The Zombie Guide to Public Speaking: Teachers' Activity Guide
by Steven S. Vrooman
More and more people are adopting The Zombie Guide to Public Speaking, my public speaking class textbook, either the college and professional edition or the high school edition.
I recently got a message from a high school teacher wanting to know whether or not I have a teacher's guide for the book. Good question.
No.
And yes.
I don't have lectures or test questions because. . . .
I don't lecture.
I don't test.
I mean, I do, in other classes, but in speaking classes the goal is speaking, so all their points come from speeches.
And instead of lecture, I often make them either lecture for me or do small group work followed by in-class presentations where they explore and demonstrate the material. It usually goes well and it allows me to point out what they might be doing wrong in their application of ideas like transitions or citations. I will say that I do spend a bit of time exploring argument and PowerPoint software issues in lecture form, but I do not yet have my notes for that in blog-able form (maybe soon, though!)
So I thought in lieu of a traditional teacher's guide I would drop descriptions of the activities I do for each set of chapters to help. Feel free to ransack this for ideas.
Chapter 1: Failing
Chapter 2: Anxiety
Chapter 3: Depression
Chapter 4: Ditch Your Speech
Chapter 5: Organization
Chapter 3: Introductions and Conclusion
Your group will be given five items. Your task will be to create accurate and creative transitions between the items as if they were going to be analyzed in the body of a speech. You don’t have to complete that analysis in this speech. Just show the items and give the transitions. You also need to develop a thesis, preview and summary for this phantom speech. Shared grade. Points earned based on accuracy and quality of transitions.
Teachers: This is literally a stack of random items from my desk drawer.
Magic Feathers Speech
(1-3 min.)
Your group will be given three topics. You will generate a good thesis and a good set of magic feathers-style main points for the thesis to the specific audiences for each topic that are specified for you.
Teachers, here's some details: For magic feathers I give simple topics. "Squirrels are awesome" etc. They get 3. Then I give two audiences. Usually their class and then something like a college class or a business public speaking retreat class, something that gets them thinking about age.
In-Attention-Getters Speech
(3-4 min.)
Your group will be given a topic and must create one of each of the seven types of attention-getters for it and present them to the class. Grade will be based on how effective they are.
Chapter 7: Visual Aid Architecture
Chapter 13: Slideworks
Teachers: I go to Slideshare and find and save a bunch of random PowerPoints on subjects they don't know about. Rename them on the computer desktop "1", "2", etc. or crop bits into one large PowerPoint with blank slides in between so they know when they are done. They have to get up there and fake it.It's ridiculous and fun and exposes them to a lot of overly texty bad PowerPoint design.
Group TED Speech
(3-4 min.)
You will be assigned a TED talk from the previous class for homework. As a group you will evaluate it using the rubric for this class. You will then present a group speech of less than 10 minutes (I will stop you at 10 and you will sit down, unfinished, if needed) where you explain the grade. You should be judicious in spending your time to not show us too much of the TED Talk during your time. Everyone has to speak at least one sentence. Be sure the speech has an introduction, transitions, etc. You will be graded on your accuracy and the quality of your overall speech.
Chapter 8: The Uses and Abuses of Sources
Chapter 9: Narrative
Chapter 10: Numbers
Chapter 11: Humor
Chapter 12: Figurative Language
Chapter 14: Argument Basics
Chapter 15: Double Hierarchy
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| Some of the original art for the textbook created by my son back when he was in 9th grade. |
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| Low price! Paperback and Kindle! |
No.
And yes.
I don't have lectures or test questions because. . . .
I don't lecture.
I don't test.
I mean, I do, in other classes, but in speaking classes the goal is speaking, so all their points come from speeches.
 |
| Same price! Paperback and Kindle! |
So I thought in lieu of a traditional teacher's guide I would drop descriptions of the activities I do for each set of chapters to help. Feel free to ransack this for ideas.
Chapter 1: Failing
Chapter 2: Anxiety
Chapter 3: Depression
Introductory
Speech
(1/2-1 min.)
You will introduce yourself to the class based on criteria I provide that
day. If you complete the speech you get all the points.
Re-Introductory
Speech
(1/2-1 min.)
You will introduce another person to the class based on criteria I
provide that day. If you complete the speech you get all the points.
Elocutionary
Speech
(1/2-1 min.)
I will give you a
selection of text and a series of elocutionary diagrams. Your task is to
deliver the text with the emotion and gesture appropriate to the diagrams. Your
grade will be based on your energy and commitment to what will be very silly.
Teachers, here is the SlideShare for that: https://www.slideshare.net/svrooman/elocutionary-exercises-a-humorous-activity-for-reducing-public-speaking-anxiety-when-teaching-oral-communication
Impromptu
Speech
(1/2-1 min.)
This is, by definition, a speech without preparation. I will have a bucket of topics (each of you will right now contribute 3 topics to the bucket, please). You will
receive time signals. If your speech is too short or too long, you will lose 1
point. Otherwise, if you complete the speech you get all the points.Chapter 4: Ditch Your Speech
Chapter 5: Organization
Chapter 3: Introductions and Conclusion
Transitional Objects Speech
(1-3 min.)Your group will be given five items. Your task will be to create accurate and creative transitions between the items as if they were going to be analyzed in the body of a speech. You don’t have to complete that analysis in this speech. Just show the items and give the transitions. You also need to develop a thesis, preview and summary for this phantom speech. Shared grade. Points earned based on accuracy and quality of transitions.
Teachers: This is literally a stack of random items from my desk drawer.
Magic Feathers Speech
(1-3 min.)
Your group will be given three topics. You will generate a good thesis and a good set of magic feathers-style main points for the thesis to the specific audiences for each topic that are specified for you.
Teachers, here's some details: For magic feathers I give simple topics. "Squirrels are awesome" etc. They get 3. Then I give two audiences. Usually their class and then something like a college class or a business public speaking retreat class, something that gets them thinking about age.
Then they have to develop the main points and set them up as magic feathers types of points.
Maybe 1. Gryffindor 2. Hufflepuff 3. Slytherin and the squirrel aspects that fit those for the high school class and maybe a different metaphor for adults with the same points of brave, hard-working and sneaky.
In-Attention-Getters Speech
(3-4 min.)
Your group will be given a topic and must create one of each of the seven types of attention-getters for it and present them to the class. Grade will be based on how effective they are.
Closing
Time Speech
(3-4 min.)
Your group will be
given 4 topics/outlines/arguments. You will need to develop an effective
conclusion for each. Grade will be based on how effective they are.
Shell
Game Speech
(3-5 min.)
You will be given a thesis
and a short outline of main points. You will have less than 1 minute, as a
group, to prepare the full introduction, body and conclusion of the speech,
including supporting material (which you may have to look up right then, on
your phone, on the way up).
GrImEx Speech
(?)
This is a surprise.
You will get all the points unless 1) Someone goes out of order, or 2) a piece
of the speech, as directed, is missing or in error.
Teachers: This is a hard one to explain. I make the students actually be all the parts of a speech. I adapt the numbers of point, supporting material, etc. to the numbers of students in the class. One group is the Introduction, group, for example, and if there are 4 they are the parts in yellow in the picture below. The Transitions group actually has to physically go to the other groups and find out the content and then go tell the Intro and Conclusion groups, etc. They do the speech in order, standing in a long snaky line at the front. They each only get like 15 seconds. They have to go in order and they tag (tap of the hand, like wrestling tag-team) the next person to go. It is a lot to put together, but they LOVE getting it right.
Chapter 7: Visual Aid Architecture
Chapter 13: Slideworks
PowerPoint
Less Speech
(2-3 min.)
This will be a
surprise. You will get full credit as long as you do not give up or “break
character.”Teachers: I go to Slideshare and find and save a bunch of random PowerPoints on subjects they don't know about. Rename them on the computer desktop "1", "2", etc. or crop bits into one large PowerPoint with blank slides in between so they know when they are done. They have to get up there and fake it.It's ridiculous and fun and exposes them to a lot of overly texty bad PowerPoint design.
VisOr
Speech
(3-4 min.)
Your task is to design
the basics of a Power Point according to the dictates of the readings that will
teach some or all of the elements of those readings. Your group will make it in
class and then display the idea for us – but you can only use the supplies I
provide (hint: pen and paper). Grade is based on the quality and effectiveness
of the idea for the engagement.
Teachers: They make slides using pen and paper and hold them up for their speech. Again, it reinforces decentralizing slides from their presentation.
Group TED Speech
(3-4 min.)
You will be assigned a TED talk from the previous class for homework. As a group you will evaluate it using the rubric for this class. You will then present a group speech of less than 10 minutes (I will stop you at 10 and you will sit down, unfinished, if needed) where you explain the grade. You should be judicious in spending your time to not show us too much of the TED Talk during your time. Everyone has to speak at least one sentence. Be sure the speech has an introduction, transitions, etc. You will be graded on your accuracy and the quality of your overall speech.
Chapter 8: The Uses and Abuses of Sources
Chapter 9: Narrative
Chapter 10: Numbers
Chapter 11: Humor
Chapter 12: Figurative Language
Group
Story/Humor Speeches
(3-4 min.)
Your group will talk
until you figure out a true story for each person that they can each tell that
all have some connective thread. You will perform a group speech (with intro,
transitions, etc.) where you present and tell these stories. So you will need a
theme or reason for them. Additionally, half of the stories must be humorous.
Group
Numbers Speeches
(3-4 min.)
Your group will be
given one or more sources of numerical information. Your job is to generate a
speech where you use the numbers to explain/argue 1 thing for each group member
and link them into a group speech (with intro, transitions, etc.). You must use
the numbers correctly.
Group
Figurative Language Speeches
(3-4 min.)
Your group will be
given a topic. You will use the poetry resources on page 207 to find 1 example
of figurative language for each member of your group on the topic and then
explain how it might work (in what context, for what kind of argument or
audience, etc.). Link it all into a group speech (with intro, transitions,
etc.).Chapter 14: Argument Basics
Chapter 15: Double Hierarchy
Group Presence
Speeches
(3-4 min.)
You will be given a set of basic arguments on an issue or a small blog post/newspaper article. Your task will be to figure out what the key arguments are and then figure out at least two ways you could add presence to the grounds or warrants of those arguments that the author did not use. Then use your phones to look that up and present both to the class.
Group Mystery
Food Debate
(3-4 min.)
You will have a surprise debate. Details TBA
Teachers: You will break them up into sides on a debate of which is better, pie or cake. You will give them time to discuss and various moments where the group must come up with their best arguments. The trick is to help them break down the arguments as you go and focus on the ways they are trying to "win" the debate, not actually try to convince the other side. If all goes well, you might allow people the chance to switch sides and see, literally, what arguments "moved" them.
Group Argument Speeches
(3-4 min.)
You will be given a set of text with an argument. Your group will have to generate a correct Toulmin diagram, put it on the board and then present/explain that to the class.
Teachers: You will need to be able to help them correct the arguments and maybe try again.
Chapter 16: Delivery & Credibility
Delivery Speech
(1-2 min.)
I will project a minute
of a speech. You will watch and take notes. You will be given an additional 20
seconds to prepare. Then you must give an evaluation and grade of the delivery
of the speaker you saw using the criteria we develop in class. 5 points of your
grade will be your own delivery and 5 points will be the accuracy and depth of
your analysis.
Teachers: This activity is really good, but it is harder now that YouTube has disallowed embedding of Internet video in PowerPoints. The best answer is to search for speeches online (lots of people post for their online public speaking classes) and make a playlist you run from the podium.
Storytime
Speech
(1-3 min.)
Find a children’s book
(the illustrated kind work the best; no “chapter books”) and read it to us.
Read it to us with energy and intensity, like a children’s librarian to
restless 4 year olds, not softly like you used to read your little sister to
sleep.
You may choose any book (except Go
the F*$% to Sleep), but your reading cannot be more than 3 minutes in
length.
At 3 minutes, I will
simply stop you and you will sit down. Don’t let this happen to you. For most
children’s books, this will cause you to miss the best part, the end, when your
delivery will probably be at its best. It is acceptable to edit down a favorite
book into 3 minute form.
You must also pick a book
that lasts at least a minute. If you don’t then you will read it again.
Your grade will be entirely based on delivery. Obviously, this speech
won’t be extemporaneous, but you will be graded on a number of other delivery
criteria. Additional, children’s book-only elements of this delivery grade: 1)
You need the huge energy of a children’s librarian entertaining the multitudes,
not a weary parent trying to make us fall asleep with the awful book, Goodnight Moon. 2) Show us the PICTURES!
Wrap Up
I hope these activities are successful for you. Please feel free to contact me with questions or comments if you use these in class or need some help. Go to stevenvrooman.com to find various ways of connecting.
Also, I'd appreciate it if you'd share these activities with colleagues who teach public speaking. I have been developing these for many years and I think they add to the experience of a speaking classroom, whatever book you are using.
More than most classes where we might do things like this that some people call a "flipped classroom," public speaking really needs this kind of approach. People are soooooooo nervous to get up there. But in my class they get up and speak almost every day in this way. Low-stakes speeches, often with buddies, really help them slowly work through their nerves.
Good luck!
