Vancouver Island University Faculty of Education

YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX

900 Fifth St., Nanaimo, BC V9R 5S5

Part 1
Grade(s)/Course(s): English 11

Title of Unit: Public Speaking Deconstruction

Overview of Unit Topic/Theme:

In this follow up unit, students will explore and deconstruct public speaking across several different texts, forums, and mediums. Using
the speech construction theory of Nancy Duarte, students will analyze

Speeches by international figures (the Dalai Llama, Kofi Annan, Robert Mugabe, Bashar al-Assad)
Speeches by national political figures (Barack Obama, Stephen Harper, Christy Clark, Adrian Dix)
Speeches by local figures (Sonia Furstenau, Susan Musgrave, local valley figures)

Students will be exploring speech structure, content, and public speaking strategies (physical/emotional) employed in all of these
texts(video, written and audio)
KEY CONCEPTS:
Structure: Build, climax, plateau, denouement, reversal and rhetoric
Content: declamatory, informational, advocacy, conciliatory
Strategies: Pauses, inflection, volume, movement, eye contact, posture, body language, clothing

Leigh Fryling (EDPB Yr. 5 Secondary)

Vancouver Island University Faculty of Education

YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX
900 Fifth St., Nanaimo, BC V9R 5S5

Rationale for Unit:

This is the second in a series of three units exploring ELA through the mechanism of Public Speaking. This unit is relevant to the
students as they become more politically aware on the local and international scale, and will give them an insight into decoding the
reasoning and craft behind public messages, both inside and outside the political sphere. It is also relevant as they prepare for their
own end of school ceremonies, where many will have to prepare to speak to the school at large.

Learning Standards: List the PLOs or New Curriculum Objectives this unit addresses.
A3 listen to comprehend, interpret, and evaluate ideas and information from a variety of texts, considering
purpose
messages
tone
structure
effects and impact
bias
context, including historical and cultural influences
A6 select, adapt, and apply a range of strategies to express ideas and information in oral communications, including
vocal techniques
style and tone
nonverbal techniques
visual aids
organizational and memory aids
monitoring method

Leigh Fryling (EDPB Yr. 5 Secondary)

Vancouver Island University Faculty of Education

YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX
900 Fifth St., Nanaimo, BC V9R 5S5

A12 recognize and apply the structures and features of oral language to convey and derive meaning, including
context
text structures
syntax
diction
usage conventions
rhetorical devices
vocal techniques
nonverbal techniques
idiomatic expressions
B6 during reading and viewing, select, adapt, and apply a range of strategies to construct, monitor, and confirm meaning, including
comparing and refining predictions, questions, images, and connections
making inferences and drawing conclusions
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B8 explain and support personal responses to texts, by
making comparisons to other ideas and concepts
relating reactions and emotions to understanding of the text
explaining opinions using reasons and evidence
suggesting contextual influences
B9 interpret, analyse, and evaluate ideas and information from texts, by

Leigh Fryling (EDPB Yr. 5 Secondary)

Vancouver Island University Faculty of Education

YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX
900 Fifth St., Nanaimo, BC V9R 5S5

making and supporting reasoned judgments

comparing ideas and elements among texts
identifying and describing diverse voices
describing bias, contradictions, and non-represented perspectives
identifying the importance and impact of historical and cultural contexts

Culminating Task(s): Students will deconstruct a historical speech of their choosing by applying Duartes speech structure,
identifying elements of structure, content and strategy, then re-write a short section of the speech using modern language but
keeping the same elements of the original speech.

Resources:
Video: (youtube)
(excerpts)
Christy Clark Throne Speech 2014
Barack Obama State of the Union Address 2014
Robert Mugabe Speech at UN summit 2013
Sonia Furstenau interview, Shawnigan Lake Watershed Protection, 2015

Leigh Fryling (EDPB Yr. 5 Secondary)

Vancouver Island University Faculty of Education

YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX
900 Fifth St., Nanaimo, BC V9R 5S5

Audio: (youtube)
I have a dream Martin Luther King
Bashar al-Assad, 2002 reformation AND 2013 army day speech
Adrian Dix speech on Coroners inquisition to Babine Mill Tragedy March 2015
Text:
Dalai Lama nobel peace prize acceptance speech transcript
Socrates Apology
Patrick Henry, Give me Liberty or Give me Death!

Part 2
Learning Outcomes
What are the unit level
learning outcomes? What do
you want students to
learn/understand/appreciate?

Description of Learning
Activities & Strategies
What teaching strategies &
activities will you utilize to enable
students to achieve the learning
outcomes?

Assessment Method/Tool

Assessment Criteria

What method (e.g. write/say/do)

and tool/instrument will you use to
collect evidence of the learning?

By what criteria do you decide

that the outcome has been
successfully met? What will you
look for in the evidence?

Leigh Fryling (EDPB Yr. 5 Secondary)

Vancouver Island University Faculty of Education

YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX
900 Fifth St., Nanaimo, BC V9R 5S5

SWBAT: Deconstruct a
speech into its component
parts of structure, content
and strategy

Watch and analyze videos of

both modern and historical
speeches by both international
and local figures

Speech Bingo sheets with

definitions of each term
included on the back

SWBAT: Identify structural

elements of a speech/text,
such as build, climax,
denoument, reversal and
rhetoric

Listen to and analyze audio

recordings of famous speeches

T-chart comparing/contrasting
modern/historical speeches

View and analyze text of various

historical speeches

Class Discussion

SWBAT: make comparisons

between modern speeches
and famous historical
speeches, identifying
differences and similarities

ACTIVITY- Speech Bingo

For each speech we encounter
in the activities above, students
will have a bingo sheet with the
elements of structure, content
and strategy in the bingo boxes.
Each time they correctly identify
an element, they fill in a box.
The first student to make and
defend two bingo lines gets a
prize.

SWBAT: apply structural

concepts to their own
writing, both speech and
essay
SWBAT: identify speech
content and analyse its

Duarte graph of a students

speech

Proper definitions of each

term- student can give an
example
Identification of terms,
student can explain how/why
each method was use
Students can identify in
discussion how and why each
of these elements is used and
to what purpose

Recognition of patterns in
**Deconstructed and re-written speech structure and design
historical to modern speech
Student can identify and reapply elements in their own
**= Culminating task
idiom

Deconstruct a historical speech,

Leigh Fryling (EDPB Yr. 5 Secondary)

Vancouver Island University Faculty of Education

YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX
900 Fifth St., Nanaimo, BC V9R 5S5

purpose (to warn, to

advocate, etc)
SWBAT: identify public
speaking strategies as being
either 1) physical or 2)
emotional and analyse their
purpose
SWBAT: demonstrate public
speaking strategies in their
own speaking and explain
their use

and re-write it using modern

language but maintain the same
component elements in the
same places.
Compare and contrast modern
public speaking with historical
by identifying similar and
dissimilar elements on a T-chart

Structure Jigsaw
Students will jigsaw the
elements of structure and
provide video, audio or textual
examples of their element, i.e.
rhetoric
Speech Graph: represent a
student selected speech by
drawing a Duarte graph

Leigh Fryling (EDPB Yr. 5 Secondary)