High School Speech Curriculum - Park Hill School District

Grade 12th, 1 Credit Elective Course

High School Speech Curriculum

Course Description: Students will demonstrate an understanding and application of the

techniques used in formal public speaking including listening skills, speech preparation and

research methods. Activities involve preparing speeches to inform, entertain and persuade as

well as panel discussions and oral interpretation of literature. This course is designed for

college

-bound seniors or s

communication skills.

Scope and Sequence:

Timeframe

Unit

3 Weeks

Introduction to Speech

2 Weeks 4 Weeks 4 Weeks

Research Informative Persuasive

3 Weeks

Group Communication

2 Weeks

Entertain and Special Occasion

Instructional Topics

Topic 1: Climate in Class Topic 2: Background Topic 3: Elements Topic 4: Structure Topic 5: Nonverbal

Topic 1: Foundations Topic 2: Types Topic 3: Documentation

Topic 1: Types Topic 2: Organizational Methods Topic 3: Demonstration

Topic 1: Types Topic 2: Thinking Methods Topic 3: Qualities Topic 4: Theories Topic 5: Line of Reasoning

Topic 1: Types of Leadership Topic 2: Functions of Leadership Topic 3: Argumentation Topic 4: Analysis

Topic 1: Types Topic 2: Purpose

Board Approved: March 31, 2016

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Unit 1: Introduction to Speech

Subject: Speech Grade: 12 Name of Unit: Introduction to Speech Length of Unit: 3 Weeks Overview of Unit: Students of Speech will gain a basic background knowledge of Public Speaking. They will begin to understand the different types of speeches and their purposes. Students will learn more about the communication process and begin to understand how we incorporate various nonverbal skills into our speeches. Students will also understand the steps of putting together a speech from start to performance. Priority Standards for unit:

Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11?12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELASPEAKING&LISTENING.11-12.1 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-SPEAKING&LISTENING.11-12.4

Supporting Standards for unit: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CCSS.ELA-LANGUAGE.1112.6 Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (ISTE 1 - Creativity and Innovation). Create original works as a means of personal or group expression.

Board Approved: March 31, 2016

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 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-LANGUAGE.11-12.3 Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LANGUAGE.11-12.5 Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (ISTE 2 - Communication and Collaboration). Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems.

Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research and Information Fluency). Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Process data and report results.

Board Approved: March 31, 2016

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Unwrapped Skills

Unwrapped Concepts (Students need to be able to Bloom's Taxonomy

(Students need to know)

do)

Levels

Webb's DOK

a range of collaborative

discussions

Initiate

Apply

2

in a range of collaborative discussions

Participate

Apply

3

to discuss read and researched material under

study

Prepare

Create

2

with peers to promote civil, democratic discussions and decision- making,

Work

Evaluate

3

clear goals and

deadlines, and establish

individual roles as

needed

Set

Apply

1

questions that probe reasoning and evidence

to questions that probe reasoning and evidence

to diverse perspectives

comments, claims, and evidence made on all sides

of an issue

contradictions

additional information or research is required to

deepen the investigation or complete the task

information, findings, and supporting evidence,

and the

Pose Respond Respond

Synthesize Resolve

Determine

Present

Create

1

Understand

2

Evaluate

4

Analyze

4

Understand

3

Evaluate

2

Create

3

Board Approved: March 31, 2016

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