Grades 9 & 10
Language Arts
Listening and Speaking
Standard 2

SPEAKING APPLICATIONS.
(GENRES AND THEIR CHARACTERISTICS)


 
Resources
Lesson Plans
Assessments
2.1
Student-written papers
2.2
Student-written papers
2.3
Student interviews
2.4
N/A
2.5
N/A
2.6
N/A

 
 

 
2.1
Students read personal narrative/autobiographical incident outlined in in Writing strategies Standard 2.1-2.2
2.2
Students read research papers outlined in READING COMPREHENSION Standard 2, 2.2.
2.3
Students interview a member of their extended family who is at least two generations older than they are (or conduct the same interview with an unrelated person.)  The goal is to find out how their early life differs from their own.  They should ask for as much biographical information as possible; full name, date and place of birth, all the places where the individual has lived, occupation, and so on.  Encourage students to feel free to explore any other topics that they find interesting, such as family life, transportation, housing, clothing, entertainment, music, books, etc.  The result of the interview should be an essay of at least 500 words read aloud to the class.
2.4
 Have students make oral presentations of Listening and Speaking Strategies 1.10-1.11 above.
2.5
See Listening and Speaking Strategies 1.4 - 1.9
2.6
Give oral presentation after WRITING 2.1-2.2
Written and Oral English Language Conventions
Previously Published Data

1.) Using one or more of the graphic organizers, students prepare and deliver an oral/ written book report based upon an autobiography, biography or work of fiction.

Example 1: Criteria for oral book report 

  • Appropriate pre-write / planning organizer 
  • Attention-getting introduction
  • Appropriate use of quotations and incidents from the book 
  • A conclusion that does not give away the plot but entices others to read the book 
  • A visual representation (poster, symbol, costume, etc.) 
  • Appropriate use of note cards 

    • All the elements of proper delivery
    2.1
    SPJUSD Rubrics
    2.2
    SPJUSD Rubrics
    2.3
    Evaluate student interview questions and answers. Have peers respond to essay.
    2.4
    Currently unavailable
    2.5
    Currently unavailable
    2.6
    Currently unavailable
    Previously Published Data

    1.) The publication of a paper with rubric reflecting criteria cited in Student Tasks example and the delivery of the speech. A suggested rubric for the speech evaluation might be:

    Content Material Is:

  • Interesting 
  • Appropriate 
  • Original 
  • Support: examples

    •  

     
     
     
     
     
     
     

    Organization:

  • Outline/ graphic organizer 
  • Introduction Body 
  • Conclusion

    •  

     
     
     
     
     
     
     

    Delivery:

  • Projection/ clarity 
  • Eye contact 
  • Posture/ appearance 
  • Gestures 
  • Use of notes/ visuals Enthusiasm

    •  

     
     
     
     
     
     
     

    Language:

  • Pronunciation 
  • Grammar/ usage 
  • Word choice

    •  

     
     
     
     
     
     
     

    Comments:

    An additional assessment could be a "one minute essay." Taking no more than one minute, students write after each speech one question/ comment. This question/ comment should focus on a specific element of the above rubric. These questions/ comments should be collected and given to the speaker. 

    Advantages:

    Speaker receives immediate feedback from every member of the audience; the audience has an incentive to listen attentively since they will have to respond to the speech in writing. The teacher should spot check these responses for appropriateness.