Curriculum Guide
Department/School: English/High School
Duration: Half-year
Number
of Credits: 2.5
Prerequisite: None
Elective
or Required:
Author:
Date Submitted: June 2001
PUBLIC SPEAKING
The
emphasis in this course is on skills that will enhance a student’s public
speaking ability. Through using a range
of activities and assignments, students will learn techniques of effective
presentation.
We believe that language and literacy are central to all human experience. New Jersey Core Curriculum Standards for Language Arts Literacy define Language Arts as “the abilities that enable one to think logically and creatively; express ideas; understand and participate meaningfully in spoken, written, and nonverbal communications; formulate and answer questions; and search for, organize, evaluate, and apply information.” We recognize that together teachers and students constitute a learning community, which necessitates an extensive repertoire of teaching strategies to address individual needs and learning styles. Through a challenging sequential academic curriculum, the Glen Ridge Language Arts Literary Program provides all students with varied and integrated experiences in writing, reading, speaking, listening, viewing, and research. While encouraging respect for cultural, gender and generational perspectives and developing the ability to articulate one’s opinions, the Language Arts Literacy Program promotes the acquisition and application of knowledge across the curriculum. To meet the challenges of the new millennium, the Program aims to empower students as lifelong learners, to heighten the spirit of inquiry, and to foster effective communication within an increasingly diverse society.
Goals of the
Provided with an environment that encourages creativity as well as expression of unique feelings and thoughts, students will
§
become competent critical readers who learn to analyze, evaluate,
reflect upon and respond to the ideas of others.
§
approach reading with an appreciation for a variety of literary styles,
genres and contexts.
§
implement the writing process (including: pre-writing drafting,
revising, proofreading and publishing).
§
write in clear, concise, organized language that varies in content and
form for different audiences and purposes.
§
apply appropriate conventions of spelling, grammar, punctuation and
language usage.
§
speak for a variety of real purposes and audiences.
§
listen interactively in diverse situations to information from a
variety of sources.
§
view, understand and construct meaning from non-textual sources.
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gather, evaluate, synthesize and cite data from a variety of
technological sources and print materials.
§
share, display and/or publish individual and collaborative products.
All
skills of the New Jersey Core Curriculum Standards for Language Arts Literary
are met and referenced throughout the content of this curriculum. Students are prepared for the state Grade
Eight Proficiency Assessment and the High School Proficiency Assessment.
Objectives
Grades 7 – 12
These objectives meet and exceed New Jersey Core Curriculum Standards for Language Arts Literary (NJCCS) for grades 7 – 12.
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Recognize forms, elements, and styles of poetry, short story, drama,
and non-fiction
§
Define characteristics of major schools of literature, literary
periods, and theories of literary criticism
§
Understand the relationship between contemporary writing and past
literary traditions
§
Analyze how the works of a given period reflect historical events,
social conditions, and philosophical perspectives
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Understanding literary devices and their effects
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Identify common aspects of human experience
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Inferring cultural values and influences
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Recognize bias in writing
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Understand connotation and denotation
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Recognize literature as a vehicle for social commentary
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Recognize common elements in works by an individual author
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Analyze text for the purpose, ideas, style, and patterns of
organization of the author
§
Value literature as an imaginative representation of human experience
§
Understanding the range of literary forms and content that elicit
aesthetic response
Speaking –
NJCCS 3.1
§
Present dramatic interpretations of a variety of literature
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Understand elements of and participate in formal debate
§
Apply the appropriate techniques of formal speaking such as projection,
enunciation, tone, body language, and eye contact
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Effectively using supplemental materials to enhance presentations
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Using clear, concise, organized language in various speaking situations
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Recognize, respond to and adjust to audience verbal and nonverbal cues
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Employ effective discussion skills
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Receive and use constructive feedback to improve speaking ability
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Read with expression
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Conduct and participate in interviews in real life situations
Writing –
NJCCS 3.3
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Writing with clarity and focus
§
Paragraph development
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Understand the importance of audience and adjust writing accordingly
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Writing to persuade, inform, instruct, entertain, and defend a point of
view
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Write for real audiences and purposes, such as job applications, business
letters, college applications and memoranda
§
Plan and organize an essay
§
Narrative writing in different styles such as journals and creative
pieces
§
Imitation of various styles and paraphrasing
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Conventions of writing such as punctuation in direct quotations and
titles
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Development and application of vocabulary in various contexts
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Development and applications of editing and revising skills
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Write a research paper that synthesizes and cites data
Research –
NJCCS 3.3 and 3.5
§
Master the MLA research format
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Evaluate research materials for credibility
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Gather data from multiple sources using note taking, paraphrasing, and
summarizing
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Synthesize pertinent data using the writing process to create a formal
research paper
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Use research as a means of independent enrichment
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Present research findings in a variety of formats (including: oral presentations,
multimedia presentations, and artistic interpretations)
Listening –
NJCCS 3.2
§
Recognize the act and importance of listening
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Collaborate by sharing ideas
§
Demonstrate attentive listening to provide appropriate feedback to
ideas in diverse types of presentations
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Evaluate the credibility of speakers, media techniques, and messages
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Listening to take notes
Viewing –
NJCCS 3.5
§
Compare and contrast media sources, such as book and film versions of a
story
§
Articulate the connections between visual and verbal messages
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Integrate multiple forms of print and electronic media into a finished
project
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Evaluate print and electronic media for credibility
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Consult various print and electronic media to solve problems
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Explore the connections between fine and visual arts and literary
interpretations
Grammar –
NJCCS 3.3 and 3.4
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Reinforce the correct use of the parts of speech
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Develop an understanding of subject/verb agreement
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Reinforce the understanding of correct capitalization
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Develop an understanding of diagramming sentences
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Develop an understanding of sentences and their basic parts
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Develop an understanding of prepositional, appositive, and verbal
phrases and the ability to identify and use them correctly
§
Develop an ability to identify the clauses in simple, compound,
complex, and compound-complex sentences
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Understand verb tenses and voice
§
Develop an ability to recognize usage problems
I.
Communication
Appreciation
Speakers will gain experience speaking in front of
large groups and begin to reduce the apprehension they feel when called upon to
speak.
A. Reasons for Nervousness
B. The Value of Fear
C. How to Control your
Nervousness when Speaking
D. Using Visual Aids in a
Speech
E. Classroom
Activities/Assignments
1. Introduction of a Friend
2. Personal Collage
3. Personal Interview
4. Object Speech
II. Techniques of Delivery
This unit will allow students an opportunity to
practice the skills of effective speech presentation and to remedy common
errors in delivery through enjoyable games and activities.
A. Charisma
B. Gestures: Using Your Hands
C. Facial Expressions
D. Eye Contact
E. Voice
F. Classroom
Activities/Assignments
1. The Stare Down
2. Making Eye Contact with the
Entire Audience
3. The “Um” Game
4. The Truth/Lie Game
5. Videotaped Speeches
6. Practice Diary
III. Listening Skills
Students will analyze their ability to listen
critically to other speakers and practice the skills that allow them to improve
their listening ability.
A. Barriers to Effective
Listening
B. Improving Listening Skills
C. Classroom
Activities/Assignments
1. Telephone Game
2. Word Repetition Exercises
3. Student Analysis of
Listening Skills
4. Heckling Speech
IV. Topic Selection, Organization, and Research
To provide opportunities for practice of the
principles of speech organization and research methods.
A. Topic Selection
B. Organizing a Speech
1. Introduction
2. Body
3. Conclusion
C. Using Research in Speech
D. Classroom
Activities/Assignments
1. Attention-Getting Contest
2. Organizational Maze
3. Practice Visual Map
4. Library Scavenger Hunt
5. Current Event Speech
V. Different Modes of Speaking
To provide experience for students in speaking
situations by using the impromptu, manuscript, and memorized modes of delivery.
A. The Impromptu Style of
Speaking
B. The Manuscript Style of
Speaking
C. The Memorized Mode of
Speaking
D. Classroom
Activities/Assignments
1. Job Interview
2. The Serial Speech
3. The Two-Speaking-At-Once
Contest
4. The Pet Peeve Speech
5. The Sales Speech
6. The Desperate Plea
7. Soapbox
8. Famous Speech
VI. Speaking With Different Purposes
To allow an opportunity to practice the skills of
persuasive, informative, and entertaining speeches.
A. Persuasive Speaking
B. Informative Speaking
C. Speaking to Entertain
D. Classroom
Activities/Assignments
1. Informative Speech
2. After Dinner Speech
3. Persuasive Speech
VII. Oral Interpretation of Literature
Speakers will gain experience and practice in the
skills of storytelling and oral interpretation of literature and will learn to
be more expressive both physically and vocally.
A. The Basics
B. Finding a Piece of
Literature
C. Factors in Choosing an
Interpretative Piece
D. Factors that Determine
Literary Merit
E. Hints for Writing Effective
Introductions
F. Steps in Analysis of
Literature
G. Marking the Manuscript
H. Delivery
I.
The Vocal Aspect of Delivery
J. The Physical Aspect of
Delivery
K. Performing Multiple
Characters
L. Differences Between Interpretation and Acting
M. The Actual Performance
N. Classroom
Activities/Assignments
1. Anecdote Exchange
2. Most Embarrassing Moment
Speech
3. Children’s Story
4. Original Children’s Story
5. Charades
6. Reverse Charades
7. Lip Sychronization
8. Group Poetry Performance
VIII. Applied Activities
To promote cooperation among group members and to
demonstrate how speakers must often collaborate in order to be successful.
A. Legal Debate
B. Parliamentary Debate
C. Classroom
Activities/Assignments
1. Talk Show
2. Marketing Presentation
IX. Course Materials
1. Speechcraft: An Introduction to Public Speaking, Brent C. Oberg
2. Famous speeches
X. Evaluation
Student evaluation in this course will include:
1. Tests and quizzes
2. Class Participation
3. Projects and reports
4. Homework
5. Indep