Speech+S2+2015+(Periods+One+Three+and+Four)

=**Daily Assignments: Second Semester Seventh** and Eighth Period=
 * =__**First Semester Speech**__=

__**HERE IS A LIST OF ASSIGNMENTS, DUE DATES AND OTHER IMPORTANT INFORMATION!**__

__**August 26/August 27**__ Students will write about a fear they have, participate in name games, learn the workings of the class from the syllabus, and learn the requirements for the first speech.

When discussing the syllabus students will write their expectations for the class. What do they need to learn in order to feel that this class was both helpful and useful. What will they do as students in this class (for example. behavior and work ethic, to ensure their learning goals are met.)

This will then be stapled to their syllabus and brought home for their parents to sign. __**Both the expectations, the syllabus, are DUE AUG 28/29**__ __**BAG SPEECHES due Aug 30/Sept 3**__

__**August 28/August 29**__ __**DUE: signed syllabus and expectations**__

Students will identify and define the elements of communication Identify how and why communication skills are important Identify and describe formal and informal communication settings Identify and explain the interrelated steps of the communication process AND TURN IN

--Write a short dialogue or create a diagram that demonstrates knowledge of the communication process (COLLECT)



__**August 30/September 3**__

DUE: Bag Speeches DUE

__**Sept 4/Sept 5**__ Finish powerpoint and create a diagram that demonstrates knowledge of the communication process (COLLECT)

-- Write an informative paragraph about their personal methods of communication. (Collect) Think about the following questions: Do they smile or speak to strangers? Do they feel comfortable speaking in front of large groups? Are they good listeners? Do they talk to their friends for hours and their parents for minutes? How does their communication differ with different audiences? COLLECT

Students will demonstrate their knowledge of the communication process through an open note quiz over pages 3-25.

Students will learn the definition of perception and see how it affects the communication process.

--Students will review the elements of perception as they participate in a table discussion on whether or not to close at lunch. They will look at the issue from the point of view of the principal, a, the owner of Subway, a Berthoud policeman, and a BHS cafeteria worker. (Record their answers, discuss and COLLECT)

__**Sept 9/10**__ --Take Notes on Nonverbal using the powerpoint. and the nonverbal worksheet



--Connect perception to non-verbal communication in groups using the In-Out Worksheet (Discuss)

--Practice Non-Verbal Speech Behaviors in the Poise Builder Speeches

--Play charades to review non-verbal strategies

Homework: Conduct the nonverbal experiment and create a one page 'write up' on their findings to share with class. ** DUE Sept 12/13 **

__**SEPT 11/12**__ --Students will conduct an experiment about nonverbal communication through the nonverbal experiment **DUE Sept 13/16**

Watch three short clips of Charlie Chaplin films


 * Take the Non-verbal Quiz**

Play Charades

__**Sept 17/18**__ --Students will report on their non-verbal experiment the nonverbal --Students will learn the meaning of slang and then that knowledge to the slang sheets.


 * --Listening/Hearing Activity**

__**Sept 19/20**__ --Learn the effect of Euphamisms, Cultural Language, and Obscenities through a class jigsaw.
 * (COLLECT SLANG SHEETS)**

--Learn how Connotation and Denotation affect communication through the worksheet **(COLLECT)**

__**Sept 23/24**__ --Review Verbal Terms

--Learn about intrapersonal communication by reading chapter 5 beginning on page 109.
 * (Answer review questions on pg 134 COLLECT)**


 * --**[[image:http://solidsaving-a.akamaihd.net/items/it/img/arrow-10x10.png]] your knowledge of Intrapersonal Communication to the Who and I packets and the T-shirts.
 * (DUE Sept 25/26)**



__**Sept 25/26**__
 * (DUE at end of class: t-shirt and who am I)**

--Discuss Maslow and levels of the Maslow Pyramid (See board)

that information to Cast Away. (Need three examples from the film for each level on the Maslow/Cast Away side and three specific examples from your own life for the Maslow/Own Life side.

__**Sept 27/30**__ Journal: "Make sure you have finished speaking before your audience has finished listening." Dorothy Sarnoff Denotation: "What does it mean? Connotation: What connections can you make?

Learn requirements of Technical Terms Speech **(DUE Oct 3/4)**



__**Sept 30/Oct 1**__ Finish watching Cast Away --Review the Maslow Pyramid and the levels to Cast Away.

Discuss/Collect Pyramids

Expert groups: The groups will have fifteen minutes to learn the material on the pages specified Then each will have approximately five minutes. Each group will
 * 1) Introduce the new terms
 * 2) Provide an activity that helps students 'learn' the material
 * 3) Assess the students in some way to make sure they have learned the material
 * 4) Have students reflect on the process to see whether their method was successful

Group One: self concept include self-fulfilling prophecy (chapter 5-6) Group Two: verbal and non-verbal communication (chapter 2) Group Three: listening and evaluating (chapter 4) Group Four: perception and its affect on the communication process (chapter 1, 5) Group Five: presenting your speech (chapter 3 - 13)

Ticket out the door: What are three things you learned about communication today and why are they important...

__**Oct 2/Oct 3**__ Journal: What does this quote mean? "It takes two to speak truth, one to speak and another to hear." Henry David Thoreau Denotation: What does it mean? Connotation: What are connections you can make to the quote?

Check for understanding about technical terms speech assignment

Technical Terms Speaking Order



Guide for test (Due Oct 8/9)

Play Labs as a review

__**Oct 4/7**__ Present Technical Terms Speeches Due at time of speech: Outline containing introduction, body(terms and definitions), and conclusion(quiz questions and answers) Critical friends must evaluate speeches using sticky notes with three positive comments and two that the speaker needs to work on for the next speech.

__**Oct 8/9**__ Finish Technical Terms Speeches Due at time of speech: (See Oct 2/3)

__**Oct 10/11 (End of the Quarter)**__ Finish last few Technical Terms Speeches Due at time of speech: (See Oct 2/3)

Students demonstrated their knowledge of Communication by taking the test.

__**Oct 14/15**__ Discuss worked/didn't for terms speeches and class so far. Students will write a NOTE TO SELF about the grade they want to get in this class and how they plan to do that... __**COLLECT**__

Students will learn and apply the elements of a demonstration speech

Journal: teach someone to tie their shoe in three steps Switch and Share...Discuss

Students will learn the Specific Demonstration Speech requirements -See a speech modeled -Discuss ideas and requirements with their critical friends -Two ideas Due on Oct 12/13

Students worked in the IMC to create Outlines, Introductions and Conclusions, or create powerpoints as possible visuals for the Demonstration Speech Rough drafts checked by a conference at end of class

Speaking Order for Demonstration Speeches

Ticket out..three demonstration speech ideas

__**Oct 12/13**__ Journal: "Do you want to spend the rest of your life selling sugared water or do you want a chance to change the world?”

Again, you can't connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something - your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life. Check for understanding of Demonstration Speech Requirements Students will take the unique career quiz to learn about the wide variety of careers available for their speeches.

Students will apply that knowledge to take notes on a chosen.

[|Best Jobs of 2013]

[|Jobs to Watch...]

Select a site and record it on the source line Take ten notes and put them into at least three categories. (Examples of categories include: skills and, salary, outlook, benefits etc.)

__**Oct 14/15**__ IMC work on outlines, graphic, intro-conclusion

__**Oct 21/22**__ Journal: "We live in an image society. Speeches are not what anybody cares about; what they care about is the picture." [|Madeleine Albright]

Present Demonstration Speeches Due at time of speech:
 * Outline**
 * Separate Introduction and Conclusion(optional)**
 * Practice Signature**
 * Some Type of Visual Aid**
 * Speech Itself**


 * Demonstration Speech Speaking Order**

__**Oct 23/28**__ Present __Demonstration Speeches__ Due at time of speech: (See Oct 21/22)

__**Oct 29/30**__ Students will finish presenting last few speeches Students will reflect on what worked and what they need to address before the next speech NOTES TO SELF...

Intro for Information Speech (Speeches begin Nov 18/19)

__**Oct 31**__ Students began researching their chosen careerusing the three note sheets provided. [|College in Colorado] [|Occupational Outlook Handbook] [|College Board]

Learn about interviews...create questions...practice...set up... Students will learn how to take Double Entry, or T-chart notes Students will learn the requirements of the Information Speech



Students will take their three pages of notes on three sources they select for the speech. Students will sign up, committing to their chosen career and stating whether they need help to find an interview source

__**Nov 1/Nov 4**__ Students will continue working on the requirements for the speech. Speech Order Available

__**Nov 5/Nov 6**__ Final Work Day Power-points, Bibliographies, Outlines, Introductions and Conclusions

Bibliography Resources: [|Citation Machine]

[|Bib Me]

[|Easy Bib]



At least three sources plus your interview

Students will do a progress check on their work for the Information Speech and send this home to their parents in an email

__**Nov 7/8**__ Journal: Is college still worth the time and money necessary in today's society?

Learn the requirements of a Socratic Seminar.

Research pros and cons using the articles provided Students need to find ten specific pieces of evidence citing the source in their notes Students need to create ten questions using that evidence to be used in the socratic seminar.





















__**Nov 11/12**__ Journal: Progress Check (Research, Outlines, Powerpoints, Bibliography, Interview Q&A, Practice Signature) Reminder...bring a stamped thank you note on Thursday or Friday...

Students on Nov 12 will learn the requirement of the socratic seminar and compete their research during the last half of class on Tuesday

__**Nov 13**__

Students will participate in a Socratic Seminar about college. Question: Is college worth the investment time and money?

Following the seminar students will write a persuasive paragraph using the evidence gained from the seminar to support their claim. COLLECT PARAGRAPH, EVIDENCE AND QUESTIONS

__**Nov 14/15**__ Socratic Seminar on Education Collect:Evidence, Questions, Grading Sheet, and Persuasive Paragraph

__**November 18/19**__

Journal: (Use blue sheets for journals and turn them in when full.) "I've learned that making a 'living' is not the same thing as 'making a life.' - Maya Angelou Denotation - definition what does it mean Connotation -make a connection

Information Speeches Begin





__**Due at time of speech**__

Research Notes Interview Questions and Answers Outline Powerpoint Bibliography Practice Signature

__**N****ov 20/21**__ Journal: What are three things you learned about your career from this last speech. Knowing what you now know would you still consider making this your career? Why or why not?

Finish the career speeches

__**Nov 22**__ Journal: What is persuasion? How do you convince your parents? your friends? and your teachers to change their minds about something if they don't agree with you?

Finish the career speeches Conduct the Socratic Seminar about whether college is worth it. DUE: grading sheet evidence questions persuasive paragraph

__**December 2/3**__ Finish last speeches (Information) worked/didn't

__**Journal:**__ note to self...

learn appeals used in advertising [|persuasive appeals used in advertising]



learn about the requirements of the advertising speech DUE FRIDAY or MONDAY


 * If you are absent either today or during the workday next class you are responsible for completing the the Alternate Advertising Assignment below.**

Homework: Watch ten commercials (On a separate sheet of paper record the following information for each commercial) Product/ Appeal Used/ Did it work or not...were you persuaded DUE NEXT CLASS

__**DECEMBER 4/5**__
 * Journal: If money were no object...how would you change the world?**

Work time for Ad Commercials DUE next class (first hour due on Tuesday)


 * choose product to advertise
 * brainstorming sheet
 * write script
 * create product
 * memorized commercial
 * obvious use of appeal/appeals

[|Smithsonian Ingenuity Awards 2013]
 * Ideas for Ways to Change the Planet**

[|TEd Talks Persuasive]

__**December 6/9**__ Present Advertising Speeches
 * Collect: script, self-grade, practice signature**

Watch Change the World Videos [|Change the World Video]

[|Eric Clapton Change the World Video]

[|140 ways to change the world]

Learn requiremens of TED Talk Persuasion Speech: Change the World in Two to Four Minutes




 * Homework**: Topic and either Three Reasons or Problem Solution Method **DUE DEC 10/11**

__**Dec 10/11**__
 * Collect topic and three reasons or problem solution method chosen**
 * (First Period present Advertising Speeches)**

Ethos,Pathos, Logos Introduction Activity Ethos - Appeals to one's sense of ethics and morality Pathos - Appeals to one's emotions Logos - Appeals to logic and emotion
 * REVIEW TERMS AND DEFINITIONS:**

Students can listen to the talk in chunks (it's divided into three or four main points) and, while listening, create lists of the arguments that Cooper uses by placing them appropriately under the label of "ethos", "pathos" or "logos. T he students compare their lists and discuss the possibility of a single argument belonging to multiple categories.
 * Watch the Ted Talk below**

[|What's Wrong With School Lunches by Ann Cooper]

One source and one page of notes Outline Bibliography Visual Slide (at least one for a visual aide) Practice Signature (at the bottom of the assignment sheet)
 * When finished go to the IMC and begin research for their chosen topic**

__**December 12/13**__ Discuss antithesis: Address the other side in your introduction to make your case even stronger. For example...While many feel that they are mistaken because...

Learn elements of the rubric

__Continue preparing for speeches in the IMC.__


 * Finals Week**
 * Remaining day of regular class and the finals period**

Give Persuasion Speeches DUE: Notes, Outline, Bibliography, Visual Slide, Practice Signature Speech itself

__ January 9 __
 * Students will write about a fear they have, learn about other students through name games, learn the workings of the class from the syllabus, and learn the requirements for the first speech. **







__ January 11 __
 * DUE: signed speech syllabus **
 * Students will identify and define the elements of communication **
 * Identify how and why communication skills are important **
 * Identify and describe formal and informal communication settings **
 * Identify and explain the interrelated steps of the communication process **





__ January 15 __
 * DUE: Commmunication Model and Bag Speeches **


 * --Write an informative paragraph about their personal methods of communication. (DUE January 17) **
 * Think about the following questions: Do they smile or speak to strangers? Do they feel comfortable speaking in front of large groups? Are they good listeners? Do they talk to their friends for hours and their parents for minutes? How does their communication differ with different audiences? How do they communicate differently as senders than when they are receivers? **

__ January 17 __
 * DUE: Informative communication methods paragraph **


 * Students will demonstrate their knowledge of the communication process in an open-note quiz over pages 3-25. **


 * Students will learn the definition of perception and __#|apply__ that demonstration to the worksheet. **

__ January 22 __
 * --Students will review the elements of perception as they participate in a table discussion on whether or not to close campus at lunch. They will look at the issue from the point of view of the principal, a teacher, the owner of Subway, a Berthoud policeman, and a BHS cafeteria worker. (Record their answers, discuss and COLLECT) **


 * --Take Notes on Nonverbal using the powerpoint. **


 * --Connect perception to non-verbal communication in groups using the In-Out Worksheet (Discuss - COLLECT) **

__ January 24 __
 * --Practice Non-Verbal Speech Behaviors in the Poise Builder Speeches **






 * --Take Non-Verbal Notes **

-- Non-Verbal Experiment assigned
 * --Play charades to review non-verbal strategies **

__ January 28 __
 * --Students will demonstrate their knowledge of non-verbal communication by reporting out on their non-verbal experiment **


 * --Students will continue learning about non-verbal communication through the non-verbal fill in note sheet **


 * --Students will demonstrate their knowledge of slang using the slang sheets (DUE January 30) **

__ January 30 __
 * (Collect Slang Sheets) **
 * --Learn the effect of Euphamisms, Cultural Language, and Obscenities through a class jigsaw. **






 * --Learn how Connotation and Denotation affect communication through the worksheet ** (COLLECT)

__ February 1 __ Answer review questions on pg 134 COLLECT)
 * --Review Verbal Terms **
 * --Express your knowledge of verbal communication terms on the quiz **
 * --Learn about intrapersonal communication by reading chapter 5 beginning on page 109. **


 * Apply your knowledge of Intrapersonal Communication to the Who and I packets and the T-shirts. **



__ February 5 __ (Due: tshirts and who am I)
 * Learn requirements for the Technical Terms Speech **




 * --Review Maslow Pyramid **
 * --Apply to Cast Away **

__ February 7 __ -- ** Finish Cast Away. **
 * --Work on Technical Terms Speeches **



__ February 11 __
 * Present Technical Terms Speeches **
 * Due at time of speech: **
 * Outline: Introduction(background), body(terms and their definitions), conclusion(quiz questions and answers) **

__ February 13 __
 * Present Technical Terms Speeches **
 * Due at time of speech (see Feb 11) **
 * __Finish__ the Study Guide for the Communication Unit test **



__ February 15 __
 * Students will demonstrate their knowledge of Communication through their performance on the exam. **
 * Students will learn the requirements of the Demonstration Speech **
 * --See a Demonstration Speech Modeled **


 * --Discuss the requirements using the assignment sheet **


 * --Work with their critical friends to come up with ideas for their speeches. **
 * --Due next two time--two possible ideas **

__ February 20 __
 * Work in the computer lab to create their Outline, Introductions and Conclusions, and a possible powerpoint to use as a visual **
 * Check for understanding by conferencing with the teacher at end of class. **

__ February 22 __
 * Check understanding of Demonstration Speech requirements. **
 * Learn about the many careers available through the career quiz **




 * Learn how to take Double Entry or t-chart notes **
 * Practice that skill in the IMC by googling Best careers of 2012 and choosing a site from those available. **




 * Select a site and write that url on the site line. **
 * Take at least ten notes on information offered about the various careers. **
 * Put that information into at least three categories. Examples of categories include: skills and education, salary and outlook, job description, benefits etc. ** Collect

__ February 26 __
 * Present Demonstration Speeches **
 * Due at time of speech: **
 * Outline **
 * Separate Introduction and Conclusion **
 * Visual Aid of Some Kind **
 * Practice Signature **
 * Speech Itself **

__ February 28 __
 * Continue Demonstration Speeches **
 * Due at time of speech: (See Feb 26) **

__ March 4 __
 * Students will finish presenting last few speeches **
 * Students will reflect on what worked and what they need to address before the next speech with a NOTE TO SELF... **

__ March 6 __
 * Students began researching their chosen career using the three note sheets provided. **




 * [|College Board] **

__ March 11 __ __ TCAP testing / No Class __

__ March 13 __
 * Students will learn the requirements of the Information Career Speech **
 * Students will check their progress on Information Career Speech using the requirements given in the assignment. **
 * Students will sign up, committing to their chosen career and stating whether they need help to find an interview source **

__ March 15 __
 * Students will learn how to set up interviews and create questions to use in the interview. Then students will continue researching for Information speeches (Speeches Due Monday or Tuesday - April 8 or 9) **

__ March 19 __

__ March 21 __

__ March 25 __

__ March 27 __ All Notes checked during class

__ March 29 __ Introduction/Conclusion Due __ April 9 __ Students will present Information Speeches

--Turn in Outline,Bibliography and Practice Signature before speech --Powerpoint will be graded during speech. --Provide constructive feedback to three speakers
 * The first student volunteer will receive ten extra credit points. (The list will be adjusted from there.) Students will not be asked to go a day earlier than they are scheduled. Speech delays may require that students postpone their speeches until the next scheduled period. **

__ April 11 __

__ April 15 __

__ April 17 __

__ April 19 __

__ April 23 __

__ April 25 __

__ April 29 __

__ May 1 __

__ May 3 __

__ May 9 __

__ May 13 __

__ May 15 __

__ May 17 __

__ May 21 __

__ May 23 __

__ May 28 __

__ May 30 __ Students will learn about the strengths and weaknesses of group vs. individual projects in a series of activities.

Students who are absent will need to read the following article and write a persuasive paragraph about whether they agree or disagree with the ideas. [|group projects vs individual projects] (Ten points possible)**