IMPORTANT:
All days, assignments, class lesson plans, films and Internet notes are subject
to change.
This is only a reference guide to where we
hope to go during this course.
Currently, we can not take our textbook out of the classroom, so
textbook assignments are done only in the classroom and can be made-up before
or after school, during CAP, lunch and study halls. All information necessary for tests and exams
is presented in class as notes or is available through Internet power points
and html documents listed below.
Our in-classroom
textbook is: Speech for Effective Communication by Rudolph F. Verderber, 1988 edition.
|
Day |
Learning Targets |
Subject / Lecture |
Internet Notes
|
Assignment |
Speech Assignment |
Daily Journal |
|
Day 1 |
·
The student will understand the course
expectations, classroom policies, and homework procedures. |
Course Expectations ---------- Student Interviews: Students interview
each other for 10 minutes |
Brown Bag Speech
|
STUDY
QUESTIONS: 1) Why study speech? 2) What is public speaking? 3) What is off-the-cuff
speaking? 4) What is planned speaking? Text:
Chapter 1: Foundations of Speech IN CLASS: |
1 minute minimum 2 minutes max. Due Day 3 |
Day 1: What would happen if you could fly whenever you wanted? When
would you use this ability? |
|
Day 2 |
· The student will be able identify differences between formal and
informal communication settings, explain what makes an effective
communicator, and tell how communication skills are important in their life. · The student will be able to define language, list and explain four
characteristics of language, explain how language changes, and define the
connotation and denotation of words. |
Student Interviews: Students interview
each other for 10 minutes |
Brown Bag Speech
|
STUDY
QUESTIONS: 1) What are your personal goals
in taking communication arts? 2) What responsibility does
every speaker have? IN CLASS: |
1 minute minimum 2 minutes max. Due Day 3 |
Day 2: What would happen if there were no television? Why would this be
good? bad? |
|
Day 3 |
·
The student will present a speech
using a “bag” of objects which visually represent different events or
important aspects of their life. · The student will introduce themselves, use appropriate volume, and
speak within the required time limits. |
Present Student · Bring a brown paper grocery bag filled
with visual items representing different events or important aspects of your
life. · Grading: proper volume, serious
approach, introduction, and time limits |
Brown Bag Speech
|
Text:
Chapter 2: Sending Verbal Messages |
Day 3: What would happen if everyone lived in space? What type of
houses would they live in? What type of clothing would they wear? What type
of food would they eat? How would they travel? |
|
|
Day 4 |
·
The student will present a speech
using a “bag” of objects which visually represent different events or
important aspects of their life. · The student will introduce themselves, use appropriate volume, and
speak within the required time limits. |
Present Student · Bring a brown paper grocery bag filled
with visual items representing different events or important aspects of your
life. · Grading: proper volume, serious
approach, introduction, and time limits |
Brown Bag Speech
|
None |
Day 4: What if cows gave root beer instead of milk? |
|
|
Day 5 |
·
The student will be able to define
communication, list the steps in the communication process (source, encode,
message, decode, receiver, feedback, noise, tell the difference between
verbal communication and non-verbal communication. |
Explain Pet Peeve Speech: Topics -------- Unit One: Communication Process: Terms ---------- Exercise: Communication Drawing |
Pet Peeve Speech: Topics
------- Communication
|
Communication Model Worksheet Due Day
7 ------------ Unit One Communications Term Test Day
7 ---------- Text:
Chapter 6: Speaking Informally |
Pet Peeve
Speech: |
Day 5: What if all the streets were rivers? What would be different? |
|
Day 6 |
· The student will be able to define communication, list the steps in the
communication process, and tell the difference between verbal and non-verbal
communication. |
Unit One: Communication Process: Model |
Pet Peeve Speech: Topics
------- Communication
|
Communication Model Worksheet Due Day
7 ------------ Unit One Communications Term Test Day
7 ------ Text:
Chapter 9: |
Pet Peeve
Speech: |
Day 6: What would happen if people never co-operated? Why do you think
it is important to co-operate? |
|
Day 7 |
Unit One:
Communication Process: Test |
Unit One:
Communication Process: Test |
TEST
|
Communication Model Worksheet Due =================== CURRENT EVENTS SPEECH OUTLINE Introduction (10-15 sec.) Body (2 main points) Conclusion (10-15 sec.) |
Current Event
#1 Pet Peeve
Speech: |
Day 7: What would happen if it really did rain cats and dogs? |
|
Day 8 |
·
The student will present a “pet-peeve”
speech demonstrating an understanding of speech format (introduction, body,
and conclusion), proper delivery techniques (volume, eye contact, no guttural
noises, and vocal variety). The student will speak within the required time
limits. |
Pet Peeve Speech |
Pet Peeve Speech: Topics
|
None |
Pet Peeve Speech |
Day 8: What would happen if animals could talk? What are some of the
questions you would like to ask animals? |
|
Day 9 |
·
The student will present a “pet-peeve”
speech demonstrating an understanding of speech format (introduction, body,
and conclusion), proper delivery techniques (volume, eye contact, no guttural
noises, and vocal variety). · The student will speak within the required time limits. |
Pet Peeve Speech |
Pet Peeve
Speech: Topics
|
Bring a children’s book to class by
Day 16. Book must be at least 2
minutes long when read, have dialogue and be a “children’s” story |
Pet Peeve Speech |
Day 9: What would happen if you could become invisible whenever you
wanted to? What are some of the things you could do that you cannot do now? |
|
Day 10 |
·
The student will see the complexity of
communication and be able to see their uniqueness in their personality and
communication abilities through “True Colors” ·
The student will be able to define
nonverbal communication. ·
The student will be able to list four
functions of nonverbal communication. ·
The student will be able to explain
how body language affects communication. |
Unit Two: Intrapersonal Communication: --------- Exercise: |
----------- |
Text:
Chapter 3: Sending Non-Verbal Messages pgs. 43-59; questions #1-10; 1-5 (pgs.60-61) |
|
Day 10: What would happen if
everyone wore the same clothes? |
Day
11
|
·
The student will be able to explain
how appearance, paralanguage and environment affect communication. ·
Student will be able to define and
explain how self concept affects our intra-personal communication. ·
The student will be able to state the four
components of self concept. |
Unit Two: Intrapersonal Communication: ---------- Exercise: True Colors Evaluation |
Bring a
children’s book to class by Day 16.
Book must be at least 2 minutes long when read, have dialogue and be a
“children’s” story •Unit Two Test - Day 13
|
NONE |
Day 11: What would happen if
you threw a piece of trash on the ground? What if everyone did? |
|
|
Day 12 |
·
The student will be able to define and
identify intrapersonal communication. ·
The student will be able to compare
and contrast how a person’s conscious and unconscious mind affect our
internal communication. ·
The student will be able to identify
the five levels of self-disclosure in a conversation. |
Unit Two: Intrapersonal Communication: Self Disclosure |
Bring a children’s book to class by Day 16. Book must be at least 2 minutes long when
read, have dialogue and be a “children’s” story
•Unit Two Test - Day 13
|
Oral Interpretation of a
Children’s Story or Poems:
|
Day 12: What if you could walk
up walls and across ceilings? |
|
|
Day 13 |
·
The student will be able to define,
explain and identify the Johari communication
window panes in a person’s intrapersonal communication. ·
The student will be able to explain
the “reflecting view of self” in the “Looking Glass Model” of self-disclosure. ·
Student will be able to define oral
interpretation. ·
Student will be able to explain the
value of oral interpretation, and be able to list three types of literature
used for oral interpretation. |
Unit Two: Intrapersonal Communication: Johari Window |
•Unit Two Test -
Day 13
Text:
Chapter 20: Oral Interpretation |
Oral Interpretation of a
Children’s Story or Poems:
|
Day 13: What would happen if
you loved your neighbor as yourself? What if everyone did? |
|
|
Day 14 |
·
Unit Two Test: Topics include true
colors and intrapersonal communication |
Unit Two: Intrapersonal Communication Test |
TEST |
None |
Oral Interpretation of a
Children’s Story or Poems: |
Day 14: What would happen if
you grew taller than trees? How would this change your life? |
|
Day 15 |
·
Student will be able to understand and
use techniques to help cope with stage fright. ·
Student will choose, analyze, and
prepare a Children’s Story or a Poem Sequence for an Oral
Interpretation presentation. |
Explain Oral Interpretation of a Children’s Story Assignment --------- Unit Three: Interpersonal Communication: Stage
Fright ------- Discuss: Audience Evaluation Activities |
Oral
Interpretation Evaluation / Rubrics -------------- |
Text:
Chapter 13: “Stage Fright” |
Oral Interpretation of a
Children’s Story or Poems: |
Day 15: What would happen if
children ruled the world? |
|
Day 16 |
·
Student will experiment with vocal variety,
vocal characterization, tone, speed, intonation, and inflection. ·
Student will choose, analyze, and
prepare a Children’s Story or a Poem Sequence for an Oral
Interpretation presentation. ·
Through “The Wayside Chapel,” the student
will see how language and colloquialism can affect our understanding in
communication. |
Unit Three: Interpersonal Communication: Break ---------- Read: THE WAYSIDE
CHAPEL -------- Practice character reading in class using
children’s books. |
---------- Video Series #5 Stance |
STUDY
QUESTIONS: 1. What is
listening? 2. What barriers prevent effective oral communication? 3. How can
the speaker assure that his listener will understand him? |
Oral Interpretation of a
Children’s Story or Poems: |
Day 16: What would happen if
there were no cars, buses, trains, boats, or planes? How would this change
your life? |
|
Day 17 |
·
Student will be able to define
conversation, and a good relationship. ·
Student will be able to explain the
factors necessary for good conversation. ·
Student will be able to ask
well-phrased questions and paraphrase. ·
Student will be able to listen and
identify the effect vocal variety and expressiveness has on communication (Who’s
on First, The Giving Tree) ·
Student will choose, analyze, and
prepare a Children’s Story or a Poem Sequence for an Oral
Interpretation presentation. |
Unit Three: Interpersonal Communication: Break ---------- Listen/Watch/Read -------- Mr. Dawursk’s |
---------- Video Series #5 Stance |
Listen/Watch/Read
----- Write A Reaction Paper To “Who’s
On First” ----- STUDY
QUESTION: What can the listener do to improve his ability to
receive & understand the speaker’s message? ------- Text:
Chapter 7: Conversation |
Oral Interpretation of a
Children’s Story or Poems: |
Day 17: What if everyone lived
under water? Where would people live? What games would children play? What
would school be like? |
|
Day 18 |
·
Student will be able to use vocal
variety, vocal characterization, eye contact, expressiveness (energy), and
appropriate presentation delivery in an oral interpretation before the class.
·
Student will be able to critique another
student for vocal variety and characterization, eye contact, expressiveness
and appropriate presentation delivery. |
Oral
Interpretations – Day 1 Oral Interpretation of a
Children’s Story or Poems: |
Complete
Speech Evaluation
Form |
Oral Interpretations |
Day 18: What would happen if you
found gold in your backyard? |
|
|
Day 19 |
·
Student will be able to use vocal
variety, vocal characterization, eye contact, expressiveness (energy), and
appropriate presentation delivery in an oral interpretation before the class. ·
Student will be able to critique
another student for vocal variety and characterization, eye contact,
expressiveness and appropriate presentation delivery. |
Oral
Interpretations – Day 2
Oral Interpretation of a
Children’s Story or Poems: |
Complete Speech Evaluation
Form |
Oral
Interpretations
|
Day 19: What would you do if a
bully bothered you on your way home? |
|
|
Day 20 |
·
Student will be able to use vocal
variety, vocal characterization, eye contact, expressiveness (energy), and
appropriate presentation delivery in an oral interpretation before the class. ·
Student will be able to critique
another student for vocal variety and characterization, eye contact,
expressiveness and appropriate presentation delivery. |
Oral
Interpretations – Day 3
Oral Interpretation of a
Children’s Story or Poems: |
Complete Speech Evaluation
Form |
Oral
Interpretations
|
Day 20: What would you do if
you did very poorly of a test? |
|
|
Day 21 |
·
Student will be able to use vocal variety,
vocal characterization, eye contact, expressiveness (energy), and appropriate
presentation delivery in an oral interpretation before the class. ·
Student will be able to critique
another student for vocal variety and characterization, eye contact, expressiveness
and appropriate presentation delivery. |
Oral
Interpretations – Day 4
Oral Interpretation of a
Children’s Story or Poems: |
Complete Speech Evaluation
Form |
Oral
Interpretations
|
Day 21: What would you do if a
friend borrows things from you but never returns them? |
|
Day
22
|
·
Student will be able to define and
identify conflict. ·
Student will understand that conflict
is inevitable in all organizations and situations due to goal assimilation
and sub-optimization. ·
Student will be able to develop a
demonstration (process) speech that gives detailed directions on how to do or
make something using appropriate vocal variety, sequencing, transitions, eye
contact, gesture, expressiveness (energy), and appropriate presentation
delivery. |
Explained --------------- Outline
Sample Passed Out -------------- Unit Three: Interpersonal Communication: Conflicts |
------------ |
Text:
Chapter 15: |
Due Day 27 |
Day 22: What would you do if
You were the teacher and everyone forgot his homework? |
|
Day 23 |
·
Student will be able to identify and explain
how people react to conflict: Persuade, Compel, Avoid, Accommodate,
Collaborate, Negotiate or Support. · Student will be able to identify and explain ten ways to ease conflict
tension and the four conflict-coping strategies: Super-ordinate, Fractionize,
Cross Pollination, and Compromise. · Student will be able to identify and organize the demonstration speech
in chronological or topical order. |
Unit Three: Interpersonal Communication: Conflicts ---------- |
--------------- |
None |
Due Day 27 |
Day 23: What would you do if
you were in the middle of the lake and your boat began to leak? |
|
Day 24 |
· Based upon the Peacemakers approach, the student will be able to
identify and explain the Escape Responses to conflict. · Student will be bale to identify and explain the three parts of a
speech and determine the main point. |
Unit Three: Interpersonal Communication: Peace Makers #1 |
Text:
Chapter 11: |
Due Day 27 |
Day 24: What would you do if
Your friend had a broken leg? How would you cheer him up? |
|
|
Day 25 |
· Based upon the Peacemakers approach, the student will be able to
identify and explain the Attack Responses to conflict. |
Unit Three: Interpersonal Communication: Peace Makers #2 |
None |
Due Day 27 |
Day 25: What would you do if
you saw little bugs in your salad? |
|
|
Day 26 |
· Based upon the Peacemakers approach, the student will be able to
identify and explain the Conciliation Responses to conflict. |
Unit Three: Interpersonal Communication: Peace Makers #3 |
Text:
Chapter 13: |
Due Day 27 |
Day 26: What would you do if you
promised to feed your pet and you didn't? |
|
|
Day 27 |
·
Student will analyze and evaluate a
process speech presented by someone else. ·
Student will be able to use vocal
variety, eye contact, step transitions, gesture, expressiveness (energy), and
appropriate presentation delivery in a demonstration (process) speech before
the class. |
Explain Speech Evaluation
Form --------------- DAY 1 “Demonstration Speech” |
Complete Speech Evaluation
Form ------------ Unit Three Test Day 33 |
TTM Session – Day 32 |
Day 37: What would you do if
someone said you did something wrong and you didn't? |
|
|
Day 28 |
·
Student will analyze and evaluate a
process speech presented by someone else. ·
Student will be able to use vocal
variety, eye contact, step transitions, gesture, expressiveness (energy), and
appropriate presentation delivery in a demonstration (process) speech before
the class. |
DAY 2 “Demonstration Speech” |
Complete Speech Evaluation
Form ------------ Unit Three Test Day 33 |
TTM Session – Day 32 |
Day 28: What would you do if
your new shoes felt fine in the store but now they are hurting? |
|
|
Day 29 |
·
Student will analyze and evaluate a
process speech presented by someone else. ·
Student will be able to use vocal
variety, eye contact, step transitions, gesture, expressiveness (energy), and
appropriate presentation delivery in a demonstration (process) speech before
the class. |
DAY 3 “Demonstration Speech” |
Complete Speech Evaluation
Form ------------ Unit Three Test Day 33 |
TTM Session – Day 32 |
Day 29: What makes you feel
safe? |
|
|
Day 30 |
·
Student will analyze and evaluate a
process speech presented by someone else. ·
Student will be able to use vocal
variety, eye contact, step transitions, gesture, expressiveness (energy), and
appropriate presentation delivery in a demonstration (process) speech before
the class. |
DAY 3 “Demonstration Speech” |
Complete Speech Evaluation
Form ------------ Unit Three Test Day 33 |
TTM Session – Day 32 |
Day 30: What would you do if
you ordered an ice cream cone and you forgot to bring money? |
|
Day
31
|
·
The student will be able to identify
and explain the four stages of friendship according to Robert Selman of ·
The student will be able to define
Instrumental and Interpersonal Friendship. ·
The student will be able to identify
and explain the three steps in the “progress” of friendship growth and the
three characteristics which cause a friendship to deepen from casual to
caring. |
Unit Three: Interpersonal Communication: Friendships |
Stages of Friendship
Questions Due Day 33 ------------ Unit Three Test Day 33 |
TTM Session – Day 32 |
Day 31: What would you do if
you woke up in another country and no one could understand you? |
|
|
Day 32 |
·
The student will be able to extemporaneously
speak (no preparation) on a variety of subjects without notes and without
using guttural noises/fillers (um, ah), repetitive conjunctions, laughing,
long pauses, audience interaction or other inappropriate behavior. |
Talk to
Me Session #1 |
Stages of
Friendship Questions AND Unit Three Test Text:
Chapter 12: |
NONE |
Day 32: What would you do if
your jelly sandwich fell upside down on the floor? |
|
|
Day 33 |
·
Unit Test: topics include friendship,
demonstration speeches, interpersonal communication, conflict, and conflict
resolution. |
Collect Stages of
Friendship Questions ----------- Unit Three: Interpersonal Communication Test |
TEST |
None |
NONE |
Day 33: What would you do if
two of your best friends went to the movies without inviting you? |
|
Day 34 |
·
The student will be able to identify
and explain the behavior and characteristics of a constructive listener, the eight
different types of listeners, and be able to demonstrate constructive, active
listening. ·
The student will be able to explain
the difference between listening and hearing, list and explain four reasons
why listening is important, and be able to identify the main idea of a speech
presentation. |
Unit
Four: |
Text:
Chapter 5:
|
NONE |
Day 34: What would you do if
the surprise party was for you but you weren't surprised? |
|
|
Day 35 |
·
The listener will be able to identify
the listening barriers to effective communication and demonstrate how to
counteract or prevent these barriers during a speech presentation. ·
The student will be able to discuss
the five guidelines of listening critically, identify five forms of faulty
reasoning, and identify six propaganda techniques. |
Unit
Four: |
STUDY
QUESTIONS: 1.
What is listening? 2.
What barriers prevent effective oral
communication? 3.
How can the speaker assure that his listener
will understand him? Due Tomorrow ------------ Unit Four Test Day 38 |
NONE |
Day 35: What would you do if
someone got in front of you when you were in line at the movies? |
|
|
Day 36 |
·
The student will be able to extemporaneously
speak (no preparation) on a variety of subjects without notes and without
using guttural noises/fillers (um, ah), repetitive conjunctions, laughing,
long pauses, audience interaction or other inappropriate behavior. |
Collect
Study Questions -------- Talk to
Me Session #2 |
Unit Four Test Day 38 Text:
Chapter 4: The Vocalization Process |
TTM |
Day 36: What would you do if you
got a present you didn't like? |
|
|
Day 37 |
·
Student will be able to identify the
body parts which produce vocal sound and be able to explain the process of
how sound is generated. ·
The student will be able to define resonance,
articulation, pitch, and vocal quality. ·
The student will be able to list four
major vocalization problems and the four most common articulation problems. |
UNIT
FOUR: Voice, Writing & Delivering: “Making
Vocal Sounds” ------ Discuss
Definitions ------- Overheads:
|
|
Define the following terms: 1) Thorax Definitions Due Tomorrow ------- Unit Four Test Day 38 |
None |
Day 37: What would you do if
you were at home and your homework was at school? |
|
Day 36 |
·
The student will be able to list five methods
of presenting information, explain the importance of speaker credibility, and
be able to analyze and evaluate an informative speech. |
Unit
Four “Criticism” Evaluate
|
None |
STUDY
QUESTIONS: 1. What is
criticism? 2. How is
criticism given? How is written criticism given? Due Tomorrow ------- Text:
Chapter 14: The Informative Speech
“The Written Critique” -------- Unit Four Test Day 38 |
None |
Day 36: What would you do if you
were invited to two parties on the same day? |
Day
37
|
·
The student will be able to list five
methods of presenting information, explain the importance of speaker
credibility, and be able to analyze and evaluate an informative speech. |
Discuss: |
None |
Read: TEXT, pgs. 115-119 DO: Speech Critique Due Tomorrow ------- Unit Four Test Tomorrow |
None |
Day 37: What would you do if
someone told you a joke that you don't think is funny? |
|
Day 38 |
·
Unit Test Four: Topics include
listening, criticism, credibility and the informational speech. |
Unit
Four: Listening & Criticism Test Check
Speech Outlines |
TEST
|
Critique
Test
|
None
|
Day 38: What would you do if
only one hot dog is left and neither you nor your friend has had one? |
Day
39
|
·
The student will be able to
extemporaneously speak (no preparation) on a variety of subjects without
notes and without using guttural noises/fillers (um, ah), repetitive
conjunctions, laughing, long pauses, audience interaction or other
inappropriate behavior. |
Talk to
Me Session #3 |
None |
None |
TTM |
Day 39: What would you do if
an hour before the party you remember you don't have a gift? |
Day
40
|
·
Students who have been absent or who
have refused to do a speech on the assigned presentation days may make-up
presentations on this day. ·
Absent assignments are for full
credit; refusal assignments are for no higher than a C grade. |
Oral
Presentations Make-up Day #1 |
None |
None |
Make-up Speech Day |
Day 40: What would you do if a
friend comes to your house and his/her mom doesn't know he's/she's there? |
|
Day 41 |
·
Students who have been absent or who
have refused to do a speech on the assigned presentation days may make-up
presentations on this day. ·
Absent assignments are for full
credit; refusal assignments are for no higher than a C grade. |
Oral
Presentations Make-up Day #2 |
None |
Text:
Chapter 22: Radio and Television |
Make-up Speech Day |
Day 41: What would you do if
you had four math problems marked wrong that were right? |
|
Day 42 |
·
Student will be able to give a brief
history of communication broadcasting (radio and television) and how media
affects communication today. ·
Student will be able to discuss how
media impacts viewers especially youth and explain methods to discern media
content. ·
Student will be able to define the
terms used in radio broadcasting and be able to write effective broadcast
copy with required format. |
Pass out
Explain ------- Lecture:
History of Radio |
------ ------- |
Mini
Project #3 Due Day 50. Quiz: On
Radio Terms – Day |
Radio
Presentations Due Day
47 |
Day 42: What would you do if
you found in the street? |
|
Day 41 |
·
Student will be able to define the
terms used in radio broadcasting and be able to write effective broadcast
copy with required format. |
Explain
“Radio Copy” |
------ ------- |
Read: “Radio MINI PROJECT Packet” ---------- Write:
Radio News Copy. Due
Tomorrow |
Radio
Presentations Due Day
47 |
Day 43: What does Freedom of Speech mean to you?
Why? |
|
Day 42 |
·
Student will be able to define the
terms used in radio broadcasting and be able to write effective broadcast
copy with required format. |
Evaluate
Radio -------- Explain
“A.I.D.A.” and Radio Ad Copy. |
------ “Radio MINI PROJECT Packet” ------- |
Read: “Radio MINI PROJECT Packet” --------- Write:
Radio Ad Copy Due
Tomorrow |
Radio
Presentations Due Day
47 |
Day 44 What would you do if you dropped the cookie jar and it broke? |
|
Day 45 |
·
Student will be able to define the
terms used in radio broadcasting and be able to write effective broadcast
copy with required format. |
Evaluate
Ad Copy. Explain
“Block Format” in Radio Show Presentation ---------- Explain:
timing, ---------- Sign-up
for station call letters and location |
------ “Radio MINI PROJECT Packet” ------- |
Write A
BLOCK FORMAT. Due Tomorrow ----------- Finish
Radio Program |
Radio
Presentations Due Day
47 |
Day 45: What would you do if
you found a magic wand? |
|
Day 46 |
·
Student will be able to define the
terms used in radio broadcasting and be able to write effective broadcast
copy with required format. |
Collect
“Who’s On First” Reaction Paper --------- Collect
Block Formats. --------- Work
with partner on radio program. |
------ “Radio MINI PROJECT Packet” ------- |
Finish
Radio Program |
Radio
Presentations Due Day
47 |
Day 46: What would you do if
you wanted to be friends with someone who spoke no English? |
|
Day 47 |
·
Student will be able to prepare and
present a live seven minute radio presentation using a designated block
format including news, weather, sports or entertainment, song intros, transitions
(segways), commercials and designated adlib. |
Explain
Radio Unit Take Home Exam. ------------- RADIO
PRESENTATIONS – -------------- LIBRARY:
“Radio & The Foundations of American Broadcasting” |
------ “Radio MINI PROJECT Packet” ------- |
TEST:
Take Home Test Due Day 50. |
None |
Day 47: What would you say if
someone told you it was all right to steal from a large department store? |
|
Day 48 |
·
Student will be able to prepare and
present a live seven minute radio presentation using a designated block
format including news, weather, sports or entertainment, song intros,
transitions (segways), commercials and designated
adlib. |
RADIO
PRESENTATIONS – |
------ “Radio MINI PROJECT Packet” ------- |
TEST: Take
Home Test Due Day 50. |
None |
Day 48: What would you do if
you saw a friend cheating--report it, confront the
friend, nothing--and why? |
|
Day 49 |
·
Student will be able to prepare and
present a live seven minute radio presentation using a designated block
format including news, weather, sports or entertainment, song intros,
transitions (segways), commercials and designated
adlib. |
RADIO
PRESENTATIONS – |
------ “Radio MINI PROJECT Packet” ------- |
TEST: Take
Home Test Due Day 50. |
None |
Day 49: If you could have been
someone in history, who would you have been? |
|
Day 50 |
·
Student will be able to prepare and
present a live seven minute radio presentation using a designated block
format including news, weather, sports or entertainment, song intros,
transitions (segways), commercials and designated
adlib. |
Collect
Take-Home Test -------- RADIO
PRESENTATIONS – |
------ “Radio MINI PROJECT Packet” ------- |
None |
None |
Day 50: If you could only take
3 people with you on a trip around the world, who
would you take and why? |
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Day 51 |
·
The student will be able to
extemporaneously speak (no preparation) on a variety of subjects without
notes and without using guttural noises/fillers (um, ah), repetitive conjunctions,
laughing, long pauses, audience interaction or other inappropriate behavior. |
Talk to
Me Session #4 |
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None |
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Day 51: If you could give any
gift in the world, what would you give and to whom? |
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Day 52 |
·
Student will be able to define informative
speaking and identify the goals of an informative speech. ·
The student will be able to open an
informative speech effectively, be able to use the six different types of
organizational patterns for the body, and be able to summarize and close an informational
speech appropriately. |
UNIT FIVE:
Voice, Writing & Delivering: “Topics & Purposes” ---------- Students are to choose topics for an informational
speech using the topic selection process. ------------ HANDOUT: SAMPLE “INFORMATIONAL OUTLINE” ------------ Planning and
Researching a Speech |
Choose topic for Informational Speech. --------- Text:
Chapter 14: The Informative Speech |
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Day 52: If you could live
anywhere in the world, where would it be? |
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Day 53 |
·
Student will be able to define informative
speaking and identify the goals of an informative speech. ·
The student will be able to open an
informative speech effectively, be able to use the six different types of
organizational patterns for the body, and be able to summarize and close an informational
speech appropriately. |
IMC: Work
on Informational Speeches ----------- UNIT FIVE:
Voice, Writing & Delivering: “Main Points” ----- Voice, Writing & Delivering: “Characteristics
of an “Introductions & Conclusions” -------- Explain the Keyhole
Structure for Research Writing |
Planning and
Researching a Speech ----- How
to Deliver Effective Speeches - 1 ----- How to Deliver an Effective Speech - 2 ------ |
Choose topic for Informational Speech. --------- Begin research on your topic. |
Informational Speech and Outline |
Day 53: If you received any
sum of money as a gift, what would you do with it? |
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Day 54 |
·
Student will be able to define informative
speaking and identify the goals of an informative speech. ·
The student will be able to open an
informative speech effectively, be able to use the six different types of
organizational patterns for the body, and be able to summarize and close an informational
speech appropriately |
UNIT FIVE:
Voice, Writing & Delivering: “Delivery Methods” --------- FILM: “Communication From the Lectern, Session 1:
Hey Look Me Over” #17-MP-20663
-------- UNIT FIVE:
Voice, Writing & Delivering --------- Informational Speech Outlines Due |
Demonstration
Speech Power Point ----------- |
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Informational Speech and Outline |
Day 54: If you could do
whatever you wanted to right now, what would you do? |
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Day 55 |
·
The student will be able to extemporaneously
speak (no preparation) on a variety of subjects without notes and without
using guttural noises/fillers (um, ah), repetitive conjunctions, laughing,
long pauses, audience interaction or other inappropriate behavior. |
Talk to
Me Session #5 |
Demonstration
Speech Power Point ----------- |
DO: Write introduction and conclusion for your
Informational Speech. |
Informational Speech and Outline |
Day 55: If you were principal
of this school, what would you do? |
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Day 56 |
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IMC: Work
on Informational Speeches |
Demonstration
Speech Power Point ----------- |
TEST: on voice and writing and delivering
speeches. |
Informational Speech and Outline |
Day 56: If you were a mouse in
your house in the evening, what would you see your family doing? |
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Day 57 |
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Unit
Test: on voice, and writing and delivering speeches. |
TEST |
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Informational Speech and Outline |
Day 57: If you were five years
older you would... |
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Day 58 |
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DAY 1 Informational Speech |
Demonstration
Speech Power Point ----------- |
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Informational Speech |
Day 58: If you were lost in
the woods and it got dark, what would you do? |
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Day 59 |
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DAY 2 Informational Speech |
Demonstration
Speech Power Point ----------- |
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Informational Speech |
Day 59: If it were your job to
decide what shows can be on TV., how would you
choose? |
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Day 60 |
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DAY 3 Informational Speech |
Demonstration
Speech Power Point ----------- |
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Informational Speech |
Day 60: If there were no
rules, what do you think would happen? |
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Day 61 |
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DAY 4 Informational Speech |
Demonstration
Speech Power Point ----------- |
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Informational Speech |
Day 61: If you owned a store,
what would you do to discourage people from stealing from you? |
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Day 62 |
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UNIT 6: Persuasion “Characteristics of an Sales Speech” |
None |
DO; begin outline for Sales Speech. |
Sales Speech w/ AV and Outline Due Day 65 |
Day 62: If you could
participate in an Olympic event, which one would you choose and why? |
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Day 63 |
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IN CLASS: Work on Sales Speech |
None |
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Sales Speech w/ AV and Outline Due Day 65 |
Day 63: If you could break the
Guinness Book of Records it would be for? |
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Day 64 |
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IN CLASS: Work on Sales Speech |
None |
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Sales Speech w/ AV and Outline Due Day 65 |
Day 64: If you had to describe
yourself as a color, which would you choose? |
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Day 65 |
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– DAY 1 “Sales Speech” |
None |
Read: TEXT, pgs. 244-248 |
Sales Speech |
Day 65: If your friend told
you of a secret plan to run away from home, what would you do and why? |
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Day 66 |
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DAY 2 “Sales Speech” |
None |
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Sales Speech |
Day 66: What do you like most
about yourself? |
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Day 67 |
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DAY 3 “Sales Speech” |
None |
Begin outline for convince / persuasive speech. |
Sales
Speech ---------------------- Talk to
Me Session |
Day 67: What do you like to do
in your free time? |
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Day 67 |
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DAY 4 “Sales Speech” |
None |
Begin outline for convince / persuasive speech. |
Sales
Speech ---------------------- Talk to
Me Session |
Day 67: What do you like to do
in your free time? |
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Day 68 |
·
The student will be able to extemporaneously
speak (no preparation) on a variety of subjects without notes and without
using guttural noises/fillers (um, ah), repetitive conjunctions, laughing,
long pauses, audience interaction or other inappropriate behavior. |
TALK-TO-ME SESSION #6 |
None |
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Day 68: What kind of animal
would you like to be and why? |
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Day 69 |
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UNIT 6: Persuasion |
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Persuasive Speech and Outline Due Day 72 |
Day 69: What kind of trophy
would you like to win? |
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Day 70 |
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IN CLASS: Work on Persuasive Speech |
None |
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Persuasive Speech and Outline Due Day 72 |
Day 70: What TV or movie star would
you like to invite to your birthday party? |
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Day 71 |
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IN CLASS: Work on Persuasive Speech |
None |
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Persuasive Speech and Outline Due Day 72 |
Day 71: What does
"Clothes make the person" mean to you? |
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Day 72 |
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MAJOR SPEECH #4 – Day 1 “Persuasive Speeches” |
None |
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Persuasive Speech |
Day 72: What does "Have
your cake and eat it too" mean to you? |
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Day 73 |
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MAJOR SPEECH #4 – Day 2 |
None |
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Persuasive Speech |
Day 73: What does "The
early bird gets the worm" mean to you? |
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Day 74 |
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MAJOR SPEECH #4 – Day 3 |
None |
TEST: on characteristics of 4 types of speeches |
Persuasive Speech |
Day 74: What do we mean when
we say, "The grass is always greener on the other side of the
fence"? |
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Day 75 |
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TEST: Characteristics of Informational,
Inspirational, Convince, and Persuasive Speeches. |
TEST |
Read: TEXT, pgs. 351-377 |
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Day 75: What does "You
can't take it with you" mean? |
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Day 76 |
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Introduction to Discuss Robert’s
Rules of Order HANDOUT: “Motions” |
None |
Read: RRO, “Introduction”; Read: RRO,
27-56; RRO, pgs. 21-25, 130-131 |
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Day 76: What do we mean when
we say, "You can catch more flies with honey than with vinegar"? |
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Day 77 |
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Discuss readings & handout FILM: “Parliamentary Procedures in Action”
#64-MP-18660 |
None |
Read: RRO, 131-132 TEXT, pgs. 361-377; |
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Day 77: What do we mean when
we say, "Hitch your wagon to a star"? |
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Day 78 |
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QUIZ on RRO, pgs. 33-56 Discuss: readings Explain: “Meeting Simulation” Game |
QUIZ |
Read: RRO, pgs. 66-71; RRO, pgs.
106-116, 141-145 |
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Day 78: What does "still
waters run deep" mean to you? |
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Day 79 |
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“MEETING SIMULATION” GAME |
None |
TEST: on Parliamentary Procedure on day 70 |
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Day 79: What does "There
are two sides to every coin" mean to you? |
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Day 80 |
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TEST: Parliamentary Procedure Unit |
TEST |
Read: TEXT, pgs. 391-397 |
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Day 80: What does |
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Day 81 |
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Introduction to Debate Unit HANDOUTS: “Debate” |
None |
Read TEXT, pgs. 398-409. |
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Day 81: What are you afraid
of? Why? |
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Day 82 |
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Lecture: “Preparing Your Case” Lecture: “Types of Debate & Delivery” |
None |
Read TEXT, pgs. 411-435 QUIZ: On debate terms on day 83 |
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Day 82: What are junk foods? |
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Day 83 |
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QUIZ: Debate terms Pick teams for class debate. LIBRARY: work on debate. |
QUIZ |
Pick teams for class debate. LIBRARY: work on debate. |
DEBATES DUE DAY 84 |
Day 83: What are some
nutritious foods that you like? |
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Day 84 |
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Library: work on debate. |
None |
TEST: Debate unit on day 87 |
DEBATES DUE DAY 84 |
Day 84: What are some rules
you have to follow at home? |
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Day 85 |
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DEBATE PRESENTATION – DAY 1 |
None |
TEST: Debate unit on day 87 |
FINAL SPEECH DUE DAY 89 |
Day 85: What are some examples
of prejudice? |
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Day 86 |
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DEBATE PRESENTATION – DAY 2 |
None |
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FINAL SPEECH DUE DAY 89 |
Day 86: What is more important
to you, appearance or personality? |
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Day 87 |
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OPEN DAY: work on FINAL SPEECH |
None |
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FINAL SPEECH DUE DAY 89 |
Day 87: What is most important
to you in a friend--loyalty, generosity, honesty--why? |
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Day 88 |
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OPEN DAY: work on FINAL SPEECH. |
None |
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FINAL SPEECH DUE DAY 89 |
Day 88: What is something that
makes you melancholy? |
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Day 89 |
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FINAL SPEECHES – DAY 1 |
None |
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Day 89: What makes your best
friend your best friend? |
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Day 90 |
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FINAL SPEECHES – DAY 2 |
None |
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Day 90: What would you do if a
friend borrows things from you but never returns them? |
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Day 91 |
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FINAL SPEECHES – DAY 3 |
None |
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Day 91: What would you do if
you did very poorly of a test? |