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School City of Hobart |
| Speaking |
| The Speaking Unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes formal and informal communication, debate skills, and verbal/nonverbal communication. |
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Persuasion: Support/Rhetorical Strategy
The learner will be able to use a variety of rhetorical strategies to support statements in a persuasive presentation.
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General: Props/Visuals/Graphs/Improve
The learner will be able to use props, visuals, graphs, and electronic media to improve the appeal and accuracy of his/her presentation.
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Practices: Assess/Deliver
The learner will be able to thoughtfully assess oral communication practices and deliver focused formal and extemporaneous presentations that convey clear, precise perspectives combining narration, exposition, persuasion and description and use Standard English conventions.
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Verbal/Nonverbal: Strategies/Analyze
The learner will be able to analyze speaking purpose, occasion, and audience in order to select appropriate verbal and non-verbal communication techniques.
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Interview: Language Choices
The learner will be able to use mature, sensitive language during an interview that communicates respect.
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Response: Ideas/Support/References
The learner will be able to provide oral responses to literature that support significant ideas and perspectives with precise and detailed references to the text and to other works.
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Response: Awareness/Appreciation
The learner will be able to provide an oral response to literature that demonstrates an awareness and appreciation of an author's use of stylistic devices.
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Descriptive: Appearance/Images
The learner will be able to deliver a descriptive presentation that effectively utilizes factual descriptions of appearance, concrete images, changing perspectives and vantage points, and sensory detail.
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Persuasion: Presentation
The learner will be able to deliver a persuasive presentation.
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Persuasion: Listener Concern/Anticipate
The learner will be able to deliver a persuasive presentation that anticipates the concerns of the listener.
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Persuasion: Listener Argument/Anticipate
The learner will be able to deliver a persuasive presentation that anticipates the counter-arguments of the listener.
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Persuasion: Listener Concern/Address
The learner will be able to deliver a persuasive presentation that addresses the concerns of the listener.
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Persuasion: Listener Argument/Address
The learner will be able to deliver a persuasive presentation that addresses counter-arguments of the listener.
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Persuasion: Organize/Coherent/Logical
The learner will be able to organize ideas in support of his/her argument in a coherent, logical manner.
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Strategies: Gestures/Tone/Vocabulary
The learner will be able to use appropriate gestures, tone, and vocabulary for a given audience and purpose.
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Style/Organization: Speaking Devices
The learner will be able to select speaking devices which support introductions and conclusions appropriately.
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Debate: Techniques
The learner will be able to use debate techniques.
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Evaluator: Judgement/Evidence
The learner will be able to pass judgement on discussion ideas and support his/her judgements with evidence.
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Form: Elements/Traditional/Identify
The learner will be able to identify elements of traditional speech form.
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Form: Traditional/Arguments/Rational
The learner will be able to use traditional speech forms to develop rational arguments.
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Speech: Extemporaneous
The learner will be able to prepare notes for an extemporaneous speech.
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Interview: Subject/Organization
The learner will be able to show knowledge of the subject or organization addressed in an interview.
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Interview: Use/Skills
The learner will be able to use appropriate interview skills.
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Interview: Response/Report Information
The learner will be able to collect interview responses and report information obtained.
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Interview: Evaluate
The learner will be able to evaluate the effectiveness of an interview.
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Response: Ambiguity/Nuance/Complexity
The learner will be able to provide an oral response to literature which recognizes the effect ambiguity, nuance, and complexity have on the text.
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Response: Interpretation/Important Ideas
The learner will be able to provide oral responses to literature which offer an interpretation that shows a comprehensive understanding of the text's important ideas.
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Response: Ambiguity/Nuance/Complexity
The learner will be able to provide an oral response to literature which evaluates the effect ambiguity, nuance, and complexity have on the text.
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Introduction/Conclusion: Quotation
The learner will be able to use quotations, anecdotes or references to respected sources to develop the introduction and conclusion of an oral presentation.
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Narrative: Presentation/Deliver
The learner will be able to deliver a narrative presentation.
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Narrative: Events/Significance
The learner will be able to describe a sequence of events and explain their significance when delivering a narrative presentation.
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Narrative: Scenes/Incidents/Specific
The learner will be able to place scenes and incidents in specific settings when presenting a narrative.
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Narrative: Description/Detailed/Sights
The learner will be able to give detailed descriptions of sights, sounds, and smells of a scene when presenting a narrative.
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Narrative: Actions/Movements/Characters
The learner will be able to describe in detail the specific actions, movements, gestures, and emotions of characters when presenting a narrative.
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Narrative: Pace
The learner will be able to deliver a narrative presentation which properly paces the events to allow for changes in time and/or mood.
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Descriptive: Presentation/Deliver
The learner will be able to deliver a descriptive presentation.
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Descriptive: Topic/Perspective
The learner will be able to deliver a descriptive presentation that conveys a clear spatial perspective on the topic.
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Descriptive: Topic/Relationship
The learner will be able to deliver a descriptive presentation that clearly communicates his/her relationship to the topic.
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Expository: Deliver
The learner will be able to deliver an expository presentation.
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Expository: Listener Misunderstanding
The learner will be able to deliver an expository presentation that anticipates the possible misunderstandings of the listener.
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Expository: Listener Bias/Anticipate
The learner will be able to deliver an expository presentation that anticipates the possible biases of the listener.
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Expository: Listener Expectation
The learner will be able to deliver an expository presentation that anticipates the possible expectations of the listener.
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Expository: Technical Terms
The learner will be able to deliver an expository presentation which uses technical terms and notations appropriately.
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Expository: Listener Misunderstanding
The learner will be able to deliver an expository presentation that addresses the possible misunderstandings of the listener.
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Expository: Listener Bias/Address
The learner will be able to deliver an expository presentation that addresses the possible biases of the listener.
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Expository: Listener Expectation/Address
The learner will be able to deliver an expository presentation that addresses the possible expectations of the listener.
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Expository: Perspectives/Information
The learner will be able to provide information on all pertinent perspectives when delivering an expository presentation.
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Expository: Thesis/Claims/Support
The learner will be able to support a thesis and related claims with evidence when delivering an expository presentation.
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Expository: Differentiate/Importance
The learner will be able to deliver an expository presentation which differentiates between the relative value and importance of ideas, facts, and information.
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Expository: Primary/Secondary
The learner will be able to create an expository presentation which communicates ideas and information from primary and secondary sources precisely and coherently.
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Expository: Charts/Maps/Graphs
The learner will be able to create an expository presentation which includes visuals developed with technology and is organized and displayed on charts, maps, and graphs.
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Questions: Respond/Effectively
The learner will be able to effectively respond to interview questions.
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Questions: Ask/Generate
The learner will be able to generate and ask appropriate questions in interviews.
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Techniques: Use
The learner will be able to use persuasive techniques while speaking.
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Techniques: Support/Evidence/Facts
The learner will be able to deliver a persuasive presentation which clarifies and supports positions with accurate and relevant evidence, including facts, expert opinions, quotations, expressions of popularly held beliefs, and logical reasoning.
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Listening and Speaking
The learner will be able to formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.
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9.7.2
The learner will be able to choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or references to authoritative sources.
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9.7.3
The learner will be able to recognize and use elements of classical speech forms (including the introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
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9.7.4
The learner will be able to use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
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9.7.5
The learner will be able to produce concise notes for extemporaneous speeches (speeches delivered without a planned script).
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9.7.6
The learner will be able to analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.
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9.7.9
The learner will be able to analyze historically significant speeches (such as Abraham Lincoln's "House Divided" speech or Winston Churchill's "We Will Never Surrender" speech) to find the rhetorical devices and features that make them memorable.
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9.7.10
The learner will be able to assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
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9.7.11
The learner will be able to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.
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9.7.12
The learner will be able to analyze the types of arguments used by the speaker, including argument by causation, analogy (comparison), authority, emotion, and logic.
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9.7.14
The learner will be able to deliver narrative (story) presentations that: · narrate a sequence of events and communicate their significance to the audience. · locate scenes and incidents in specific places. · describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters. .
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9.7.15
The learner will be able to deliver expository (informational) presentations that: · provide evidence in support of a thesis and related claims, including information on all relevant perspectives. · convey information and ideas from primary and secondary sources accurately and coherently. · make distinctions between the relative value and significance of specific data, facts, and ideas. · include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. · anticipate and address the listeners' potential misunderstandings, biases, and expectations. · use technical terms and notations accurately. .
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9.7.16
The learner will be able to apply appropriate interviewing techniques that: · prepare and ask relevant questions. · make notes of responses. · use language that conveys maturity, sensitivity, and respect. · respond correctly and effectively to questions. · demonstrate knowledge of the subject or organization. · compile and report responses. .
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9.7.17
The learner will be able to deliver oral responses to literature that: · advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages. · support important ideas and viewpoints through accurate and detailed references to the textand to other works. · demonstrate awareness of the author's writing style and an appreciation of the effects created. · identify and assess the impact of ambiguities, nuances, and complexities within the text. .
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9.7.18
The learner will be able to deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that: · structure ideas and arguments in a coherent, logical fashion. · use speech devices to support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy). · clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. · anticipate and address the listener's concerns and counter arguments. .
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9.7.19
The learner will be able to deliver descriptive presentations that: · establish a clear point of view on the subject of the presentation. · establish the presenter's relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved). · use effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details. .
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| Listening |
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9.7.1
The learner will be able to summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.
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