MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Public Speaking

Transcription

1 MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown High School Public Speaking September 2011 Revised by: Margaret Centrone Supervisor of Curriculum and Instruction Dr. S. Carvalho

2 Monroe Township Public Schools Williamstown, New Jersey Philosophy of Education The administration, faculty, and staff of Monroe Township Public Schools, in cooperation with parent and the community, and with active participation of the students, are committed to viewing each other as individuals, respecting each person s uniqueness, and setting high expectations for all students. The school system will assist each student to become a contributing member of our society by providing a learning environment that is responsive to the needs of the individual student, community, and changing society by providing a learning environment that nurtures values and morals. This environment will be conducive to acquisition of knowledge, as well as to the development of problem solving, critical thinking, and organizational skills. We will provide a learning environment that is responsive to the needs of the individual student, community, and changing society. We will aid our students in developing responsible behavior, a positive attitude toward themselves and others, the necessary life skills to become productive citizens and lifetime learners. We accept the challenge and responsibility of accomplishing these goals. Revised: August,

3 Williamstown High School Williamstown, New Jersey Mission Statement Williamstown High School provides an atmosphere where our students become responsible, productive citizens, and life-long learners. BELIEFS Students are responsible for their education and are accountable for their actions and decisions. Students and staff respect all people regardless of race, color, creed, religion, gender, and sexual orientation. Students, regardless of learning styles and abilities, need to be challenged and inspired in order to achieve their full potential. Students and staff are provided a safe and supportive environment in which they can pursue their educational goals. High expectations are communicated to the students from all members of the school s community. Effective education is a student, staff, and community partnership, which prepares students for the future in a technologically changing society. High school personnel serve as catalysts for academic and personal success for all students. Revised:

4 Williamstown High School Williamstown, New Jersey Language Arts Literacy Department Philosophy The Language Arts Literacy Department is dedicated to enabling all students to achieve literacy. Students are encouraged to think creatively and expressively while acquiring skills in reading, writing, speaking, listening, and viewing. Through the acquisition of these skills, students should develop the ability to function in their personal, educational, and professional lives. The Language Arts Literacy department is committed not only to providing students with the skills needed to pass the HSPA but also to developing these skills beyond a level of minimum proficiency. In addition, the department will promote a positive attitude toward the English language by exploring literature and encouraging students to foster an interest in reading. 4

5 Monroe Township Public Schools Williamstown, New Jersey Curriculum Philosophy Monroe Township Public Schools offers all students access to a curricula that addresses the New Jersey Core Curriculum Content Standards to provide for differentiation in meeting the needs of a variety of learners. All students identified as Special Needs and English Language Learners are provided with instruction that will meet the needs as identified in their individual educational plan or as established through the utilization of content area benchmark assessments. Our goal, as a district, is to provide students with the skills necessary to meet the rigor of a selected career in the 21 st century. August

6 Williamstown High School Williamstown, New Jersey COURSE PROFICIENCY REQUIREMENTS COURSE: Public Speaking TEACHER: Staff CREDITS: Five (5) REQUIRED: Elective (11 th & 12 th Grades) WEIGHTED FOR CLASS RANK: No Pursuant to the High School Graduation Standards Act (NJSA 18A:7, et. seq.) successful completion of this course will require: A: Regular attendance as mandated by Board Policy. B: Mastery of the below listed content/objectives and achievements of the proficiencies required: : PURPOSE STATEMENT This course will develop socially acceptable and effective communication skills in students. These skills are paramount for the future success of the student. This course will foster the skill to write clearly, concisely, and gracefully. This course will develop the student into a communicator. A communicator who can generate materials on a significant subject, choose source materials that will be effective with a given audience, to then organize sources, and to finally present the material in a purposeful manner. Throughout the course the student will acknowledge the vital connection between the communicator, his/her message, and the audience. Students will participate in a multitude of tasks; such as, a demonstration speech, informational speech, persuasive speech and debate. By the end of the course the student will fully appreciate the connection between the written word and how a speaker s verbal and non-verbal communication enhance the overall meaning of the message to the audience. 6

7 Williamstown High School Williamstown, New Jersey OVERVIEW: This elective course is designed to give the student practical help in learning to speak in public. All forms of oral communication will be examined with special emphases on confidence building with the individual. In addition, the refinement of listening skills will be included in each activity. Methods of speech development and delivery will be practiced beginning with group discussions and progressing to formal and informal speeches and debates. The development of research skills necessary for each public speaking activity will also be stressed. PROFICIENCIES: 1 Describe how communication skills influence family life, school, work, and citizenship. 2 Practice proper speaking and listening skills. 3 Communicate effectively in group discussions. 4 Develop research skills appropriate for selected public speaking activities. 5. Construct and deliver a variety of formal and informal speeches. 6. Debate a controversial issue. 7. Develop an awareness of careers related to the content of this course. MEASUREMENT OF STUDENT ACHIEVEMENT Measurement of student achievement will be done by test, quizzes, homework/classwork, and oral presentations. CAREER/OBJECTIVES Teacher, attorney, actor, communications/public relations specialists, salesperson. 7

8 Williamstown High School Williamstown, New Jersey Language Arts Literacy SEQUENCE The Communication Process Verbal and Nonverbal Messages Communication Skills for Careers Interpersonal Communication Group Communication Public Communication Interpretive Communication Phraseology Vocal Production Listening Skills Practicing Group Roles Problem Solving Audience Analysis Interview Research Development and Analysis of Surveys Distinguishing Fact Form Opinion Developing Speech Confidence Four Methods of Delivery Audiovisual Aids Social Ritual Speeches Constructive Criticism Informative Speeches Critiquing Speeches Impromptu Speeches Faulty Reasoning Persuasive Speeches Formal and Informal Debating 8

9 Monroe Township Public Schools Curriculum Guide Overview Essential Questions Course Name: Public Speaking New Jersey CCCS Corresponding Essential Question(s) RI ; W ; What is public speaking? SL RL What can prevent my message from being communicated effectively? 6;SL SL RI ;W ; SL L ;SL ; W SL ; W SL ;RI What makes a group discussion successful? How are research skills essential and relevant to public speaking? How do formal and informal speeches differ? How can I create a well developed argument? How can public speaking benefit my chosen career? 9

10 MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 1 Students will demonstrate knowledge of: how communication skills influence family, life, school, work, and citizenship Standard: RI ; W ; SL Essential Question: What is communication? Instructional Strategies & Performance Tasks Measurable Performance Assessments & Evidence Resources 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks Content 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software Standard Established Goals 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic 12. Reflective Discussion 4. Graphic Organizers CPI Content Objectives Prompts Measurable Skills 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources The Student will: 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1.1 To define communication as a 2,8,6 (create communication class slogan) 2,3,8 1,4 process 1.2 To recognize verbal/nonverbal 2,10,5 (participate in class nonverbal day) 8,12,16 (video record of nv messages) 1 communication 1.3 To identify five levels of 8,9,15 (journal entry) 2,5,9,12,14 1,4 communication 1.4 To describe how feedback works 2,8,10 (speaker evaluation of feedback) 5,8,12 1,4,6 1.5 To observe a communication 2,4,8,9 2,3,5,12 2,5,8 event and label the parts in the process 1.6 To define Situation, Purpose, 1,2,8,12, 14 (demonstration of skill) 9,12,13 1,5 Audience, Method 1.7 To explore the differences in connotative meaning of selected words and phases 5,8,9,14 (students investigate jargon, slang,euphemisms; prepare short message using various examples and reflect on affect on audience) 4,5,8,12 1,6,7,8 10

11 MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 2 Students will demonstrate knowledge of: proper speaking and listening skills Standard: RL ; SL Essential Question: What can prevent my message from being communicated effectively? Content Standard CPI Established Goals Content Objectives Measurable Skills The Student will: 2.1 To define listening and to distinguish it from hearing 2.2 To identify and describe barriers to listening 2.3 To describe guidelines for good listening 2.4 To understand the process of vocal production 2.5 To explain and practice how rate,volume, inflection, and pauses improve vocal effectiveness and reinforce meaning Instructional Strategies & Performance Tasks Measurable Performance Assessments & Evidence Resources 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 2,4,5,8 (listening skills games/drills) 9,12,14 1,6 2,6 (identify and create solutions to 8,12,14 1,5,6,8 barriers), 12, 15 ( journal entry) 2,6,8,10 5,9,12 1,6 2,4,8 (breathing exercises) 1,3,5 1,2,6 2,8 (articulation tongue twisters), 14 ( manuscript of a poem and deliver poem concentrating on vocal variety) 8,9,13,14,16 ( video of verbal progress) 1,4,6,8 11

12 MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 3 Students will demonstrate knowledge of: elements of effective in-group discussions Standard: SL Essential Question: What makes a group discussion successful? Content Standard CPI Established Goals Content Objectives Measurable Skills The Student will: 3.1 To define group discussion and to list the characteristics of a group 3.2 To identify various group roles and to practice 3.3 To participate in various group formats to discuss problems, to share ideas and to develop solutions 3.4 To list the steps in group problem solving and practice them effectively Instructional Strategies & Performance Tasks Measurable Performance Assessments & Evidence Resources 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 2,4,8,12 10 (survey of prior experiences),12, 14 1,4 2,6 (jigsaw method),14 5,7,8,9,13,14 1,2,4,5,8 2,8,14 (panel/symposium) 5,7,8,9,11,13 1,2,4,5,8 2,5,6,14 2,5,8 1,2,5,8 12

13 MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 4 Students will demonstrate knowledge of: research skills appropriate for selected public speaking activities. Standard: RI ; W ; SL Essential Question: How are research skills relevant to public speaking? Content Standard CPI Established Goals Content Objectives Measurable Skills The Student will: 4.1 To describe guidelines for selecting a speech topic/thesis 4.2 To explain importance of audience analysis 4.3 To develop a survey related to a speech topic and analyze the results of the survey 4.4 To identify the difference from 2,4,9,10 (create standards and evaluate fact and opinion internet sources) 4.5 To record research properly 2,8,9,12 (compile works cited page using MLA format) Instructional Strategies & Performance Tasks Measurable Performance Assessments & Evidence Resources 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 2,4,8,9 (evaluate credibility of various 5,8,9,10,12,14 2,6,7,8 research) 2,8,10 (develop audience analysis 5,8,16 (video of commercial) 2,3,5,7,8 questionnaire for various speech topics and audiences), 14 (advertising campaign/commercial) 2,8,14 (conduct survey) 5,9,12,16 (survey speech) 2,3,5,6,8 5,7,9,12 1,2,3,6,8 5,7,12 6,7,8 13

14 MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 5 Students will demonstrate knowledge of: how to construct and deliver a variety of formal and informal speeches. Standard: L ; W ; SL Essential Question: How do formal and informal speeches differ? Instructional Strategies & Performance Tasks Measurable Performance Assessments & Evidence Resources 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks Content Established Goals 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software Standard 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware CPI Content Objectives 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers Measurable Skills 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources The Student will: 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 5.1 To follow guidelines for 8,10 (speaking warm ups), 15 (reflective 5,9,12,14 1,6,8 developing speech confidence journal) 5.2 To list the principles for making 2,4,6,8,9 (samples of rhetorical devices),12 2,5,12,14 1,5,6,8 speech memorable 5.3 To prepare and deliver 2,4,6,8,9,14 2,5,8,9,12,14 1,5,6,8 informational speech 5.4 To critique informational speech 2,6,8 9,10,12,14 1,4,6 5.5 To practice impromptu speech 2,5,10 (improve exercises) 8,9,12,14 6,8 5.6 To prepare and deliver persuasive 2,4,6,8,9,14 5,7,9,10,12,14 1,5,6,8 speech 5.7 To critique persuasive speech 2,6,8 9,10,12,14 1,4,6 5.8 To deliver a speech utilizing 2,5,8,9 5,7,9,10,12,14 1,4,5,6,8 extemporaneous delivery 5.9 To develop and practice social 2,8,14 (toasts, presentation/acceptance 5,8,9,11,12,14 1,5,6,7,8 ritual speeches award, eulogy) 5.10 To prepare and deliver a dramatic 2,8,9,10,12,14 5,8,9,10,12,13,14,16 (video) 2,3,5,8 monologue 5.11 To identify guidelines for making and using audio visual aids 2,5(effective and flawed aids),10 (create aids for various speech topics), 12 5,11,12,13,14 2,3,5,8 14

15 MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 6 Students will demonstrate knowledge of: how to debate a controversial issue. Standard: W ; SL Essential Question: How can I create a well developed argument? Content Standard CPI Established Goals Content Objectives Measurable Skills The Student will: 6.1 To define rhetoric and its devices 2,5,8,9 (read speeches and evaluate rhetorical devices; such as, contrapuntal turnaround, patterns of three, contrasting pairs, etc.) 6.2 To distinguish between affirmative and negative roles in a debate 6.3 To explain three types of debate propositions and create a workable resolve 6.4 To research and participate in a formal and informal debate Instructional Strategies & Performance Tasks Measurable Performance Assessments & Evidence Resources 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 2,4 ( view actual HS level debate),6, 10 ( practice roles in an improvisational debate) 2,6 (small groups come up with possible resolves and vote on class debate resolve),8,9,12 2,5 (develop arguments using inductive, deductive reasoning), 14 (participate in a team Lincoln Douglas debate in class ), 15 (identify use of ethos, pathos, logos in persuasive arguments) 2,5,12,14 1,6,8 5,7,8,9,11,12,13,14 1,4,6,8 5,7,8 1,4,8 2,5,7,8,9,10,13,14 1,6,7,8 15

16 MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 7 Students will demonstrate knowledge of: careers related to the content of this course. Standard: RI ; SL Essential Question: How can public speaking benefit my chosen career? Content Standard CPI Established Goals Content Objectives Measurable Skills The Student will: 7.1 To identify and describe oral communication skills in selected careers. 7.2 To investigate careers requiring proficiency in speech development and delivery. Instructional Strategies & Performance Tasks Measurable Performance Assessments & Evidence Resources 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 2,6,8,12, 2,8,9,12,14 1,2,3,5,7 2,6,8,12,14 (Team Teach careers in communication), 13 5,8,12,13,14 1,2,3,7,8 16

17 APPENDIX 17

18 Public Speaking RESOURCES Public Speaking Today Galvin Is Speech Free? John Stossel Power of Speech BBC Productions Lend Me Your Ears William Safire The Rhetoric Aristotle Top Speeches Website ( Monologues Website ( Instructor s materials (handouts, overheads, etc.) 18

19 SUGGESTED ACTIVITIES FOCUS TOPIC #1 / 2 Video tape students first activity to reflect on imagined and real anxiety. Have students pair off. Student A faces the board the other, Student B, faces the opposite wall. Instructor draws an abstract visual on board. It is StudentA s job to verbalize image successfully to Student B. Switch roles. This exercise stresses not only the importance of listening but assumptions we make as messengers. FOCUS TOPIC #4 In small groups have students come up with speech topics for various demographic groups. Students are to pair off and choose a letter from the alphabet. No pairs may choose the same letter. They are to go through the dictionary under their chosen letter and write down legitimate speech topics. Each pair presents their top five choices to the class. This activity allows the students to brainstorm possible speech topics and evaluate the topic. Assign various speech topics and ask students to write and deliver potential introductions and conclusions for each. FOCUS TOPIC #5 Give students an effective informational speech. Omit the transitions. Have students provide transitions. Give students a mixed up outline for a speech. They are to re arrange the points on the outline. Have students deliver a eulogy for a deceased individual whom they admire. FOCUS TOPIC #6 Have students identify and present logical fallacies in various contexts. FOCUS TOPIC #7 Students are placed in heterogeneous groups. They are assigned a career to Team Teach the class. They are responsible to educate the class on the following: education necessary, job related experiences, duties, salary, job outlook. They are to also role play a day in the life of their assigned career. 19

20 SAMPLE ASSESSMENTS NONVERBAL EVALUATION FORM Use this form to evaluate nonverbal effectiveness. Use the following scale for evaluating what you observe: 1-poor, 2-fair, 3-good, 4-very good, 5- excellent. I. Posture and Stance Does the speaker have erect posture? Does the speaker lean over the podium? Does the speaker stand with both feet firmly on the floor? Does the speaker avoid nervous movement such as swaying or rocking? II. Appearance Is the speaker dressed and groomed neatly? Does the speaker s dress distract from the message? Is the speaker s dress appropriate for the audience and situation? Is the speaker s dress consistent with his age or position? III. Movement Does the speaker use movement to accent transitions? Is movement meaningful? Is movement natural? Does the speaker use movement to get closer to the audience? IV. Gestures Does the speaker use gestures? Do gestures help explain the speaker s ideas? Do gestures help emphasize the speaker s ideas? Does the speaker avoid the use of distracting gestures? Are gestures natural? 20

21 V. Eye contact Does the speaker make eye contact with the audience? Is eye contact directed at all parts of the audience? VI. Facial Expressions Do facial expressions add meaning to the speaker s words and ideas? Are facial expressions natural? VII. Overall Impression Total Points: /35 21

22 Emphasis: Organization (100 points possible) SPEECH EVALUATION FORM Speaker Date Speech Composition (Assign 1-10 Points per item.) Topic Development x 2 = Organization Introduction Body Conclusion TOTAL Delivery (Assign 1-10 Points per item.) Nonverbal x 2 = Voice x 2 = TOTAL Preparation (Assign 1-10 Points per item.) Word Choice x.5 = Use of Notes x.5 = TOTAL TOTAL SCORE 22