Pitt County Schools
Pitt County Schools
10142C Speech
Instructional Guide
|Time Frame: First Marking Period |
|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |
| | |CONNECTIONS | |
|The learner will understand how to rate speeches using rubrics |How can designing rubrics help us to understand the characteristics |Two students give a demonstration of |Speech: Exploring Communications |
|produced by the class, how to use appropriate body language. |of good speeches? |giving a speech without a rubric and one |edited by J. O’Connor |
| |How does body language affect the reception of a speech? |with. | |
| |What are some effective body positions to use when speaking? |Students in groups make up rubrics for the| |
| | |different kinds of speeches they will be | |
| | |giving. | |
| | |Demonstrate effective and ineffective body| |
| | |positions and gestures. | |
|Learner will learn basic speech skills and techniques, i.e. |How do students prepare a good speech? |Invite a speaker to demonstrate speaking |Speech: Exploring Communications |
|overcoming stage fright, preparing to speak, considering |Where do students go to find good sources and materials? |techniques. |edited by J. O’Connor |
|ethical concerns. |What are the characteristics of good speech beginnings, middles, and |Refine rubrics for effective beginning, |Students deliver a Personal |
| |endings? |middle, and ending. |Experience Speech evaluated with a |
| |How do you prepare speaker’s notes? |Demonstrate finding sources from student’s|rubric |
| |How do you overcome stage fright associated with public speaking? |personal experiences, books of quotes from|Evaluate note cards |
| |What ethical questions do speakers have to consider? |the media center, magazines, interviewing |Evaluate learning logs |
| | |family members and local celebrities. |The Lion King video |
| | |Watch a video such as The Lion King or |Stand and Deliver video |
| | |Stand and Deliver and teach students | |
| | |factors related to speech anxiety and | |
| | |choose topics for creating speeches such | |
| | |as speeches of personal experience, | |
| | |motivational speeches, speeches about | |
| | |characters. | |
| | |Maintain a Learning Log | |
| | |Teach them how to prepare note cards, | |
| | |outlines. | |
| | |Demonstrate eye contact, “panning” the | |
| | |audience, looking at the wall in sections,| |
| | |find a friendly face. | |
| | |Discuss the ethics of speaking to sway an | |
| | |audience. | |
|The learner will understand that the communication process is a|What are the elements of the communication process? |Send students to various locations in the |Video of County Commissioners meeting|
|dual process that requires sending and receiving communication.|How is communication a matter of receiving as well as sending |school with the assignment to listen and |Video of previous graduation |
|The learner will understand the difference between listening |information? |jot down 10 things they heard, and |exercises or other public speaking |
|and hearing. |Why do we need to learn effective listening skills? |evaluate any body language, tone, |Students deliver a speech of their |
| |What are the barriers to listening? |clothing, expressions, etc., and return |choice to inform, persuade, or |
| |What are the advantages of understanding the differences between |within 30 minutes and present their |entertain. |
| |listening and hearing? |findings. |Evaluate by rubric |
| |How does understanding all of this help us to become better speakers?|Watch a video of a local governmental body|Video tape speeches and evaluate body|
| | |meeting such as the County Commissioners |language and distractions or other |
| | |and evaluate the ability of individuals to|barriers to communication |
| | |listen. | |
| | |Show a video clip of a speaker and discuss| |
| | |barriers to listening (such as distracting| |
| | |jewelry, audience fatigue, background | |
| | |noise, characteristics of speaker’s voice,| |
| | |degree of speaker’s enthusiasm, etc.). | |
| | |Discuss body language, attire, voice | |
| | |inflection, distractions, purpose of | |
| | |speech, etc. in relation to eliminating | |
| | |barriers to communication. | |
|The learner will understand the types of communication |How does communication differ in Roundtable setting? |Discuss the development and rules of |Mixer magazine |
| | |roundtable discussion such as the |Daily Reflector |
| | |necessity for having an actual round or |CNN production on speeches |
| | |oval table to emphasize parity. After | |
| | |reading an article of the teacher’s | |
| | |choice, students participate in a | |
| | |roundtable discussion. | |
|The learner will understand the types of communication |How does communication differ in the Panel Discussion setting? |Discuss the rules for panel discussions |Speech: Exploring Communications |
| | |and have them participate in a panel | |
| | |discussion using controversial issues that| |
| | |are of importance to the students. | |
|The learner will understand the types of communication |How does communication differ in the Lecture? |Demonstrate a lecture format and discuss |Speech Exploring Communications |
| | |elements. Students go in pairs to observe|Students deliver a lecture and are |
| | |a teacher giving a lecture and evaluate |evaluated by rubric. |
| | |for audience response and the lecturer’s | |
| | |delivery. Students then give a lecture | |
| | |and evaluate each other’s presentations. | |
|The learner will understand the types of communication |How does communication differ in the Symposium format? |Demonstrate a symposium format and discuss|Students participate in a symposium |
| | |the elements of a symposium including how |and are evaluated by rubric. |
| | |to approach a microphone, how to ask | |
| | |questions in a non-threatening manner, how| |
| | |to separate oneself from the audience, how| |
| | |to maintain dignity and poise. | |
|Time Frame: Second Marking Period |
|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |
| | |CONNECTIONS | |
|The learner will be able to recognize the characteristics of |What are the characteristics of effective beginnings of speeches? |Demonstrate and practice interpersonal and|Use two “J” traps from the hardware |
|effective speeches. |What are the characteristics of effective interpersonal and group |group communication. |store to make a phone so that |
| |communication? |Evaluate group communication of peers in |students can hear themselves talking |
| |What are the characteristics of effective non-verbal communication? |various settings (halls, cafeteria, etc.).|and adjust their voices. |
| |What are the components of effective telephone communication? |Demonstrate and practice speaking on the |Speech: Exploring Communi-cations |
| |How can we determine the effectiveness of various kinds of speeches, |phone. |Resources on non-verbal |
| |such as informative, persuasive, impromptu, entertaining? |Watch MTV, BET, American Idol, various |communi-cation in the Media Center. |
| | |reality shows to evaluate how groups and | |
| | |individuals behave and how groups affect | |
| | |the behavior of individuals in their | |
| | |speech patterns today. | |
| | |Students deliver various kinds of speeches| |
| | |and evaluate their effectiveness. | |
|The learners will understand the characteristics of effective |What are the special demands of delivering a sales talk? |Use a video from Career Explorations or |PowerPoint |
|business and career communication. |What is necessary in order to deliver an effective sales pitch? |from a local business to demonstrate |Excel charts and graphs |
| |How can a salesman learn to read body language and feedback to adjust|effective sales speeches. |Various products |
| |a message to make it more effective? |Conduct a “fishbowl” using a few students |Videos from Career Explorations |
| |How do speakers use multi-media such as PowerPoint to make a sales |to demonstrate a sales pitch that works | |
| |pitch more effective? |and one that doesn’t. | |
| | |Have students prepare and present | |
| | |PowerPoint or visual aids to enhance a | |
| | |sales pitch. | |
| | |Students choose a product, become familiar| |
| | |with it, and deliver a sales speech. | |
|The learners will understand the characteristics of effective |What are the special demands of the interview speech? |Watch a video on job interviews (available|Videos |
|business and career communication. |How can one prepare effectively for a job interview? |from guidance or the media center. |Speakers |
| | |Invite a speaker from the human resources |Rubrics |
| | |division of a local business. | |
| | |Conduct impromptu mock interviews. | |
|The learner will understand how to incorporate literary |What literary elements are effective to include in speeches? |Students read something like I Know Why |I Know Why the Caged Bird Sings or |
|elements and famous quotes in speeches. |Willing Suspension of Disbelief |the Caged Bird Sings or Anthem and have |Anthem |
| |Foreshadowing |Literature Circle discussions of the |The New York Times website |
| |Pejorative Terms |literary elements and determine topics for|The Daily Reflector Book Review |
| |Imagery |speeches. |Sunday website |
| |Metaphor |Students deliver a book review in which |Bartlett’s Book of Quotations |
| |Parallelism |they discuss the literary elements, why |Magazines |
| |Allusions |the book was written, the effectiveness of|I Have a Dream speech and video |
| |Tour de Force |the author’s style, the influence of the | |
| |Conflict |time period. During the presentation of | |
| |Adaptation |their book review, the students must use | |
| |Theme |at least three of the literary elements. | |
| |How can speakers include famous quotes in their speeches? |Read and analyze Martin Luther King’s I | |
| | |Have a Dream and other famous speeches and| |
| | |watch the video I Have a Dream. Students | |
| | |find a famous quote and develop and | |
| | |deliver a speech using the quote. | |
|Time Frame: Third Marking Period |
|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |
| | |CONNECTIONS | |
|The learner will be able to write and deliver various public |How will the learned strategies be utilized to produce and deliver |Refine rubrics that have been developed. |Rubrics |
|speeches including motivational, acceptance, welcome and |effective speeches? |Invite a speaker (such as a local |Copies of famous speeches |
|farewell, eulogy, presentations, commencement, speaking for |What key techniques can speakers use to appeal to the emotions of an |politician) to talk about using emotional |Bartlett’s Book of Quotations |
|mass media. |audience? |appeals. | |
| |How do we determine the appropriate speaking style for a particular |Students draw the description of an | |
| |purpose and audience? |emotion from a jar and give short | |
| | |impromptu speeches to illustrate that | |
| | |emotion. | |
| | |Take a famous speech, change the audience | |
| | |and discuss how the speech would have been| |
| | |different. | |
| | |Write a short speech for an audience of | |
| | |their peers and write a different speech | |
| | |on the same topic for an adult audience. | |
| | |Students will write and deliver a variety | |
| | |of speeches. | |
|The learner will be able to make various public speeches |How does speaking for mass media differ from other kinds of speaking?|Demonstrate using news clips, political |Speakers |
|including motivational, acceptance, welcome and farewell, |What are the things to be aware of when speaking for mass media? |ads, special programs of local officials. |Video clips of news broadcasts and |
|eulogy, presentations, commencement, speaking for mass media. |Approaching controversial topics |Invite a newscaster or reporter from local|interviews |
| |Avoiding stereotypes |TV or newspaper to talk about avoiding the| |
| |First Amendment issues |pitfalls of speaking for the media. | |
| |Persuasive appeal | | |
| |Avoiding pitfalls | | |
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