|
|
© 2008 by Mahomet-Seymour Schools.
All Rights Reserved.
|
|
|
Mahomet-Seymour Schools
|
|
Curriculum
|
|
Language Arts - Speech
|
|
Understanding Communication
|
|
The learner will be able to identify and define the
elements of communication.
|
|
The learner will be able to identify how and why
communication skills are important in one's life.
|
|
The learner will be able to tell the difference
between verbal communication and nonverbal communication.
|
|
The learner will be able to identify and describe
various kinds of formal and informal communication settings.
|
|
The learner will be able to list and explain the
interrelated steps of the communication process.
|
|
The learner will be able to explain the qualities
that make someone an effective communicator.
|
|
Verbal and Nonverbal Messages
|
|
The learner will be able to explain the differences
between verbal and nonverbal language.
|
|
The learner will be able to identify and explain five
characteristics of verbal language.
|
|
The learner will be able to define denotation and
connotation and explain how they affect communication.
|
|
The learner will be able to explain the appropriate
use of standard American English, jargon, slang, and dialect.
|
|
The learner will be able to explain how body
language, appearance, paralanguage, and environment affect communication.
|
|
The learner will be able to explain how sound is
generated.
|
|
The learner will be able to define resonance and
identify each of the major resonators of voice.
|
|
The learner will be able to define articulation and identify
each of the major articulators of sound.
|
|
The learner will be able to identify and define each
of the key characteristics of vocalization.
|
|
The learner will be able to list the four major aspects
of vocalization that affect how you sound to others.
|
|
The learner will be able to list four common
articulation problems.
|
|
The learner will be able to name and analyze factors
that affect listening.
|
|
The learner will be able to identify skills for
critical and active listening.
|
|
The learner will be able to list and explain five
types of faulty reasoning.
|
|
The learner will be able to explain what is meant by
propaganda.
|
|
The learner will be able to identify the most
commonly used propaganda techniques.
|
|
The learner will be able to evaluate a speech with an
oral critique and a written critique.
|
|
The learner will be able to apply the types of faulty
reasoning to the play 12 Angry Men.
|
|
The learner will be able to identify the five
different types of interview questions.
|
|
The learner will be able to generate interview
questions of their own based on the five different types of questions.
|
|
The learner will be able to conduct an interview
using the questions they have generated.
|
|
The learner will be able to present a "speech of
introduction" based on the results of their interview.
|
|
The learner will be able to identify the defining
features of an informative speech.
|
|
The learner will be able to identify the aims of an
informative speech.
|
|
The learner will be able to identify two types of
informative speeches.
|
|
The learner will be able to adapt information to help
an audience understand and retain information.
|
|
The learner will be able to develop a process speech
using a visual aid and at least two library sources.
|
|
The learner will be able to develop an expository
speech using an audio/visual aid and at least three library sources.
|
|
Speeches Integrated Throughout Units
|
|
The learner will be able to give a self-presentation
speech (no time limit).
|
|
The learner will be able to give at least three
circle talks-students seated in a circle listen (at least one minute each).
|
|
The learner will be able to give a speech of
introduction; incorporated in interviewing unit (2 minutes).
|
|
The learner will be able to give a special person
speech about an individual that has influenced their life (3-5 minutes).
|
|
The learner will be able to give a demonstration
speech; incorporated in the informative speaking unit (5-8 minutes).
|
|
The learner will be able to give an informative
speech; incorporated in the informative speaking unit (7-10 minutes).
|
|