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School City of Hobart |
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School City of Hobart Language Arts |
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Language Arts - Speech |
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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.
| Strand |
Source |
| Persuasion |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Presentation: General |
IN: Academic Standards, 2000, Grade 9, 9.7.4 |
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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.
| Strand |
Source |
| Communication Practices |
IN: Academic Standards, 2000, Grade 9, Standard 7 |
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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.
| Strand |
Source |
| Communication: Verbal/Nonverbal |
IN: Academic Standards, 2000, Grade 9, 9.7.6 |
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Interview: Language Choices
The learner will be able to
use mature, sensitive language during an interview that communicates respect.
| Strand |
Source |
| Interview |
IN: Academic Standards, 2000, Grade 9, 9.7.16 |
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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.
| Strand |
Source |
| Speaking Responses |
IN: Academic Standards, 2000, Grade 9, 9.7.17 |
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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.
| Strand |
Source |
| Speaking Responses |
IN: Academic Standards, 2000, Grade 9, 9.7.17 |
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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.
| Strand |
Source |
| Presentation: Descriptive |
IN: Academic Standards, 2000, Grade 9, 9.7.19 |
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Persuasion: Presentation
The learner will be able to
deliver a persuasive presentation.
| Strand |
Source |
| Persuasion |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Persuasion |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Persuasion |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Persuasion |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Persuasion |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Persuasion |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Speaking Strategies |
IN: Academic Standards, 2000, Grade 9, Standard 7 |
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Style/Organization: Speaking Devices
The learner will be able to
select speaking devices which support introductions and conclusions appropriately.
| Strand |
Source |
| Presentation: Style/Organization |
IN: Academic Standards, 2000, Grade 9, 9.7.2 |
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Debate: Techniques
The learner will be able to
use debate techniques.
| Strand |
Source |
| Debate: Participation |
IN: Academic Standards, 2000, Grade 9, 9.7.3 |
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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.
| Strand |
Source |
| Evaluator |
IN: Academic Standards, 2000, Grade 9, 9.7.7 |
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Form: Elements/Traditional/Identify
The learner will be able to
identify elements of traditional speech form.
| Strand |
Source |
| Form/Style |
IN: Academic Standards, 2000, Grade 9, 9.7.3 |
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Form: Traditional/Arguments/Rational
The learner will be able to
use traditional speech forms to develop rational arguments.
| Strand |
Source |
| Form/Style |
IN: Academic Standards, 2000, Grade 9, 9.7.3 |
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Speech: Extemporaneous
The learner will be able to
prepare notes for an extemporaneous speech.
| Strand |
Source |
| Speech |
IN: Academic Standards, 2000, Grade 9, 9.7.5 |
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Interview: Subject/Organization
The learner will be able to
show knowledge of the subject or organization addressed in an interview.
| Strand |
Source |
| Interview |
IN: Academic Standards, 2000, Grade 9, 9.7.16 |
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Interview: Use/Skills
The learner will be able to
use appropriate interview skills.
| Strand |
Source |
| Interview |
IN: Academic Standards, 2000, Grade 9, 9.7.16 |
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Interview: Response/Report Information
The learner will be able to
collect interview responses and report information obtained.
| Strand |
Source |
| Interview |
IN: Academic Standards, 2000, Grade 9, 9.7.16 |
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Interview: Evaluate
The learner will be able to
evaluate the effectiveness of an interview.
| Strand |
Source |
| Interview |
IN: Academic Standards, 2000, Grade 9, 9.7.16 |
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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.
| Strand |
Source |
| Speaking Responses |
IN: Academic Standards, 2000, Grade 9, 9.7.17 |
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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.
| Strand |
Source |
| Speaking Responses |
IN: Academic Standards, 2000, Grade 9, 9.7.17 |
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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.
| Strand |
Source |
| Speaking Responses |
IN: Academic Standards, 2000, Grade 9, 9.7.17 |
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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.
| Strand |
Source |
| Introduction/Conclusion |
IN: Academic Standards, 2000, Grade 9, 9.7.2 |
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Narrative: Presentation/Deliver
The learner will be able to
deliver a narrative presentation.
| Strand |
Source |
| Presentation: Narrative |
IN: Academic Standards, 2000, Grade 9, 9.7.14 |
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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.
| Strand |
Source |
| Presentation: Narrative |
IN: Academic Standards, 2000, Grade 9, 9.7.14 |
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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.
| Strand |
Source |
| Presentation: Narrative |
IN: Academic Standards, 2000, Grade 9, 9.7.14 |
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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.
| Strand |
Source |
| Presentation: Narrative |
IN: Academic Standards, 2000, Grade 9, 9.7.14 |
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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.
| Strand |
Source |
| Presentation: Narrative |
IN: Academic Standards, 2000, Grade 9, 9.7.14 |
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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.
| Strand |
Source |
| Presentation: Narrative |
IN: Academic Standards, 2000, Grade 9, 9.7.14 |
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Descriptive: Presentation/Deliver
The learner will be able to
deliver a descriptive presentation.
| Strand |
Source |
| Presentation: Descriptive |
IN: Academic Standards, 2000, Grade 9, 9.7.19 |
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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.
| Strand |
Source |
| Presentation: Descriptive |
IN: Academic Standards, 2000, Grade 9, 9.7.19 |
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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.
| Strand |
Source |
| Presentation: Descriptive |
IN: Academic Standards, 2000, Grade 9, 9.7.19 |
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Expository: Deliver
The learner will be able to
deliver an expository presentation.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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Expository: Technical Terms
The learner will be able to
deliver an expository presentation which uses technical terms and notations appropriately.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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Expository: Perspectives/Information
The learner will be able to
provide information on all pertinent perspectives when delivering an expository presentation.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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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.
| Strand |
Source |
| Presentation: Expository |
IN: Academic Standards, 2000, Grade 9, 9.7.15 |
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Questions: Respond/Effectively
The learner will be able to
effectively respond to interview questions.
| Strand |
Source |
| Interview: Questions |
IN: Academic Standards, 2000, Grade 9, 9.7.16 |
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Questions: Ask/Generate
The learner will be able to
generate and ask appropriate questions in interviews.
| Strand |
Source |
| Interview: Questions |
IN: Academic Standards, 2000, Grade 9, 9.7.16 |
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Techniques: Use
The learner will be able to
use persuasive techniques while speaking.
| Strand |
Source |
| Persuasion: Techniques |
IN: Academic Standards, 2000, Grade 9, 9.7.3 |
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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.
| Strand |
Source |
| Persuasion: Techniques |
IN: Academic Standards, 2000, Grade 9, 9.7.18 |
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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.
| Strand |
Source |
| Communication Skills |
IDOE |
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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.
| Strand |
Source |
| Speech |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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.
| Strand |
Source |
| Persuasion |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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.
| Strand |
Source |
| Presentation: Technology |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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).
| Strand |
Source |
| Speech |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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.
| Strand |
Source |
| Speech |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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.
| Strand |
Source |
| Speaking Strategies |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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.
| Strand |
Source |
| Speech |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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.
| Strand |
Source |
| Evaluator |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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.
| Strand |
Source |
| Persuasion: Argument |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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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| Strand |
Source |
| Presentation: Narrative |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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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| Strand |
Source |
| Presentation: Expository |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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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| Strand |
Source |
| Interview |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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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| Strand |
Source |
| Speaking Responses |
IDOE |
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Instructional Resources |
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Assessment Resources |
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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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| Strand |
Source |
| Persuasion |
IDOE |
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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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| Strand |
Source |
| Presentation: Descriptive |
IDOE |
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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.
| Strand |
Source |
| Summary |
IDOE |
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Instructional Resources |
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Assessment Resources |
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