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Language Arts Listening and Speaking Standard 1 |
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Language Arts Listening and Speaking Standard 1 |
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LISTENING AND SPEAKING STRATEGIES.
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1.1 The Pedestrian, by Ray Bradbury pg. 173-176, Choices activity pg. 180 1.2 N/A 1.3 N/A 1.4-1.9 pg. 1018-1019 1.10 Speech by Susan B. Anthony after being convicted of voting, 1873 and speech by Sojourner Truth Ain't I a Woman, 1851. These can be found at - Gifts of Speech (speeches by famous women) http://gos.sbc.edu/index.html 1.11 N/A 1.12 N/A 1.13-1.14 pg. 468-469 Persuasion: See it my way. |
1.1 After reading The Pedestrian, by Ray Bradbury, students will form a panel, and discuss what they think society will actually be like in the year 2053 answering the questions Will technology isolate us from one another or will it be a force for good? See complete lesson plan on pg. 180. 1.2 Following a traumatic news story: 1. Some students record on videotape the TV news story. 2. Other students find and print out the story on the Internet the same evening. 3. Other students bring in magazine and newspaper articles on same subject. 4. Compare the presentations in class. 1.3 Use groups to edit and copy edit writing assignments. For other group assignments, appoint a leader, a recorder, a reporter, and fact-finders. Discuss roles of each. 1.4-1.9 After studying the guidelines for giving a speech or debate plan a debate around an issue that is relevant to school. Assign groups to affirmative and negative sides. Following the outline given on pg. 1018-1019, plan a class debate using the traditional debate format making sure that students incorporate logical patterns and organization, appropriate devices for introduction and conclusion, use props, visual aids, graphs, and electronic media to enhance persuasive argumentation. 1.10 Make copies of Susan B. Anthony's Speech after being convicted of voting, 1873 and Sojourner Truths Ain't I a Woman, 1851. Have students mark the rhetorical devices used and features that make them memorable or persuasive. 1.11 Discuss how the difference in language affects the mood and tone of the communications in 1.10. 1.12 Students use rubrics from Performance Standards and Assessments Criteria in English-Language Arts to assess each others speeches. 1.13-1.14 Students work in groups of four or five to assemble a persuasive campaign for different classroom furniture. See Mini-lesson: Persuasion pg. 468 ATE Previously Published Data 1.) Students will simultaneously read and listen to a well-known speech at least twice, noting the speaker's language, patterns and rhetorical devices. Using a T-graph organizer, they will record their findings. They will use these findings to write and deliver a speech to persuade. Example: Students will simultaneously read and listen to Martin Luther King's I Have a Dream speech at least twice, noting King's language, patterns and rhetorical devices. Using a T-graph organizer, they will record their findings. They will use these findings to write and deliver a speech to persuade. Step 1: Prepare a T-graph Step 2: Using King's speech as a model, students select a controversial topic and prepare an outline for a persuasive speech having an introduction, body and conclusion. Step 3: Students write the speech to be handed in when he/ she delivers it orally. Step 4: Delivery of a persuasive speech. |
1.1 pg. 87 Portfolio Management System. 1.2 N/A 1.3 N/A 1.4-1.9 Evaluating the debate pg. 1019 1.10 N/A 1.11 N/A 1.12 N/A 1.13-1.14 Have students analyze the effectiveness of the campaign. Previously Published Data 1.) Student presents speech in front of class. The speech should include the following:
Suggested components of a rubric for delivery:
Posture, gestures
Use of visuals: charts, graphs, pictures, videos, slides, etc. utilizing some form of technology (PowerPoint, Hyperstudio, slide projectors, cassettes, overhead projector, etc.) |