DOCUMENT Eason

ED 176 354 CS 502 625

AUTHOR Briggs, Nancy E.TITLE Speech Communication SEP for Grades K-12.PUB DATE 79NOTE 25p.; Paper presented at the Conference of the

Communication Association of the Pacific (Honolulu,Hawaii, July 30-August 1, 1979)

EDRS PRICEDESCRIPTORS

HF01/PC01 Plus Postage.*Behavioral Otjectives; Course Orgarizaticn;*Curriculum; Elesentary Secondary Education; *SpeechCormunication; *Speech Instruction; *Speech Skills;Teaching Techniques; Unit Plan

ABSTRACTDeveloped as part of a Statement of Educational

Principles project for the Newport Beach (California) SchoolDistrict, the method of teaching speech communicaticn that isdetailed in this guide has been cited for its clarity, developmentalapproach, adaptability, and workability. The ten units in the guidecover the following areas: vocal delivery skills, nonverbal deliveryskills, parts of speech, speech supports, media of speechcommunication, forms of discussion, storytelling, basic forms ofpublic speaking, competitive speech, and speech communicationtheories. In each unit, behavioral objectives are progressivelydelineated tor primary grades, upper grades, middle school, and highschool. (FL)

Reproductions supplied by EDBS are the best that can be madefrom the original Llocument.

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11 OSIPASTMSNI Of 11611011.IIDUCATIONOWSLP411118NAPIONAL INIITIPUTO OP

IDUCATION

THIS 00CLIATINT NAS LEEN If PIG.DUCE() I XACTLw AS !Maloof() Papa,THI PIOSOPI 01 011GANIZATION ORIGIN.MING IT POIlh TS 011 vIEW 0* OPINIONSSTMED PO 10I1 NECIESSARILv 1110111-SEN1 OP I ICIAI NATIONAL INSTITUTE OfICAO ATION 14)10 T 1014 0111 POLICY

Dr. Nancy Briggs, Associate ProfessorSpeech Communications DepartmentCalifornia State University

Long Beach1250 Bellflower BoulevardLong Beach, California

SPEECH COMMUNICATION SEP

FOR GRADES K - 12

BY NANCY E. BRIGGS, Ph.D., EDUCATIONAL CONSULTANTTO NEWPORT SCHOOL DISTRICT, CALIFORNIA

1

From 1973 to the present, the author has served as the chief consultant in

the development and adaptation of a program in speaking for grades K-12 for the

Newport Beach School District in California.* This effort was part of a broad

SEP (Statement of Educational Principles) project in the entire school district

in relation to every subject taught.

In the arca of speech communication, the identification, arrangement, and

function of each unit was written by Dr. Briggs and adopted by the school board

for the district. The program's clarity, developmental approach, adaptability

and workability have been recognizcd as its primary virtues over the past few years.

Since 1974, the speech program has been implemented in all grades in Newport.

objectives are progressively delineated for P (primary grades), U

(upper grades), M (middle school), and H (high school). The program has been

received with great success. The author has received national commendation.

This approach to teaching speaking in grades K-12 has served as a model to several

0,ther svhool districts attempting to establish a.comprehensive and progressive

speech program. If any listeners wish to obtain a copy of this program, please

contact me at Califor,ia State University - Long Beach.

* The program WAS chaired by Ms. Joan Peterson

-1-

FERMISSION 10 REPRODUCE- THISMATERIAL HAS BEFN GRANTEP BY

Nancy Briggs

To THE EDL( ATIONAl RESOURCE'S'NT nFTMATI;)N F Nil R ii Hiri

(

SPEECH COMUNICAT I ON SEPFOR GRADES 1: - 1 2

(Cont inucd)

BY NANCY E. BRIGGS, Ph.D., EDUCATIONALCONSULTANT TO NEWPORT SCHOOL DMRICT,cALIFORNIA

The units include the following:

I. Vocal Delivery Skills

II. Nonverbal Delivery Skills

III. Parts of a Speech

IV. Speech Supports

V. Media of Speech Communication

VI. Forms of Discussion

VII. Storytelling

VIII. Basic Forms of Public Speaking

IX. Competitive Speech

X. Speech Communication Theories

*it

SP PROJECT - SPEAKING 181

1.0 Voce) Delivery Skills

1.1 Using the vocal mechanism with correct pronunciation; clear articulation;sufficient volume; rate; pitch; pausing; quality; and breathing during aspeech.

1.1.1 The student wHI demonstrate appropriate pronunciation andclear articulation of words and phrases so that correct meaning;ITTle717.1.1.1.1 The student will determine pronunciation and

articulation of given words and read them aloud.

1.1.1.2 The student will determine pronunciation of thewords in a sentence and read them aloud.

; 1.1.1.3 The student will determine pronunciation c,ndarticulation of a written passage (book, magazine,poem, or own original writing) and read it aloud.

1.1.1.4 The student will determine pronunciation andarHculation of one hundred commonly used wordsmost frequently misprondunced. He will readthem aloud in a written pazagc or an originalwriting.

1.1.2 The student will demonstrate sufficient volume in reading wordsand/or phrases.

1 .1.2.1 Given phrases to read, the student will read the phraseswith sufficient volume so that everyone In the cl,!ssroomcan heor them or that the taped phrases are loud enoughto be clearly understood.

1.1.2.2 Given sentences to read, the student will speol#, withsufficient volume to be heard by the entire class orthat the taped sentences are loud enough to be clearlyunderstood.

MS

HS

1.1.2.3 In reoding a passage of his own selection orally, the MSstudent will demonstrate sufficient volume controlso that he can be heard continuously by everyone Inthe classroom or that the taped selection is 'loud enoughto be continuously understood.

1.1.2.4 In reading u passage of his own selection orally, the MSstudent will demonstrate a variety of volume so thathe con adjust his voice to the mood or feeling beingcommunicated.

5/7/74

la?1 1.3 The student will deinonshutc conect speaking rote for,orious

material, approximately an average of 130 words a minute.

1.1.3.1 Tho student will rood the story with expression usingspeaking rote free from hesitation.

1.1.3.2 Given ct passage from a %pooch, book, or magrizine,the student will use o spooking rote free from hesitationend repetition.

1. .3,13

1.1.3.41

Ow'

Given various materials including poetry, the student MSwill demonitroto speaking rote with rhythm, but freefrom hostion and repetition.

Given various materials to read orally, the studetit will itSdemonstrate speaking rate with rhythm and withouthesitation, repetition, or jerkiness.

1.1.4 The student will demonstrate different voice pitch and a wide rangeof pitch inflections.

1.1.4.1 Given o sentence from o book to reod, the student willreod that ientence %..ith different voice and pitvh in-flectioni to give varied emphasis to any given word inthe sentence.

1.1.4.2 Given a story, the student will demonstrate o differentvoice pitch and inflection for two of its characters.

1.1.4.3 G;ven a playlet or other selection, the student will MScorrectly interpret the voices of three differentcharacters using proper pitch ond inflection.

1.1.4.4 Given a cutting from a play, the student will read the HSselection with a wide range of voice and pitch inflections

- to give varied emphasis to a given character.

i. 1 .5 The student will tiemonstrate torrect pausing for various materials,ovoiding vocalized pous ofTFc7cd well uh and--zirunnecessaryT;;oc-J pouses.

1.1.5.1 Given several sentences to read, the student willdemonstrate the ability to pause at a comma and stopat co period.

1.1.5,2

1.1.5.3

1.1.5.4

1.1.6 The studentspeaking.

1.1.6.1

1.1.6.2

1.1.6.3

183

Given u mew fwm a book, magazine or speech toread, tlw student will demonstrate correrct pausingfor that passage.

Given various materials to read orally, the studentwill demonstrate correct pausing for that material.

Given poetry and prose to read orally, the studentwill demonstrate correct pausing.

will demonstrate correct quality of yoke during

Given a series of words to read aloud, the studentwill demonstrate pleosani vocal quality avoidinghusk iness.

Given phrases from o book, magazine or speech toread aloud, the student will demonstrate pleasantvocal quality and resonance of voice avoiding huskinessand nasality.

Given sentences from a speech to read orallr-filestudent will demonstrate pleasant quality an reson'anceof voice, avoiding huskiness and nasality.

1.1.6.4 Given a playlet or other selection, a student willdemonstrate correct quality while interpreting severalcharacters' lines.

1.1.7 Thc sttident will demonstrate correctirg using thelliaphragmduring.speaking.

1.1.7.1

1.1.7.2

1.1.7.3

1.1.7.4

1.1.7.5

,vfvf11---,n a series of words to read orally, the student willdemotSrate correct breathing by using diaphrogmatkmuscles.\-

Given phre rom a book, magazine or speech to readorolly, e student will demonstrate correct breathingusing I e diaphragmatic muscles.

Given sentences from a book to read orally, thestudent will demonstrate correct breathing using thediaphragmatic muscles.

MS

MS .

HS

MS

HS

MS

Given passages from a speech, book or magazine to read HSorally, We studenf will demonstrate correct breathingby using the uiuphrogmatic muscles.

The student will soy a sentence of at least 15 to 20words by using a single breath.

t;

HS

.7.0 Nonvrl i Delivery Sk ills

2. 1 Using good grooming; posture; faciul expressions and hand gestures; andeye contact.

2.1.1 The student will select/and use those clean and neat groomingcharacteristics that are proper for a speaker.

2.1.1.1 Given a series of pictures and a good grooming criterion, Pthe student will select the picture that portrays propergrooming.

2.111.2 Given a series of pictures of speakers groomed forspeaking engagements, the student will match there

I with their situation.

2.1.1.3 Given several speaking situations, the student willlist orally at least two grooming characteristics for,that speaker for each occasion.

2.1.1.4 The student will lIst several different types i'iMpeechsituations ond the proper grooming characteristicsfor each.

2.1.2 The student will demonstrate posture with a straight spine usedduring a speech.

2.1.2.1 Given a series'of pictures, the student wi 11 select thepicture where the speaker portrays correct posture.

Given a series of pictures, :.e student will select thepicture Sere the speaker portrays correct posture.

MS

2.1.2.3 The student will list at least three characteristics of MScorrect posture.

2.1.2.4 The student will describe orally the principles of correct HSand Incorrect posture (i.e. standing straight not slumpednor rigid; hurwtis and arms movement natural) and a effect,posture hos upon the audience. (Attennve audience withlittle conversation).

2.1.2.5 The student will demonstrate correct posture by standing MSstraight, not slumped nor rigid, during a speech.

2.1.3 The student will demonstrate natural ond numerous facial expressionsand hand gesturiiIiiing a spee-A7

2.1.3.1

a

2.1.3.2

2.1.3.3

2.1.3.4

During a shit:in!" period, the student will be able toshow an item mod gesture &ling his speech.

Given a, chart, map, or illuf.tration illuminating aspeech, the student will display the item using handgestures.

Given a recording, the student will supPly facialexpressions and hand gestures which interpret 0,7/mood, tone and plot.The student will choose a pantomime, and wH1 actit out using focial expression and hand gestures.

2.1.4 , The student will demonstrate sn contact with on audience duringa speech.

2.1.4.1

3.0 Ports of a Speech

3.1 Ports of a Speech include the topic; introduction; thematic sentence; body;transition; conclusion; and outline.

3.1.1 The student will select ond narrow the topic of his speech.

31.1 1 Does not apply.

/14

2.1.4.2

2.1.4.3

Given three sentences to rood oral:y, the student willread the sentences and have eye contact with theaudience at least once during his speech.

Given a poem or written selection not to exceed seven .

lines, the student will establish eye contact at leastthree times during the reading.

MS

HS

The student will list orally and demonstrate the criteria MSfor good eye contact: 1) look directly at the audience;2) look from person to person; 3) watch the faces or thelisteners.

2.1.4.4 The student will demonstrgte eye contact approximately HS50% of the time during on oral presentation.

3.1.1.2 Given two general topics, the student will tell orwrite one sub-topk for each topic.

3.1.1.3 Given list of general topics, the itudent will(write or telt) supply at least three sub-topic namesfor each general topic.

';S

186

3.1.1.4 1he student will piewitt ut kust fisfu properly narrowed I thtopics for a given speech assignment.

Or%

3.1.2 The student will identify and 'write a correct introduction too speech.

3.1.2:1 The student will identify a simple introduction to ashort speech.

3. 1 .2.2

3.1.2.3

The student will give one reason for a good speechintroduction including interest, attention getting ortopical explanation.

Given a series of in;roductirs for a giver5 topic, the MSstudont will identify a correct. introduction for thatspeech.

3124 Given a list of topics, the student will write at least HSthree correct introductions for his-chosen topic.

3.1..3 Tho student will idenHfy and write correct thematic sentenceswhich will follow the introduction.

3.1.3.1 Does not apply.

3.1.3.2 Given a speech toFitc, its introduction and severaltopic sentences, the student will select the main ideasentence which best supports the topic and theintroduction.

3. 1.3.3 Given the name of a topic, the stuient will write a MSgood main idea sentence that will give the centralidea to be developed in the speech.

3.1.3.4 Given the name of a topic, the student will write otleast three or more main idea sentences that give thecentral theme of the speech.

3.1.4 The student will identify and write the body of a speech to supportthe moin idea.

3.1.4.1 Does not apply

3.1.4.2 Given one of the topk sentences from a spoech, the.student will write o paragraph which contains sentencesrelated to the topic sentence.

9

HS

3.114.3 bikeg is AWN lehmsIndentti 4141 su'VWi aal' IIIthe body of the speech in at kust two descriptiveparagraphs and use at lemt two descriptive words orphrases to con vey meaning.

3.1.4.4 Using his main Woo sentolcos, the student will write IISthe body of the speech in three or mom descriptiveparagraphs using at least ono comparison and contrastto convey meaning.

3.1.5 The student will identify and write the transitions of a speech.

3.1.6

3.1.5.1

3.1.5.2

3. 1 .5.3

3. 1 .5.4

The studentIdea.

3.1.6.1

3. 1.6.2

Does not apply.

Given a short speech the student will identify atleast three transitions between moin ideas and portsof the speech.

Given a short speech, the student will identify all MStransitions between main ideas and parts of the speech.

Given a speech without transitions, the student wHIwrite a least five transitions between main ideas andparts of the speech.

will identify and write a conclusion to support the main

.The student will be able to identify a simple conclusionto a short speech.

The student will-write a summary covering hvo mainpoints of a speech. .

3.1.6.3 The student will write a conclusion to his speech that MSwill summarize the important points he has covered.

3164 The student will write several types of conclusions in HSaddition to summarization.

The student will outline (topic or sentence) his speech.

3. 1 .7. 1

3. 1 .7.2

3. 1 .7.3

Given a simple story, the student should repeat basicIdeas in correct time order in the narration.

Given a series of topic sentences for a speech, thestusfent will place them in correct sequential order.

Given the topic of a speech, the student will prepare MSa correct topical outline.

if,

3. 1. 7.4 Given (1 li..t of d:fferent topics for speeches, thestudent will preptir1/4 least two topic outlinesand two sentence outlines on different subjects.The outlines must contain a minimum of two to fourlarge divisions 6och containing two subdivisions.

Speech Supports

4.1 Using speech supports or arguments such as descriplion or explanation;comparison and contrast; examples; focts, figures, ond statistics; testimony;and restatement in speaking.

4.1.1 The student will accurately identify and describe or expiein familiarobjects, pictures or activities.

4. 1. 1 . 1 Given an object, picture or name of activity, thestudent will identify it to a group by using at leastone descriptive word.

4.1.1.2 Given a familiar object, picture, or name of activity,the student will identify that object, pkture or name ofactivity to a group by using two descriptive sentences.

HS

4.1.1.3 Given an object, picture or name of an activity, the MSstudent will identify it to a group using at least threecategorical descriptions including size, shape, colorot texture in four descriptive sentences.

4.1.1.4 Gi yen an assignment to describe on activity, the student HSwill give a two to three minute speech to describe thatoctivity to a group. This speech must contain at leastthree descriptive paragraphs.

4.1.2 The student will accurately describe or explain his emotions orreoctions to pictures, situations or problems.

4.1.2.1 Given two pictures, one sod and one happy, the student P

will describe the emotions evoked from at least onepicture to a group.

4.1.2.2 Given a series of pictures (showing emotions of sadness, Uhappiness, anger, rear and love) the student will describeat least four of the?se emotions to a group.

4.1.2.3 P3iven a role-playing or verbal situation, the student MSwill describe his dominant emotion: hate, anger,frustration, impatience, pride, joy or contentment toa group.

4.1.2.4 Given on assignment to depict an emotion/emotions, the HSstudent will choose a three to five minute selection toread to a group.

It

A -Pi4.1.3 Ihe siscokel will tiovelsp ii onnin hy the uw of comzrison nnd

mowtrtiSt ;:l his 'Meisel/lid ion.

4.1.3.1 Given two objects, the student will tell what is similarin both.

4.1.3.2 Given two oblects, or pictures, the student Will makeat least ono comparison and contrast about these itcms.

481.3.3 Given two countries, the student will compare and MScontrast them in at least two different areas.

4.1.3.4 Given facts about two people, places, situations, or HSpieces of literature, the student will make at leasttwo contrasts and two comparisons in his presentation.

4.1.4 The speaker will develop a 'nein idea hy the use of examples inhis speech.

4.1.4.1 The student will share r personal experience by using Pone example or specific instance.

4.1.4.2 The student will relate a personal experience of another Uto clarify or illustrate a point.

4.1.4.3 In presenting a speech, the student will give a specific MSexample to illustrate each of three general statements.

4.1.4.4 In presenting a speech, the student will Ove several HSspecific examples to illustrate a given number ofgeneral statements.

4. 1.5 The speakers will make use of facts, figures, and statistics inhis speech.

4.1.5.1 The student give one fact to support or sulatontiatea Point in an oral presentation.

4.1.5.2 The student will clarify his speech by including ot leastone fact and one figure.

4.1.5.3 Given the topic of a speech to prepure, the student MSwill explain ond clarify it with ot least one fact, figureand statistic.

4.1.5.4 Given a topic of his own choosing, the student will explain HSand clarify on icica by using four or more facts, statistics,and figures in his speech.

1904. 1.6 The speuker will usi. ilia testimony of a recognize 1 authority

to support a particular topic.

4.i.6.1

4.1.6.2

4. 1.6.3

4.1.6.4

Does not apply:

Does not apply.

In giving a controversial speech, the student wHI useot least one supportive testimony by a -ecognizedauthority.Given a list of topics from which to prepare, thestudent will produce at least three testimonies byrecognized outhorities to support the ideas in his speech.

4. 1.7 The speaker will demonstrate the tool of restatement in a speech.

4.1.7.1 Given a story, the student will be able to restate therepetitive theme or words of the story.

4.1.7.2 Given the directions for a simple game, the student willrestate them in proper sequence.

4.1.7.3 In giving a speech, the student will re-emphasize agiven point by restatement of that point in the bodyof his speech.

4.1.7.4

5.0 Media of Oral Communication

In giving a speech, the student will re-emphasize atleast three points in the body of the speech by restatingthem.

5. 1 Simulating or giving a recorded speech correctly using electronic equipmentsuch as a microphone, tape recorder, or video tape.

5.1.2 The student will be able to read or writt_ nnd deliver a correctlytaped speech.

5.1.2.1 The student will read a short sto / into a tape recorder.

5.1.2.2 Given a microphone, the studtnt will deliver orally ashort radio speech keeping his mouth propor distancefrom the microphone ond pitching his voice slightly lowerthan normal.

5.1.2.3 The student will prepare and deliver into a recordera short speech which is audible to the listener.

5.1.2.4 The student will prepare and deliver into a recorder anaudible speech with a range of intonations includingquestion, exclamation and commands.

P4 13

HS

Ms

115

MS

HS

5.1.3 The student will write and deliver orally a cosrectly videotoped speech.

6.0 Discussion

5. 1.3.4

191

111, studrnt will participate in a playlet that is tieingvideo-iapvd.

The student will participate in choral speaking thatis being video taped.

The student will prepare and ocliver a televisioncommercial, using the proper eye contact ondvoice techniques, along with natural hand gesturesand :aciol expression.

The stuaent will deliver o video-taped, 2-4 minutespeech using eye contact with the camera and naturalhond gestures and facial expression.

Directed, cooperative, oral consideration of ideas between two or morepersons, used in informal discussion; telephone conversation; formalproblem-solving discussions: panel, symposium, forum; and interview.

6. 1. 1 The student will be able to clearly and politely introduce himselfand others to another person or a small group.

6. 1.1 1 Given an informol discussion,himself lo another person.

6.1.1.2 Given on informal discussion,one person to another.

6. 1 . 1 . 3

Ms

HS

the student will introduce P

the student will introduce U

Given an informal discussion, the student will introducehimself properly to the group and other members to eachother.

6.1.2 The student will ask questions of various levels using opproprioteinflection in an informal discussion in a small group.

6.1.2.2

Givc:n an oral situation, the student will ask at !testone recall question by using the appropriate inflection.

Given an oral situation, the student will ask at leastone question involvin9 liti.rol eomprvliension, Ihe studentwill speak quietly, adding stress to,his statement withoutvolumn.

1 4

MS

0

192

Given 11 holne of on (nut situdion, Om student willask at 10.00 two questions demcmding an inference. Thestudent. will use apprnirriole (demnnding) inflection in -his voice (and the use or pause.

Given the name of on oral situation, the student wHI HSosk at lecnt two questions demanding literal andinferential comprehenskn. The student will usesurprise, horror, and pause in his spooking to conveythe meaning.

6.1.3 The student will answer questions in a correct and convemationaltone in an informal discussion in a small group.

6.1.3.1 Given on oral question involving onc word facts, thestudent will answer the question.

6.1.3.2 Given an oral question involving literal interpretation,the student will answer the question'.

6.1.3.3 Given an oral question demonding an inference, the MSstudent will give appropriate answer.

6.1.3.4 Given oral questions demanding both literal and HSinferential comprehension, the student will giveupprop iaie answers .

6.1.4 The student will converse fluently in informal dkcussion usingquestions and answers and other speech supports.

6;1.4.1 The student will carry on a conversation using atleast one speech support. (Authentic facts).

6.1.4.7 The student will participate in a conversation usingot least two speech supports. (Authentic facts andtestimony).

6.1.4.3 The student will participate in conversation usingquestions, answers and at least two speech supports.(Authentic furls and testimony).

MS

6.1.4.4 The student will participate in conversation using HSquestions, answers, and at least three speech supports.

,(Authentic facts, testimony and statistics).

6.1.5 The studnt 411 demonstrate corruct telephone etiquette, demon-strating abiNty to converse fluently, courtesy information givingability, critical listening obility, and conversational tone.

6.1.5.1 In pantomining a telephone situation, the studentwill answer the telephone with the correct greetingond ending of a phone conversation.

71"r-

7.0 Storytellbig

6.1.5.2 Given a script, the student will call and conversewith a friend. Fie will identify himself, ond usethe appropriate greeting and ending of the phoneconversation.

193

6.1.5.3 Given a script, the student will call in on emergencysituation;i.e. police, fire department, ambulance,operator. Ile will identify himself and give appropriategreeting and limper concluskn to the conversation.

6.1.5.4 The student will answer the telephone or place a MScull with correct greeting, with-proper identification ,with a proper conclusion to the conversation.

6.1.5.5 Given a script, the student will make on appointment. MSHe will identify himself and give appropriate greetingand proper conclusion tO tho conversation.

6.1.5.6 Given a script, the student will ask for or prey* HSinformation in a telephone situation. Ht: will identifyhimself, siieok courteously in a conversational tone,and use the appicipriate greetings and closings.

7.1 The art of werrntion using nursery rhymes, fairytale:, folktales, fables;myths, legemh, epics, and sagas.

7. 1. 1 The student will be able to tell a short stol. from memorr,demonstrating fluency and delivery sUni.

7. 1 . 1 .1 The student will recite a nursery rhyme with expressionemphasing the rhythm. He will demonstrate goodposture.

7. 1. 1 .2 The student will tell a fairytale or on Aesop's fableusing appropriate voice, facial expression, andeye contact. lie will Aldemonstrate good posture,audibility and speaking rote.

7.1.2 The student will be able to tell a myth, legend, or port of an epic.

7.1.2.1 Does not apply.

7.1.2.2 The student will tell a legend using appropriateexpression and rotOof speaking.

7.1.2.3 1he student will, tell a myth ond a legend using MSappropriate expression, rate of speaking, goodposture and eye contact.

1

1947.1.2.4 The student will te1.1 port of an epic or a saga using HS

appropriate expression, hale of spooldng, goodposture and eye contact.

7.1.2.5 The student will acfino types and charactethtics of HSstories.

9.0 Bask Forms of Public Speaking

8.1 Bask public speaking uses. Speeches with a purpme whkh include demonstra-tive; informarivatentertoining; and persuasive.

8.1.1 The stuc4nt will clearly write and fluently deliver a ,speech todemonstrate.

8.1.1.1 The student will deliver a speech relating one important Pfact on "how to do something" during "show and toll"time.

8.1.1.2 The student will write and deliver a speech displayingan orderly sequence on "how to do something" usinga visual aid.

8.1.1.3 The student will he able to prepore and deliver an MSadvertising speech'of 2-3 minutes using audio-visual each Laid two sseechiupporls (oullitnikfacts and testimony).

8.1.1.4 Given a list of possible subjects for demonstrativespeeches, the student wIll prepare and deliver a3-5 minute speech to demonstrate using severalaudio-vkuols and speech supports (authentic facts,testimony and ctatistics).

8.1.1.5 The student will be able to Ikt the functions of onaudio-visual in a speech.

8.1.2 The student will be able to clearly write and fluently delivera speech_to inform.

8.1.2.1 The student will deliver o speech to inform bi-itoingan anouncement about somethin9 that interests him.

8.1.2.2 The student will deliver a speech to inform by givingan orui report from a selected list. He must completethe report within three minutes.

HS

8.1.2.3 In giving nn oral report, Ole student will display the MSuse of a good introduction, supporting evidence,organization and conclusion.

1 7

8.1.2.4 In giving an informative speech, the student will'dhplay the use of a good intmtiuction, supportingevidence, organization and conclusion.

L95

8.1.2.5 The student will be able to oroliy repeat tho three kindsof informotive speaking: report, announcements ondlecturing.

8.1.3 stocivnt will be oblo to clearly write and fluently cleaver aspeech to entertain.

The student will deliver a speech to entertain bytelling a short joke or clever saying.

The student will deliver a short speech using anannecdote or personal experience. The speech willdisplay comparison or contrasts, necessary explanationand told in the proper sequence.

V.%

48.1.3.3 A student will prepare and deliver a humorous speech MS\

from 7-3 minutes using an illu:tration, annecdote, orspecific instance. Hi avoids rambling and unnecessary

...- repetitions.

8.1.3. Given a list of potenrally humorous situations, thestudent will prepare and deliver a 3-5 minute speechusing several types of humerous 'Opals.

8.1.3.5 Given a number of humerousyappeols, the student willillustrate or prpvide examples.

8.1.4 The student will be able to clearly write and fluently deliver aspeech to convincr or persuade.

8.1.4.1 Does not apply

8.1.4.2 The student will write and deliver 30 seoond speech,convincing the audience to buy a particular productusing the testimonial technique.

8.1.4.3 The student will write and deliver a 1-2 minute speech MSconvincing the audience to buy a particular productueng the testimony and facts or statistics.

8.1.4.4 The student will write and delivcr a 3-4 minute speech VIS

to convince or persuade using the testimony, facts,statistic!, and specific instances or illustrations.

HS

8.1.4.5 Given a numbei of logical proofs, the student willillustrate or provide examples.

9 0 Competitive Speech

9.1 Competitive Speaking - (optionai) includes dramatic interpretation, humorous.interpq, oratory, impromptu, original oratory', extemporaneous speaking, debatingand parliamentary procedure at the MS and tiS levels only; however these typesof speeChes are also used as regular assignments in the classroom.

9.1.1 The student will be able to deliver a dramatic interpretation in thearea of ora! interpretation of literature.

9.1.1.1 Does not apply.

9.1.1.2 The student will choose, prepare and deliver a 4-8minute speech from a cutting (from a novel, shortstory, ploy, or poem.)

1 9

3.979.1.1.3 The stuUent will choose, prepare and deliver a 4-8 minute MSspeech from a cutting (from a novel, short story, play,or poem.)

9.1.1.4 The student will choose, prepare and deliver an 8-10 IISminute speech from a cutting (from a novel, shortstory, play or poem.) The speech will includiyanoriginal introduction.

The criteria for the above objectives are: (9.111.2,9.1.1.3, 9.1.1.4)Dramatic Interpretation(a) Choice of selection (recognized literary merit)(b) Correctness of interpretation(c) Use of voice(d) Speaking ability and delivery(e) Poise and gestures(f) Eye contact(g) Posture

1

9.1.1.5 The student will be able to define oral interpretation.9.1.2 The student will be able to deliver a humorous interpretation in thearea of oral interpretation of literature.

9.1.2.1 Does not apply.

9. 1.2.2 The student will choose a cutting (from a novel,short story, poem or play) and prepare ond delivera humorous speech of not more than 4-8 minutes.

9.1.2.3 The student will choose a cutting (from a novel, short MSstory, poem or play) and prepare and deliver a humorousspeech of not more than 4-8 minutes.(4

9.1.2.4 The student will choose a cutting (from a novel, short HSstory, poem, or play) and prepare and deliver a humorousspeech of not more than 8-10 minutes. The speech willInclude on original introduction.

The cri:eria for the aboie objectives are: (9.1.2.3, 9.1.2.4)Humorous interpretation(a) choice of selection (recognized literary merit)(b) Correctness of interpretation(c) Use of yoke(d) Speaking ability and delivery(e) Poise and gestures(f) Eye contact(g) Posture

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9.1.2.5 The student will be able to compare and contrast 198dramatic interpretation and humorous interpretation.

9,1.3 The student will select and deliver a oratorical interpretation.

9.1.3.1

9.1.3.2

9.1.3.3

9.1.3.4

Does not apply.

Dees not apply.

The student will select a cytting from a publishedspeech and prepare on oratorical interpretation analysis

)ot to exceed 3 minutes.

The student will select a cutting frcm a publishedspeech and prepare an oratorical interpretation analysisnot to exceed 10 minutes.

The criteria for the above objectives are: (9.1.3.3,9.1.3.4)

Orator;col Interpretation(a) Choice of selection(b) Ability to communicate author's ideas(c) Use of voice(d) Poise and gestures(e) Eye contact(f) Spenking ability and delivery(g) Posture

9.1.3.5 The student will &rime oratorical interpretation.

9.1.4 The student will bo able to prepare and deliver an impromptuspeech.

9.1.4.1 Given a topic, object, or event, the student will beable to tell one fact in a brief impromptu speech.

9.1.4.2 Given a book, the student will open it at random andput o pencil on a word and speak for at boost one minuteon the word he hos chosen (other than determiners, con-junctions, and interrections.)

9.1.4.3 Prom a list of three topics, the student will hay, 5minutes of preparation, and deliver a 3-5 minuteImpromptu speech on one of the topics.

9. 1.4 .4 From a list of three topics, the student will have 5minutes of preparation and deliver an 84.10 minuteImpromptu speech on one of the topics.

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The crDeriu for the above objective are: (9.1.4.3,9.1.4.4)

Impromptu Speuking(a) Staying on Ihe topic(b) Orgnoization(c) Conlent (originulity and logical thinking)(d) Word choice and language usage(e) Speaking ability and delivery(0 Eye contact(9) Posture

9.1.4.5 The student will define an impromptu speech.

9.1.5 The student will be able to write and deliver an odginol oratory.

9 1 .5 1 Does not apply.

9. 1.5.2 The student will prepare and deliver an e-;ginaloraticr. fur.4-8 minutes which may be informativeor persuasivi.

499

HS

9.1.5.3 The student will prepare and deliver on original oration MSfor 4-8 minutes which may be informative or persuasive.

9.1.5.4 The studen1 will prepare und deliver on original oration HS

for 8-10 minutes which must be persuasive.

The criteria for the above objectives are: (9.1.5.2,9.1.5.3, 9.1.5.4)

Original Oratory(a) Originality(b) Logical thinking(c) Word choice and language usage

Speaking ability and delivery(e)\(ye Contact

. (f) Posture

9.1.5.5 The student will define originol oratory. HS

9.1.6 The student will be uble to compete in an extemporaneous speakingcontest.

9.1.6.1 Does not apply.

9.1.6.2 Does not apply.

9.1.6.3 From a list of three topics, chosen from current affairs MS

maga7inec, tile student will prepare and deliver a 4-8minute extemporaneous speech using 1/2 hour preparationtime.

'il)dee 4,

'9.1.7

I

2009.1.6.4, rrom a list of three topks, chosen trom currentaffairs movazines, tho student wHI plepare an 8-10minute extemporaneous speech using 1/2 hourpreparation time and several types of speech supports.

5

ON

The criteria for the above objectives are: (9.1.6.3,9.1.6.4)

Extemporaneous Speaking(a) Staying on tho topic(b) Organization(c) Content of speech (originality and logical thinking)(d) Word choice and language usage(e) Speaking ability and delivery(f) Eye contact(g) Posture

9.1.6.5 The student will define tho characteristics of extemporan-eous speaking..

The student will compete on either the affirmative or negative sideof o debate.

9.1.7.1 Does not apply.

9.1.7.2

9.1.7.3

9.1.7.4

9.1.7.5

9.1.8 The studentprocedure.'

9.1.8.1

The student will be able to define the characteristksof thc affirmative and negative sides of b &bate,'

Given a topic to debate, the student will partkiateas a constructive speoker for not longer than six minutes.

Given a topic.to debate, the student will participateas a constructive speaker for not longer than 10 minutes.4,

Given a topic to debate, the student will participateas a rebuttal speaker for not more than five minutes.

The criteria for the above objectives ore: (9.1.7.3,9.1.7.4, 9.1.7.5)

Debate(a) Anolysh(b)(c) Evidence(d) Organization(e) Refutation(1) Delivery

will participate in a meeting using correct parliamentary

Does not apply.

MS

HS

9.1.8.2 Given 5 multiple t hoice questions on on objectivetest about Robert's Rules of Order, the student willpuss the test wriE7O1Ciiccuracy..

9.1.8.3 In conducting a.closs election, the student will observe MSRobert's Rules of Orckr during (1) making a motion,(2) nominating candidates and (3) closing nomlribtions.

9.1.8.4 Given a list of characteristics of a debate and of apanel discussion, the student will label the listappropriately (using a D or P).

. 1 Given 10 common multiple choice questions, thestudent will pass a test on Robert's Rules of Orderwith at least 75% accuracy.

. 2 In conducting a weting, the student will applyRobert's Rules of border.

. 3 in conducting a class election, the student willapply Robert's Rules of Order.

. 4 Given twenty common multiple choice questions, thestudent will pass a test on Robert's Rules of Orderwith at least 75% accuracy.

.5 In conducting a closs meeting, the student willapply Robert's Rules of Order.

10.0 SFeech Communication Theories

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10.1 Rhetorical Thories used in Ancient Greece and Rome .

10.1.1 The student will speak about oncient speakers and thetorkal theories.

10. 1.1. 1 Does not apply.

10.1.1.2 Does not apply.

10. 1.1. 3 The student will delis.er a 2-4 minute speech onfamous curly speakers such as Demosthenos and Cicero.The student will describe their works and contributionto speaking.

HS

MS

10.1.1.4 The student.will be able to identify and define Aristotle's HS

three proofs in speaking (logos, pathos, ethos) andC cv o's fi VU oihons of spcnI:itig (invention, arronry.ment,style, memory, delivery) and explain their significanceto today's speakers,

. 10.2 Communication Patterns In Various Mossago-Receivel Models.

10.2.1 The student will identify and define several communicationmodels including his own..

10.2.11.1 Does not apply.

10.2.1.2 Does not apPly.'

10.2.1.3 The student will tell the definition of a simplecommunication model using encoder, decoder,mestoge, noise, and channel.

10.2.1.4 The student will define at least three basiccommunication models (Schramm, Shannon-Weaver, Ross, Derlo) or theories.

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