ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Language Arts
GRADE LEVEL: Oral Communications
DATE:
August, 2012
Essential Question, Concept or Theme: Unit I “Beginning of the Communication
Process”
Approx. Time Allotment:
Standards: 1.6.11 A-F, 1.2.11 A&B, 1.4.11 D
Benchmark/Skills
Assessment
The student will demonstrate:
A. 1. An awareness of his personal assets, skills,
and weaknesses in communicating.
2. An awareness of others’ skills and
weaknesses.
3. An awareness of basic problems in
communication.
Teacher evaluation of:
1. Class discussion
2. Inventory test.
B. The students will create a more comfortable
open atmosphere by “getting to know each
other.”
Teacher evaluation of speeches:
1. Content and delivery
2. Class discussion of what they
learned about each other and
how.
C. Student will demonstrate his oral skills by:
1. speaking in an impromptu manner for one
minute, concerning a topic chosen from the
card file.
2. orally evaluating each on this exercise.
D. Students will identify several behavior patterns
in communication, verbal and nonverbal, by
recording and discussing several observations.
Introduction Speech
Teacher evaluation and peer
evaluation of:
1. Speaking manner
2. Spontaneity
3. Message unity
4. Vocal aspects
Teacher evaluation and
teacher commentary:
1. Discussion
2. Comments on behavior
3. Journal Entries.


















Aligned Materials/
Resources/Technology
Person to Person textbook
Inventory sheets (see
appendix)
Quotation Card File
Speech: The Personal
Introduction
Quiz
“vocal interrupters”
“Who is Sabotaging Your
Communication?”
pamphlet
Notes on comm.
Aristotelian vs. modern
Communication Theory
Psychology - including stage fright;
Freud’s Id, Ego, and
Super Ego;
Defense Mechanisms.
Articles on same.
Kinesics & Proxemics
articles
Speech Anxiety
Instructional Strategies
1. Completing a personal
inventory sheet (see
appendix)
2. Open discussion of above.
1. Personal intro. speech
2. Discussion and evaluation
of same
1. Impromptu speaking 1minute speech
2. Evaluation of same orally.
1. Recording information
and observation of
people in a personal
Communications Journal.
2. Discussing details of several
communication situations
observed.
1. Discuss causes and
strategies.
Essential Question, Concept or Theme: Unit I (cont’d)
Approx. Time Allotment:
Standards:
Benchmark/Skills
Assessment
E. Students will discuss and evaluate the
effects of comm. psychology on his own
comm. behavior.
Teacher evaluation of discussion and
journal entries.
F. Student will show evidence of
understanding the communication process
by:
1. Multiple Communication Theory vs.
Aristotelian Theory of Communication and
Galvin model of Communication
2. Identifying specific terms
3. Discussing vocal interrupters and
perception
4. McCroskey model
5. Audience Analysis
6. Jameson Model of Communication
1. Drawing a Model of Communication
2. Identifying terms
3. Reading and discussing “vocal
interrupters” (See appendix)
4. Reading and discussing “Who is
Sabotaging Your Communication?” (See
appendix)
5. Read and react to McCroskey and
Jameson Model.
Aligned Materials/
Resources/Technology
Instructional Strategies
1. Reading articles and taking notes
on comm. psychology and Freud and
others
2. Recording effects in journal.
3. Group Work
4. Drafting
1. Evaluation of
Communication Model
2. Quiz
3. Discussion
Essential Question, Concept or Theme: Unit II “Encoding & Decoding/‘Attuness’”
Approx. Time Allotment:
Standards: 1.4.11: B,C,D; 1.3.11: B,C,E,F; 1.2.11: A; 1.5.11: A-G; 1.6.11: A-F
Benchmark/Skills
A. Student will demonstrate an
understanding of encoding
information by organizing given data
into a logical statement-“Organization” of an Informative
Speech
Assessment
Teacher/Student evaluation of
organization
Aligned Materials/
Resources/Technology
Person to Person
Chapter 2
- Exam
- Improvisations
(see appendix)
B. Students will demonstrate several
problems with decoding a statement
by evaluating several ways to decode
the message given in above
statements.
Teacher/Student evaluation of
interpretations
C. Student will show evidence of
understanding perception as an
integral part of encoding and
decoding by:
1. writing and discussing an
interpretation of a painting
2. evaluating 3 other students as
communicators, stating personal
perceptions.
Teacher/Student evaluation of oral
activity
Teacher/Student evaluation of
writing activity
Teacher/Student evaluation of oral
responses
D. Students will demonstrate an
understanding of diction (word
choice), syntax, vocal echoing, use of
metaphor, and verbal play, and
overall writing style as a vital part of
impact of an
Encoded speech: Stylistic devices in a
manuscript.
Teacher/Student evaluation of
writing exercises and oral
discussion of same
- “Organization” ditto
(see appendix)
Instructional Strategies
1. rewriting a list of data into an
organized statement (see appendix)
2. reading same
3. organizing information in a “T”
and “I” organizational format
1. writing several interpretations of
above statements
2. discussing same
- Handout: Organization
styles
- Handout: Stylistic
devices
- Sample speeches from
the past drafts & finished
products
1. oral evaluation of a painting with
discussion
2. writing three short perception
papers
3. analyzing and discussing several
Rorschach ink
blots
1. Taking notes and doing exercises
with writing style.
2. rewriting several pieces for oral
impact versus reading impact
3. analyzing several written
manuscripts of speeches and noting
stylistic devices used
E. Students will exhibit a
comprehension of details of verbal
and nonverbal communicationencoding and decoding by:
1. explaining details in a unit exam
(after reading Chapter 2)
2. organizing and presenting a
“critical commentary” speech on a
television program of their choice
3.Keeping a daily assessment of
speech presentations
4. Writing an assessment of top 2
speeches of support for choices
5. participating in several
improvisations concerning verbal
strategy and nonverbal
communication.
6. writing a short paper on
importance of non-verbal
communication.
F. Students will demonstrate a
working knowledge of nonverbal
communication.
Unit exam
Teacher evaluation
Teacher evaluation of
speeches
Peer profiling of manuscripts
Teacher and peer
evaluation of
improvisations & speeches
Teacher evaluation of
written manuscripts
1. describing perception, verbal
strategy, nonverbal communication as
vital elements in encoding and
decoding.
2. organizing a critical comment
speech, evaluating a television
program (must be organized in a T or
I structure and contain a
strong statement with ten supporting
elements)
3. presenting above
4. evaluating student speeches
5. participating in several
improvisations
6. writing a paper on importance of
nonverbal communication
Student written assessments of speeches
Teacher and peer
evaluation.
Teacher evaluation of
paperwork.
Observation of skills applied
1. writing several journal entries
concerning themselves in nonverbal
communication
situations and analyzing same
2. citing several uses of proxemics in
the classroom(s)
3. reporting orally the results of 3
given experiments concerning
proxemics and kinesics
4. viewing and analyzing the
Mummenschanz tape
5. continuously commenting on
nonverbal elements in presentational
style of speakers
Essential Question, Concept or Theme:
Approx. Time Allotment:
Standards:
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Remediation
Strategies
Multicultural/
Interdisciplinary Connection
Essential Question, Concept or Theme: Unit III “Organization of Information”
Approx. Time Allotment:
Standards: 1.5.11: A-G; 1.6.11: A-F
Benchmark/Skills
A. The student will demonstrate a knowledge of the
importance of organization and use of thesis in a speech
1. discussing types of organization
2. discussing types and use of thesis
3. discussing placement of thesis
Assessment
Teacher evaluation of
discussions and worksheets.
Aligned Materials/
Resources/Technology
-organization types sheet
- worksheet on
organization
- assignment sheet
- sample speeches
B. The student will demonstrate knowledge of
organization, style, verbal play, and syntax by
analyzing several examples - in writing and on video.
- samples of verbal play
Teacher evaluation of students
discussions and comments.
- video tapes of sample
critiques
- evaluation form
Instructional Strategies
1. discussing organization
styles and types.
2. completing worksheet on
organization.
3. discussing thesis types and
answering questions on same.
4. analyzing thesis placement
in speeches.
(samples)
1. analyzing and discussing
organization and
stylistic devices in written
speech manuscripts (samples).
2. analyzing devices, theses,
and verbal play in video
examples.
- student evaluation sheet
C. The student will apply all above techniques in his own
manuscript for a critique of a TV
show.
D. The Student will demonstrate a working knowledge of
above techniques and stylistic devices by delivering his
speech with vocal enhancement of the techniques.
- proofing sheet
Teacher evaluation of student’s
original speech (written form).
Teacher evaluation of delivery
vocal technique including
variety, volume,
emphasis, pace, etc.
- samples of formatting
techniques including font,
highlighting, formatting, etc..
1. writing original critique
speech.
2. editing and improving his
own critique speech.
1. delivering a critique speech
with vocal enhancement.
2. discussing vocal delivery
style in others’ speeches.
E. The student will demonstrate a knowledge of the
importance of writing technique and stylistic
devices by evaluating and proofing each other’s speeches.
1. proofing another student’s
speech.
2. editing a speech.
3. evaluating other student
speeches.
4. Group Editing
Teacher evaluation of students
proofing sheets and evaluation
comments.
F. Student will demonstrate a knowledge of formatting by
submitting an accurately marked outline.
Teacher evaluation of students’
use of “formatting” techniques.
Essential Question, Concept or Theme: Unit IV “Segmenting”
1. “Formatting” his own
speech.
2. discussing how
“Formatting” helped delivery
and effect of the speech.
Approx. Time Allotment:
Standards: 1.6.11: A-F
Benchmark/Skills
Assessment
A. Student will take notes and demonstrate
knowledge of segmenting after analyzing
several written pieces, varying segments for
Teacher evaluation of
student notes, examples, and comments.
Aligned Materials/
Resources/Technology
-definition of segmenting
Instructional Strategies
1. taking notes and discussing the
concept segmenting.
2. marking and varying segments and
effect.
B. Student will listen to newscasts on video
and analyze the effect of segmenting.
- samples of segmenting:
written and video tapes
Teacher evaluation of
student comments and analyses.
- exercise pieces for
segmenting practice
- practice manuscript
C. Student will demonstrate a working
knowledge of segmenting by marking and
delivering several short pieces with focus,
emphasis, subordinating, and timing.
Teacher evaluation of students marking
and presentations.
discussing different effects.
3. locating and discussing focus.
1. listening to several topics and video
tapes and correctly identifying use
and effect of segmenting.
1. marking several pieces for focus,
timing, hesitations, subordinating, and
emphasis.
2. delivering several practices with
effective and accurate segmenting.
D. Student will analyze, mark and deliver a
manuscript using accurate segmenting.
Teacher evaluation of student
presentations: markings and delivery.
1. presenting a short manuscript with
obvious work on segmenting for a
total effect.
2. marking manuscript with accurate
and correct marks for segmenting
used.
Essential Question, Concept or Theme:.
Approx. Time Allotment:
Standards:
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Remediation
Strategies
Essential Question, Concept or Theme: Unit V “Timed Radio-Journalism Style
Speech”
Multicultural/
Interdisciplinary Connection
Approx. Time Allotment:
Standards: 1.3.11: B,C,D; 1.5.11: A-G; 1.4.11: B; 1.6.11: A-F
Benchmark/Skills
A. The student will demonstrate a keen
awareness of content and style of
presentation (Readers Theatre) by
answering questions and discussing the
performance in terms of Base Data.
Assessment
Teacher evaluation of student answers
and comments.
Aligned Materials/
Resources/Technology
- based on a school
presentation, usually the
annual Readers Theatre
Presentation
Instructional Strategies
1. answering questions about
presentation.
2. completing worksheet.
3. completing Base Data sheet.
- evaluation worksheet
B. The student will demonstrate knowledge
Teacher and fellow student evaluations
- assignment sheet
1. writing rough draft of speech -
of manuscript style of writing and
organization by writing an effective
manuscript in compliance with the required
criteria on assignment sheet including Base
Data given and thesis.
of rough drafts and final manuscripts.
- taped (audio) news
critiques (1 minute)
- sample speeches in
manuscript form
- info. sheets on RT style,
technique, etc.
C. Student will deliver a speech with
effective journalistic tone, articulation., etc.
D. Student will deliver a speech which is
one minute in length - marked for segments,
focus, etc.
E. Students will be able to distinguish
relevant vs. irrelevant information, based on
audience analysis.
Teacher evaluation of delivery, oral
techniques used in presentations, as well
as timing.
- programs of show
marked and timed.
2. evaluating sample speeches.
3. editing draft to fit time element and
comply with speech requirements.
4. writing final manuscript, marked
for segmenting, focus and timing and
including all stylistic devices
previously taught.
1. delivering a speech with
professional tone and
accurate timing. (one minute).
Essential Question, Concept or Theme:.
Approx. Time Allotment:
Standards:
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Remediation
Strategies
Essential Question, Concept or Theme: Unit VI “Articulation/Diction”
Multicultural/
Interdisciplinary Connection
Approx. Time Allotment:
Standards: 1.6.11: A-F; 1.7.11: A & C
Benchmark/Skills
Assessment
A. Students will realize need for better
diction after careful listening applied to
speeches.
Teacher - monitored discussion.
B. Students will start a “game plan” for
improving diction.
Teacher contact with students - selfreports.
Aligned Materials/
Resources/Technology
Instructional Strategies
Teacher - monitored discussion.
Ditto: Importance of Clarity
of Diction.
Ditto: Manuscript for oral
presentation
Teacher contact with students - selfreports.
Ditto: Voiced and Unvoiced
Couplets
C. Students will start to listen to themselves
Teacher guidance and evaluation of
Ditto: Tongue Twisters
Teacher guidance and evaluation of
and others and write journal entries on
same.
student contributions.
D. Students will realize importance of
articulation in total effect of speech.
Teacher guidance and evaluation of
student comments.
student contributions.
Ditto: Vocal Exercises
Video of newscasts.
Article on articulation
Teacher guidance and evaluation of
student comments.
Article on International
Phonetic Alphabet.
E. Students will learn Phonetics and
International Phonetic alphabet application.
Teacher evaluation of student projects.
F. Students will work on a manuscript
concentrated with numerous words which
are commonly Misarticulated and begin to
hear the difference and enforce better
diction skills and habits.
Teacher guidance and monitoring of
practice sessions.
Teacher and student evaluation of
student presentations.
Teacher evaluation of student
projects.
Teacher guidance and monitoring of
practice sessions.
Teacher and student evaluation of
student presentations.
Essential Question, Concept or Theme:
Approx. Time Allotment:
Standards:
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Remediation
Strategies
Multicultural/
Interdisciplinary Connection
Essential Question, Concept or Theme: Unit VII “Listening/Memory”
Approx. Time Allotment:
Standards: 1.2: A; 1.6.11: A-F
Benchmark/Skills
A. Student will demonstrate a knowledge of
discriminative, appreciative, and critical
listening - as well as the difference between
diacritical and assimilative listening - by
answering questions in class.
Assessment
Aligned Materials/
Resources/Technology
Oral quiz
Teacher evaluation
- Recorded short story:
Masque of the Red
Death, Poe
Instructional Strategies
1. reading chapter 3 and
preparing notes for discussion
- Listening list
B. Students will identify problems in listening by:
1. identifying personal habits
2. listening to a recorded short story and
answering questions on same
3. discussing process of listening after trying to
duplicate a list of items, orally delivered
(see appendix)
4. discussing problems in concentration and
assimilation.
1. Teacher evaluation of
discussion and habits.
2. Teacher evaluation of
answered questions from
both “tape” assignment
short story
assignment.
3. Evaluation - peer and
teacher - of percentage of
error in duplicating
listened - to list.
4. Self-assessment
- National Geographic –
“Brain Games”
and
- Listening Skills Activity
Pack, Glenn Marin and
Thomas Smith
- Tuning In:
Learning to Listen,
Theodore H. Wright
- Are You Really
Listening, Margaret
1. discussing personal habits
2. answering questions
concerning a recorded short
story
3. listening to several lists, and
trying to duplicate
same
4. listening to a message on an
assigned tape, A or B, both
have same message recorded
at separate tempos. Student
must “tune out” one to
concentrate on assigned tape in
order to answer questions.
Lane
- Article on memory
C. Students will realize good listening habits after
reading ditto and completing self-analysis test.
Open discussion, observation of
skills used.
D. Students will learn and use and practice several
memory techniques.
1. Teacher evaluation of
student comments and
exercises.
2. Teacher evaluation of
tests.
E. Students will demonstrate encoding skills and
listening skills by organizing and delivering
ensuing speeches and answering questions on
fellow students’ speeches.
F. Students will begin to realize personal problems
and start to work on improving listening skills.
Teacher and peer evaluation of
speeches.
Evaluation of answers.
Discussion of types of listening
needed.
1. Self-evaluation
2. Self-assessment
3-6. Discussion and teacher
evaluation.
- Chapter from Harry
Lorayne’s Memory
1. discussion (ditto) - “10
Ways to Good Listening”
(see appendix)
1. discussing memory effect
on listening
2. reading and discussing 2
articles on memory
3. doing several memory
technique exercises and
tests
1. organizing and delivering
ensuing speeches
2. asking questions on same
3. answering fellow students’
questions
4. discussing assimilative and
diacritical listening
where evidenced
1. completing pre-test and
identifying area weaknesses
2. starting a “plan of action”
for improving weaknesses
3. completing several exercises
in acquiring good
listening habits
4. completing series of skillimprovement activities in
Sperry-Rand exercises,
Wolvin exercises, Smith
Listening Packet.
5. recording listening
problems, assets, and
improvements in journal
entries.
6. completing post-test
G. Students will apply tactics to improve audience
comprehension in listening (i.e., focus and
organization) in structuring ensuing speeches.
Teacher evaluation of:
1. organization
2. focus
3. devices used
4. speech presentation
with embellishments
Teacher evaluation of responses
H. Students will practice good listening skills by
being able to repeat steps of another student’s
speech.
1. choosing a topic
2. organizing details into a
logical order
3. defining focus with verbal
assets or repetition or
A-V aids.
4. presenting ensuing speeches
and projects in this course
1. listening and using one of
many techniques taught to
enable comprehension
2. repeating steps
Essential Question, Concept or Theme: Unit VIII “Technology”
Approx. Time Allotment:
Standards:
Benchmark/Skills
A. Students will be able to effectively use
word processors to compose a speech,
utilizing font, symbols, etc.
B. Student will be able to, using technology,
demonstrate a knowledge and value of
organized research notes, documentation,
and an organized comprehensive outline by:
1. writing thorough research notes while
working in the library
2. documenting facts throughout
3. submitting a thorough, easy-to-read
outline for article report
C. Students will be able to effectively use
instructional aid technology as a tool in
public speaking.
Assessment
Teacher observations of:
1. research skills and weaknesses
2. choice of material
3. writing and outlining
Teacher evaluation of:
1. research skills
2. documentation
3. technology use
4. outlining skills
Teacher evaluation of:
1. personal word processor use
2. PowerPoint/Prezi use
Aligned Materials/
Resources/Technology
-PowerPoint
-Prezi
-Word
-Reference Materials
Instructional Strategies
1. Assignment: Choose a magazine
article of interest to you, read it,
decode it, paraphrase it,
reorganize it, encode your
interpretation, outline
it, and prepare it in a word document
with a PowerPoint for presentation to
class.
1. writing with introduction, body,
conclusion
2. formatting speech
a. double-space, typed, or one-side
written
b. segmenting and marking
phrasing
c. terminating sentences at ends of
pages
Essential Question, Concept or Theme: Unit IX “Utilization of Quotes”
Approx. Time Allotment:
Standards: 1.5.11: A-G; 1.6.11: A-F
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
A. Student will demonstrate an
understanding of how to incorporate a
quote into a speech:
1. full quote
2. partial quote
3. three word quote
4. use of tags and credits
5. use of “quote” “unquote”
6. establishing credibility with a
quote
Teacher evaluation of student comments and
responses.
Teacher response to student practice sessions.
- notes on how to
incorporate a quotation
into a speech
Self evaluation.
- examples of quotes used
in speeches and how to
orally handle same.
Teacher evaluation of students’ responses.
- assignment sheet,
including use of
metaphor, repetition,
and echo phrases
B. Student will understand using key
words from quotes to establish echo
phrases, metaphors,
transitions etc. by reading and
analyzing speeches.
C. Students will write rough draft and
edit and write final manuscript in
compliance with all
requirements:
1. quotes
2. echo phrases
3. metaphors
4. transitions
5. emotional content
6. organization and unity
7. diction (word choice)
8. stylistic devices
D. Student will apply techniques of
effective delivery by using
appropriate tone, segmenting,
emotional content, pace, emphasis
articulation in the oral presentation of
his speech.
- notes on uses of
transitions
Reading and analyzing several
examples of quotes in speeches.
Discussing and practicing oral use of
quotes.
Commenting on use of quotes for
special purposes:
1. credibility
2. persuasion
3. emotional content
Reading several example speeches
and identifying echo phrases,
metaphors, transitions and unity via
quote use.
- sample speeches
and manuscripts
Teacher and peer evaluation of rough drafts and
final manuscripts.
- proofing sheets
- evaluation forms
1. Teacher and peer evaluation of delivery
techniques.
.
2. Speech
1. writing rough drafts
2. proofing each others’ speeches
3. editing drafts
4. writing final draft
5. marking final draft:
6. manuscripting final draft
1. practicing and delivering the quote
speech with
polished oral skills.
2. delivering the speech with
appropriate oral
presentation of quotes.
Essential Question, Concept or Theme:
Approx. Time Allotment:
Standards:
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Remediation
Strategies
Multicultural/
Interdisciplinary Connection
Essential Question, Concept or Theme: Unit X “Interpersonal/Intrapersonal
Communication”
Standards: 1.5.11: A, B & G; 1.6.11: A, D & E
Benchmark/Skills
A. Students will demonstrate a knowledge of
terminology unique to Intrapersonal and Interpersonal
Communication.
Assessment
Quiz
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
- Intrapersonal
Communication Survey
- Sample Montages and
Instructional Strategies
1. defining specific terms
Completing a Communication
B. Students will show a knowledge of how
Intrapersonal and Interpersonal communication fits
into the communication process.
Teacher evaluation of
communication cycles.
C. Students will demonstrate a sensitivity to self
by:
1. utilizing Conflict Resolution Strategies
2. recording 6 self disclosure pieces
3. completing a mood chart with personal
response
Teacher evaluation of:
1. Interpersonal skits
2. Journel entries
3. mood chart and personal
response
4. sentence completions
Collages
Cycle.
-Interpersonal situations
1. completing an interpersonal
skit
2. recording six entrees of selfdisclosure in student Journal.
3. completing mood chart.
4. submitting sentence
completion exercise.
Peer evaluation and discussion
Teacher evaluation of delivery
and content of speech.
D. Student will demonstrate a sensitivity to self as
well as a sensitivity to others by creating,
supporting and analyzing a personal montage
and/or collage.
Evaluation of montages and
collages.
1. creating a montage or
collage which identifies
self and self-interests.
2. supporting own
3. analyzing others.
Essential Question, Concept or Theme: Unit XI “Broadcast Journalism”
Approx. Time Allotment:
Standards: 1.1.11: A-H; 1.3.11: A-C; 1.5.11: A, B & E-G; 1.6.11: A, C, D
Benchmark/Skills
Assessment
A. Student will demonstrate an
understanding of the special techniques
used in writing and in speaking in a
journalistic style.
1. who, what, when, where, why
2. parallel structure
3. diction
Teacher evaluation of student notes,
comments, and responses.
B. Students will identify good writing
techniques in articles from New York
Times, Time, Newsweek, New Yorker, etc.
Teacher guidance and evaluation of
student responses.
Aligned Materials/
Resources/Technology
- notes on journalistic
style, in writing and in
speaking
- worksheet on parallel
structure and
organization
- news articles from
New Yorker, The New
York Times, Time,
Newsweek, Psychology
Instructional Strategies
1. discussing techniques and taking
notes on same.
2. identifying specific techniques.
3. analyzing organization and focus.
4. completing worksheet.
1. reading articles from specific
sources noted for “good” writing.
2. identifying the professional
Today, and The Inquirer.
techniques and styles used.
- assignment sheet
C. Students will analyze and understand the
important skills needed in Broadcasting
after viewing videos.
D. Students will choose articles and write
leads, new bites, and tags in accordance
with assignment sheet.
E. Students will demonstrate a working
knowledge of journalistic techniques by
applying them to delivery:
1. head gestures
2. emphasis (punch words)
3. segmenting
4. focus and organization
5. variety in volume and subordinating
6. facial expression and eye contact - a rapport with camera
F. Students will submit news bites which
are written in compliance with all required
elements.
G. Student will demonstrate a knowledge of
what makes a “good” news Broadcast by
1. Teacher verification of
chosen articles.
2. Teacher evaluation of
comments.
- video tapes of Broadcast
News and Network
student
Teacher evaluation of student work on
article adaptation.
Teacher and peer evaluation of delivery
style and technique.
Teacher and peer evaluation.
- video examples
of Broadcasting
techniques (head gestures)
1. reading and choosing an article to
use for student’s new bite.
2. viewing videos and identifying
special needs and skills of the
Broadcast journalist.
1. analyzing chosen article for news
bite and applying journalistic style
and devices.
2. adapting news article to become
student news bite as per directions on
assign sheet; writing lead and tag.
1. practicing newsbite replete with all
journalistic techniques.
2. delivering the speech - - which will
be taped (video) – replete with
professional style and all
journalistic techniques.
1. writing a newsbite which is
professional and included all
requirements.
2. writing a manuscript of newsbite,
which is professionally marked.
1. viewing own performance.
2. completing self evaluation of same.
doing a keen self-evaluation.
Self evaluation.
Teacher evaluation.
Essential Question, Concept or Theme:
Approx. Time Allotment:
Standards:
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Remediation
Strategies
Multicultural/
Interdisciplinary Connection
Essential Question, Concept or Theme: Unit XII “Oral Interpretation/Storytelling”
Approx. Time Allotment:
Standards: 1.3.11: A-F; 1.5.11: A, C-G; 1.6.11: A-F; 1.7.11 B
Benchmark/Skills
A. Student will demonstrate a creative use
of voice, including volume variation, tone,
pace, phrasing, etc. to create atmosphere
and tone appropriate for intent of a piece of
literature, by
1. preparing and delivering an oral
interpretation of narrative literature.
2. preparing and delivering an oral
interpretation of poetic literature.
3. working on several pieces of literature
in class.
4. completing several analysis and
practice readings and group readings.
B. Student will demonstrate a knowledge of
the difference between oral reading and oral
interpretation by giving a reading and an
interpretation of a practice reading.
Assessment
Teacher evaluation of
1. prose, poetry, drama, and
editorial oral interpretations (see
appendix for evaluation form)
2. analysis forms
3. written work
4. support
Teacher evaluation of:
1. readings
2. interpretations
Aligned Materials/
Resources/Technology
Speak Up - textbook
Chapter 12
Several practice readings
Recording: “The Creation”
J.W. Johnson
Assignment Sheets
(see appendix)
Vocal Exercise and drills
(see appendix)
Evaluation Forms
(see appendix)
ditto: “Mechanics of
Interpretation”
(see appendix)
Analysis forms
(see appendix)
Oral Interpretation
textbook by
Instructional Strategies
1. completing:
a. prose oral interpretation with
analysis (see appendix for assignment
and analysis form)
b. practice oral interpretation with
analysis (see appendix)
2. presenting above oral
interpretations and readings
3. supporting interpretations
4. evaluating interpretations - using
form and peer input
1. oral reading of short stories emphasis on communicating mood
2. oral interpretation of short stories
3. discussion
C. Student will exhibit the ability to use his
voice to communicate appropriate ideas and
moods by:
1. effectively reading several practice
pieces.
2. effectively participating in several
voice articulation and emphasis drills.
3. marking scripts with appropriate marks
for tempo, mood, etc.
4. appropriately changing voice for
humor, tone, timbre, mood, etc.
5. using vocal nuances and annotation.
D. Student will demonstrate an ability to
effectively analyze a piece of literature by
his ability to:
1. complete analysis forms for major
projects (see “A”)
2. orally analyze practice readings with
accuracy
3. complete exercises #3, 4,5,6, and 7 in
Speak Up, pp. 259-260
4. paraphrase figurative language in
“Annabel Lee” (see appendix)
5. write a character analysis for “Richard
Cory” (see appendix)
E. Student will show an understanding of
and sensitivity to character, by effectively
presenting:
1. an oral interpretation of dramatic
monologue
2. several oral interpretations with
character voices.
Teacher evaluation of
1. analyses of several
practice readings.
2. presentation of oral
skills in practice
interpretations.
3. discussion of Emphasis
and Phrasing.
4. Exercise in Emphasis
and Phrasing.
5. vocal exercises
Teacher evaluation of:
analysis forms
oral analysis
homework exercises
paraphrasing papers
discussion of theme and intent character
papers
Keith Brooks
(Chapters 5, 6, & 7)
“The Madman” and “Pit
and the Pendulum”
(see appendix)
“Emphasis & Phrasing”
(see appendix)
“Reading for Emphasis &
Phrasing” (see appendix)
“Tempo”
“Richard Cory”
- notes on using markings
for oral interpretation.
Definitions of:
Oral Interpretation
Connotation
Denotation
Voice & audience
Descriptive Image
Timbre
Syllabification
“Figures of Speech”
(see appendix)
“Mechanics of
Interpretation”
(see appendix)
“Narrative Paragraph with
dialogue
(see appendix)
emphasis on communicating thoughts
and ideas
3. discussing same
4. group work
1. preparing and presenting several
practice readings
2. reading and discussing ditto on
Emphasis and Phrasing (see
appendix)
3. applying emphasis and phrasing
techniques to
ditto labeled “Reading for
Emphasis” (see
appendix)
4. using enunciation and articulation
during vocal
exercises (see appendix)
5. applying vocal variety, volume
changing, etc. to
all above exercises and reading
1. analyzing, in detail, each piece that
is to be read, according to established
form
2. open discussion of several pieces
and narrative cuttings (see appendix
for examples)
3. completing book exercises
4. paraphrasing paper
a. one on figurative language
b. one on description
5. writing a character analysis
“Promise” cutting
(see appendix)
Teacher and peer evaluation of the oral
Humor packet
Vocal dimension
1. oral reading and interpretation of
interpretation - Readers Theatre presentation
F. Student will demonstrate an awareness of
the atmosphere needed for the
communication of the idea of a given piece
of literature by preparing
an appropriate introduction.
G. Student will demonstrate an ability to
vocally distinguish several characters, using
physical behaviors to complement same.
Speaking of Interpretation
by Charlotte Lee
Teacher evaluation and discussion of
effectiveness
Teacher evaluation and discussion of
clarity, control, reality, and believability
of readings.
H. Student will demonstrate a
comprehension of all details needed for an
effective oral interpretation and mechanics
of interpretation by:
1. applying them to all assignments
2. applying them during exam on oral
interpretation
Teacher evaluation of all assignments.
I. Student will demonstrate his knowledge
of Readers Theatre techniques.
Unit exam.
Teacher - monitored discussion.
J. Student will demonstrate his ability to
apply learned techniques by adapting,
analyzing, preparing, and producing a
exercises
cuttings including
“Great Expectations”
“Purple”
“Flight”
“Pit & the Pendulum”
“Madman”
“Winnie the Pooh”
“Pinocchio”
“Emperor’s New Clothes”
“I’ll Always Love You”
“The Wallet”
“Star Spangled Girl”
“I Know Why The Caged
Bird Sings”
practice readings
2. practice and presentation of
cuttings
1. writing an “intent of author”
paragraph
2. writing a 1-2 minute introduction
for each major
piece read in class
1. reading “Narrative Paragraph with
Dialogue” (see appendix) and
changing voices for each
2. reading “The Promise” - - changing
voices
3. reading several children’s bit
pieces:
“Pinocchio”
“Winnie the Pooh”
“Emperor’s New Clothes”
1. several varied readings showing an
evidence of understanding of intent -not only of oral interpretation but of
the piece itself, as well.
2. written exam on oral interpretation.
1. reading and discussing Chapter 5 in
Speaking of Interpretation
2. discussing application of oral
interpretation techniques in Readers
Theatre.
3. discussing important techniques to
be used when adapting a short story
Readers Theatre performance of “To Settle
a Disagreement.”
into a Readers Theatre production.
1. reading “To Settle a Disagreement”
and analyzing structure, tone, voice,
tempo, etc.
2. working in groups, assigning
“character” parts, timing, etc.
3. deciding on focus, and working to
polish the presentation
4. successfully performing a Readers
Theatre production of “To Settle a
Disagreement”
Teacher - monitored discussion.
Teacher evaluation
Teacher and class evaluation
Essential Question, Concept or Theme:
Standards:
Approx. Time Allotment:
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Remediation
Strategies
Essential Question, Concept or Theme: Unit XIII “The Final Project”
Multicultural/
Interdisciplinary Connection
Approx. Time Allotment:
Standards: 1.1.11: A-H, 1.2.11: A, 1.4.11: B, 1.5.11: A-G, 1.6.11: A-F, 1.8.11: A-C
Benchmark/Skills
A. The student will demonstrate his ability
to thoroughly research a specific topic
dealing with communications.
Assessment
Teacher evaluation of student topics,
sources, and data
Aligned Materials/
Resources/Technology
- assignment sheet
(see appendix)
Instructional Strategies
1. choosing a communication topic of
personal interest (i.e., Color
Psychology, Communication with the
B. Student will demonstrate his ability to
communicate coherent, in-depth
information, leaving audience with a
thorough knowledge of the topic.
C. Student will demonstrate his knowledge
of organization skill and delivery technique
by his ability to:
1. write a unified and coherent outline for
class to be taught
2. include audio-visual aids
3. include a class participation exercise
4. visualize as well as explicate his points
clearly
5. document his facts
6. create interest in his audience
7. create focus on important material
D. Student will exhibit his understanding of
a need for good vocal and presentation
skills by his ability to:
1. maintain composure and an open
atmosphere
2. establish authority
3. use vocal variety, good tone and
volume, pace and phrasing
4. use excellent eye contact
Teacher evaluation of:
1. purpose
2. notes
3. support of thesis
4. organization
5. research paper
Teacher evaluation of:
1. outline
2. speaker’s notes
3. audio-visual aids
4. class activity
5. documentation
6. organization
7. thoroughness of coverage
8. delivery
9. style
10. student-made test and
test results.
Teacher evaluation and peer evaluation
of:
1. delivery
2. vocal aspects
3. posture and composure
4. adaptations during
questions from audience
Several handouts on:
 research notes
 outlining
 documentation
 organization
 behavioral objectives
 AV aids
 procedure
Deaf, Proxemics, etc.)
2. using three to five sources for
supporting information
3. gathering and recording needed
data in detail
1. writing the purpose for his research
2. writing and supporting his thesis
3. writing a well organized and well
supported five to seven page research
paper
1. writing an outline for entire
presentation
2. using speaker’s notes
3. using audio-visual aids
4. conducting a class activity
5. documenting where necessary
6. using a style of delivery and voice
which creates interest
7. using varied approaches to adapt to
given needs
8. using direct quotes properly
9. construct a test to be given to class
on focused material
1. delivering the presentation with
interest, clarity, and skill
2. using excellent vocal and
presentation skills throughout
3. maintaining composure, authority,
and posture throughout
4. fielding questions from audience
5. read and respond to audience feedback
6. maintain organization throughout
presentation.
E. Students will show an understanding of a
need for thorough evaluation by detailing
comments during evaluation period.
F. Student will demonstrate a knowledge of
focus and purpose by writing and using
behavioral objectives.
1. evaluating peer speeches
2. asking questions of same
3. detailing comments during
evaluation
Teacher evaluation of:
1. criticism
2. comments
3. question/answer session
1. reading and discussing “Behavioral
Objectives”
2. completing two worksheets on
behavioral objectives
3. writing behavioral objectives for
his own presentation (8-10)
4. creating a test for fellow students
applying behavioral objectives
Teacher evaluation of:
1. discussion
2. worksheets
3. student objectives
4. student tests
Essential Question, Concept or Theme: Oral Communication
Approx. Time Allotment:
Standards:






Adaptations/Inclusion
Techniques
As per student IEP
Audio tape
assignments
Books on Tape
Extend time
parameters
Give advance notice
regarding future
assignments
Note taking by
classmates or






Enrichment
Strategies
Additional reading
After school or lunch period
learning activities (films, minidiscussion groups) to emphasize
unit learning objectives
Contests (teacher-generated and
outside agencies)
Examining other art genres and
making connections
Field trips (museums, plays)
Guest speakers (writers, actors,



Remediation
Strategies
Teacher/Student conference
After school support as needed
Revision opportunities and practice
opportunities
Multicultural/
Interdisciplinary Connection
Students discuss and analyze
many important social issues that
affect our contemporary
American society, as well as the
many universal themes that occur
across the apparent boundaries of
culture, ethnicity, and time,
especially in the non-verbal
communication unit, the article
report, oral interpretation and
broadcasting ethics units, plus









reproduction
Peer tutoring and
pairing
Use computer
technology
Provide variety in
classroom
Student help w/ drafts
& proofreading
Teacher proofing &
editing suggestions
Models & past student
works
Tape in self-evaluation
Extra help after school
Teacher guidance &
encouragement





musicians)
Independent study
Make given assignments multilayered and multifaceted
Student designed activities
Provide challenging books in
classroom library
Provide extra credit options
play reading, monologues an
scene work units.
Reading selections facilitate
discussions of complex social
issues that cross the curriculum
touching on social studies, ethics,
philosophy, art, sociology and
psychology.
Use art, music, dance, psychology
and literature written in a variety
of authors with diverse ethnic
backgrounds.