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Introduction to Teaching Public Speaking

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DAYS 18-20

UNIT NONVERBAL COMMUNICATIONS

OVERVIEW Using the History Channel’s excellent video The Secrets of Body Language,

study Nonverbal Communications and its importance to communication.

STANDARD(S) SL 9-10.1, SL 9-10.4

MATERIALS YouTube access to or DVD of video

Study guide if you wish to use it; you can write your own as you watch (make a

quiz), or you can use one of several available on the Internet. I used this one,

and I thank Coach Blue, whoever s/he is, as it’s a good “are you paying

attention” guide as you go. Variations of this one are all over the web (as are

the answers), but it’s a good helper for you and covers the key concepts.

https://mafiadoc.com/the-secrets-of-body-language-video-

worksheet_5a1e47d21723dd9167134234.html

INSIGHT I love this video. It’s not quite as “hip” as it was when I first started showing it

(after being clued in about it by my buddy Michael Robinson) as the students

don’t have strong memories of early Obama or John McCain, but few of them

ever knew who Tony Blair was (or Putin, for that matter), and the understanding

of how they use nonverbals is eye-opening. I always find the law enforcement

bits especially engaging. This is a good video to stop every half hour or so and go

over the questions in progress and discuss what “sticks” or makes an impact

with the kids. It’s just a useful groundwork for application later.

DO Review nonverbal communication, show video, apply video study guide (etc.) as

you wish. Discuss as you go or afterward.

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DAYS 21-24

UNIT NONVERBAL COMMUNICATIONS

OVERVIEW Making Silent Movies –Intro to assignment plus work time.

STANDARD(S) SL 9-10.1, SL 9-10.4

MATERIALS Access to a silent film (Charlie Chaplin, Clara Bow, etc.) on YouTube or other

method, projector.

Cameras kids can use (FlipCams or their own phones)

Assignment sheet and Storyboard sheet (see next two pages)

Easy editing software like Windows MovieMaker

INSIGHT As with any group project, there will be times when not everyone is productive.

I’d chat about that before you have the kiddos get into groups. Your choice as to

whether or not to let kids do solo films. Also, Windows MovieMaker used to be

on every Windows machine, but it now is not a default addition to the latest

version. However, my tech gurus at school had little trouble finding it online and

adding it to any machine I asked them to. Additionally, many students,

especially those with iPhones, are already comfortable making movies with their

cell phones and may prefer to do so entirely with those. As long as they can

share the final version with you (via an upload to YouTube, Dropbox, Google

Drive, or something similar), why not?

DO

§ Ask students who has seen a silent film. Many will have not. Show them clips of

one (and make sure it’s one with Title Cards. Discuss how nonverbal

communication tells the story and communicates the dialogue before the Title

Cards are displayed.

§ Give students Assignment Sheet and Rubric and Storyboard. Go through with

them. Discuss group work and how you wish to have students film and edit the

movies.

§ Have students break up into groups and Storyboard their films. Once

Storyboards are complete and approved, allow them to film and then edit. I’ve

set aside four days for this project; some groups will need less, but those who

finish earliest can help slower groups with editing, etc.

§ You may wish to allow students who don’t finish in the days of filming to

present their films live as skits, but obviously, you’ll wish to keep that to yourself

until the end of the work time so they’ll work toward finishing the films.

§ Make films due by the end of day 24 or at the top of day 25 so you can have a

film festival of all classes’ films on day 26.

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SILENT MOVIE ASSIGNMENT SPEECH 1

Silent Movie (50 points): Students will create a short silent-movie scene to demonstrate non-

verbal communication. No vocal utterances (talking or otherwise) or use of text will be

permitted. Therefore, facial expressions, hand gestures, and body movements are required to

convey meaning. Use of a “silent movie soundtrack” (ie. music without lyrics) is required.

YOUR SCENE SHOULD HAVE A DEFINITE BEGINNING, MIDDLE, AND END.

1. 1.Watch the scenes from the sample video in class.

2. Discuss how silent films differ from today’s film, how noverbal comm tells the story

before the dialogue arrives on the Title Cards.

3. Break into groups of 1 to 5 to compose plots. Students should then convert these plots

into storyboards (see Storyboard sheet).

4. Students should then film their movies. Be sure to use the rubric for guidance.

5. Requirements for movie.

Video Length:

It needs to be at least 1:00-3:00 minutes long including the intro and credits.

If your Cam or Editing Software will Allow: change the video speed to 2x

instead of the regular 1x to give it the old fashioned reel feel if that suits you.

Use Text: Silent films use text on the screen to explain what’s going on or what

the actors are saying. These “captions” are called Title Cards. Most editing

software has the ability to create these. You can also make these with black

construction paper with white paper attached. Add text to your video where

and/or if you feel it is needed.

Filters: Use one of the black and white filters to get “old time effect” if you like.

Music: Music has to be word-free.

• Sites with old music instrumentals for silent films:

http://www.perfessorbill.com/index.html

http://incompetech.com/m/c/royalty-free/silentfilm.html

Credits: Create an opening slide to introduce your video title. Use the closing

credit slides. Movie Maker creates some for you. Feel free to use those. Put

your name(s) and period in the closing credits.

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Video Storyboard

TITLE OF FILM:

Name(s):________________________________________________

Boxes: Do a simple stick person sketch of what will happen in each scene.

Writing: Write a simple explanation of what will happen in the scene or what words will appear.

_______________________________ ______________________________ ______________________________

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NAMES_____________________________________________________________

TOTAL POINTS EARNED_________ x 2 =_______

Silent Movie 50 points GRADING RUBRIC SPEECH 1

Descriptive Area

Excellent

Point Value: _5__

Good

Point Value: __4_

Needs Improvement

Point Value: _0-3__

POINTS

PLOT AND

CHARACTERS

Easy to follow. Clear

beginning, middle,

end.

Almost a 5.

Notes:

VIDEO LENGTH

1-3 minutes

Within 15 seconds

over or under.

Points deducted for

each additional 15

seconds over or under.

TEXT / SLIDES /

CREDITS

Easy to read, all

correctly spelled and

punctuated,

interesting.

Almost a 5.

Notes:

REQUIRED ELEMENTS:

Music, Credits,

Filter (if used)

All present

All present with errors

or slight problems.

Notes:

NONVERBAL

COMMUNICATION

Enhances the plot and

characters.

Almost a 5.

Notes:

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DAY 25

UNIT NONVERBAL COMMUNICATION

OVERVIEW CHARADES DAY

STANDARD(S) SL 9-10.1, SL 9-10.4

MATERIALS Charades topics, timer app on phone or stopwatch

INSIGHT This is a fun day to let students have a short amount of time performing

nonverbally in front of the class but also allowing them to review nonverbal

communication skills. Many kids have played charades before or seen it happen

on television, but a good explanation of the game is helpful as well.

DO Explain the basic rules of the party game Charades to the class. If these are new

to you or you need a refresher, many explanations (including the hand signs for

various topic genres) are available online. Or you could simply ask your

students. At least one of them will have church youth group experience with the

game, more than likely.

Divide the students into several teams, perhaps by classroom geography (rows

of desks, etc.). Have one person from each team draw a topic and enact it for

his/her team (who are the only people who can guess). Time each skit with a

maximum time of two or three minutes. Keep running tallies for each team on

the board and award extra credit beyond the basic participation points for the

winning team. I would let students on each team decide the performance order

(allowing volunteers) with no second performances until all team members have

gone. You may wish to have teams come up with topics before you start, or

perhaps one class creates topics for another class. If not, here are some to use.

Movies Names Objects TV Shows Books

CARS 3 SHREK PUMPKIN STRANGER THINGS ALEXANDER AND

THE TERRIBLE

HORRIBLE NO

GOOD VERY BAD

DAY

WONDER WOMAN BEYONCE PEAR THE SIMPSONS TO KILL A

MOCKINGBIRD

FAST & FURIOUS 2 LEBRON JAMES ICE TONGS LAW AND ORDER THE KORAN

PIRATES OF THE GEORGE WASHINGTON DISCO BALL THE WALKING DEAD THE HATE YOU

CARRIBEAN GIVE

SPONGEBOB THE DORA THE EXPLORER WATERBED FRESH PRINCE OF BEL AIR TURTLES ALL THE

MOVIE WAY DOWN

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DAY 26

UNIT NONVERBAL COMMUNICATIONS

OVERVIEW SILENT FILM FESTIVAL

STANDARD(S) SL 9-10.1, SL 9-10.4

MATERIALS Silent films created by the students

INSIGHT This is a fun day. Why not add popcorn if allowed?

Hang onto these films year to year and show past greatest hits as part of the

festival as time allows. Always fun.

DO Show the films the students have created to the class. Show all classes’ films if

you can so they can see others they didn’t see in progress. Grade as you watch

or have the students discuss the rubric with you after you watch each and live

score it together (or even have students score the films with justifications if you

prefer).