WHS SPEECH & COMMUNICATION SYLLABUS

COURSE OVERVIEW

This is an introductory course in the fundamentals of communication and public speaking.  Communication principles like listening, perception, and nonverbal communication are studied. Students apply understanding to their own communication styles for goal setting and improved intrapersonal communication. Students will give multiple public speaking presentations across a variety of contexts. This course receives an English credit and satisfies the Waukee CSD Speech graduation requirement. 

Students will…

• • Analyze personal interpersonal and intrapersonal communication scenarios through the lens of communication theory

  • Write original speeches honoring the structure and organizational conventions of the situation

  • Make strong choices for both content and delivery with a focus on audience centeredness

  • Refine vocal and physical delivery choices in communication scenarios

  • Create effective visual aids that help to communicate a message

  • Explore personal areas of both strength and growth in crafting a message, listening, and responding

SPEECH & COMMUNICATION UNITS

1. Communication Theory

2. Oral Interpretation Experience

3. Demonstration Presentation

4. Narrative Speech

5. Informative Speech

6. Revision and Growth

SUGGESTED COURSE MATERIALS

Below are some suggested materials to ensure student success within the course:

• • Writing utensil (pencil / pen / anything you enjoy writing with)

  • Charged district iPad

  • Notebook (place for course notes, if not on district iPad)

  • Folder for course handouts

  • Headphones (compatible with iPad - for watching / rewatching course videos during work time)

  • Notecards for speeches

REPORTING

This course’s final grade will be based upon competency demonstrated in six major skill areas. Some assignments will assess more than one skill and grades will be broken down into PowerSchool accordingly:

• • SKILL 1: Communication Theory: Students will analyze and critique communication events, assess personal communication strengths and weaknesses, and identify different purposes in various contexts.

  • SKILL 2: Content - Structure & Organization: Students will create purpose statements, organize and revise content / purpose / audience,  sequence content for clarity, and develop visual aids that support the organizational structure of presentations.

  • SKILL 3: Content - Audience Centeredness: Students will establish credibility through ethos, engage audience with emotional appeals through pathos, use logical reasoning / evidence through logos, and incorporate strategies to capture audience engagement.

  • SKILL 4: Vocal Aspects of Delivery: Students will utilize clear articulation, vocal variety, and purposeful vocal delivery; rehearse to build fluency and confidence; and use self-reflection and feedback to enhance the effectiveness and intentionality of delivery.

  • SKILL 5: Visual Aspects of Delivery: Students will utilize gestures, facial expressions, posture, movement, and eye contact; effectively present visual aids; rehearse to build fluency and confidence; and use self-reflection and feedback to refine delivery.

  • SKILL 6: Listening & Responding: Students will adapt listening behaviors to increase effective listening, evaluate the speaker's purpose, demonstrate good audience etiquette, provide constructive feedback, and actively participate in collaborative discussions.

Each assignment will be graded with a rubric that indicates the skills assessed within that assignment; each skill will be given a score using the tier below. This will equate to a traditional letter grade in PowerSchool. Because learning is a process that takes time, please know that your grade for the course may or may not begin where you had hoped at the start of the term; it is my fervent belief that as you grow and progress throughout class, your grade will increasingly become reflective of your skill set. My goal is that your grade ON THE LAST DAY OF CLASS is the one that most reflects your skill set. Remember - reteaching, reassessment, and continued learning will result in an increased understanding of skills.

• • SC – SECURE (97%): Student can apply the skill or concept correctly and independently. You can wake me up in the middle of the night and I will still be able to rock this task.

  • DV – DEVELOPING (80%): Student shows some understanding. Reminders, hints, and suggestions are needed to promote understanding. I can do this with a little bit of help.

  • BG – BEGINNING (60%): Student shows little understanding of the concept. Additional teacher support is needed. I can do this but I need a lot of help or re-teaching to do it better.

  • ID – INSUFFICIENT DATA (overall course grade changes to an ID until satisfactory work is submitted): Student has not provided enough information for the teacher to properly assess my level of understanding of the skill or concept. I don’t know how to do this yet OR I didn’t complete the work in a way that allows you to see that I know how to do this.

Assignments flagged with orange mark in PowerSchool are MISSING and have not been submitted. These are also given an 'ID' or '0' until submitted. Students consistently scoring at the “Secure” level will have an opportunity to develop a differentiated plan to move their skills to an “Exceeds” level. The district definition for this tier is defined as follows:

• EE – EXCEEDS (100%): Student demonstrates above grade level understanding for the targeted skill or concept. I will absolutely blow you away with my ability to do this skill or apply this concept! (NOTE: Understand that the goal is to get EVERY student to a “Secure”, meaning they correctly understand and use the skills taught in class. An “Exceeds” will be reserved for a demonstration of skills that surpasses Speech & Communication standards.)

Course grades will accurately communicate only academic achievement of the standards. The areas of work completion and timeliness (missing and late work with Power School codes) will be reported through Power School. All assignments should be completed on time and with one’s best effort.

ONGOING PRACTICE, ASSESSMENT, & REASSESSMENT

Students will be asked to show their understanding of learning targets on a daily basis and in a variety of ways. These tasks will help Mr. Jorgensen determine a student’s progress. The expectation is that students will complete all work as assigned. So that students may be assessed where they are at, speeches MUST be presented on the scheduled day, even if the student feels unprepared. Students who are absent on their scheduled day, will present their speech the very next day they are in class. Students have the right to redo the speech later.

Relearning and ongoing assessment are an important part of the learning process. Students will be given the opportunity to reassess at any time throughout the term. In order to reassess an assignment or speech, a student must complete the following:

• • Complete all homework / prep work assigned during that unit.

  • Communicate with Mr. Jorgensen to get feedback on the initial assignment and schedule a due date for the redo assignment.

  • SPEECHES: Students must sign up for a one-on-one, individualized coaching session with Mr. Jorgensen prior to making up any speech. Redo speeches must be presented again in front of the class. 

WAUKEE CSD 6-12 GUIDING PRINCIPLES

• Responsive instruction and ongoing assessment are necessary for all learners to grow and progress.

• A body of evidence is used to determine proficiency.

• Course grades accurately communicate only academic achievement of the standards.

• Equitable practices and opportunities exist across all classrooms.