Course Profile Presentation and Speaking Skills, Grade 11,
Open, Catholic and Public
Unit
4: Speaking for the Community
Time: 25 hours
Activity 4.1 | Activity
4.2 | Activity 4.3 | Activity 4.4
Students
develop an understanding of effective speech and communication as it occurs in
the world around them. Students become aware of the cultural conventions of
communication and how these differences affect presentations. Students create
authentic presentations for children, the community, and social occasions (both
formal and informal). Activities may include formal speeches; storytelling;
small talk; debates or town hall meetings; and a panel discussion. In the
culminating task, students choose one major presentation from Unit 4 to
‘refine’ and ‘re-present’ while developing strategies to deal with potential
problems during performances.
For more
information on the expectations and assessment see the full Unit Overview Chart
in the Course Overview.
|
Activity 4.1 |
Children’s Storytelling |
300 minutes |
|
Activity 4.2 |
Social Occasions |
360 minutes |
|
Activity 4.3 |
Community Presentations |
600 minutes |
|
Activity 4.4 |
Culminating Task – The “How to Deal with Problems” Presentation |
240 minutes |
·
Review
the activities outlined in the unit and identify arrangements that may need to
be made in advance.
·
Prepare
to introduce the culminating activity early on in the unit, and to remind
students during each activity to retain the rubrics and feedback to help with
their final presentation.
Time: 300 minutes
This
initial activity aims to provide students with the opportunity to practise many
of the skills that have been previously taught in Units 1 to 3. The activity
focuses on children’s literature and interaction with children.
PPV.02 -
plan presentations for specific purposes and audiences;
PP1.01 -
identify the presentation form appropriate for a specific purpose and audience;
PP1.02 -
identify the presentation form appropriate for a specific purpose and audience;
PP1.05 -
identify elements of style and organization in oral narrative;
PP2.01 -
select an appropriate oral presentation form for a specific purpose and
audience;
PP2.02 -
analyse the context and the needs of the audience when planning an oral
presentation;
PP2.04 -
apply knowledge of the characteristics of effective presentations in planning a
variety of presentations for a range of audiences;
MPV.01 -
communicate orally for a variety of specific purposes and audiences, using the
forms, language, and techniques of effective oral presentations;
MP1.01 -
make presentations in a variety of forms for various purposes and audiences;
MP1.02 - use appropriate and effective language
in oral presentations;
MP1.03 -
use appropriate techniques in oral presentations;
RP1.02 -
assess the effectiveness of a presenter’s ideas, arguments, and organization;
RP1.04 -
provide objective and constructive feedback on rehearsals and presentations by
peers.
·
Some
knowledge of the basic needs of children.
·
An
understanding of the hero model (from Grade 9 English).
·
Peer-assessment
skills.
·
Create
a link with one of the following:
·
Primary
classroom teacher (perhaps a feeder school)
·
Nearby
local daycare centre
·
early
childhood education centre for 4.1.6.
·
Prepare
a proposal for the linked teacher or childcare worker with reliable timelines
and proposed activities for the day of the presentations. The linked teacher or
childcare worker will have the opportunity to make requests for alterations to
also meet his/her own curriculum expectations.
·
Arrange
for a guest storyteller (e.g., another teacher, a community member, or a
professional storyteller) if desired for 4.1.2.
·
If
time permits, consider having students generate a rubric for the presentations
to children
(Activity 4.1.6), rather than using the one provided (Appendix 4C). The rubric
should be customized to represent the class’s findings on the needs of children
(Activity 4.1.4).
·
Consider
using a video clip (e.g., The Princess
Bride) that demonstrates how to engage a child in an oral narrative. The
teacher may plan for a guest speaker (in 4.1.2) to introduce oral narrative.
·
Determine
procedure for sign-up such as posting a list of presentation formats (play,
puppet show, storybook, oral story) to ensure a variety of presentations.
·
Prepare
the autobiographical story for use in 4.1.1 to model storytelling.
4.1.1
Student Activity: Students examine Appendix 4A and then listen to and mark
the teacher’s autobiographical oral story in order to become familiar with the
expectations of this exercise. Students decide upon their items of personal
significance and their stories. Students practise their stories orally in class
or as homework and then present their stories to the class.
Teacher Facilitation: The teacher reviews the marking
scheme (Appendix 4A) and then tells an autobiographical story of their own
(inspired by some item of personal significance) in order to model what is
expected. The teacher provides strategies for remembering content when telling
a story.
4.1.2
Student Activity: After exposure to a number of traditional oral stories,
students work in groups to identify the characteristics of, and the
similarities and differences between, oral stories. Each group also makes
guesses as to the use of the story within the culture that it was originally
told (e.g., was it told to preserve history, to entertain, to inspire, or to
cure illness?). Students then make a note on the characteristics of oral
narrative in various cultures.
Teacher Facilitation: The teacher tells stories as a
model or uses a guest storyteller (see Resources). Teacher must ensure that
there is a wide cultural representation within the stories. The teacher
circulates among students during group work to provide prompts where necessary.
The teacher generates a note on the characteristics of oral narrative.
4.1.3
Student Activity: Students listen to the reading of three children’s stories.
Students discuss variations in the readings to discover how to engage children.
Teacher Facilitation: The teacher outlines the
storytelling assignment, and then presents three children’s stories to the
class. The first presentation makes use of the storybook only (so that the
teacher can read what is on the page). The teacher does not turn the book
around to show pictures and does not engage the audience. The teacher presents
a second story and shows the pictures, but the pictures should be small and
perhaps in black and white. The teacher does not engage the audience. The final
presentation uses a book with many coloured pictures. The teacher uses
engagement strategies such as: inflecting the voice, showing the pictures,
calling attention to details and asking the audience to find things in the
pictures. (The teacher may alter the order of the readings so that the best one
is not last). The teacher facilitates a discussion that analyses the three presentations
and calls attention to those aspects of the readings that would appeal to a
young audience.
4.1.4
Student Activity: Students brainstorm the needs of children based on personal
knowledge. Students each get four sticky notes. They write one need on each
sticky note, under the following headings: Physical needs of Children, Social
Needs of Children, Emotional Safety Needs of Children and Learning Style Needs
of Children. They post these sticky notes on corresponding pieces of chart
paper. Students circulate to review the ideas of their peers and to add one
strategy for each need, thus creating a basis for their action plans. Students
fill in an Action Plan based on Appendix 4B that outlines the needs of children
the class will visit.
Teacher Facilitation: The teacher provides a brief lesson
to outline the needs of children. The teacher may choose to cover Maslow’s
hierarchy of needs and briefly discuss how this applies to the needs of
children. The teacher circulates during the brainstorming session and then
oversees the filling out of accurate Action Plans based on Appendix 4B. The
teacher also supplies information regarding the space where students will be
presenting their stories, so that students can take logistical issues into
consideration (e.g., space for a play, lighting, possible distractions, and
resources).
4.1.5
Student Activity: Students review the rubric (Appendix 4C). In small groups,
students brainstorm the qualities of a hero and review the hero model. Students
make use of the knowledge of the hero model, the Action Plan and the logistics
of the presentation setting, and plan, write, and practise their presentations.
Teacher Facilitation: The teacher reviews assignment and
evaluation rubric to assist in student planning for their creation of a story.
The teacher monitors a brainstorm session on the topic – what makes someone a
hero? The teacher leads a review of the hero model. Then teacher circulates
during planning and practise time to ensure that the stories are appropriate to
the age level and that they take the needs of children (Action Plan) into
account.
4.1.6
Student Activity: All students travel together to one place for presentations
and present their storybooks, plays, oral stories, and puppet shows to the
children. Students use the “Peer Assessment” side of the rubric (Appendix 4C)
to assess their peers as they present, in order to provide peer feedback to one
another. A student (or group of students) thanks the children.
Teacher Facilitation: The teacher ensures all permission
forms are in and are filled out correctly. The teacher ensures all students
have paid for transportation if necessary. The teacher travels to the location
with the class and views presentations. The teacher makes notes on each
presentation and fills out rubrics for evaluation (Appendix 4C). The teacher
(in advance) appoints a student, or group of students, to thank the group for
having the class in to present.
|
Task |
Tool |
Category |
Learning Skill |
|
Autobiographical Stories |
Marking Scheme |
Knowledge Thinking Communication Application |
Initiative Organization Works Independently |
|
Assessment of Needs of Children |
Action Plan Checklist |
Knowledge Thinking |
Initiative Works Independently |
|
Student Performances (Teacher for evaluation, Peer for feedback) |
Rubric – Teacher Side (for evaluation) and Peer Side (for feedback) |
Knowledge Communication Application |
Initiative Teamwork Organization |
·
If
a student has chosen to present to a smaller group, teacher provides an
appropriate level of progression. If a student has previously presented to the
teacher only, this time they could present to the teacher and four others.
·
Provide
photocopy of note on characteristics of oral narrative (with blanks).
·
Provide
charts for organizing findings and to provide prompts for Activity 4.1.3.
·
Display
information regarding the needs of children and the characteristics of the hero
to prompt students who may have difficulty recalling previously taught
information.
·
Provide
a hero pattern template, so that a group can complete story information to
ensure that it meets the rubric expectations.
·
Allow
students who may have less “presentation confidence” to take part in the puppet
show, for example, if it helps them to feel more comfortable.
Story
Teller Resources
http://www.unr.edu/nnap/NT/st-2.htm
– Native Oral Tradition
www.masconline.ca
– MASC – M – Artists for Schools and Communities (Ottawa based)
www.storytellingtoronto.org
– Storytellers School of Toronto will give lists of storytellers in your area
www.niagara.com/`sccc/sc.htm
(temporary address) – Directory for Storytellers of Canada will list
storytellers in your area
http://www.lis.uiuc.edu/puboff/catalog/storytelling/index.html
– Additional Storytelling Web Site
http://www.pbs.org/wgbh/pages/frontline/shows/religion/story/oral.html
– Additional Storytelling Web Site and Oral Tradition Information
Children’s
Literature Online Resources
http://www.ala.org/booklist/v94/002.html
– Children’s Literature Booklists
http://www.barnesandnoble.com/subjects/children/children.asp
– lists of current books for children
http://www.cbcbooks.org/
- Lists of current books for children
http://www.acs.ucalgary.ca/`dkbrown/
- The Children’s Literature Web Guide
Children’s
Literature Book Resources
Andrews,
Jan. Out of the Everywhere – A collection
of Oral Stories. Excellent stories and wonderful illustrations.
Munch,
Robert. The Paper Bag Princess.
Introduces the concept of gender roles and bias.
Teaching
Aids
http://www.cbcbooks.org/navigation/teachindex.htm.htm
– can be used to search for lessons on particular books; for example, entering
the title The Very Last First Time, by Jan Andrews, will provide links to five
lessons on that book for use in the classroom.
Appendix
4A – Marking Scheme
Appendix
4B – Needs of Children Action Plan Checklist
Appendix
4C – Rubric – Teacher and Peer
Time: 360 minutes
Students explore
cultural differences in terms of non-verbal and oral communication. Students
participate in discussions about discrimination and diversity. Students develop
an awareness of the importance of inclusive language in order to recognize the
diversity of an audience. Students learn anti-discriminatory language and
practice their ‘small talk’ ability. Students create announcements,
invitations, and speeches for formal occasions.
PPV.01 -
identify and analyse the characteristics of effective presentations;
PPV.02 -
plan presentations for specific purposes and audiences;
PP1.07 -
describe conventions of oral and non- verbal communication in various cultures
and how they affect the delivery of oral presentations;
PP2.04 -
apply knowledge of the characteristics of effective presentations in planning a
variety of presentations for a range of audiences;
MPV.01 -
communicate orally for a variety of specific purposes and audiences, using the
forms, language, and techniques of effective oral presentations;
MP1.01 -
make presentations in a variety of forms for various purposes and audiences;
MP1.02 -
use appropriate and effective language in oral presentations;
MP1.03 -
use appropriate techniques in oral presentations.
·
Students
must be able to operate a tape recorder or find a classmate who can help.
·
The
teacher ensures that the classroom remains ‘safe’ during all discussions of
cultural differences and diversity. If a student makes an intolerant comment,
the teacher must respond in a way that protects the dignity of all people.
Students must be reminded about discretion and confidentiality, and the ability
to self reflect; they need to consider and possibly comment on the habits of
their family and friends, as well as their own.
·
The
teacher should avoid ‘pointing out’ or assuming cultural differences in any
student.
·
Sensitivity
and compassion are key characteristics that must be stressed in these
activities. If a student has had a recent death in the family, the student
might find the discussion and creation of eulogies overwhelming, and instead
may wish to do an acceptance speech and not participate in the eulogy discussions.
The teacher may choose to avoid eulogies altogether in certain circumstances.
·
The
teacher may need to provide definitions of racism, sexism, classism, ageism,
and homophobia so that students can effectively discuss these issues. The
teacher might consult the section on power and privilege from the course
profile for Grade 10 Applied English for some added resources.
·
During
the discussion on discrimination (4.2.2) and using inclusive language, the
teacher may want to discuss the importance of ‘naming’ to historically
marginalized groups. This discussion might cover: who has the right to use
which names; why those names were/are empowering (e.g., the history of the
changing names: ‘coloured’ ‘negro’ ‘black’ ‘afrocentric’ ‘African American’
‘people of colour’) – see Lorde, hooks, and Moraga in Resources
·
The
teacher may choose to use the Internet; there are excellent quizzes and
statistics on nonverbal communication available on the web sites listed in the
Resources section (4.2).
·
Consider
inviting a drama colleague into the classroom for improvisational activities.
4.2.1
Student Activity: Students discuss and develop cultural sensitivity in terms
of non-verbal and oral communication. Students talk about their own friends,
communities, and families in relation to the chart.
Teacher Facilitation: The teacher provides a chart like
the following and engages students in a discussion of non-verbal and verbal
communication, building on Activity 1.5. The teacher emphasizes that in order
to be an effective presenter, a speaker must consider cultural diversity.
NON-VERBAL COMMUNICATION
|
Facial Expression |
In some cultures, a smile may mask embarrassment or pain whereas in others, a smile reveals happiness. In addition, facial expressions are varied and vivid in some cultures, whereas in others, a calm facial expression is polite |
|
Gestures |
In some cultures, a ‘thumbs up’ sign is obscene whereas in others, it is positive |
|
Eye Contact |
In some cultures, direct eye contact is rude; however, in others, it is seen as a sign of honesty, especially during a job interview |
|
Personal Space |
An individual’s ‘comfortable space zone’ differs according to his/her society and self perception. In some cultures, the comfort zone is about 2 feet around a person; in other cultures, it may be much smaller or larger. |
|
Patterns of Touch |
In some cultures, public signs of affection (kissing) are frowned upon, whereas in others, friends may greet one another with quick kisses. |
|
Tone of voice |
In some cultures, a voice that ‘goes up’ at the end of a sentence is seen as polite, whereas in others, it is seen as insecure. |
VERBAL COMMUNICATION
|
Apology |
In some cultures, frequent apologizing is considered polite and formal, even when, in another context, an apology would not be necessary |
|
Silence |
In some cultures, silence is valued as a time for reflection, whereas in others, silence is often perceived as awkward |
|
Self promotion |
In some cultures, saying positive things about yourself is difficult because it is seen as boasting; however, in another culture, it is crucial to highlight your achievements in a job interview |
|
Gender Dynamics |
In |
4.2.2
Student Activity: Students participate in a discussion on discrimination.
Teacher Facilitation: The teacher provides definitions of
the ‘isms’ (racism, sexism, classism, ableism, ageism, homophobia) and
facilitates a discussion of the harmful consequences of discrimination. Then,
the teacher explains that when students present in school and in the community,
they must take into account the diversity of the audience and aim to include
all members by using inclusive language. The teacher provides samples (Appendix
4D) to show how to use gender inclusive language.
4.2.3
Student Activity: Students participate in a discussion where they answer the
questions: When have you made ‘small talk’? How do you feel when you run out of
things to say or questions to ask and what do you do about it? Then, students
participate in whole class improvisations and drama games to do small talk.
Teacher Facilitation: The teacher explains that two keys
to maintain small talk are:
·
Ask
people open-ended questions. Most people like to talk about themselves.
·
Discuss
non-threatening topics that are age-appropriate for the other person. For
example: weather, traffic, and work for adults; school, movies, television
shows, and hobbies for adolescents
Next, the
teacher facilitates a whole class improvisation.
a) Students walk around the room. While walking
around, students are given a specific occasion (wedding) and an index card with
a ‘persona’ (mother of the bride). On the teacher’s signal, each student must
stop and talk with the closest person on the right. This can be repeated often,
and students must find a new person to talk with for each situation.
b) The teacher can add to this improvisation by
having students get into pairs, label themselves “A” and “B” and giving each
set a specific role. For example: you are both in the doctor’s office. “A” is a
10-year-old with a broken arm and “B” is an elderly person in for a regular
checkup.
c) If the teacher has two confident students who
are willing to improvise in front of the class, use them as models for “how to
do small talk” in (a) or (b) above.
Finally,
the students brainstorm topics for small talk with parents, compared to
grandparents, compared to friends. Then, students discuss how ‘small talk’ is
different depending not only on audience, but context: (e.g., talking with your
best friend, at a movie, in the classroom, at a family dinner, at a funeral).
4.2.4.
Student Activity: Students examine and create oral and written announcements
and invitations.
Teacher Facilitation: The teacher instructs students to
create a PA announcement for an upcoming dance. After some sharing, class comes
up with a list of necessary information that should go into the announcement.
Each student makes up a new announcement for an upcoming school activity,
taking into account the necessary information. Teacher stresses that the
announcements must be clear and brief. The teacher invites a few students to
share their announcements orally and praises the strengths in each one. Then,
students examine examples of written announcements from the newspaper (births,
birthdays) and create their own example of one. Next, students examine examples
of written invitations (party, wedding invitations and phone invitations).
Then, each student must submit one written announcement or invitation of 75
words or less and audiotape one oral announcement or invitation of 30 to 60
seconds for checklist assessment by the teacher.
4.2.5. Student Activity: Students
brainstorm answers to the question: What would I like people to say about me
when: I graduate?, win an award? commit to a lifelong partner?, retire?, and
die? Then, students view and analyse the effectiveness of a famous speech (such
as Cuba Gooding Junior’s Grammy acceptance speech, or Justin Trudeau’s eulogy
for his father, and prepare and present a 500-word wedding, graduation or
acceptance speech, or eulogy. Student may choose to write a speech for
him/herself, friend or family member. Students should be reminded to focus on
‘positive’ memories and events when writing formal speeches. If a wedding,
graduation or acceptance speech is chosen, students may be encouraged to
consider humour to engage audience.
Teacher Facilitation: The teacher emphasizes the use of enhancing devices for formal
speeches, such as quoting poetry, song lyrics or famous sayings; using
storytelling; appealing to emotions in the audience; and ensuring that
inclusive language and non-offensive material is used. Teacher should remind
students that there are mixed ages in the audience. Teacher assesses each
speech on a rubric that reflects the use of enhancing devices and inclusive
language. The teacher must remember to leave a blank space on this rubric so
that a student can add in criteria during Activity 4.4: The Culminating Task.
|
Task |
Tool |
Category |
Learning Skill |
|
4.2.4 Written and Oral Announcement and Invitation |
Checklist |
Communication Application |
Initiative Organization |
|
4.2.5 Speech |
Rubric |
Knowledge Thinking Communication Application |
Works Independently Organization |
·
Provide
charts, lists, and visual organizers to present ideas.
·
If
a student cannot access audiotape equipment in school, allow time for a short
oral presentation to teacher.
·
If
a student has been presenting to smaller groups during this course (1 person,
then 2, then 4 etc), the teacher provides an appropriate level of progression
for final speech.
Allen,
Woody. “My Speech to the Graduates.” Essays,
Thought and Style.
Archer,
Dane. The Human Face: Emotions,
Identities and Masks (video-recording).
Hooks,
Bell. Outlaw Culture: Resisting Representations.
Lorde,
Audre. Sister Outsider.
Miller,
Casey and Kate Swift. The Handbook of
Nonsexist Writing (2nd Edition).
Morris,
Desmond. Bodytalk: The Meaning of Human
Gestures. Crown, 1995. This work explains his conclusions about the meaning
of human gestures.
Nair,
Savitry and Desmond Morris. “Hands that Speak Volumes”. UNESCO Courier, September 1993. Morris’ case study of the special
role of hand gestures, ‘Mudra’, in Indian culture.
Stage
Fright Productions. Body Language: An
Introduction to Non-Verbal Communication (video recording). Learning Seed,
1993. A teaching video that will help students become master communicators; it
provides comments on gestures, signals, eye contact, posture, and personal
space.
Websites
www.georgetown/edu/tannen/
– Home page for Deborah Tannen, with links to articles and books on workplace
communications and gender differences.
worWysiwyg://68/http://school.discovery.com/lessonplans/programs/thehumananimal/index.html
– specific lesson plans to teach non-verbal communication
http://zzyx.ucsc.edu/~archer/
– -excellent videotape series on nonverbal communication; website contains some
examples of different facial expressions and gestures and how they are
interpreted in
http://www.cal.org/ncle/digests/Speak.htm
– discusses the issue of speaking skills in the adult ESL classroom. It
describes what speaking involves and what good speakers do in the process of
expressing themselves.
http://intermundo.net/faq/kinesics.shtml
– -a set of fact sheets on nonverbal communication
http://www.shinnova.com/part/99-japa/abj17-e.htm
– -nonverbal communication in
http://members.aol.com/katydidit/bodylang.htm
– provides statistics and research on nonverbal body language, especially in an
American context
Nonverbal
communication in the business world
http://www.bizmove.com/skills/m8g.htm
– nonverbal communication in the business world and how it relates to being
part of a team
http://www.houckassociates.com/hint6.htm
– statistics and facts about all forms of nonverbal communication as well as
helpful hints
http://www.onlinewbc.org/Docs/market/mk_appear_nonverbal.html
– how to make an entrance, use body language, and gesture effectively
http://www.cyberbeach.net/~willows/cupw/local/site/body.htm
– How to present yourself well; using body language and nonverbal
communication; provided by a
http://www.pertinent.com/pertinfo/business/exercises/nonverbal.html
– Five-question quiz on nonverbal communication
http://www.uwindsor.ca:7000/comm.stud/rlewis/C101/lecture5/tsld006.htm
– a PowerPoint presentation with some
helpful subsections and headlines
Time: 600 minutes
This
activity develops students’ ability to develop an argument on a current issue
logically and support it with researched material. Students also present
arguments to members of the community in a panel discussion. This activity
allows students further practice speaking in a formal setting. Students may
refine their presentation in 4.3.4 for the culminating Activity 4.4.
PPV.01 -
identify and analyse the characteristics of effective presentations;
PPV.02 -
plan presentations for specific purposes and audiences;
PP1.04 -
analyse the use of rhetorical and stylistic devices in oral presentation;
PP1.06 -
explain the techniques effective speakers use to make convincing presentations;
PP2.02 -
analyse the context and needs of the audience when planning an oral
presentation;
PP2.03 -
select relevant and significant information from research to suit the purpose
and audience;
PP2.04 - apply knowledge of the characteristics
of effective presentations in planning a variety of presentations for a range
of audiences;
MVP.01 -
communicate orally for a variety of specific purposes and audiences, using the
forms, language, and techniques of effective oral presentations;
MP1.01 -
make presentations in a variety of forms for various purposes and audiences;
MP1.02 -
use appropriate and effective language in oral presentations;
MP1.03 -
use appropriate techniques in oral presentations;
MP2.01 -
create and use appropriate visual aids, such as flipcharts, posters,
transparencies, slides, videos, tables, and graphs, to clarify meaning in
presentations;
RPV.01 -
produce personal and critical responses to a variety of presentations;
RP1.01 -
use techniques of effective listening to understand ideas and information in
presentations;
RP1.03 -
assess the effectiveness of techniques used in oral presentations;
·
Students
must have some ability to provide and use peer assessment
·
Students
must be familiar with research and documentation methods.
·
Consider
the forums and issues best suited to the needs and abilities of the class and
how to review the structure of the forum with students. See Appendix 4H for
basic guidelines. One issue could be addressed by the whole class if a town
hall meeting is chosen, or several issues could be presented if a debate forum
is chosen.
·
Consider
the requirements for different physical organization of classroom space and
roles for students, as well as the need for different criteria depending on the
forum chosen. Check with teachers of other subject areas, for ideas and
resources on simulations. Science, Geography and History often use simulations.
·
Consult
teachers of other subject areas for topic ideas for the panel discussion to
which their classes could be invited.
·
Consult
the teacher-librarian to determine the resources available.
·
Consider
using a clip from Speaker’s Corner for initial activity, if available.
·
Review
the format for personal response and stages of writing process introduced in
Unit 1,
Activity 2 as well as appropriate persuasive language techniques introduced in
Unit 2.
·
Plan
the panel discussion in order to accommodate schedules of community members.
·
Consider
the use of a Works Cited page to verify sources. The teacher may wish to remind
students to check the validity of information on the Internet.
·
Arrange
alternate facilities (Library/Resource Centre or Computer Lab) to meet student
requests.
4.3.1
Student Activity: Students brainstorm list of relevant and personal issues to
prepare a 30-second stance. Once issue(s) are chosen, students prepare and
rehearse presentations, with the understanding that they will be taped.
Students make presentations. Students view videotaped presentations and
complete self-assessment using the rubric from 4.2. Students generate a list of
criteria for developing and presenting effective arguments.
Teacher Facilitation: The teacher introduces the task and
assists students in creating list of issues. The teacher may bring in local
newspapers or periodicals to generate ideas. The teacher circulates among
students to offer feedback and suggestions. Presentations are videotaped, if
possible. The teacher aids students in creating criteria for developing and
presenting a logical argument, reminding them to avoid sweeping
generalizations. (See Appendix 4F for suggestions.)
4.3.2
Student Activity: Students take notes on copyright awareness and complete an
open-book quiz.
Teacher Facilitation: The teacher provides lesson on
copyright awareness and provides quiz (see Appendix 4G). The teacher should
connect copyright awareness to the importance of academic honesty.
4.3.3
Student Activity: Students clarify their understanding of the assignment and
then generate criteria for evaluation rubric. Students research selected issue,
take notes and document sources. Students prepare arguments using criteria
developed earlier. Students present speeches and assess peers using rubric
generated by the class.
Teacher Facilitation: The teacher introduces a simulation
activity (see Appendix 4H) and reviews structure as well as proper research and
documentation methods required. The teacher leads discussion in generating an
evaluation rubric (see Appendix 4I for beginning template.) Depending on the
forum chosen, teacher assigns specific tasks/roles. The teacher circulates
among students and offers suggestions and feedback as students prepare and
rehearse. The teacher evaluates student presentations using evaluation rubric (Appendix
4I).
4.3.4
Student Activity: Students participate in a discussion to identify an issue
for which they can invite community members for a panel discussion. The class
generates a list of community members involved in the issue, and then students
complete one of the tasks required for the panel discussion. They also prepare
pertinent statements and/or questions for the panel, carrying out additional
research if necessary. Students participate in the panel discussion
presentation, either in a specific role or asking a question as a member of the
audience, and make notes in preparation for their response paper.
Teacher Facilitation: The teacher facilitates discussion,
encouraging students to consider an issue from 4.3.4 or to generate new ideas,
possibly from other courses they are taking. The teacher helps students to
generate a list of community members to invite and the requirements for a
successful presentation: invitations to community members; organization of
space; invitation of additional audience members (administrators, another
class); introduction and thanking of the panel; moderating the panel. The
teacher assigns these responsibilities as tasks for individual students or
groups. The teacher also outlines the requirement for a response paper using
Criteria for Developing and Presenting a Logical Argument/Evaluation Rubric.
The teacher circulates among students to help generate questions and
statements, and ensures that the panel discussion runs smoothly.
4.3.5
Student Activity: Students write a response to the panel discussion, in which
they highlight the key issues discussed by the panel, and summarize the
arguments made by at least one speaker. Students carry out paired peer editing
of their response paper before submitting them to the teacher.
Teacher Facilitation: The teacher assesses responses
using previous assessment criteria for personal response papers.
|
Task |
Tool |
Category |
Learning Skill |
|
30-second Stance |
Previous Rubric |
Knowledge/Understanding Communication Application |
Organization Works Independently |
|
Copyright Quiz |
True and False Quiz |
Knowledge |
Works Independently |
|
Debate or Mock Assembly or Town Council Meeting |
Rubric generated by students/ |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Teamwork Organization Initiative |
|
Response Paper |
Marking scheme |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Initiative Works Independently |
·
Provide
charts for organizing information.
·
Provide
more time if needed or other assistance (scribe, organizer)
·
Students
experiencing a high level of anxiety may be assigned role/task in chosen forum
and panel discussion best suited to their level of comfort.
Local
newspapers and periodicals
Dawe,
Robert, Barry Duncan and Wendy J. Mathieu. ResourceLines
9/10.
http//www.trytel.com/~pbkerr/copyright.html
Time: 240 minutes
This
final activity aims to help students further develop their polishing skills in
an oral presentation. Students revise and re-present an earlier oral presentation
from this unit; however, this time, the teacher creates a ‘problem’ that the
student will have to solve during the presentation. Emphasis is placed on
helping students create alternative strategies in a difficult situation.
PPV.01 -
identify and analyse the characteristics of effective presentations;
PP2.05 -
select and use effective rehearsal strategies to practise and polish a
presentation;
MPV.01 -
communicate orally for a variety of specific purposes and audiences, using the
forms, language, and techniques of effective oral presentations;
MPV.02 0
- use a variety of visual aids and technologies to clarify meaning and enhance
the impact of presentations;
MP1.01 -
make presentations in a variety of forms for various purposes and audiences;
MP1.02 -
use appropriate and effective language in oral presentations;
MP1.03 -
use appropriate techniques in oral presentations;
MP1.04 -
monitor audience reactions during a presentation and adapt delivery;
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;
RP1.05 -
compare their current oral communication skills with those required for
effective presentations and create a plan for improvement.
·
Students
must have some ability to self assess and an ability to make meaningful use of
peer and teacher feedback.
·
Students
must have kept past rubrics and marking sheets done during Unit 4.
·
Students
need to draw on their problem-solving abilities.
·
To
be consistent with current assessment strategies, the new mark generated by
re-working a previous presentation should replace the previous mark, as it
reflects the most recent level of achievement.
·
If
a student has achieved a level 4 in all previous activities in this unit, that
student may be permitted to bring in a presentation from another course to
revise instead.
·
Make
arrangements for technology requirements for student requests, if possible.
4.4.1
Student Activity: Students, with teacher guidance, choose their own best
‘major’ performance from Activity 4.1, 4.2, or 4.3 and refine it by adding in
at least two new elements and using earlier peer and teacher assessment from this
unit.
Teacher Facilitation: The teacher assists students in
choosing most appropriate performance to refine. The teacher helps students
brainstorm a review list of elements from Unit 2. Once list is generated, the
teacher assists students in choosing elements which are both appropriate to the
presentation and comfortable for the student to use. The teacher may wish to
review enhancing techniques learned in Activity 2.2.
4.4.2
Student Activity: Students generate a list of strategies to deal with
problems which may arise during presentation. Students role play possible
scenarios and make use of strategies and problem-solving techniques. Students
discuss effectiveness of strategies used.
Teacher Facilitation: The teacher creates a chart that
lists problems and solutions (e.g., problem is overhead does not work, solution
is check plug, bulb, switch). The teacher may ask students to state, in one
word, how they feel about dealing with problems that will arise. The teacher
uses each student’s one word stress level as a guide to determine which
problems are better suited to each student. For example, a confident student
may be given a challenging problem (e.g., there is no overhead projector to
use) whereas a less confident student may be given a less challenging problem
(e.g., the overhead is unplugged).
4.4.3
Student Activity: Students provide criteria for assessing their response to
problems and questions.
Teacher Facilitation: The teacher reviews previous rubrics
from Unit 4 with the class and ask students to add one new criteria: the
student’s ability to respond to problems and questions.
4.4.4
Student Activity: Students rehearse presentations.
Teacher Facilitation: The teacher circulates among
students as they rehearse and offer feedback and suggestions. The teacher also
asks each student one ‘practice’ question, in order to get students comfortable
with responding to unforeseen questions.
4.4.5
Student Activity: Students present new and improved presentation. When
individual presentation is complete, student completes Mastery Skills Checklist
(Appendix 4J) to assess mastery of presentation skills and response to
problem/question. Student then creates a plan for improvement to prepare for
Unit 5.
Teacher Facilitation: The teacher evaluates refined
presentation using a ‘revised’ rubric from Activity 4.1 or 4.3 (the teacher has
added one criteria: ability to respond to problems) and creates an appropriate
problem for each student. At the end of each presentation, the teacher asks one
question of each presenter (students are encouraged to ask questions of their
peers). The teacher returns rubric to students so they can compare both
presentations. If a student has not improved, this may indicate a high level of
stress with change and problems. The teacher can counsel the student to include
practical strategies to reduce stress in their improvement plan.
|
Task |
Tool |
Category |
Learning Skill |
|
Refined Performance |
Rubric (with added criteria) |
Knowledge Thinking Communication Application |
Initiative Organization Works Independently |
|
Self-assessment |
Mastery Skills Checklist |
Thinking Application |
Works Independently |
·
Provide
charts for organizing information.
·
For
a student who is experiencing a high level of anxiety, the teacher may inform
student of the specific difficulty that will arise and allow student to prepare
a solution beforehand; also, the teacher could tell the student the question
that will be asked of them.
·
If
a student has chosen to present to a smaller group, teacher will provide an
appropriate level of progression (e.g., present in front of four people, and
then eight people).
Appendix
4A – Marking Scheme for Autobiographical Story Evaluation
Name:
Criteria
|
Presentation Style |
|
|
|
Voice (clear, good volume) |
4 |
|
|
Eye Contact (with audience) |
3 |
|
|
Body Language (effective and enhancing) |
3 |
|
|
Content |
|
|
|
Clear Introduction (of items) |
2 |
|
|
Relevance (of Choice) of Items |
3 |
|
|
Interest Created (engagement of audience) |
3 |
|
|
Autobiographical (relates to personal history) |
3 |
|
|
Clear Ending |
2 |
|
|
Completeness/Work
Habits |
|
|
|
Ready on Time |
2 |
|
|
Items are (carefully) pre-selected |
2 |
|
|
Three Stories (relating to three Items) |
3 |
Total /30 Marks |
Needs of
Children – Action Plan Checklist
|
Category |
Specific Description |
Strategy 1 |
Strategy 2 |
Self-assessment |
|
Physical Needs |
|
|
|
|
|
Emotional Safety Needs |
|
|
|
|
|
Social Needs |
|
|
|
|
|
Learning Style Needs |
|
|
|
|
Examples
of descriptions to direct brainstorming (Activity 4.1.4)
|
Physical Needs: |
- Need for nutrition break, if applicable - Need for washroom break, if applicable - Need to be active |
|
Emotional Safety Needs: |
- Understanding that all topics must be suitable to age - Understanding the need to create a sense of safety for children |
|
Social Needs: |
- Identify the presentation form appropriate to child’s age - Need to make content relevant to children’s lives |
|
Learning Style Needs: |
- Understanding the development stage of the children - Consideration of general attention span of age group - Need to allow children to ask questions and tell own stories |
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding Demonstrates knowledge of the purpose and characteristics of an oral story Demonstrates knowledge of the needs of children Demonstrates understanding of the hero model |
- demonstrates knowledge and understanding with limited effectiveness |
- demonstrates knowledge and understanding with some effectiveness |
- demonstrates knowledge and understanding with considerable effectiveness |
- demonstrates knowledge and understanding with high degree of effectiveness and clarity |
|
Thinking/Inquiry Shows creativity in the presentation content and delivery |
- shows limited creativity in the content and delivery |
- shows some creativity in the content and delivery |
- shows creativity in the content and delivery |
- creativity in the content and delivery enhanced the presentation by captivating the children |
|
Communication Communicates information clearly Engages child through clear and appropriate expression |
- communicates with limited clarity- limited engagement of children. |
- communicates with some clarity- some engagement of children |
- communicates with suitable clarity- considerable engagement of children |
- communicates with a great degree of clarity- full engagement of children |
|
Application Applies knowledge of: · the needs of children; · how to engage children; · oral communication skills. |
- limited application of the needs of children, how to engage children, and oral communication skills |
- some application of the needs of children, how to engage children, and oral communication skills |
- good application of the needs of children, how to engage children, and oral communication skills |
- excellent application of the needs of children, how to engage children, and oral communication skills |
Please
copy Teacher Side for the Peer Side of the rubric and add the following cells:
|
Peer Comments: |
Positive qualities of the presentation: |
Areas for future improvement: |
|
Group Member Names: |
|
|
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
|
From |
To |
|
airline steward, stewardess |
flight attendant |
|
cameraman, camera girl |
camera operator |
|
draftsman |
drafter |
|
fisherman |
fisher |
|
foreman |
supervisor |
|
gateman |
gate attendant |
|
hat-check girl |
hat-check attendant |
|
maid |
house worker, domestic worker |
|
mailman |
letter carrier, mail carrier |
|
manpower |
personnel, staff, labour, human resources |
|
newsman |
reporter, journalist |
|
repairman |
repairer |
|
salesman |
sales agent, sales associate |
|
spokesman |
spokesperson, representative |
|
watchman |
guard |
|
waitress |
server, waiter |
|
workman |
worker |
|
workmanlike |
efficient, skillful |
|
Written
Announcement/Invitation has (where applicable): |
Yes |
No |
|
Clearly stated time, date, place, price, rsvp, directions, phone number |
|
|
|
Clearly stated reason |
|
|
|
Proper spelling and grammar |
|
|
|
A polished and professional look |
|
|
|
Oral Announcement / Invitation has (where applicable): |
|
|
|
A clear, confident voice |
|
|
|
Clearly stated information (time, date, place, price, rsvp, phone #, directions Or public service information that clearly explains procedures) |
|
|
|
Clearly stated reason |
|
|
|
A polished and professional sound |
|
|
·
Has
logical order (beginning, middle, end)
·
States
stance on issue and outlines key points
·
Main
point is clear and thoughtful
·
Supports
argument using variety of challenging, reliable and appropriate resources
·
Supports
argument using appropriate evidence, examples and quotations
·
Clear
organization of key points and supporting evidence
·
Use
of persuasive language, rhetorical devices
·
Strongly
addresses counter-argument
·
Communicates
strong sense of audience and purpose
·
Speaks
clearly and expressively
·
Natural
effective gestures that enhance emphasis
·
Maintains
eye contact
·
Confident
and natural posture throughout
·
Excellent
enunciation and pronunciation
·
In
command of presentation
Open
Book Copyright Quiz
__1. The author of a work has no rights once he
or she assigns copyright to someone else.
__2. Copyright law is governed by the Copyright
Act.
__3. Copyright law does not protect computer
software.
__4. A person who has the copyright to a work
may reproduce the work.
__5. Copyrights can be registered at any
government office.
__6. Copyrights must be in writing to be valid.
__7. Copyright protects a work from being copied
by others.
__8. Copyright is valid for up to a year.
__9. A copyrighted work may be reproduced
without permission.
__10. An author may choose to give up their moral
rights under the Copyright Act.
Answer
Key 1. F, 2. T, 3. F, 4. T, 5. F, 6.
T, 7. T, 8. F, 9. F, 10. T
|
Forum |
Definition |
Structure |
Roles |
|
Debate |
- formal method by which two or more present opposing arguments on an issue |
- each side is given a specific amount of time (usually 2-3 min.) to present opening statements - Rounds (usually 2-3 min.) –each side presents an argument and has the opportunity for a rebuttal (a response to opposing side’s argument) |
Affirmative Side –side for the issue Negative Side –side against the issue Judge/Adjudicator –determines winner of debate Moderator –makes sure rules/procedures followed |
|
Committee using consensus decision-making |
- committee with a specified task, usually to make policies or decisions that will affect a larger group of people (e.g., school council deciding on a school dress code) |
- usually begins by going round the table, where each member states a position, followed by identification of those things on which there is agreement, and then discussion to try to reach a decision that everyone can live with |
Chairperson facilitates discussion Members – represent various stakeholder positions |
|
Mock Parliamentary Assembly |
- a type of debating where two sides can express opposing viewpoints on an issue. This type of controlled debate is used in Parliament to debate new legislation. |
- prime Minister (5 min.) - crown Speaker (7 min.) - opposition Speaker (7 min) - leader of the Opposition - see ResourceLines, p. 175, for details |
Prime Minister –outlines stance of government Leader of the Opposition – attacks weaknesses in PM’s argument and outlines position of opposition |
|
Town Hall Meeting |
- a meeting that is usually held locally to discuss a controversial issue affecting the community in an attempt to reach a resolution. |
- usually organized like a panel discussion where various community members are given an opportunity to speak - sometimes a mediator or leading local politician runs the meeting |
- mayor - town councillors - citizens (parents, seniors, youth) - business groups - local organizations - the Press - any other members of community affected by issue |
_____________________________
Task to be evaluated
|
Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ |
- demonstrates limited understanding of issue |
- demonstrates some understanding of issue |
- demonstrates considerable understanding of issue |
-demonstrates thorough understanding of issue |
|
Thinking/Inquiry |
- develops and explains argument with limited effectiveness |
- develops and explains argument with some effectiveness |
- develops and explains argument with considerable effectiveness |
- develops and explains argument with high degree of effectiveness and clarity |
|
Thinking/Inquiry (add this row to the rubric if used in 4.4) |
- uses problem solving skills with limited effectiveness |
- uses problem solving skills with some effectiveness |
-uses problem solving skills with considerable effectiveness |
- uses problem solving skills with a high degree of effectiveness |
|
Communication |
- communicates with limited sense of audience and purpose |
- communicates with some sense of audience and purpose |
- communicates with clear sense audience and purpose |
- communicates with strong sense of audience and purpose |
|
Application |
- uses limited gestures |
- uses some appropriate gestures |
- uses appropriate gestures effectively |
- uses natural effective gestures |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Mastery
Skills for Effective Presentations
NW -
Needs Work
G – Good
E –
Excellent
|
Responds to problem well |
NW |
G |
E |
|
Responds clearly to teacher/class question |
NW |
G |
E |
|
Clear, engaging voice |
NW |
G |
E |
|
Eye contact |
NW |
G |
E |
|
Confident, appropriate body language |
NW |
G |
E |
|
Does not read from page |
NW |
G |
E |
|
Effectively enhances presentation |
NW |
G |
E |
|
Uses variety of technology |
NW |
G |
E |
|
Appropriate vocabulary |
NW |
G |
E |
|
Uses inclusive, nondiscriminatory language |
NW |
G |
E |
|
Keeps attention of audience |
NW |
G |
E |
|
Avoids verbal tics (um, uh, like) |
NW |
G |
E |
|
Organization |
NW |
G |
E |
|
Does not fidget |
NW |
G |
E |
|
Clear beginning |
NW |
G |
E |
|
Clear middle |
NW |
G |
E |
|
Clear ending |
NW |
G |
E |
|
Adapts to needs of audience |
NW |
G |
E |
Three
areas I need to work on and how to improve them:
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