survivor”, to identify 1.) the characteristics of groups in both the “form” & “storm” stages of development & 2.) what it takes to be a LEADER in a NEW group.


Be sure you READ your first speech assignment (asap!).  Speech is DUE on Monday!  (Assignment is on the Speech I page.  Click “Required Speeches” then “Speech #1:  Introductory Speech”.)


  1. 1. Discussed why it’s difficult to talk about group dynamics without talking about leadership in groups, and why.  Discussed why groups wnat/need leaders.

  2. 2.Students were asked to think about the “best” leader they’ve known (besides parents) and some characteristics of that leader.

  3. 3.Students were asked to determine the leader of each group that they had previously listed on this handout.

  4. 4.Ms. Price introduced the difference between appointed leaders, and emergent leaders in groups.  (appointed leaders are “assigned” the role or job of leadership / emergent leaders come into the role of leadership despite “assigned” roles)

  5. 5.Learned about some traditional styles of leadership:  1.) authoritarian (maintains as much power/control as possible, 2.) democratic (keeps followers informed about decisions & seeks feedback for decision-making), 3.) laissez-faire (provides little/no direction; followers have freedom)

  6. 6.Discussed difference between “leaders” and “managers”.

  7. 7.Discussed the FUTURE of organizational leadership for the 21st century (which is based on networking more than hierarchy) and WHY leadership is trending in this direction.  Watched a clip HERE which explains this (watch only from 12:33-13:17)

  8. 8.Watched two additional clips when discussing the WHY/HOW of this type of leadership:  clip 1 (Apple) & clip 2 (Google)

  9. 9.Closed  class with a review of “Stages of Group Development” and “Leadership” by watching clips from “Remember the Titans”.

Homework:  Prepare for Introductory Speech which is due on Monday! (Assignment is on the Speech I page.  Click “Required Speeches” then “Introductory).


  1. 1. Opening clip:  Finding Nemo (group dynamics/leadership)

  2. 2. Reviewed the 3 traditional leaderships styles discussed last class with the following (exaggerated) clips:  Clip 1, Clip 2, Clip 3 (determined which leadership style each clip best demonstrated)

  3. 3.Reviewed main topics from Unit 1:  1.) How our FIELDS OF EXPERIENCE impact our & others’ beliefs, perceptions, and communication. 2.) Different TYPES OF COMMUNICATION, 3.) Different types of LEARNING STYLES & PERSONALITY STYLES and how each affects perceptions & communication, 4.) How individuals function in GROUPS and how the group impacts the individual...including group development, group problem-solving, groupthink, and leadership in groups.

  4. 4.Discussed, in groups, the following questions:  1.) What have you learned about communication that is valuable in “the real world”?, 2.) What has Ms. Price done to create an open & communication-friendly ENVIRONMENT?, and 3.)  What can YOU do to create the environment you want in this class?  (Created a social contract as a group.)

  5. 5.Time was given for students to work with Ms. Price, as needed, in preparation for their first speech:  Introductory Speech

Homework:  Prepare for Introductory Speech which is due on Monday! (Assignment is on the Speech I page.  Click “Required Speeches” then “Introductory).


Week of January 20-23, 2015 (no school Monday - MLK Day)

Unit 1b:  Group Communication

Unit Question:  Why do humans need groups?


  1. 1. Quiz on KP’s Speech Class - Personality Styles (if ABSENT, it is your responsibility to make this up - be sure to attach any “extra credit tickets from last class)

  2. 2.Discussed unit 1a question:  “Is perception reality?”

  3. 3.Discussed purpose of last class’ “kidney machine” activity (to discover how different personality styles communicate, etc.)

  4. 4.Discussed:  Do you tend to be MORE or LESS assertive (tell vs. ask)? / Do you tend to be MORE or LESS responsive (control emotions vs. show emotions)?  Learned how the 4 personality styles are based on these 2 characteristics: assertiveness & responsiveness, and how when you understand how personality styles work in individuals, you can understand & predict behavior.  For more info and a handout if you were ABSENT, click HERE.

  5. 5.Discussed what happens when all 4 different personality styles are put in a group and asked to complete a task.  This is what our next unit (Group Communication) will be about.

  6. 6.Watched “KP’s Speech Class - Roles in Group Communication” and took NOTES.  (Notes also available on website - click “Course Content” then look under Unit 2:  Group Communication...or click the word NOTES above.) 




  1. 1.Opening activity:  Knot-as-it Seems

  2. 2.Reviewed:  “KP’s Speech Class - Roles in Group Communication” - if ABSENT last class, be sure to watch & take NOTES.

  3. 3.Discussed the NEED for humans (social creatures) to arrange themselves into (and remain in) groups.  Students filled out THIS handout individually.

  4. 4.Watched “The Innovation of Lonliness” and discussed the role technology has played in our group/interpersonal interactions as humans.  [Slight Edge form was students’ “ticket out the door”]


Watch “KP’s Speech Class - Groupthink” and take NOTES.


  1. 1. Opening Activity:  Rope Square

  2. 2.Reviewed information from homework video (Ms. Price gave EC tickets to those who completed their HW)

  3. 3.Discussed where students may have seen “groupthink” in action.

  4. 4.Watched a clip to illustrate:  “Dead Poet’s Society




Week of January 12-16, 2015:

Unit 1a:  The Communication Process

Unit Question:  Is perception reality?


  1. 1. Took a quiz on “Communication Model” from homework video that included some video clips to illustrate terms from communication model.

  2. 2.Ms. Price passed out UNIT SCHEDULE for Unit 1a & 1b.

  3. 3.Reviewed HOW you can work to CREATE understanding among people who are different from you (who don’t have similar “fields of experience”).

  4. 4.Reviewed the term ethnocentrism = the belief that your culture/ethnicity is “right” or “best” (if ABSENT, be sure you have this definition in your notes!)

  5. 5.Watched a second part of “Talk with an Iraqi” (you do not need to watch this if you were absent b/c Ms. Price muted some language)

  6. 6.Watched some clips to discuss “ethnocentrism” in action:

        a.)  “What would you do?

        b.) “Brown Eyes vs. Blue Eyes”  (didn’t have time to get to this video)


1.)  Watch video on youtube:  “KP’s Speech Class - Types of Communication” (NOTES are available online: click on the word NOTES  or go to www.kristaprice.com and click “Educator” then “Speech I” then “Course Content” and then “Unit 1” - look to the right side of the screen for videos and video notes.)

2.) If you haven’t already...

     *watch “KP’s Speech Class - Welcome Video

     *complete “Syllabus/Website Assignment

     *have PARENTS fill out Parent Form


  1. 1. Took a quiz on video on youtube:  “KP’s Speech Class - Types of Communication”  (if ABSENT, see Ms. Price to make up this quiz)

  2. 2.Reviewed ethnocentrism (the belief that your culture/ethnicity is best/right)

  3. 3.Watched some clips to discuss “ethnocentrism” in action:

       a.)  “What would you do?” (watched last class)

        b.) “Brown Eyes vs. Blue Eyes

  1. 4. Based on the above videos, we discussed the questions:  How much do you feel group behavior affects YOUR decisions?  /  How much do you feel subconscious prejudice affects YOUR decisions?

  2. 5.Discussed different ways we perceive others, and why.  Used “optical illusions” as a springboard for discussion/analysis.  If ABSENT, watch this lesson HERE.


None (unless you haven’t completed previous homework assigned)

Day C:  PERCEPTIONS (based on how we process information)

  1. 1. Reviewed:  How our fields of experience impact our perceptions of others.

  2. 2.Discussed:  We all come from different fields of experience (external factors), but we ALSO all have different “programming” (internal factors) that affect how we perceive our worlds.  Will discuss 2 today:  processing information & personality styles

  3. 3.Learned about left vs. right brain and how it affects the ways in which we process information, and in, turn, perceive our worlds.  Did some left/right brain activities.  (Quick easy test you can take online HERE to determine if you MAY be more left/right brained.)

  4. 4.Discussed left/right brain in terms of teaching & learning.

  5. 5.Learned about 3 main learning styles:  visual, auditory, kinesthetic.  Did activities.

  6. 6.Started to learn about personality styles.  Ms. Price passed out a survey filled out.  This survey will be used in determining your dominant personality style.  If ABSENT, print HERE and fill out - check the box that is MORE like you.


  1. Note:  You need 3 handouts for your homework:  1.) your COMPLETED survey (see above), 2.) a scoring sheet (if ABSENT, click HERE), and a 3.) Notes sheet (if ABSENT, click HERE.)

1.)  Watch the video “KP’s Speech Class - Personality Styles” and it will walk you through scoring your survey and then help you to determine your dominant personality style (watch video & follow what it says!)  Bring your scoring handout to next class!

2.)  Take NOTES on Personality Styles (from video)

3.)  As the video states, read the article entitled “It’s a Zoo Out There” and highlight the things in YOUR dominant personality style that you feel are true for YOU.

Day D:  PERCEPTIONS (based on our personality styles)

  1. 1. Ms. Price gave remaining notes on Personality Styles notes handout (bottom of notes handout - if ABSENT, copy these notes onto your notes handout....”Under pressure, analyticals become avoiders, amiables become compromisers, drivers become control freaks, expressives become attackers.

  2. 2.Did a group communication activity that highlighted how our personalities affect the way we interact and communicate in a group setting.


If you didn’t complete homework for “Day B” of this week, you MUST do so before you come back to class.  (Quiz next class on personality styles described in video:  “KP’s Speech Class - Personality Styles”.)


Week of January 6-9, 2015 :

Unit 1a The Communication Process

Unit Question:  Is perception reality?


  1. 1. Discussed why humans communicate.

  2. 2.Students gave one-sentence speeches at their tables (prompt given in class).

  3. 3.Discussed how public speaking becomes easier when you know 1.) yourself, and 2.) your audience.  Discussed how this class is about learning about yourself, others, and public speaking and NOT just about giving speeches.

  4. 4.Did a short quiz about getting-to-know Ms. Price.

  5. 5.Played a game (Pool Noodles) in order to learn classmates’ names.

  6. 6.Ms. Price passed out syllabus.


Watch video on youtube (or click this link):  “KP’s Speech Class - Welcome Video”.  (extra credit if your parents watch with you)

Day B:

  1. 1. Ms. Price asked who watched “KP’s Speech Class - Welcome Video” and gave out extra credit to those who could “prove” that their parents watched with them.

  2. 2.Discussed how our experiences maek us who we are, what we believe, and what we value by reading an excerpt from Randy Pausch’s book, The Last Lecture.  Watched a clip of a condensed version of this talk HERE.  (If ABSENT, watch before you return.)

  3. 3.Wrote in Process Journal:  “What are some things in YOUR field of experience that are unique to YOU, or different from others?”  (What experiences have shaped you?)

  4. 4.Did a Venn Diagram activity with partners.


  1. 1. Watch video on youtube:  “KP’s Speech Class - Communication Model” (5:15) and take NOTES.  (click “NOTES” for handout to use when taking notes)

  2. 2.Read syllabus and go to my website to complete handout:  “Syllabus/Website Assignment” (due MONDAY)

  3. 3.Have parents fill out “Parent Information Form” (due MONDAY - get from Ms. Price if you weren’t in class today)


  1. 1. Reviewed information from last night’s video assignment by playing tic tac toe with partners.  Quiz NEXT class!

  2. 2.Discussed how everything you accept to be “right” / “true” is FILTERED through your own field of experience.

  3. 3.Discussed how when fields of experience overlap, it creates UNDERSTANDING...and explored the question of how to CREATE understanding with others who you have nothing in common with.

  4. 4.Explored the question:  “What happens when whole GROUPS of people have very similar or very different fields of experience.

  5. 5.Watched and discussed video:  “Talk with an Iraqi” (if ABSENT, watch video before returning to class)

  6. 6.Learned about “ethnocentrism”:  the belief that your culture/ethnicity is right/best.


  1. 1. If you haven’t already, watch video on youtube: “KP’s Speech Class - Welcome Video” & “KP’s Speech Class - Communication Model” and take NOTES. (Be ready for a quiz next class!)

  2. 2.Due Monday:  Syllabus/Website Assignment (requires you to go to website & read syllabus) & Parent Contact Form (PARENTS must fill out)