English Language Arts 20
Module 2: Recollection
Lesson 5: Family and Peer Relationships
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Lesson 5
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Lesson 5
Objectives
In Lesson Five students will have the opportunity to:

use appropriate language to discuss drama.

respond to drama.

respond to conversation orally.

note and use different levels of language.

note and correctly use commonly confused words.

review the basic structure and presentation of the
paragraph.

use critical listening strategies.

read dramatically.

prepare and present a dialogue.

prepare and present a formal speech.

evaluate speaking and drama.
REQUIRED RESOURCES:
Someday by Drew Hayden Taylor (Available in bookstores and online
bookstores.)
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Lesson 5
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Lesson 5
Introduction
Family and peer relationships, though a great source of
comfort and encouragement, can be complicated by many
personal issues and outside influences. Readers will notice
just such complex family relationships in the excerpt from the
funny but heart-wrenching play, Someday by Drew Hayden
Taylor and included later in Lesson Five. Responding to
drama and oral speaking will also be focuses of this lesson.
The Language of Drama
All drama whether presented on stage, screen, television, or
radio starts with a script. It is a good idea to review some of the
language we use to talk about drama. Begin reading the play
Someday by Drew Hayden Taylor.
A drama is a story in prose or verse form, especially a serious story, that is
intended to be performed by actors before an audience.
At the beginning of a play the reader will find a cast of characters (a list of
characters) who will appear in the play. Sometimes the author, or the playwright,
also chooses to briefly describe each of the characters. An introduction to the play
may be included to provide the reader with information about setting, background,
and characters. The body of a play is called the script. It is written in dialogue with
stage directions interspersed throughout. Dialogue is what the characters say
during the play. These conversations show what the characters are like and move
the action of the play forward. A single character may deliver a monologue (a
speech directed to the audience) which reveals important information about her
character, other characters, or the plot. The name of the character speaking is
separated from the dialogue by a colon ( : ). Stage directions (which include
descriptions of the lighting, music, scenery, props, costumes, and characters’
expressions, entrances, and exits) are usually found in italics within the dialogue of a
play.
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Lesson 5
As you reading the play, note how the stage directions help the reader to understand
the action of the story.
Mel and Frank are sitting alone in their classroom. Frank looks annoyed and
shakes his head, “No” at Mel. She looks angry. Then, suddenly, she
snatches Frank’s Tour de France T-shirt and runs to the window of the
classroom.
FRANK: Good grief! What are you doing, Mel? Mel?
(uncertainly) Mel, stop that! (panicky)
MEL: (in a nasal voice, like an old-fashioned movie mobster) If
you evah wanna’ see yo’ preceeous Tour dee France shirt again,
(She dangles it outside the window) you’ll gimme’ yo’ homework.
NOW. (commandingly)
As you read a play it is important to try to picture the setting, music, and action on
stage. The characters should look and sound a particular way, according to the
playwright’s directions.
The story of a play is divided into scenes. Each scene has its own particular setting
(time and place) and may focus on a single incident. Long plays are divided into
acts. An act is a group of smaller scenes. There may be an intermission or a
break between the acts of a play.
The story of a play is its plot: a plot is a series of events in a drama which usually
occur in chronological (time) order. Every interesting story includes conflict which is
a struggle between opposing characters, forces, or ideas. As in a novel, a drama’s
plot includes an introduction, rising action, climax, falling action, and
conclusion.
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Lesson 5
The following is a sample plot diagram.
climax
major crisis
falling action
rising action
conclusion
inciting force
introduction
The conclusion can sometimes be referred to as the denouement. In either case, it
refers to the moment, near the end of the play, when the major conflict is resolved.
The plot includes a protagonist, who is the main character in a drama, and an
antagonist, who is the opponent to or the opposite of the protagonist in the drama.
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Lesson 5
\
Comprehension Check
Using the preceding information regarding drama, circle
the word or phrase which best completes each sentence.
1.
A (drama / book) is a story written to be acted out
before an audience.
2.
A cast of characters can be found at the (end /
beginning) of a play.
3.
A (script / book) includes dialogue and stage
directions.
4.
(Stage directions / Dialogue) is what the characters
say in the play.
5.
Descriptions of lighting, music, props, costumes,
scenery and characters’ expressions, entrances and
exits are included in (writing instructions / stage
directions).
6.
A (dialogue / monologue) is a speech often directed to
the audience during a play and it reveals important
information about the character or plot.
7.
An act may include several (plays / scenes).
8.
The series of events in a drama is called the (plot /
conflict).
9.
The conclusion may also be called the (grand finale /
denouement).
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Lesson 5
Reading Drama
Before you read a full length play or an excerpt from a play, scan its parts, just as
you would before reading a book. Look briefly at the title, cast of characters, number
of scenes or acts, illustrations or photos, opening stage directions, and the
introduction to help you to visualize the setting and characters of the drama you will
read. Then, read the play silently, taking note of stage directions and pausing
occasionally to summarize what you have just read and to predict what might
happen next. Finally, read important parts of the play aloud, remembering to read
aloud only the dialogue and to add expression to your voice appropriate to the stage
directions.
Someday
Someday, by Drew Hayden Taylor, is an entertaining and realistic two-act play
based on an Ojibway family mistakenly separated long ago by the Children’s Aid
Society. Now, after thirty-five years, Anne Wabung has the means to fulfill her
yearning to see her first born daughter again. Grace Wabung was a toddler when
she was taken from her mother, Anne, by Children’s Aid workers. The characters in
Someday find that their true family relationships are not what they expect them to
be.
The cast of characters is:
Rodney, 25, friend of the family
Barb Wabung, 23, Rodney’s girlfriend
Anne Wabung, 53, mother of Barb and Janice
Janice (Grace) Wirth, 35, the long-lost daughter/sister
To help you get into the “mind set” of the characters in Someday, ask yourself:


How would you feel if you were to meet someone again whom you had not seen
for several years?
What would you do if you won five million dollars?
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Lesson 5
In Act One of Someday, just before Christmas, Anne Wabung has
won five million dollars in the lottery. She has just returned to her
dilapidated reserve home after claiming her prize in Toronto with
Barb and Rodney. In spite of the aid of private detectives, Anne has
been unsuccessful in finding her eldest daughter, Grace. She has
also left her name on the adoption registry should her long lost
daughter wish to find her. Anne believes that children removed from
the reserve when youngsters belong with their biological family in
spite of their subsequent upbringing. Rodney disagrees with Anne. He also has a
spat with Barb over his commitment to their relationship. When the following excerpt
begins Barb has just slammed the door behind Rodney and he has stepped out into
the cold winter night.
As you are reading part of Act One of Someday, think what your reaction is to the
idea that authorities can and do remove children from their families. Jot down your
ideas as you may wish to discuss them with your peers later on.
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Lesson 5
Activity A
Virtual Students Talking Circle
(3)
1.
Write a few brief notes here in response to the following issue questions.
Your notes are meant to help you organize your thoughts before listening to
and participating in our virtual students’ talking circle. You will receive full
marks for writing notes in point form.
Issue Questions

Who benefits when authorities remove children from their families? Explain.

Should parents be allowed to contact their children once the children have been taken
away? Explain.

Should children who have been raised by people other than their natural parents be
returned to the natural parents if more than ten years has passed since the separation
occurred? Explain.
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Lesson 5
2.
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Our virtual students will participate in a talking circle to help
them respond to some of the issues in Someday. Mrs.
Tenshun instructs them to sit in a circle. Then she explains
that students should express their own views and appreciate
the views of others. The purpose of the talking circle is to
react to issues without offending anyone, rather than to try to
convince anyone. One by one, each student will hold a small
stone. Only the student holding the stone will be allowed to
speak. She will pass the stone to the next student to indicate
the end of her turn. This procedure continues until all
students have had the chance to speak, uninterrupted.
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Lesson 5
(3)
Complete the chart below as you listen to the views of our
virtual students in Virtual Students Talking Circle on your English
Language Arts 20 listening tape. The first two virtual responses
have been recorded for you. Listen to your sound files.
Virtual Student
Person Who Benefits
Jenny
the child and the parent
Adrian
the society
Parent Contact
Yes/No
No
Yes, if both want to
Return to Parents
Yes/No
No
Yes, if parents are
suitable
Frank
Mel
(6)
3.
Now, it is your turn to react to this issue! Review your responses to the
issue questions in question one of Activity A. Before you respond on
tape, record your identification (your name, your course name, the
assignment number, the Activity letter, and the question number).
Then, in complete sentences and in a clear audible voice, record your
views based on the issue questions. Phrase your answer so that the
question is clear. Your responses will be graded the following way.
0-2
No responses or inaudible
or incoherent responses
were made.
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A good effort was made to
respond to issue questions
but portions of ideas or
statements were
incomplete.
13
5–6
Clear responses and views
for each of the issue
questions were delivered in
complete sentences
Lesson 5
Characterization
Characterization refers to the way a writer develops her characters.
Methods of characterization include:
 the character’s physical description
 the character’s thoughts
 the character’s actions
 the character’s speech
the character’s reaction to events and other characters
the reaction of others to the character
Do not confuse character traits with characterization. Character traits are the
specific qualities that a character in a story or play exhibits, such as honesty, greed,
loyalty, adventurousness, and so on. The way the author of a story portrays these
qualities in a character is called characterization.
The following diagram, which shows three character traits of Anne Wabung,
illustrates how an author can use different methods of characterization. Each
character trait is shown by a particular quotation from Someday.
Anne Wabung
1. “ I told you my baby would
come home someday. She’s
coming home! She’s coming home!”
(Anne)
1. the
character’s
reaction to
events.
1. deeply faithful
2. apprehensive
3. romantic
2. “ I can’t look. I can’t look.
Let me know when you
see her.” (Anne)
3. “ In a strange sort of way,
it’s kind of romantic.”
(Rodney)
Character
Trait
2. the
character’s
actions
3. the reaction
of others to
the character
Quotation
Method of
Characterization
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Lesson 5
Personal qualities that a character displays are called character traits. You may use
the following list for ideas about what character traits Anne Wabung or Rodney
display in Someday.
Physical
womanly, manly, homely, beautiful, handsome, delicate, elegant,
charming, fascinating, neat, dapper, stylish, agile, spirited, masculine,
feminine, hideous, coarse, gawky, repulsive, odious
Mental
idealistic, scholarly, wise, talented, apt, rational, shrewd, prudent,
observant, subtle, cunning, ignorant, illiterate, foolish, narrow-minded,
simple, shallow, dull, idiotic, demented, paranoid
Spiritual
pious, devout, holy, saintly, godlike, skeptical, agnostic, atheistic,
irreligious, profane, sacrilegious, blasphemous, materialistic, diabolic,
fiendlike
Social
civil, tactful, courteous, polite, amiable, cheerful, jolly, debonair,
elegant, anti-social, antagonistic, impudent, insolent, ill-bred, illmannered, boorish, sniveling, sullen, crusty
General
distinguished, noble, admirable, refined, generous, humane,
compassionate, tolerant, radical, reactionary, ambitious, industrious,
resourceful, earnest, determined, confident, plucky, sober, serious,
natural, unaffected, naïve, shy, meek, modest, docile, serene, pensive,
moody, mediocre, petty, stingy, ruthless, vindictive, intolerant, lazy,
parasitic, worthless, unstable, irresponsible, cowardly, impulsive,
reckless, insincere, artificial, hypocritical, self-centered, mulish, smug,
malicious
There are many more words than those listed above which describe character.
As you noticed in the excerpt you read from Someday, dialogue between characters
can reveal many character traits.
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Lesson 5
Levels of Language and Dialect
Drew Hayden Taylor’s entertaining dialogue in Someday used a level of language
which realistically portrayed the characters in the play while remaining appealing to
the average viewer or reader of the drama.
Effective communication suits the purpose of the message and the audience to
which the message is directed. Acceptable speech amongst friends may not be
acceptable at a formal dinner with the Prime Minister! We use much more formal
language when writing a research essay for a class assignment than we would if we
were to e-mail a friend.
Level of language refers to the type of words a speaker or writer chooses
to express a message. There are four levels of language in English: formal
English, informal English, colloquial English, and slang. Each level of
language is appropriate for different occasions.
Read “Levels of Language” in the “Communication Strategies”
section of your English Language Arts Ready Reference.
Comprehension Check
Circle the word or phrase which best completes each of the following
statements.
1.
Choosing the appropriate level of language depends on your audience
and your (purpose / spelling).
2.
(Formal language / Informal language) uses sophisticated vocabulary
and longer sentences, avoids contractions, and is impersonal.
3.
Informal language is less (conservative / modern), dignified, and exact
than formal language. Examples of informal language include:
newspaper editorials, magazine articles, and most school writing.
4.
Colloquial language is used in (casual conversation / formal speeches)
but rarely in school writing.
5.
Slang is a type of (informal / formal) language that is often peculiar to a
local group, limited in size. Slang can be short-lived.
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Lesson 5
A dialect is the distinctive manner of speaking by groups in a particular
region, time period or social class. Pronunciation, emphasis, slang, rate
of speech, and idioms are all affected by dialect. For example, modern
Saskatchewan teenagers pronounce words and express ideas differently
(e.g. Didja see that?) than teenagers in the Southern United States during
the 1930’s (e.g. Did you all see dat?).
Have some fun with levels of language. Take the following quiz to determine which
level of language has been used in each statement.
What Level is it?
Label each of the following statements with the appropriate letter, depending on the level of
language highlighted in the example: F - Formal language, I - Informal language, C Colloquial language, S - Slang.
1.
____
It’s tough to make predictions, especially about the future. (Yogi Berra)
2.
____
Why dis someone so perfectly abnormal?
3.
____
The best of seers is he who guesses well. (Euripides, fragment)
4.
5.
____
____
Thank you for not being perky.
Do they ever shut up on your planet?
6.
____
Youth sheds many a skin. The steed (horse) does not retain its speed
forever. (Irish Proverb)
7.
____
A revolution is not a bed of roses … a revolution is a struggle to the death
between the future and the past. (Fidel Castro, speech, 1961)
8.
____
It was odd that such a highfalutin lady had such rambunctious kids.
9.
____
The voice of the intellect is a soft one, but it does not rest till it has gained a
hearing. (Sigmund Freud, The Future of an Illusion)
10.
____
Therapy is expensive, poppin’ bubble wrap is cheap! You choose.
11.
____
Keep body and soul together - avoid fast food!
12.
____
The surest way to corrupt a youth is to instruct him to hold in higher esteem
those who think alike than those who think differently. (Friedrich Wilhelm
Nietzsche)
13.
____
On the other hand, shrinks don’t like small cities - the isolation sometimes
gets to them. (“Inside Track,” Saturday Night)
14.
____
For a thousand years in thy sight are but as yesterday when it is past, and
as a watch in the night. (Bible, Psalms 90:4)
15.
____
Therefore I summon age / To grant youth’s heritage. (Robert Browning,
Rabbi ben Ezra, 13)
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Lesson 5
16.
____
Therefore I summon age / To grant youth’s heritage. (Robert Browning,
Rabbi ben Ezra, 13)
17.
____
That shyster had to be on the make.
18.
____
In my youth I stressed freedom, and in my old age I stress order. I have
made the great discovery that liberty is a product of order. (Will Durant,
quoted in Time)
19.
____
Every dog has his day.
20.
____
The prophet and the martyr do not see the hooting throng. Their eyes are
fixed on the eternities. (Benjamin N. Cardozo)
21.
____
The only function of economic forecasting is to make astrology look
respectable. (John Kenneth Galbraith)
Answers: 1.S, 2.S, 3.F, 4.C, 5.S, 6.F, 7.I, 8.S/C, 9.C, 10.S, 11.C, 12.F, 13.S/C,
14.F, 15.F, 16.S/C, 17.F, 18.C, 19.F, 20.F
In the preceding quiz, did you notice that some writers mix levels of language to
create a particular effect? As a general rule, it is not appropriate to mix levels of
language in schoolwork. If in doubt as to a word’s level of language, refer to your
dictionary. Many dictionaries carry information about the level of language of a word
as part of the entry for each word.
Informal
level of
language
For more information on how to use a dictionary, you may refer to Lesson One, The
English Language Arts Ready Reference, and/or the “Guide to the Dictionary” or
“Introduction” in your own dictionary.
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Lesson 5
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Lesson 5
Activity B
(9)
Review the play from Someday to help you complete the diagram below. Complete
this diagram on either Barb Wabung or Rodney. Print the name of the character you
choose to examine in the space provided to the upper left of the diagram. Write
three character traits in the smallest circle. To the right and in the second circle, list
a quotation which illustrates each character trait. On the far right and in the largest
circle, state what method of characterization the author used in each case.
Name of character:
_______________
1. _________
1. ______________________________
_______________
________________________________
________________
_________________________________
__________________________________
1. _____________
2. ______________
3. _____________
2. __________________________
__________________________
_________________________
_________________________
3. ____________________________
___________________________
_________________________
_______________________
Character
Trait
2.___________
____________
____________
3. __________
_____________
___________
Quotation
Method of
Characterization
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Lesson 5
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Lesson 5
Activity C
Decide which two words or phrases in each of the following paragraphs do not
match the level of language used in the rest of the paragraph. Then write these two
words or phrases on the lines provided below each paragraph.
(2)
1.
I was kept in the prison of Ludwigshafen for six weeks, first because of my
alleged cruddy health, later because scarlet fever had broken out in one of
the transit prisons and a quarantine was ordered for all prisoners en route to
Berlin. But eventually the ban was lifted and the warder could no longer find
any true-blue excuses for holding me back without risking his job and
security. One day, therefore, about the middle of March, the two girls and I
were taken to the station and put on a prison train consisting of many
carriages, with no windows other than small barred light shafts in the roof.
(Eva Brewster, Progeny of Light / Vanished In Darkness, p.103)
1. ____________________________________________________________
2. ____________________________________________________________
(2)
2.
It took some will power but Joey laid down the package - with an exhalation
of carbon dioxide he thought he had coming - and opened the envelope to
satisfy his mother’s curiosity; his own curiosity was focused on the package
at his feet. “Hey, look!” He waved the card toward his mother and dropped
to his knees to rend asunder the package. Inside was a scale-model Penn
State football jersey, just big enough for someone newly turned eleven, navy
blue, with the white numerals 22 on the back below the name
“CAPPELLETTI.” “Wow! Look at this!” (Richard E. Peck, Something For Joey,
p.136)
1. ____________________________________________________________
2. ____________________________________________________________
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Lesson 5
(2)
3.
We tried a couple of other sloughs on the way home without success, until I
finally ascertained the presence of a lone loon out in the middle of a big
slough. It was about a hundred yards away, but I tried one shot and couldn’t
believe it when I hit it. Now the problem was retrieving it. There was only
one solution, so I peeled off naked and swam out to the bird. Ernie howled
with laughter when I came back with the bird tucked under my chin like a
bird dog, but at least we were going to eat that night. When I climbed out of
the water with my prize I looked down and beheld my whole body covered
with black leeches, stuck tight. ( Stewart Dickson, Hey, Monias!, p.115)
1. ____________________________________________________________
2. ____________________________________________________________
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Lesson 5
Commonly Confused Words
Any time someone reads, writes, speaks, or listens, it is important not to confuse
one word for another. Homonyms (words which sound alike) can be easily confused
for one another. Other words are easily confused because they have similar
spellings.
Comprehension Check
Circle the word or phrase which best completes each of
the following statements.
1. Words that are confused by people when they speak
and write usually either look alike or (sound / smell)
alike.
2. When a word is misused the seriousness of the
message is (emphasized / lost).
3. People often assume they know the correct meaning
of a word when, in fact, they have been making (a
correction / an error) for years.
Refer to “Commonly Confused Words” in your English
Language Arts Ready Reference for help in completing the
following proofreading exercise.
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Lesson 5
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Lesson 5
Activity D
(5)
Every highlighted word in the e-mail message that Mel (one of our virtual students)
is sending to a friend may or may not be incorrect. When necessary, write the
correct form of the word above its incorrect form.
Hiya Deb!
Am I ever glad its Friday today: I’ve had a tough week! Mom got on my case about not
doing enough schoolwork even though I passed all my coarses this term. (O.K., just barely.)
She said that I could probably put all I no into one losely tied handkerchief. I was quit
shocked to say the least, so I asked her if I should quit school. Than it was her turn to be
very shocked! Mom got all weepy and told me that she hadn’t meant her advise to have
that affect on me. The write thing to do was to stay in school. You could tell her
conscience was bothering her because she made a lot of my favorite dessert - double
chocolate-chocolate chip cookies. She even asked
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Lesson 5
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Lesson 5
me weather or not I’d like to eat at a restaurant Friday night. When I said that Kiddy Burger
Land would be fine, she looked surprised. I’ve been too cool too eat their for ages. But it’s
O.K.. We can’t afford allot and as long as I’m with Mom, I’ll be all right. Good ol’ Mom. I
knew she’d encourage me to do the right thing. She wouldn’t want to see me out of work,
with no education, lying about are house all day. You know, I don’t tell her, but she’s my
favorite person, besides you, that is.
Whose you’re favorite person to except advice from? What about Jenny and Adrian? Who
do you think are there favorite people?
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Lesson 5
The Paragraph
Paragraphs can be presented in two main ways. Traditionally, a handwritten
paragraph begins with the first word indented and leaves blank space after the last
word. A new paragraph begins on the following line. A 2.5 cm margin is left on both
the left and right sides of the paragraph.
Indent
Method
first word
indented
2.5 cm margin
2.5 cm margin
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blank after
last word in
paragraph
Since the use of word processors has become widespread, another way to present
the paragraph has become acceptable. The paragraph begins at the left margin
without an indent and leaves blank space after the last word. A 2.5 cm margin is left
on both the left and right sides of the paragraph. A new paragraph begins after a
double space.
Block
Method
first word
begins flush
with left
hand margin
2.5 cm margin
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29
2.5 cm margin
double space
between paragraphs
Lesson 5
It is important to remember to use only one method of paragraph presentation in the
body of a longer piece of writing. If handwritten, use the Indent Method; if word
processed, use the Block Method. However, if a paragraph is submitted alone, it
must begin with an indented word.
A paragraph is a group of sentences related to one main idea. The main
idea is expressed in the topic sentence. The body of the paragraph is a
group of sentences which add facts, details, and examples about the main
idea. The concluding sentence provides a logical, often emphatic ending
to the paragraph.
There are several clear steps a writer follows when writing a paragraph. First, a
writer must choose a topic. A topic or a title is usually a general idea expressed as a
sentence fragment. For example, the topic of Mel’s e-mail message to her friend
(Activity D) might have been “A Rotten Week.” The next step an effective writer
completes is to narrow the topic, keeping in mind the audience and purpose. Mel
chose to talk about a particular week and its events to her friend. Third, a writer
must create a topic sentence. Mel’s topic sentence in Activity D was, “Am I ever
glad it’s Friday today: I’ve had a tough week!” Next, Mel gathered ideas for the body
of the paragraph and arranged them in a particular order. She used order of time.
Then she wrote her first draft to which she added a conclusion, “You know, I don’t
tell her, but she’s my favorite person, besides you, that is.” Mel did not revise and
proofread the paragraph, which are the last steps in the process of writing a
paragraph.
Any time you write a paragraph, you can check to see that you have used the
following steps in the paragraph writing process.

Choose a topic (which may become the title).

Narrow the topic, keeping in mind audience and purpose.

Write a topic sentence.

Gather, select, and arrange ideas for the body of the paragraph in a particular
order.

Write a concluding sentence.

Revise for content.

Proofread for language and grammar errors.
Well organized paragraphs encourage the reader to continue reading!
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Lesson 5
It’s How You Say It!
Have you ever noticed that you prefer listening to some people over others? One
thing that contributes to how well a listener pays attention to a message is how the
message is presented, or delivered. Delivery refers to what a speaker says as well
as how it is said. Delivery is an important part of presenting dialogue and of formal
public speaking.
Delivery refers to the way a message is presented to a particular
audience. It includes


verbal elements: how loudly, clearly, accurately, and expressively
a speaker pronounces words.
nonverbal elements: gestures, stance, and eye contact of a speaker.
It is easy to see that the delivery of a message is as important as the content of a
message.
There are many verbal and nonverbal elements which affect speech. If you have
ever played billiards, or pool, you soon noticed that you must decide which ball you
want to hit, then aim to strike the cue ball so it strikes another ball or other balls
appropriately. Just as in billiards, it is important to decide on your purpose, and to
aim your speech in both content and delivery to suit your audience.
Most important in any public type of public speaking is that a speaker’s words be
understood, and that the speaker’s voice is varied enough in expression to maintain
audience interest. There are several elements of verbal delivery.
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Lesson 5
Volume is the loudness or softness of the voice. The audience must be
able to hear the speaker. On the other hand, the speaker must not
speak too loudly, or yell.
Rate is the speed with which a person talks. It is important not to speak
too quickly during a speech, although there is no one correct rate of
speech. Rate of speech can vary according to expression, emphasis,
and content of a message.
Pauses are the silences between syllables, words, or sentences.
Intentional pauses can help emphasize a thought. Comedians use
pauses to add impact to their jokes. Speakers should avoid filling
pauses with meaningless sounds or words like the following: ah, er, um,
and, you know, so, and so on.
Articulation refers to the clarity of pronunciation. The audience must be
able to hear clearly all of the speaker’s words. Some phrases often said
too rapidly to be articulated correctly are: lemme (let me), wanna (want
to), gotcha (got you), dint (did not), and wouldya (would you). It is
important for a speaker to slow the rate of speech enough so that each
word can be articulated clearly.
Pronunciation is the sound of spoken words. Sometimes a dialect can
affect pronunciation. Speakers should aim to present their speeches in
standard English, with emphasis on the appropriate syllable, and with no
sounds left out or added (e.g. “po lice” instead of “po lice” or “ask”
instead of “aks.”)
Inflection helps convey the meaning of a speaker’s words. For
example, in response to a question, a speaker might answer, “You think
I did it” in a low pitch indicating disappointment, or in a high pitch,
indicating indignation or a question. Pitch is the highness or lowness of
the voice. Men tend to have a lower pitch in their voices than do women.
Varying pitch during speech to add expression is called inflection.
Tone refers to the expressiveness or emotional quality of the voice. Did
the speaker sound interested or bored? Nervous or calm? Dramatic or
factual?
How well a speaker talks affects the speaker’s credibility, or to what extent the
speaker will be believed by the audience.
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Lesson 5
Any time we listen to people, we react to their body language. Body language helps
us interpret the message of a speaker. For example, if you were to ask a favor of a
friend and she replied, “Sure, that’s no problem,” but she crossed her arms and
stiffened at the same time, you would probably realize that she resented granting
you the favor. Nonverbal elements of language can be just as powerful a
communication tool as verbal elements of language. There are several nonverbal
elements of delivery.
Making eye contact with the members of the audience opens
communication, keeps the audience interested, provides feedback, and
makes the speaker believable. It is the most important element of
nonverbal delivery.
Facial expressions should match the content of a speaker’s message.
They help to set the emotional tone for what the speaker will say as well
as to express thoughts.
Gestures can lend strength to speech by repeating, contradicting,
substituting, complementing, emphasizing, and regulating what a
speaker says. To use gestures effectively, the speaker should stay
natural, use varied gestures consistent with the content, and coordinate
gestures with what is said and with the type of audience.
Movement during speaking should make sense to the audience and not
be awkward. A speaker should avoid random pacing and overly
dramatic gestures. Physical limitations in a room may affect how much
movement is possible.
Posture should generally be straight. Speakers should avoid, for
example, slouched shoulders, shifting from foot to foot, drooping the
head, or balling up hands in one’s pockets. Speakers should not sit
during formal speaking. Dramatic presentations may require a particular
posture.
Appearance should be tidy and clean. Appropriate wardrobe varies
depending on climate, custom, culture, and audience expectations. For
example, it might be appropriate to wear blue jeans to present a speaker
to a group of teenagers; however, wearing blue jeans to present the
winner of this year’s Nobel Peace Prize to the United Nations would not
be appropriate.
If a speaker intends to use visual and audio aids, it is wise to test that
they are functioning well before speaking. Variations in these aids can
present problems to unprepared speakers. A malfunctioning slide
projector can ruin a presentation.
Notes or a script may be used, depending on the type of speech or
scene to be delivered. It is important for speakers to remember to speak
to the audience, and to use appropriate expression and gestures in spite
of reading from prepared material.
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Lesson 5
Comprehension Check
List seven verbal elements of
delivery.
List eight nonverbal elements
of delivery.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
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Lesson 5
Activity E
Now it is your turn to practice using effective elements of delivery. Practice reading the
following monologue from the play Someday aloud several times. You may wish to record
your practice reading on tape so you can listen to it and improve upon it. You may wish to
practice with a friend to get feedback. Use the playwright’s stage directions for help in
deciding how to read the lines. Feel free to mark places in the following monologue that
you wish to read a particular way.
RODNEY: I know what you’re thinking. Shallow, egocentric man afraid of
commitment. Oh, shut up. I have my reasons, trust me, and they’re good ones.
So I don’t like Christmas, the once-a-year generosity and syrupy good will, the
sappiness. Ever wonder why there are so many diabetics in the world? Even so,
I’m tired of being portrayed as Otter Lake’s version of The Grinch. I don’t want to
steal Christmas, I just want to ignore it, but it won’t ignore me. (starts singing)
“You’re a mean one, Mr. Rodney.” (he gets agitated) My shoes aren’t too tight.
My head is screwed on just right. And my heart isn’t two sizes too small. Bah
humbug.
(3)
1.Record your reading of Rodney’s monologue from Someday. Your teacher
will grade you on how unified your interpretation of the monologue sounds
and how well you have used the verbal elements of speech
.
____ unified interpretation
____ volume
____ rate and pauses
____ articulation
____ pronunciation
____ inflection, pitch and tone
(3)
2.
a.
How well did you read Rodney’s monologue? Check every item you
feel you completed well.
____
____
____
____
____
____
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unified interpretation
volume
rate and pauses
articulation
pronunciation
inflection, pitch and tone
35
Lesson 5
(1)
b.
Which element(s) of verbal delivery do you feel you should improve?
Explain in one complete sentence.
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Lesson 5
Writing Dialogue
Dialogue is used in two main ways. It can be used in a script, as in Someday, and
as part of a narrative in fiction writing, as in a novel. Skilful dialogue can add to
character and story development in plays and novels.
Refer to “Guidelines for Writing Dialogue” in the “Special Forms
of Writing” section of your English Language Arts Ready
Reference for help in completing the following Comprehension
Check.
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Lesson 5
Comprehension Check
Circle the word or phrase which best completes each of the
following statements.
1.
(Dialogue / Monologue) can be defined as a conversation
written in script format as used in a play.
2.
Dialogue is also defined as (written / spoken) conversation
between fictional characters or actual persons as
presented in a novel, short story, poem, or essay.
3.
A writer should create dialogue that is lively and
(convincing / unconvincing).
4.
Dialogue should show the personalities and feelings of the
(writer / speakers) with the help of specific words, such as:
giggles, whispers, roars, whines, sighs, and cajoles.
5.
Set the name of the speaker to the (left / right) of the page
when writing a script dialogue for use in a play.
6.
Write the dialogue in (both / either) the present tense or the
past tense to maintain consistency.
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Lesson 5
Convincing dialogue uses a consistent
level of language to make it believable.
It must sound the way one would expect
the speaker to sound. In our natural
conversation our speeches are brief and
unaffected. The dialogue should also carry
action with it; most people do not stand
completely motionless as they talk. Relate
the gestures and tone of the speakers as
part of the narration which occurs between
the characters’ actual speech. Word use
within dialogue must be accurate: words
should not be confused for one another.
Dialogue should develop the individual
character of each of the speakers. One
way to do this is to indicate the mood of the
speakers in vivid, concrete words. When
you write dialogue, use a thesaurus to
avoid the monotonous repetition of words
that do not show the mood of the speakers.
Synonyms are words which have similar
meanings. Often, substituting a synonym
for another word creates a more specific
description.
Synonyms for said which could be used
in dialogue to reveal the mood of the
speaker.
declared
affirmed
mentioned
alleged
decided
snapped
smirked
ordered
cried
shouted
agreed
speculated
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Synonyms for asked which could be
used in dialogue to reveal the mood of
the speaker.
questioned
inquired
invited
requested
demanded
begged
appealed
pleaded
interrogated
quizzed
challenged
grilled
Lesson 5
Planning Dialogue
One helpful method of planning a dialogue is to use a dialogue frame. In the frame,
the student writes ideas about what to write in the dialogue. The first level is the
idea or topic of the dialogue. The second level lists the events or main points of the
conversation. The third level lists the details about the characters that the student
writer wishes to reveal, each linked to the idea above it.
The sample dialogue frame which follows has been completed on the topic, “Hey
Buddy! You’ve Got the Wrong Person.”
Idea/Topic
Characters:
Hey Buddy! You’ve got the
wrong person.
Protatgonist: Marv
Antagonist: Officer Trew
Events/Main Points
Officer Trew accuses
Marv of a hit and run
which just occurred.
Officer Trew pulls
Marv over in city
traffic.
Marv panics and
tries to run.
Officer Trew catches
him. They realize
Merv is innocent.
Details
Officer Trew is
suspicious of Marv’s
old car.
Officer Trew
asks Marv
to step out
of the car.
Officer Trew
reveals details
of hit and run
and his
disgust at the
driver.
Marv is scared.
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Marv begins
to feel
threatened.
40
Officer Trew
catches Marv.
He reveals that
he knows Marv
is innocent.
Marv runs
down the
street.
Marv is
relieved and
explains why
he ran.
Lesson 5
Activity F
(9)
Consider your audience and purpose as you plan a two character dialogue with the
help of the dialogue frame that is given on the next page. You may use one of the
following topic ideas or one of your own. Write the names of the characters to the
upper left of the dialogue frame. Fill in each of the boxes with complete sentences.
Remember to include events and details which will show characteristics of the two
people in your dialogue.

What a mess!
The barber/hairdresser has butchered your hair in spite of the specific
instructions you gave him/her. How will you inform him/her what you intend to
do about it?

I escaped with only my life.
You had to play with the laws of nature. Now your genetic mutation has tried to
eat you. Tell your story to the police, who will have to be well-informed about
the beast in order to track it down.

I haven’t seen you in …
You were separated from your mother at birth. Now, after years of searching,
you have been reunited with her. Entertain your audience with what both of you
might say.

I paid my fare!
Big deal if you dress like a Goth and look like a vampire all the time. The bus
driver has taken offence to you singing Medieval chants on the bus and wants
you to get off, but you paid your fare. In the confrontation you have with him,
how will you persuade him that you have the right to be on the bus?

You found her baby!
You are a computer whiz, always playing around on the Internet. Now, you have
“met” a young man on a chat line who you are sure is your best friend’s long lost
son, who was put up for adoption at birth. How will you tell your friend who you
have found?

The pigs can play chess!
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Lesson 5
When you went out to the Banner research facility on your first day of work as a
research assistant, you couldn’t believe your eyes. The weird animal behavior
was other-worldly. You inform your boss while confronting him about unethical
treatment of animals.
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Lesson 5
Idea/Topic
Characters:
Protatgonist:
Antagonist:
Events/Main Points
Details
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Lesson 5
Methods of Delivering a Formal Speech
The way a speech or a script will be delivered depends on the content, the audience,
and the occasion. There are four general methods of delivery.

Read your speech from a prepared text.

Speak from memory without using notes.

Impromptu speakers speak without preparing.

In extemporaneous speaking, one uses a prepared outline, but has not planned
the exact wording.
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Lesson 5
Planning a Formal Speech
Planning a speech is much like planning a paragraph or a dialogue. The writer
chooses a topic, selects and arranges details, and revises the work in light of the
audience and purpose.
The process for planning a speech is as follows.
1.
2.
3.
4.
5.
6.
7.
8.
Choose a topic (which may become the title).
Narrow the topic, keeping in mind audience and purpose.
Write an attention-catching introduction.
Select and arrange main ideas for the body of the speech in a particular order.
Gather and arrange facts, details, and examples which support and develop
the main ideas.
Write a memorable conclusion.
Revise for content.
Proofread for language and grammar errors.
There are many methods of developing an attention-catching introduction that will
capture the interest of your audience.
Purpose
Get the audience’s
attention.
Introduce the subject.
Give the audience a
reason to listen.
Establish your credibility.
Purposes of Your Introduction
Method
Use an illustration, a startling fact or statistic,
quotation, humor, a question, a reference to a
historical event, a reference to a recent event, a
personal reference, a reference to the occasion, a
reference to a preceding speech.
Present your central idea to your audience.
Tell your listeners how the topic directly affects them.
Preview your main ideas.
Offer your credentials. Tell your listeners about your
commitment to your topic.
Tell your audience what you are going to tell them.
There are several methods of developing a memorable conclusion that will create a
lasting effect in the minds of your audience.
Purposes of Your Conclusion
Purpose
Method
Summarize your speech.
Tell the audience what you told them.
Reemphasize the main
Use a well-worded closing phrase. Provide a final
idea in a memorable way. example.
Motivate the audience to
Urge the audience to think about the topic or to
respond.
research it further. Suggest appropriate action.
Provide closure.
Use verbal and nonverbal transitions. Refer to your
introduction.
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Lesson 5
In order to tailor the introduction and conclusion specifically to the content of the
speech, some speakers postpone creating them until after they have written the rest
of their speech.
Type of Order
It is also important to arrange ideas in the body of the speech in a particular order.
Chronological (time) order is a common method of arrangement for discussing a
process or a series of steps. Topical order can be used when a subject has many
natural divisions. Space order is used when ideas require organization by location
and direction. Causal organization can be structured by cause and effect or by
problem and solution. Cause and effect order is used by speakers who wish either
to identify a situation and provide its causes or to present a cause and describe its
effects. Organizing ideas by problem and solution emphasizes how best to solve a
problem. Problem and solution order can be reversed, depending on what the
speaker wishes to emphasize, the problem or the solution.
Can you match the type of order to the appropriate idea? Print the letter of the
idea on the line beside each type of order.
Type of Order
____ chronological
____ topical
____ space
____ cause and effect
____ problem and solution
Idea
a.
b.
c.
d.
e.
How Churchill won WWII
Classes of Driver’s Licenses
Magellan’s Travels
Effects of Pollution
Reducing Student Poverty
If you noticed that the types of order 1,2,3,4,5 matched ideas A,B,C,D,E, respectively, you
have matched all the items correctly.
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Lesson 5
The sample plan below for a formal extemporaneous speech is based on the topic,
“My Campaign speech for Prime Minister of North America.”
Idea/Topic
My campaign speech for
Prime Minister of North
America.
Introduction
As Prime Minister of North America, I, Mo Stuff, can
dramatically improve every citizen’s quality of life through
better jobs, transportation, entertainment and financing.
Main Ideas
Better jobs on and
off planet.
Better
transportation.
Better
entertainment.
More money.
facts, details, examples which support and develop the main ideas
new rocket shuttle
factory on the
moon.
new inter-planetary
shuttles to join
all planets.
fewer work days
per week for the
same wage
everywhere
improve satellite
reception in
wrist borne
televisions.
new earth bound
aerial highways
for high speed
transit
lower taxes, both
GST (General
Service Tax) and
PST (Planetary
Service Tax)
free transportation
and attendance to
sports activities
world wide
reduce the costs of
inoculations against
genetic mutations.
Conclusion
Elect me, Mo Stuff, Prime Minister of North America,
so you, too, can have . . . MORE STUFF!
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Lesson 5
Activity G
Speech Planning Frame
(9)
Plan a formal extemporaneous speech on one of the following topics. You may use
point form to fill in each box of the speech-planning frame that is provided on the
next page.
My family is too bizarre!
Everyone’s family has its peculiarities, but your family takes the cake! Explain to the
review panel at the adoption agency why you wish to be adopted by a different
family.
The qualities of a best friend
Present a speech to a group of students which lists the qualities of a best friend.
Your goal is to help others recognize a best friend as well as show others how to be a
best friend.
The family of the future
Now that a sheep has been successfully cloned, and genetically altered foods are
available for purchase, the next natural step is to tailor make the family of the
future. In your speech to a local parent group explore how genetic manipulation
might affect the family of the future.
Your campaign speech for Prime Minister of North America
You have worked hard toward your goal of becoming the Prime Minister of North
America in the 2032 election. Now is your chance to make your campaign promises
to the voters.
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Lesson 5
Idea/Topic
Introduction
Main Ideas
Facts, details, examples which support and develop the main ideas
Conclusion
Now that you are a confident listener, planner, writer, and presenter, proceed to
Assignment Five.
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Lesson 5