Week 1: Foundations of Public Speaking

Unit Title

Foundations of Public Speaking

Week 1 Objectives

By the end of this lesson, students will be able to:

 Build positive relationships with classmates.

 Identify characteristics of effective public speakers.

 Demonstrate basic public speaking skills, including posture, eye contact, volume, and
vocal variety.

 Deliver a short introductory speech.

 Provide constructive peer feedback.

 Reflect on their speaking strengths and areas for growth.

Hour 1: Introduction to Public Speaking

Learning Goal

Students will understand the purpose of the course, begin building classroom community, and
explore the qualities of effective speakers.

Materials

 Course syllabus or overview handout

 Whiteboard or projector

 Index cards or paper

Welcome and Course Overview (15 minutes)

Teacher Introduction

Introduce yourself and briefly share your background and enthusiasm for public speaking.

Discussion Questions

Ask students:
  What comes to mind when you hear "public speaking"?

 How do you feel about speaking in front of others?

 Why might public speaking be an important life skill?

Record responses on the board.

Course Overview

Explain:

 Course expectations

 Major assignments

 Participation requirements

 Assessment methods

 Skills students will develop

Emphasize that strong speakers are made through practice, not born with natural talent.

What Makes a Powerful Speaker? (20 minutes)

Group Brainstorm

Ask students:

"Think of a speaker you admire. What makes them effective?"

Possible responses:

 Confidence

 Clear voice

 Strong eye contact

 Good organization

 Passion

 Storytelling ability

 Authenticity

 Audience engagement
Create a class list.

Mini-Lecture

Explain that powerful speakers generally:

1. Know their audience.

2. Communicate clearly.

3. Use effective body language.

4. Speak with confidence.

5. Connect emotionally with listeners.

Discuss how these skills can be learned and improved.

Icebreaker Activity: Two Truths and a Lie (20 minutes)

Instructions

Each student writes:

 Two true statements about themselves

 One false statement

Example:

 I have visited three countries.

 I play the guitar.

 I own a pet tiger.

Students take turns sharing their statements.

Classmates guess which statement is false.

Purpose

This activity:

 Helps students get to know one another

 Encourages speaking in a low-pressure setting

 Begins developing audience awareness

Ask students:

 What is one thing you learned about a classmate today?

 What is one goal you have for this course?

Students write responses on an exit ticket.

Hour 2: Speaking Basics

Learning Goal

Students will understand and practice the foundational skills of effective public speaking.

Materials

 Open classroom space

 Mirror (optional)

 Teacher demonstration examples

Introduction to Delivery Skills (5 minutes)

Explain:

"Even a great speech can be difficult to follow if it is delivered poorly. Today we will practice the
basic tools every speaker uses."

Skill 1: Posture (10 minutes)

Teacher Demonstration

Show:

Poor posture:

 Slouching

 Looking at the floor

Effective posture:

 Stand tall

 Feet shoulder-width apart

 Shoulders relaxed

 Hands naturally positioned

Student Practice

Students stand and practice proper speaking posture.

Discussion

Ask:

 How does posture affect confidence?

 How does posture affect audience perception?

Key Point:
Confident posture often helps speakers feel more confident.

Skill 2: Eye Contact (10 minutes)

Mini-Lesson

Explain:

Eye contact helps:

 Build trust

 Maintain attention

 Create connection

Activity

Students pair up.

Partner A speaks about a favorite hobby for 30 seconds while maintaining natural eye contact.

Partners switch roles.

Discuss:

 What felt comfortable?

 What felt challenging?

Skill 3: Volume and Projection (10 minutes)

Demonstration

Compare:

 Speaking too softly

 Speaking too loudly

 Speaking with appropriate projection

Explain:

Projection means using breath support and clear articulation rather than shouting.

Practice

Students say:

"Good morning, everyone. Thank you for listening today."

Practice speaking:

 To a friend nearby

 To a classroom

 To an auditorium

Skill 4: Vocal Variety (15 minutes)

Mini-Lesson

Define vocal variety as changing:

 Pitch

 Tone
  Pace

 Volume

Explain that vocal variety prevents speeches from sounding monotone.

Activity

Display the sentence:

"I can't believe what happened today."

Students say the sentence expressing:

 Excitement

 Anger

 Fear

 Surprise

 Happiness

Discuss how vocal changes affect meaning.

Delivery Skills Challenge (10 minutes)

Students form small groups.

Each student introduces themselves in 20 seconds while focusing on:

 Good posture

 Eye contact

 Strong volume

 Vocal variety

Peers identify one strength they observed.

Hour 3: First Speech

Learning Goal

Students will deliver their first short speech and practice constructive feedback.
Materials

 Feedback forms

 Reflection journals

Preparing the "About Me" Speech (10 minutes)

Assignment

Students prepare a one-minute speech answering:

 Who are you?

 What are your interests?

 What is something unique about you?

 What goal do you have this year?

Planning Tips

Encourage students to:

 Speak naturally

 Focus on one or two key ideas

 Avoid reading directly from notes

Speech Delivery (30 minutes)

Instructions

Each student delivers a one-minute "About Me" speech.

Audience members practice active listening.

Teacher observes and takes notes on:

 Posture

 Eye contact

 Volume

 Vocal variety
Positive Environment Reminder

Emphasize:

 Respectful listening

 Encouragement

 Growth mindset

Peer Feedback Activity (10 minutes)

Feedback Form

For each speaker:

One Strength

What did the speaker do well?

One Suggestion

What is one area they could improve?

Memorable Moment

What stood out most?

Discussion

Review how constructive feedback focuses on behaviors rather than personal characteristics.

Example:

Instead of:
"You're nervous."

Say:
"Try looking at different parts of the audience."

Reflection Journal (10 minutes)

Students respond to the following prompts:

1. How did you feel before your speech?

2. How did you feel after your speech?

4. What is one skill you want to improve?

5. What is one goal you have for the next speech?

Students may share responses voluntarily.

Week 1 Summary

This week students learned:

 The purpose and expectations of the course

 Characteristics of effective public speakers

 The importance of posture, eye contact, volume, and vocal variety

 How to deliver a short speech

 How to provide constructive peer feedback

 How to reflect on personal growth as a speaker

Key Takeaway

Public speaking is a skill that improves through practice. Every successful speaker started as a
beginner. Confidence grows each time you stand up and speak.