Course Profile Presentation and Speaking Skills, Grade 11,
Open, Catholic and Public
Unit
1: Speaking for Yourself
Time: 25 hours
Activity 1.1 | Activity
1.2 | Activity 1.3 | Activity 1.4 | Activity
1.5 | Activity 1.6
In
keeping with the nature of this course, the introductory unit focuses on the
importance and value of speaking effectively. Students are introduced to the
role speech plays in shaping their own lives and in transforming the world in
which they live. Through example and discussion, students recognize that
speaking and presenting are skills with specific language needs that are
targeted for both a specific purpose and audience. The teacher provides
opportunities throughout the unit for students to rehearse or practise their
speaking/ presenting skills. Students demonstrate their understanding through
personal written responses, reflective discussions, quizzes, dramatic
presentations, and the creation and critique of an individual speech. The power
of speech to transform personal lives is taught in relation to Christ’s
teaching of compassion and understanding.
For more
information on the expectations and assessment see the Unit Overview Chart in
the Course Overview.
|
Activity 1.1 |
Students are to be Seen and Heard |
180 minutes |
|
Activity 1.2 |
Words Can Move Mountains |
300 minutes |
|
Activity 1.3 |
No Person is an Island |
120 minutes |
|
Activity 1.4 |
Actions Speak Louder than Words |
300 minutes |
|
Activity 1.5 |
What Effective Speakers Do |
120 minutes |
|
Activity 1.6 |
Putting It All Together |
480 minutes |
Time: 80 minutes
This
initial activity introduces students to the advantages of being able to express
oneself confidently in a variety of social situations. In addition, students
are provided with an introduction to and overview of the course. Students
appreciate that speaking in public is a skill with a specific set of attributes/qualities
and terms with which they must become familiar. The initial activities in the
course are designed to have students become familiar with the terminology that
the teacher will refer to throughout the course. Ice breaker and survey tasks are
included in this activity in order to establish a welcoming and comfortable
environment for the students. In doing this, students can reflect on their own
talents and how their skills can be developed so as to bring about a positive
sense of self and improved relationships with others.
PPV.01 -
identify and analyse the characteristics of effective presentations;
PP1.01 -
identify a range of presentation forms;
PP1.02 -
identify the presentation form appropriate for a specific purpose and audience.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE1g -
understands that one’s purpose or call in life comes from God and strives to
discern and live out this call throughout life’s journey;
CGE2b - reads, understands, and uses written
materials effectively;
CGE4g -
examines and reflects on one’s personal values, abilities, and aspirations
influencing life’s choice and opportunities;
CGE5b -
thinks critically about the meaning and purpose of work;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
·
Familiarity
with dictionary research skills and note taking.
·
Familiarity
with the components of Cooperative Group Learning e.g., Jigsaw Method.
·
The
teacher develops an opening day course outline in conjunction with their
Department. The outline should include a course description, overview of the
units to be studied, and an evaluation scheme for the course. In addition, the
teacher should make provisions for parents/guardians to indicate they have read
the course outline and are familiar with what their son/daughter is studying
and how students are to be evaluated.
·
The
teacher may wish to gather news articles, quotations from business and academic
leaders indicating the importance of effective communication skills in modern
society from print media or the world wide web.
·
Students
should have access to a dictionary during the process and might be provided
with a copy of a “Glossary of Terms” associated with communication (Appendix
1.B – Glossary of Terms Associated with Communication) with only the terms
present.
1.1.1
Student Activity: Students review the opening day course outline with the
teacher indicating the Units of Study, Evaluation Breakdown, and Course
Expectations. Students become familiar with the purpose and expectations of the
course.
Teacher Facilitation: The teacher
presents students with the opening day course outline and indicates what units
students will study during the course of the semester and indicate how students
are evaluated.
1.1.2
Student Activity: Students engage in a discussion which focuses on the
importance of being able to express oneself well. Students may work in groups
to develop a list of the advantages of speaking well and various
occupations/social situations where communicating effectively is an advantage.
One representative from each group presents their group’s findings to the
class. Students are then provided with a handout detailing the benefits of
communicating effectively (Appendix 1.A – Effective Oral Communication: A Recipe
for Personal Success). Students develop a sense of both the relevance and
structure of the course, as the handout is organized according to the units in
the course profile.
Teacher Facilitation: The teacher begins with a series of traditional icebreaker
activities. These may include a questionnaire for students regarding themselves
and their attitudes to public speaking or a group activity in which students
are encouraged to meet their peers prior to the introduction of formal course
material. Having completed these activities, the teacher provides students with
chart paper and divides the class into small groups. On the overhead or board,
the teacher provides students with an appropriate title e.g., “The Benefits of
Speaking Effectively” with a series of subheadings e.g., “Careers,” Classroom”,
“Community.” As students write their responses on the chart paper, the teacher
circulates to answer any questions students may have and to keep students on
task. Once an appropriate amount of time has elapsed, the teacher calls upon
one group representative to present their findings to the class as a whole.
This serves as an icebreaker for the students elected to speak, as they have an
opportunity to present to the class without a formal evaluation. The teacher provides
opportunities throughout the course for students to rehearse or practise their
speaking and presenting skills. The teacher then provides students with a handout detailing the benefits
of communicating effectively (Appendix 1.A – Effective Oral Communication – A
Recipe for Personal Success). The teacher may choose to replace the handout
with a series of quotations, news articles, or a film clip emphasizing the
benefits of speaking effectively.
1.1.3
Student Activity: Students participate in a group activity in which they
provided with a set of terms associated with speaking and presenting. Each
group is given specific terms to define and explain. Students are asked in
their “expert groups” to come up with a formal definition of these terms and
report their findings to their classmates. Students should have the opportunity
to review terms they were introduced to in the Grade 9/10 Curriculum e.g.,
Audience, Purpose, Thesis, and Topic. After the presentations, students copy
down the teacher’s definition for these terms. (Please note: the teacher should
attempt to incorporate student suggestions within these definitions.)
Teacher Facilitation: The teacher
assigns students to groups. The teacher follows up this activity with a review of
these terms and explains that this Glossary of Terms is referred to and
developed throughout the course. For example, a student must first be able to
recognize what an audience means before they can actually adapt their
presentation style for a specific audience.
|
Task |
Tool |
Category |
Learning Skill |
|
Group discussion |
Teacher observation, student self-assessment |
Communication Application |
Team Work |
|
Quiz on terms |
Marking scheme |
Knowledge |
Works independently |
·
In
this activity, the teacher may choose to have the testing done orally for
students who have difficulty expressing their ideas in writing or have students
work in pairs on the quiz.
·
Students
who have difficulty copying notes may have a copy of the handouts provided for
them by the teacher.
·
Pair
students for quiz on terms.
·
Use
oral responses and/or open book testing to assist students with test anxiety.
Burns,
J.H. Speak for Yourself: An Introduction
to Public Speaking, 4th ed. Diablo
Valley College; 1997.
ISBN 0-07-009632-5
Hasling,
J. The Audience, The Message and The
Speaker, 6th ed. McGraw
Hill; ISBN 07-027027-9
Public
Speaking Glossary – www.public-speaking.org/public-speaking-glossarya-e.artide.html
Article
and activities from the Advanced Public Speaking Institute
Sands,
Helen. Building Skills and Confidence, 4th ed. McGraw Hill, 2000. ISBN
0-07-240066-8
Time: 300 minutes
Students are introduced to a series
of famous inspirational speeches. Students are provided with the opportunity to
read these speeches aloud, examine the speeches for rhetorical devices and
paraphrase the speeches. Students are asked to choose one of these speeches and
write a personal response explaining the success of the speech and why it had
such a powerful impact upon its audience. Students become aware of how language
can be used to express ideas/views which can contribute positively or negatively
to the common good.
PPV.01 -
identify and analyse the characteristics of effective presentations;
PPV.02 -
plan presentations for specific purposes and audiences;
PP1.03 -
identify elements of style and organization in selected speeches by famous
orators;
PP1.04 -
analyse the use of rhetorical and stylistic devices in oral presentations;
MP1.03 -
use appropriate techniques in oral presentations.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE1g -
understands that one’s purpose or call in life comes from God and strives to
discern and live out this call throughout life’s journey;
CGE2a -
listens actively and critically to understand and learn in light of Gospel
values;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful, and compassionate society;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
·
Familiarity
with response journals and the stages of the writing process including
brainstorming, editing, revising and publishing.
·
Familiarity
with a variety of graphic organizers (e.g., web, clusters). These organizers
may be used in recording brainstorming information.
·
The
teacher gathers several historical and contemporary quality speeches in audio
or text form.
·
If
possible, students should have access to printed copies of the speeches they
hear.
·
As
students are expected to write a response, it would be advantageous for
teachers to provide a sample of a response on overhead or in print form.
·
The
teacher reviews the stages of the writing process and afford students the
opportunity to work on their response in class. Teacher and peer conferences
are held to assist in the editing process.
·
The
teacher makes students aware of the criteria to be utilized in the evaluation
rubric for this assignment. At the discretion of the teacher, students may be
involved in the creation of said rubric.
1.2.1
Student Activity: Students read a series of famous inspirational speeches
both silently and aloud. Students examine the speeches for the use of effective
rhetorical devices such as repetition, rhetorical questions, or emotional
appeal. The speeches may vary from Martin Luther King’s I Have a Dream to
Shylock’s speeches in Shakespeare’s The Merchant of Venice.
Teacher Facilitation: The teacher provides students with
hard copies of a series of speeches or excerpts from effective speeches. At
this point, the teacher introduces the notion of rhetorical devices and
provides students with a handout defining the various rhetorical devices, or
the teacher may have students use a literary/conventional dictionary to
research these terms. The teacher then asks students to identify the presence
of rhetorical devices within the speeches. The teacher refers to terms
introduced earlier (e.g., purpose and audience) and explains how an awareness
of these specific rhetorical devices will affect their own decisions when they
present.
1.2.2
Student Activity: Students listen to a selection of speeches. Students are
asked to focus on the delivery of the speech to identify specific
characteristics (e.g., tone, inflection, pauses, pacing). Students examine the
speeches in either an oral or written form and analyse why speakers chose to
use a characteristic e.g., a pause at a specific point in their speech.
Students see how a speaker’s choices regarding then method of delivery can help
or hinder the message conveyed to their audience. Students appreciate that
effective speeches are a combination of an organized written structure and a
powerful delivery. The teacher may assign students excerpts from speeches they
have never heard performed before and ask them to rehearse, memorize, and
deliver these speeches to their peers.
Teacher Facilitation: The teacher introduces terminology
associated with appropriate techniques for delivering a speech (e.g., dramatic
pauses, variation of volume, pitch, and inflection). Students listen to a
series of powerful speeches and identify specific oral techniques. Once
students are able to confidently recognize these techniques, the teacher has
them assess whether the technique utilized, enhanced or detracted from a
specific speaker’s message, e.g., the negative impact of a monotone voice. The
teacher provides students with excerpts from speeches they are unfamiliar with
and have not heard in class. The teacher has students rehearse, memorize (if
appropriate and feasible), and present the speech to their peers. The teacher
may mark the oral presentation in an informal fashion (e.g., simple task
completion) or formally, based upon the student’s ability to incorporate
appropriate oral techniques in their presentation.
1.2.3 Student Activity: Students engage
in a reflective discussion as to why specific speakers/speeches have the power
to transform the way other people feel or think. Students use personal
resources, including favourite books, poems, and lyrics, to determine who they
feel speaks for their generation e.g., a celebrity or musician. Who is the
Churchill, Kennedy, Martin Luther King of their generation? What values are
they espousing? Do these values conflict with Catholic teaching? Students are
asked to write a personal response to the speech they have chosen. In this
response, students indicate the message of the speech, what specific aspects of
the speech inspired them, and what the speech caused them to reflect upon in
their own lives. Prior to writing their response, students review the stages of
the writing process taught in their Grade 9/10 curriculum, including
prewriting, brainstorming, the creation of an initial draft, conferencing,
editing, revising, and publishing their work. Students present their polished
personal response in either a written or oral form. At the discretion of the
teacher, students may be required to do both. Students may engage in a “Read
Around Scenario” where they present their response to three other students in a
small group setting. Students, in groups, are asked to express what they
enjoyed about the content of the personal response and the manner in which it
was delivered. Group members should select the personal response they enjoyed
the most and nominate it to be shared with the entire class. In this fashion,
students have the opportunity to present in a non-threatening environment,
receive feedback, and see their work valued by their peers.
Teacher Facilitation: The teacher leads a discussion as to why certain speakers are able to
transform how we feel or think. The notion that a successful
artist/writer/speaker is able to articulate or express what we feel at times or
what we hold dear may be an area to explore. In addition, the teacher
emphasizes the logical connection between the power of the written word and the
need to ensure that speakers use appropriate oral techniques in order to elicit
the desired response from an audience. Students select a person who speaks for
their generation. The teacher needs to perform a number of tasks prior to
having students write a personal response. Initially, the teacher models a
personal response by selecting a writer who speaks for the teacher’s generation
and provide students with a sample of the artist’s work (e.g., John Lennon’s Imagine, Jewel, Viktor Frank’s Man’s Search for Meaning). The teacher
specifies what is expected from a personal response e.g., an explanation of who
the artist is, what they are trying to communicate in their work, why they are
successful in communicating their message (effective use of rhetorical devices)
and how their work speaks to the student (similar life experiences, thoughts,
and sentiments).
|
Task |
Tool |
Category |
Learning Skill |
|
Personal response |
Checklist or rubric (peer or teacher) both formative and summative |
Knowledge Communication |
Organization |
|
Oral participation |
Anecdotal |
Communication |
Initiative |
·
Prior
to collecting the written response, the teacher should review the student’s
IEP.
·
The
submitted Personal Response may be a collaborative effort in which two students
work together. A teacher may have a strong writer paired with a student who
experiences difficulty with writing or two students with similar abilities may
present an oral response using point form or webbing as their written
submission.
·
Some
students may choose to submit their personal response on cassette or orally to
the teacher on an individual basis. Students could also present /submit their
response in a small group.
·
In
order to build the confidence of certain students, a teacher may choose to
evaluate the initial assignment according to Content/Ideas rather than
Style/Mechanics. Therefore, spelling and other concerns with grammar would not
be emphasized in the evaluation process.
Famous
Speeches – www.enteract.com/~smeagol/speeches.htm
Gifts
of Speech – Famous speeches from around the world – www.gos.sbc.edu/
The
History Place – The Great Speeches Collection – www.historyplace.com/speeches/previous.htm
Vancil,
D.L. Rhetoric and Argumentation.
McGraw Hill, 1999. ISBN 0-07-232469-4
Time: 120 minutes
Students are reintroduced to the
concept of cooperative group learning and the need to work constructively with
their peers. The nature of this course requires that students be able to work
cooperatively with their peers in group situations in order to complete activities
and understand the notion of group dynamics (e.g., how roles and
responsibilities should be divided and shared amongst group members). The
decisions students arrive at and their rationale for these decisions assist
them not only in this course but when they are working with groups in other
disciplines. Students develop a play list for a student radio station (Appendix
1.C) or establishing the rules for a group of students stranded on an island.
Students learn the art of compromise, develop effective listening skills,
recognize the roles individuals play within a group structure, demonstrate an
awareness of the behaviour that hinders group progress, and understand how a
group must function to develop a way to attack a problem while meeting a
prescribed deadline. Through this activity, students learn coping strategies
that hopefully will eliminate or reduce the risk of difficulties with future
activities. While participating in meaningful communication, students
demonstrate Christian leadership, respect, and acceptance of all individuals.
PPV.02 -
plan presentations for specific purposes and audiences;
RP1.01 -
use techniques of effective listening to understand ideas and information in
presentations.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE4b -
demonstrates flexibility and adaptability;
CGE4c -
takes initiative and demonstrates Christian leadership;
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals.
·
The
teacher arranges to have heterogeneous groupings within the class.
·
Groups
are then presented with a scenario such as that found in Appendix 1.C. If the
teacher wishes, another scenario might be created or prepared for the activity.
Students are asked to present and defend their selections to their classmates.
·
The
teacher arranges to have an overhead or chart paper to record student responses
in groups.
1.3.1
Student Activity: Students are arranged into prescribed groups by the
teacher. Students are assigned a specific scenario such as in Appendix 1.C –
Radio Station Play List Activity and begin to resolve the problem presented
using chart paper or overheads. Upon completion of the task, students report
their decisions to the class in an oral presentation. Students must be prepared
to defend their choices by providing a logical rationale.
Teacher Facilitation: The teacher presents students with the problem to be solved and the
deadline for completing said task. As students work in their assigned groups,
the teacher circulates and observes group dynamics. Having completed the
activity, the teacher facilitates a class discussion of the various solutions
arrived at by the groups.
1.3.2 Student Activity: Students
participate in a class discussion about the group experience. Once the teacher
has listed these concerns, students generate and submit a list of rules or
commandments for class group work to the teacher.
Teacher Facilitation: The teacher records the concerns/difficulties raised by students
regarding their group work. It is vital that the teacher steer the content of
the discussion away from individual personalities and towards the behaviour
being exhibited in general e.g., “Some people do not contribute” as opposed to
naming a specific student. Once the issues are listed, students are required to
submit solutions to avoid these concerns. As a number of issues may be raised,
the teacher should rank perhaps the top five concerns and have students submit
their solutions. The teacher creates a list of rules for group work
incorporating some of the suggestions provided in student submissions. The
teacher posts these rules in a prominent place in the classroom.
|
Task |
Tool |
Category |
Learning Skill |
|
Group discussion |
Anecdotal (teacher, self-, and peer assessment) |
Communication |
Teamwork |
|
Rules for group work |
Marking scheme |
Thinking, Application |
Work habits |
·
The
teacher may choose to establish the groups in a heterogeneous fashion, in order
to reflect the various writing abilities within the class. As a result, any
written submission in this activity would receive a group mark.
Allyn
and Bacon. Groups in Process: An
Introduction to Small Group Communication, 5th ed. 1995.
ISBN 0-205-16887-6
Communication in Small Groups:
Principles and Practices, 6th ed. Longman Books, 2000.
ISBN 0-321-03648-4
Cooperative
Learning Centre – www.clcrc.com
Language
in the Workplace: Spoken Communication in the Workplace –
www.vuw.ac.nz/lals/lwp/
Samovar,
Southworth
W.D. and M.J. Haun. The Art of Successful
Meetings.
ISBN 0-07-059809-6
Time: 300 minutes
Students
focus on the impact that a speaker’s body language has on an audience. In
addition, students recognize that it is vital to be able to read body language
in social situations and be aware of their own body language. The importance of
“audience” is conveyed to students through an examination of gestures, signs,
and symbols in various cultures. Students are aware and respectful of the
uniqueness of each person and accept them as creations of God with values and
needs.
PP1.07 -
describe conventions of oral and non- verbal communication in various cultures
and how they affect the delivery of oral presentations (e.g., find and discuss
information about how different cultures view the use of eye contact and body
language during presentations);
PP2.05 -
select and use effective rehearsal strategies to practise and polish a
presentation (e.g., try out a speech on peers or family members; rehearse a
panel discussion or a group presentation to refine sequencing and transitions;
set up and practise using audio-visual equipment, visual aids, and cue cards in
the presentation venue).
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE4b -
demonstrates flexibility and adaptability;
CGE4f -
applies effective communication, decision-making, problem solving, time, and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE5e -
respects the rights, responsibilities, and contributions of self and others;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals;
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
·
Familiarity
with the basic elements of non-verbal communication and specific dramatic terms
such as tableau.
·
The
teacher has introduced the importance of body language when discussing the
qualities of an effective speaker in the previous activity. The teacher
introduces drama activities designed to have students reflect upon the ability
of their body to convey a message.
·
The
teacher is familiar with the dramatic concept of tableau.
·
The
teacher collects articles from print media and the World Wide Web
detailing/explaining the importance of body language and non-verbal
communication.
·
The
teacher provides students with articles and text based resources detailing the
importance of body language, cross-cultural gestures/gesticulations, and the
importance of these signals in social situations.
·
The
teacher creates a list of distracting, annoying, or negative gestures or
gesticulations that have a negative impact on an audience.
1.4.1 Student Activity: Students are
provided with articles detailing the importance of body language. In addition,
students may view a series of film clips with the volume turned down. Students
are then asked to comment on how the characters on the screen are feeling e.g.,
terrified, elated, shy. Students may also watch an episode of “Mr. Bean” as an
alternative, if their Board is licensed to show feature film. Students
recognize that it is possible to communicate without speaking and that how we
communicate with others is largely determined by our body language. Students
may view or read the work of authors such as Desmond Morris and recognize that
there is a scientific rationale for body language. As a result, students are
able to read the body language of others and act appropriately in certain
social situations e.g., recognize when another person is excited, nervous,
angry.
Teacher Facilitation: The teacher presents students with
a series of articles/videos detailing the importance of body language when
communicating with others. The teacher shows a series of film clips of people
in various social situations. During the clip, the teacher may choose to pause
the screen and ask students to determine what a character is feeling/thinking
based solely on their body language. The teacher records student responses on
the board/overhead. The teacher may choose to develop question sheets for the
articles or film clips prior to showing the clips and have students respond
directly on the sheets or in their notebooks. Rowan Atkinson’s “Mr. Bean”
series is an ideal choice to illustrate the point that our body language can
tell a story. At the discretion of the teacher, students may read or view
material generated by authors such as Desmond Morris who offers a scientific
rationale for our body language. Teacher emphasizes to students that speakers
must be aware of their own body language and the message they are conveying to
others. Speakers must also be able to read the non-verbal signs being conveyed
by their audience and react accordingly. Teacher emphasizes the notion that the
ability to be aware of and control body language is vital for an effective
speaker/presenter. An awareness of other people’s body language will help
students determine how they will react. This is an ideal opportunity for the
teacher to introduce the notion that not all body language is universal and
that certain behaviours such as making eye contact may be viewed as
attentiveness in some cultures and defiance in others. Therefore, the teacher
reinforces the importance of acknowledging the cultural makeup of an audience
prior to speaking.
1.4.2 Student Activity: Students are now
aware of the importance of body language and able to recognize that certain
gestures/gesticulations and expressions express a non-verbal message. Students
now have an opportunity to develop an understanding of their own body language.
Students are introduced to the concept of the tableau. Students are presented
with the scenario of a family photo. Students are asked to produce two versions
of the photo through their actions. One version would be the photo for the
family album and the other would be a picture that would convey, in a
non-verbal fashion, the actual relationship that exists between the various
family members (e.g., jealousy, love, resentment). In groups, students present
their tableau. Students in the audience are asked to determine the relationships
that exist between the family members in the tableau. Audience members are
asked to provide evidence to support their claims.
Teacher Facilitation: The teacher begins the activity
with an introduction to the tableau and non-verbal communication. Expectations
for the tableau presentation are developed.
1.4.3.
Student Activity: Students are exposed to or shown distracting behaviour
exhibited by a speaker/presenter. Students could respond in either a written or
oral form as to why these actions would negatively influence how an audience
reacts to a speaker. Students understand how to “win over” an audience and
leave a positive rather than negative impression.
Teacher Facilitation: The teacher models and acts out
distracting behaviour or show video samples. The teacher may provide a handout
for the activity or simply have students respond orally to the behaviour.
Students, cognizant of the negative impact of distracting behaviour, will avoid
these behaviours in future presentations.
|
Task |
Tool |
Category |
Learning Skill |
|
Tableau |
Student self-assessment checklist Teacher – marking scheme |
Application Communication |
Teamwork Work habits |
|
Response to distracting behaviour |
Anecdotal |
Thinking |
Initiative |
·
The
teacher clarifies instructions on an individual basis when necessary.
Booth, D.W. and C.J. Lundy. Improvisation: Learning through Drama.
Communication Skills Websites –
www.selfgrowth.com/comm.html
Collection of articles on body language and communication skills.
Morgan,
N., and N. Saxton. Teaching Drama.
Neelands,
J. Structuring Drama Work.
Centre
for Nonverbal Studies – www.Members.aol.com/nonverbal2/index.html
Time: 120 minutes
Students
identify the qualities of a good speaker including notions such as knowledge of
material, passion for the topic. The teacher provides students with sample
visual speeches and develops a sample evaluation chart. Students assess whether
the speakers were successful in conveying their message to the audience and
why. Students formulate a chart specifying the qualities of an effective
speaker. Students avoid the flaws they recognize in the presentations of
others. Students recognize the power of a good speaker in expressing themselves
as believers in Christ, working to create a just and compassionate society.
PP1.04 - analyse the use of rhetorical and
stylistic devices in oral presentations;
PP1.06 - explain the techniques
effective speakers use to make convincing presentations (e.g., describe the
body language and vocal inflection used in a motivational speech; explain the
importance of volume, pace of speech, pitch, tone of voice, eye contact, facial
expression, posture, dress, movement, and gesture in effective presentations;
assess the use of visual aids, periodic summations, and transition words to
hold audience attention; assess the use of presentation software to emphasize
key points in a sales presentation);
RP1.02 -
assess the effectiveness of a presenter’s ideas, arguments, and organization
(e.g., assess the extent to which the needs of the audience have been met by
the content of a presentation; use an evaluation checklist to assess clarity of
arguments, persuasiveness, and quality of refutations in a debate; identify
logical fallacies in oral presentations and assess the extent to which they
undermine the credibility of the speaker’s message; use a graphic organizer to
track the organization of the ideas in a presentation).
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems.
·
Awareness
of the rhetorical devices used in effective oral presentations.
·
The
teacher gathers a series of videotapes of speeches on a variety of topics.
·
The
teacher may generate an evaluation sheet listing the criteria or
characteristics associated with an effective speaker. Space should be left on
the handout for student-generated criteria to be incorporated. Another option
would be to generate the list after the class discussion.
·
The
teacher needs a television/VCR system to present the speeches to class.
1.5.1
Student Activity: Students engage in a discussion of the characteristics of a
successful speaker. What specific techniques do effective speakers employ
(e.g., eye contact, posture, dress)? Students generate a list of the qualities
of an effective speaker. This list is transformed into a handout by the
teacher. Students keeps this list in their notebook and use it as a reference for
all future oral presentations.
Teacher Facilitation: The teacher asks, “What do
effective speakers do?” The teacher records student responses on the
board/overhead. The teacher organizes suggestions provided by students into an
organized handout. The teacher may have to augment student suggestions with
his/her own material.
1.5.2
Student Activity: Students view a series of speeches selected by the teacher.
Using the evaluation criteria established, students analyse the speeches to
determine if the speakers were effective. Students recognize the strengths and
weaknesses of effective presentations. At the discretion of the teacher,
students may present their findings in either an oral or written form.
Submissions may be on a group or individual basis.
Teacher Facilitation: The teacher shows a series of
effective and ineffective speeches. The teacher asks students to analyse the
speeches using the evaluation criteria established in Activity 1.4.1. The
initial student responses may be oral and the teacher should ask students to
defend their assertions regarding the effectiveness of the speech. The teacher
chooses a specific speech for students to assess in a formal written
submission. An alternative might be to have students working in groups of four
write and submit one written response per group. The teacher may choose to have
individual groups listen to and analyse different speeches.
|
Task |
Tool |
Category |
Learning Skill |
|
Group discussion |
Anecdotal |
Communication Thinking |
Teamwork |
|
Quiz on terms associated with qualities of a good speaker |
Marking scheme |
Knowledge |
Works independently |
|
Written submission |
Marking scheme |
Communication Application |
Work habits |
·
The
written submission can be replaced with an oral submission.
·
Students
may submit work on an individual or group basis.
·
The
teacher may modify the length of the written submission, provide extra
conferences where necessary, and/or modify time requirements.
Hasling,
J. The Audience, The Message and The
Speaker, 6th ed. McGraw
Hill. ISBN 07-027027-9
Johnson,
C.E. and M.Z. Hackman. Creative
Communication: Principles and Applications. Waveland Press, 1995. ISBN
0-881-33828-1
Nobel
winning prize speeches for literature –
www.nobel.se/literature/laureates/index.html
Sands,
Helen. Building Skills and Confidence, 4th ed. McGraw Hill, 2000. ISBN
0-07-240066-8
Vancil,
D.L. Rhetoric and Argumentation.
McGraw Hill; 1999. ISBN 0-07-232469-4
World
Famous Speeches (with video) – http://iac.co.ip/~minds/wfs.html
Time: 480 minutes
This
serves as the culminating activity for this unit. Students produce an original
speech and present it to their peers. In this particular activity, students are
asked to incorporate and demonstrate the skills they have acquired in the
previous activities. Therefore, the teacher reviews the power of words,
qualities of an effective speaker, audience awareness, and the importance of
body language in communicating your message. This provides students with an
opportunity to evaluate their skills and beliefs and articulate these values so
as to impact positively on their audience.
PPV.02 -
plan presentations for specific purposes and audiences;
MPV.01 -
communicate orally for a variety of specific purposes and audiences, using the
forms, language, and techniques of effective oral presentations;
PP2.03 -
select relevant and significant information from research to suit the purpose
and audience;
MP1.01 -
make presentations in a variety of forms for various purposes and audiences;
MP1.03 -
use appropriate techniques in oral presentations (e.g., use techniques such as
rhetorical questions, repetition, and dramatic pauses in a speech promoting a
student-operated business; provide information at an appropriate pace in a
student seminar; vary volume, pitch, and inflection for emphasis and to
maintain audience interest in an oral report);
MP1.04 - monitor audience reactions
during a presentation and adapt delivery accordingly (e.g., ask questions to
check audience understanding and engagement; rephrase main ideas for
clarification; speed up delivery to recapture the attention of a restless
audience; add humour to reinforce and emphasize key points; respond quickly,
confidently, and appropriately to unexpected digressions, interruptions, or
questions during the presentation);
MP2.01 -
create and use appropriate visual aids, such as flipcharts, posters,
transparencies, slides, videos, tables, and graphs, to clarify meaning in
presentations;
MP2.02 -
select and use appropriate technologies, such as videotapes, projectors,
presentation software, and computers, to enhance the effectiveness of
presentations;
RPV.01 -
produce personal and critical responses to a variety of presentations.
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE2d -
writes and speaks fluently one or both of
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE4g -
examines and reflects on one’s personal values, abilities, and aspirations
influencing life’s choice and opportunities.
·
Familiarity
with terms associated with speaking/presenting in Activities 1.1-1.5.
·
The
teacher develops a rubric to be used to evaluate the speech and shares criteria
with the class prior to the actual presentations. A sample of an appropriate
rubric is found in the Course Overview. At the teacher’s discretion, students
may be involved in the generation of the rubric for the speech. The teacher
emphasizes that this is an opportunity to demonstrate sensitivity and respect
for others.
·
If
students are being asked to present a demonstration speech then the teacher may
wish to generate a series of potential topics in conjunction with the class
e.g., how to snowboard.
·
A
video camera is needed if students engage in a detailed self-analysis of their
own speech. It is beneficial if each student has their own videotape to record
both their speech and future oral presentations.
1.6.1 Student Activity: At this stage,
students review the terminology and skills covered in the opening five
activities of the unit. Students are provided with or aid in the development of
a rubric to evaluate the speech they present. Students have an opportunity to
demonstrate their understanding of the qualities of an effective speaker
through their own oral presentation, three to five minutes in length. Students
may perform a traditional speech on a topic they have chosen or a demonstration
activity in which students teach a specific skill. Another option would be to
have students deliver a speech entitled, “What’s My Sign?” Students are asked
to create a symbol which represents them as a person (Appendix 1.D – What’s My
Sign?). Students have their presentation video-taped and played back to them.
Both the teacher and the student have the opportunity to evaluate the speech
and establish goals for future presentations. Part of the evaluation process may
be the student’s written or oral self-assessment to the teacher. At the
teacher’s discretion, peers may be involved in the evaluation process.
Teacher Facilitation: The teacher reviews the terminology and skills presented in the initial
five activities. The teacher emphasizes to students that this is their
opportunity to demonstrate their understanding of what they have learned
through a formal oral presentation. Students need to be aware of the purpose of
the activity, their audience, their body language, and the skills required for
a successful presentation. Students engage in all aspects of the “presentation
process”: brainstorming, researching, audience identification, evaluation and
organization of material, initial drafting, rehearsing, presenting, and
self-analysis. In essence, the teacher moves the focus of the unit from the
theoretical to the practical. Students must now incorporate effective
strategies in their own presentations.
|
Task |
Tool |
Category |
Learning Skill |
|
Rehearsal |
Anecdotal Student self-assessment |
Communication |
Work habits |
|
Oral presentation |
Rubric |
Knowledge, Thinking, Communication, Application |
Works independently |
·
As
this is one of the initial major speaking activities, arrangements could be
made for students to deliver their speech to the teacher on an individual basis
or smaller group setting. Students could also videotape their presentations
rather than present in class. This could be appropriate for ESL students or
students who are hesitant to speak in front of their peers.
·
The
written version of the speech may be evaluated with the emphasis placed on
content rather than traditional grammar/style concerns. The teacher may choose
to have certain students submit it as a task completion exercise where marks
are allocated for completing the written speech and submitting it.
·
The
teacher may provide students with previously prepared speeches, already in
print, and focus on the delivery rather than preparation.
Communication
Skills from
Articles and activities regarding communication skills from
Giving
a Speech – 10 Tips for Public Speaking -www.fripp.com/art.10tips.html
Noted speaker Patricia Fripp shares her Top 10 suggestions for public speaking
Listening
Skills -www.cyberparent.com/talk/listen/html
Communication quiz and listening skills
Every
day, you communicate with others. It is part of the human condition that you
desire to interact with others. How you communicate with others enables you to
think, learn and exchange ideas. Throughout this course, you will work on
developing your oral communication skills to ensure that you are confident in
your ability to express yourself in a variety of social situations. The notion
that practice makes perfect really hold true for this particular course, as you
will find that the more often you have the opportunity to speak to a small
group, the more comfortable you will become with this activity. Speaking with
confidence will enable you to transform both your own life and the lives of
those around you.
Speaking
for Yourself – Often people feel that they have a great deal to say or
contribute but they may lack the confidence to offer their opinion or initiate
a conversation. Throughout this section of the course, you will discover that
you have a great deal to offer and that people are genuinely interested in what
you have to say and how you feel about a number of issues.
Speaking
for the Classroom – The ability to present your ideas to a group of your peers
in an entertaining and informative manner is a skill that will help you in your
academic subjects. In the senior grades you are often called upon to present
seminars, speeches and reports to your classmates. In this section of the
course, we will examine ways to ensure that you are well prepared,
knowledgeable about your audience/purpose, conscious of a variety of approaches
or techniques and confident in your ability to get your message across.
Speaking
for Careers/Workplace – In the near future, you will be seeking full-time
employment and currently you may be working on a part-time basis; thus, we will
examine the role communication plays in the workplace. Often, how we
communicate may determine:
·
Whether
we get the job we desire;
·
Whether
we sell our product;
·
Whether
we enjoy our work environment with our peers.
Employers
are looking for people with the ability to express themselves well and work
cooperatively with a group/team towards a common goal.
Speaking for the Community – Often people are
provided with the opportunity to talk to a group at a social gathering in order
to express their feelings about a specific topic, event or person. These are
wonderful experiences; having the confidence to speak in public will enable you
to seize these opportunities. It is gratifying to be the Master of Ceremonies,
toast the Bride/Groom, or deliver a Eulogy. These are precious moments in our
lives and we want to be able to communicate how we feel and what we believe in
to the people who are closest to us.
Each of
us within this room has the ability to be an effective communicator and express
what we feel to others. It will be our goal to discover the communicator within
us and provide one another with the opportunities and encouragement needed to
improve our speaking and presenting skills.
Anecdote
Audience
Colloquial
Expressions
Connotative
Denotative
Gestures/Gesticulation
Non-Verbal
Communication
Purpose
Style
Tableau
Thesis
Tone
Your
group has been selected to act as program directors for our high school radio
station. The administration has informed you that a pre-approved list of 15 CDs
are provided for you monthly. However, you only have the budget to purchase six
of these CDs. It is your responsibility to ensure that a wide variety of
musical tastes are represented on the station. Here is your first list of 15
titles. Please be aware that your group is expected to:
·
Agree
as to what will comprise the final list
·
Be
prepared to defend your choices both in oral and written form.
·
Be
respectful of everyone and their choices.
Here is
your Top 15 list:
1. Metallica (Heavy Metal)
2. Madonna (Dance/Pop)
3. N’Sync (Dance/Pop)
4. Tragically Hip (Rock)
5. Rascalz (Rap)
6. Garth Brooks (Country)
7. Greatest Dance Hits (Dance)
8. Green Day (Punk)
9. Limp Bizkit (Punk/Rap/Rock)
10. Shania Twain (Country/Pop)
11. The Classical Experience (Classical)
12. Shaggy (Reggae)
13. Celine Dion (Pop)
14. Elvis Presley (Old Rock)
15. Offspring (Punk/Alternative)
The
following activity will encourage you to incorporate the lessons that you have
learned regarding the power of language, the use of symbols, and effective ways
to express yourself in a public forum.
1. Initially, you must choose one word or phrase
that expresses who you are as a person. The idea being that if I saw you in a
hallway with this word on, I would be able to get a sense of who you are (e.g.,
your personality, philosophy of life, interests, etc.). You must use an
ORIGINAL phrase and not something plagiarized such as “JUST DO IT” or a cliché
such as love. The word should apply to you as an individual and not people in
general.
2. You are expected to create a visual to bring
your word or phrase to life. The visual should be bold and easy to read. It
will also be necessary for you to be able to wear this sign and thus you will
become a “Human Billboard” but this time you will not be discussing a product
but rather yourself.
3. You are expected to produce a three to five
minute speech that will inform your peers what the connection is between you
and the accompanying visual. In your speech you will discuss:
·
The
connection between yourself and this word;
·
The
meaning behind the visual which accompanies this particular word or phrase
(e.g., the colours, pictures selected);
·
You
may choose to use personal anecdotes in your speech;
·
The
purpose of the speech will be to entertain and inform, but your tone may be
comedic or serious.
4. The project will be marked using two
essential criteria:
·
the
effort put forth in creating your sign and establishing a clear connection
between the word and symbol;
·
your
ability to communicate orally with classmates utilizing the qualities of an
effective speaker (e.g., eye contact, pacing, etc.).
5. The day prior to the presentation, you are
expected to show your teacher a copy of the final draft of your speech. Your
artwork need not be submitted until the day of your presentation. There will be
no impromptu or spur of the moment speeches and you will be required to submit
a written copy of your speech.
Draft of
Speech due:
Presentation
Date:
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