performance based based activities to ... using famous quotations to enhance your speech ..... .42...
TRANSCRIPT
Performance Based Activities
to accompany
Communication Applications by
Randall McCutcheon James Schaffer
Joseph R. Wycoff
Prepared by
Cindy Bomboske Jane Saunders
ISBN: 0-658-01273-8
Published by National Textbook Company, a division ofNTCiContemporary Publishing Group, Inc" 4255 West Touhy Avenue, Lincolnwood (Chicago), Illinois 60712-1975 U.S,A, P 2001 NTCIContemporary Publishing Group, Inc, All rights reserved, Permission is granted to reproduce the blackline masters contained herein as needed for classroom use or for use by individual students, Distribution lor sale is prohibited, Manufactured in the C Ilited States of America,
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TABLE OF CONTENTS
Chapter 1
"Slang Groups" .....................................1
Interesting Interpretations Introduce Who I Am ..............2
Stereotyping-Is It Positive or Negative .................. .4
Chapter 2
Perceptions Mold Personalities ..........................5
Tell It with Confidence and Conviction ....................6
Building Confidence ..................................7
Chapter 3
Freeze Frames ......................................8
The Talk Show Host ..................................9
Leadership ........................................11
Chapter 4
Listen To This!! .....................................12
Word Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .....13
Propaganda and Advertising ..........................14
Chapter 5
The Collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .....16
Picture Tales ......................................18
What Are We Saying Non-Verbally? .....................19
Chapter 6
Group Stories and Sounds ............................20
What Is A Typical Teen? ..............................21
Grouping-Creating a Utopic Community .................23
Chapter 7
That Was Then ... This Is Now ..........................25
Multicultural Issues ..................................26
From Whence I Came ...............................27
Role Playing Difficult Situations at Work . . . . . . . . . . . . . .....28
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Chapter 8
Abstract Interview Questions ..........................29
Newspaper Job Hunt ................................30
Letter Writing ......................................31
Chapter 9
Interview With A Twist ................................32
Then and Now .....................................33
Interviewing Others .................................34
Chapter 10
I Was There .......................................35
Producing The Radio Show of a Decade .................36
Researching Your Presentation ........................37
Chapter 11
My Dream House ...................................39
Three Different Introductions for Three Different Audiences ... .40
Using Famous Quotations to Enhance Your Speech ........ .42
Chapter 12
Commercial Analysis of Logic ......................... .44
Logic and Reasoning ............................... .45
Chapter 13
The Description ........................... ........ .46
Space Fillers ..................................... .47
Recognizing Literary Devices in a Speech ............... .48
Chapter 14
The Power of the Voice ...............................51
Effective Delivery Using The Narrative ...................52
How Is Your Delivery? ...............................53
Chapter 15
The Impact of Television On My Teenage Years ............55
Career Choice Interviews .............................56
Media, Technology, and Audio-Visual Presentation ..........57
E-mail Etiquette ....................................59
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'-" Chapter 16
This Is My Life Presentation ...........................60
My Autobiography ..................................61
Time Magazine Man or Woman of the Year ................62
Chapter 17
Creative Sales Presentation ...........................64
Advertising Agency Creative Commercial .................65
Creating an Effective Persuasive Speech .................66
Chapter 18
Connect Three: Improvised Conversation .................68
Creative Conversations with Openings and Closings .........69
Creating Working Extemporaneous Files .................70
Chapter 19
Oral Interp/Music/lnterview Project ......................72
The Message in the Music ............................73
Character Analysis ..................................74
Chapter 20
The Podium Awards .................................76
The Acceptance Speech for the Podium Awards ............77
Speeches for Special Occasions .......................78
Chapter 21
The Press Conference ...............................79
Switch Sides for Support .............................81
Grouping-Study of Values and Philosophers ..............82
Chapter 22
The Christmas Gift ..................................84
The Donation ......................................85
Developing Leadership Skills ..........................87
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Chapter Slang Groups
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1. Students will understand the communication process, and how it can break down. 2. Students will recognize the audience as an important part of the process. 3. Students will understand how language barriers can break down the communication •
process. ••: Preparation: • 1. Divide the class into groups of three or four. •• 2. On the board, write a list of "slang groups" or groups of people (stereotypes) that ••• have their own lingo. Examples might include: valley girls, rappers, skateboarders, •• surfers, army people, 50s teens, gangsters, hillbillies, old people, computer experts, •• etc.•• 3. Students will need one day to prepare scripts and one day to present to the class. ••••: Assignment: •
1. Each group selects a slang group to portray a breakdown in communication. • 2. The group will make a list of 20 vocabulary words used by this group and a definition ••• of each word. (example: Valley Girls list might include: "gag me with a spoon"-gross,
"totally"-completely, "24-7"-all the time, "major babe"-cute guy) • 3. The group will write a two-minute conversation utilizing most or all of the words on •• the list. Everyone must participate in the conversation. The scripts may be used to •• read the conversations to the class. ••• 4. On presentation day, each group reads the vocabulary words to the class without the •• definitions, before the conversations are read. •• 5. After reading the conversation, the students should go back and read the definitions ••• to the class to make it clear that language barriers do indeed create breakdowns. •• 6. Discuss how language barriers do indeed create breakdowns in the communication •• process and how important it is to analyze the audience. ••••: Evaluation: ••• 1. This exercise is done at the beginning of the year; thus, the building of self-confidence•• is important. •• 2. Evaluate the assignment as to whether or not the students achieved the objectives: •• the list of 20 words with definitions, stereotyping and use of "slang words," and ••• having a two-minute conversation utilizing most of the words. •• 3. If all of the objectives have been achieved and the group has demonstrated a •• breakdown in communications, a perfect grade should be given.
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: Objectives: 1. Students will utilize intrapersonal communication to assess thoughts and feelings
about the current school year. • 2. Students will utilize symbols to explain these inner thoughts and feelings.
: Preparation: •
1. Assign the presentations two or three days before the actual presentation.
• 2. Have the students select a symbol from each category and be prepared to explain ••• how this symbol relates to the current school year. •• : Assignment: •• 1. Students are to introduce themselves to the class by taking us through a journey of•
their 9th, 10th, 11th, or 12th grade year. •••••••
2. They must select a symbol from each area: movie title, advertising slogan, points of interest, weather outlook, or create their own symbols.
• 3. Tell students to include a creative introduction and conclusion. """'"•• 4. Students must explain each symbol with a story or example that pertains to their life. 6. Tell them to do some good thinking (intrapersonal communication) about their
expectations for this year and the symbols that they feel represent this year (perception) .
• 7. The following lists are suggestions for each list of symbols.••••• MOVIE TITLES
1. PARENT TRAP 11. DR. DOOLITTLE
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••• 2. SAVING PRIVATE RYAN 12. YOU'VE GOT MAIL • 3. CITY OF ANGELS 13. MESSAGE IN A BOTTLE ••• 4. VARSITY BLUES 14. LES MISERABLES
5. WATERBOY 15. THE NEGOTIATOR ••• 6. SHAKESPEARE IN LOVE 16. SIMPLY IRRESISTIBLE• 7. PATCH ADAMS 17. SMOKE SIGNALS 8. PAYBACK 18. TITANIC 9. STEPMOM 19. BABY DANCE
• 10. DISTURBING BEHAVIOR 20. SNAKE EYES••
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ADVERTISING SLOGANS 4. Hall of Fame 1. "Everybody loves fruit" 5. Concert
~ 2. "Give it some juice" 6. Horse Race 3. "It's gotta be Tide" 7. Volcano 4. Little Hershey kisses ..big chocolate 8. Art Fair
taste"
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9. War Memorial 5. Maybe she's born with it..maybe it's 10. Cruise
Maybelline" 11. State Fair 6. "Now the flavor says even better • 12. Botanical Gardens •• than butter"
• 13. City Hall • 7. "More Power ..More Life" • 14. Rodeo• 8. "Did somebody say McDonalds?" •
9. "We go to the max for you!" •• •• •
WEATHER OUTLOOK 10. "Easy breezy cover girl" 1. Stormy• 11. "We'll leave the light on for you" 2. Sunshine 12. "Let's settle this one" 3. Hurricane
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4. Cold Front 13. "The perfect food ..bananas" 5. Tornado14. "Take it to the edge" 6. Showers••• 7. Blizzard
POINTS OF INTEREST 8. Floods 1. Amusement Park 9. Rainbow
• 2. Zoo 1O. Partly Cloudy
3. Wax Museum ~
•: Evaluation: ••• 1. Evaluate the speech using the following criteria: a symbol for each area and an •• • explanation of that symbol as related to the student's life.
2. Use of intrapersonal communication whereby the student reveals some good thinking ••••••• about how the year will turn out.
3. Since the presentation is given at the beginning of the year and building of self•• confidence is important, the main evaluation of this speech should be the use of
symbols. Good introductions and conclusions will be taught later in the year. 4. Completing all areas of the assignment with an explanation for each symbol should
result in a perfect grade.
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: Objectives: 1. Students will analyze perceptions based on stereotypes. • 2. Students will write and speak clearly.
: Materials Needed: • •• • •
Used magazines and newspapers, glue, scissors, construction and notebook paper
• : Procedure:
1. Using old magazines or newspapers, have each student select a picture of any•
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person, regardless of gender, age, race, etc. This picture should really "speak" to the student in order for him or her to be successful at this assignment.
• 2. Students may choose someone famous, but they must rename and choose a different occupation for this person. •
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3. Tell students to write a biography about the person they have chosen--based on what they perceive by the person's looks, body language, etc. The biography should
• include as many of the following as possible: name, background, education level, special interests of the person, his or her career, whether he is single or married, and hobbies. This may be humorous, but not disrespectful.
4. Students are to glue the picture to the biography, and practice reading their writing • aloud to a fellow student, looking for any obvious grammatical errors.
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5. Students will read their prepared biographies to the class-after showing the picture • and taking predictions from the class about what stereotypes are evident. Then
discuss the importance of not succumbing to labeling people based on appearances, and falling into the vicious cycle of criticizing others because of perceptions.
: Estimated Time: 1. Steps 1-4 can usually be completed in one block (hour and a halt) class period.
• 2. Step 5 usually takes an entire block class period for all students to read, but if you hold a discussion on the impact of stereotyping on society in conjunction with the •• presentations, it could take part of a third class period as well.
: Evaluation: This is a creative assignment, and should be graded in a flexible manner. An example of•
•• • this might be 70 points for following directions on the creation of the biography, and 30 • points for the actual presentation.
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: Perception of words is based on experiences, background, senses, physical differences, and •• expectations.•• : Objectives:
1.. Students will understand how perception helps us learn more about ourselves and other people. •• 2. Students will understand how accurate perception can affect public speaking.
: Assignment: 1. Tell students that they will need paper and pencil to take a quiz on perceptions. 2. Call out the following list of words. (These words can be updated each year with
new teenage slang words or with other words that have double meanings.) Each • student is to write down the first word that comes to mind when they hear each of
••• the following suggested words: ••
teacher house bad~ grade bomb policeman demonstration fat (phat) president•••• parent cool jocks
3. In groups of three or four, the students should share the words they wrote down and • compile a list of different answers for each word.
4. The teacher should put each word on the board and then write the different reactions of each group. Ex: grade might get such reactions as: A+, F, grade A eggs, 10th grader, grade on paper, etc. The word policeman might have reactions like: helper, pig, protector, guns, violence, 911, tickets, etc.
5. This can lead to a discussion of perception, and how the words we use can have different meanings to different people, depending on each student's background and experiences.
••: Evaluation: This exercise is done as an entire class during one class period to discuss perceptions. No evaluation other than the class discussion is needed.
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: Objectives: 1. Students will understand that how the audience perceives you in the beginning is
very important. 2. Students will understand that you can build confidence by offering a good first
•• impression. 3. Students will learn it is important to believe in what they say.
: Preparation: ••• 1. This assignment needs to be assigned two to three days ahead of time in order for
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2. One class period should be enough time for all students to present their statements. 3. Give students examples of three statements from your life.
Example: Statement 1: When I was 16, I hit a policeman on a motorcycle while driving across
• an intersection. Statement 2: At age 20, I discovered my nose was broken in two places and had to ...", have a nose job. Statement 3: When I was 17, I left my house when my parents went to bed and returned home 10 minutes before my dad checked on me.
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(Statement 3 is false)
: Assignment: ••• 1. Tell students to prepare three statements about hislher life to tell the class. ••• 2. Two of the statements must be true. One of the statements must be false. •••
3. The student, as he tells the class his three statements, wants to appear confident and speak with conviction. ••
4. The class tries to guess which statement is false.
: Evaluation: 1. This exercise is done at the beginning of the year; thus, the building of self-confidence
is important. 2. Award 45 points to each student who presents his statements to the class. 3. This can also lead to a discussion of nonverbal clues the student might use that clue
the students in as to which is the false statement (ex: eyes on floor, rolling of eyes, shifting of stance, use of "urn", etc.)
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Chapter Building Confidence
® : Objective: •
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Students will investigate confidence building techniques.
•: Materials Needed: Pen and paper
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1. Have students choose one of the following people to interview and take notes. 2. Students will report their findings back to the class in a short presentation. 3. Use the sample questions, or develop questions of your own to guide students'
interviews.
Interview SubJect: A coach from your school or community • Sample Questions:
• How do you instill confidence in your players before a sporting event? \.-: • What types of advice do you give to players who are nervous?
•• • How do you get the best out of your players? • Do you encourage particular activities that build team spirit and camaraderie? • How would you advise a person playing a sport for the first time?
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Interview Subject: A counselor or therapist from your school or community Sample Questions: • • What types of things do you talk about with your students/patients? • Are there particular methods you prescribe for bringing out one's confidence? • Can you recommend any good books to assist people in feeling more comfortable in
stressful situations? • How do you get to the root of a person's fears to help improve their confidence?
• Interview Subject: A teacher or principal from your school or community Sample Questions: • How do you make yourself feel calm before speaking in front of a large group? • Do you have any self-talk that assists you in feeling more confident before a
•• presentation? • How do you feel on the first day of school? • How do you overcome any fears you have about public speaking?
•• : Evaluation: ••• Grade students on their interview, and give a second grade for their classroom
\..-! contribution, whether this is structured as a presentation, or shared in small groups. •
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Chapter Freeze Frames
® : Objectives:
1. Students will understand the meaning of the terms leader and leadership.
• 2. Students will understand the importance of effective speaking in leadership. ••••••: Preparation: •• 1. Explain the specific components of leadership.••• 2. Divide the class into groups of four.• •• • 3. Assign each person a leadership and a follower role as the group prepares four • "freeze frames." •
• : Assignment: •• 1. Each student will become a leader and organize the other three students into a non••• verbal picture of some significant aspect of the student's life. • 2. The leader will not be a part of the picture.
• 3. When the students are in position, the leader will say "freeze" and the group will •• assume a frozen pose, as if the students were in a picture frame. •• 4. The frozen frame is done nonverbally, only using bodies and facial expressions to
communicate. No words will be used. 5. The class will attempt to guess the significant event in the student's life before the
•• picture is unfrozen. • 6. After the class guesses, the student should talk for 30 seconds and explain the picture. • 7. An example might be: HITTING THE FIRST HOME RUN! One student pretends to
hit the ball, one student pretends to pitch, and the third looks out as if he sees the ball •• go over the fence. •••••• : Evaluation: •• • 1. Give the students a participation grade. • 2. Evaluate the student as to whether or not he or she successfully communicated a • significant moment in his/her life.
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Chapter The Talk Show Host o : Objectives: •• 1. Students will understand the meaning of the terms leader and leadership. ••• 2. Students will understand the importance of effective speaking in leadership.
•: Preparation: 1. Arrange for two days of research in the library on contemporary issues. 2. Prepare various topic areas for talk shows (one host and six to seven panelists). 3. Review with the students the effective components of effective leadership. 4. Two talk shows can be completed in one class period.
Assignment:••• 1. Divide class into groups of seven to eight students.
2. One student in each group will be assigned the leadership role of talk show host. '-'; ••
• 3. The host must prepare a good introduction and conclusion, preview both sides of the••• issue, run the show, keep it moving, and keep panelists from arguing. •• 4. Each panelist will become an expert: students should have enough information to be • ••
expert witnesses. • 5. Plant one student in the audience to ask a very opinionated question to try and stir •• up conflict within the group. •• 6. The show should last 20-30 minutes.
SHOW: SHOULD SMOKING BE BANNED IN PUBLIC PLACES? •• 1. Host••• 2. Doctor who believes smoking is a health risk and should be banned. ••••
3. Ex-smoker who had cancer ... is suing tobacco company for damages and pain for his addiction to nicotine. ••• 4. Wife of Marlboro man ... suing for number of packs advertisers made her • husband smoke.
• 5. Smoker for 20 years who refuses to quit. .. will sue for individual rights. •• 6. Teenager who has two parents who are smokers. She cannot quit. ••••
7. Plant in audience: restaurant owner who feels the ban will ruin his business. ••••••
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•: Evaluation: •• • 1. Assign 100 points. 50 points should be awarded to each member of the panel who
supports his view. 50 points should be awarded for delivery. 2. The host should receive 100 points: 50 for leadership skills and 50 for adequate
questions and knowledge of the issue.
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Chapter Leadership
® Objective:
Students will focus on leadership qualities and practice research skills.
Materials Needed: • Internet • local newspapers • television • paper
• : Procedure:
1. Ask students to watch the local television news (you could tape a few programs), and read the local newspaper for a couple of weeks. You might want to give news quizzes to keep them on task.
2. Brainstorm as a class about the local leadership-you might want to include public officials, like school board members, politicians, or business men and women that have made an impact on your city or town.
3. Divide students into pairs to do an in-depth research assignment on a chosen person. Tell students to look for qualities that leaders embody, and do their best to find all • the information possible on their chosen leader. •• ••
•• 4. If this assignment is spread over enough time, they should be able to arrange phone
interviews (even with a leader's secretary or assistant), download Internet information, •• or possibly correspond through e-mail or in traditional letters. Many times, students
can obtain a vitae or resume of their chosen leader to assist them in gaining insight into the steps it takes to obtain leadership positions.
5. Once students have a workable knowledge of their leader, have them create a short presentation about the person. It is especially helpful if students include photographs or visual aids while presenting, as this enhances their speech. Occasionally, a local •••••• leader will agree to come to the class and speak-this should be encouraged!
: Estimated Time: •• This can be utilized as an on-going assignment for the class over a period of a couple of
weeks. It is important to allow students time to use school computer labs and other tools ••••••••
to enable their success--especially for those students who do not receive the newspaper at home or do not have access to the Internet.
: Evaluation: This could be broken down into several daily grades for note-taking and participation,
~ with a culminating project or test grade for the presentation. •
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Chapter Listen To This!! o : Objectives:
1. Students will understand that listening is a valuable skill. •••
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2. Students will learn to become active listeners.
: Preparation: ••• 1. This assignment takes one class period.
2. Put four chairs facing the audience in front of the class. 3. Prepare a list of open-ended questions ahead of time.
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Examples: "What quality of a teacher do you think is the most important for successful learning to take place?" or "Who do you think is the greatest sports figure of the 20th century?" or "Which class at school do you wish was not a required course? Why?"
: Assignment: •
1. Select four students to go to the front of the classroom and sit in the chairs facing ••••• the audience.
2. Ask person number 1 a question. The student is to answer the question with a specific response. (about 30 seconds)
3. Now, student number 2 must tell what student number 1 said, and then student number 2 answers the same question. Student 2 must have a different response from student number 1.
4. Student number 3 tells what students number I and 2 said, and then student number 3 • answers the question. Student number 3 must also have a different response.
5. Finally, student 4 tells what numbers 1,2, and 3 said and then answers the question. ••••••••••
6. When all four have answered, student number 1 retells what all four students had for their answers.
7. Choose four different students, and ask a different question each time. Hint: The • students will try and avoid chairs three and four thinking those two spots have the most difficult job. So, each time you ask a question, rotate who goes first. One time chair number 3 might start; another time chair number 4 might start, etc.
: Evaluation: This is a listening exercise. Assign a point value (25 points) as a participation grade that each student receives after completing the exercise.
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Chapter Word Challenge o : Objectives: •• 1. Students will work on listening skills. ••• 2. Students will work on concentration skills. ••
••: Preparation: •• This assignment can be done in one class period.
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: Assignment: •• 1. Have the students sit in a circle on the floor. ••• 2. Start the game with a word-any word (ex: elephant). The student to the right then •• has three seconds to say a word that begins with the last letter of the preceding word.
(If the word was elephant-the next word must begin with a t (time).) 3. No proper nouns or names may be used, and no words may be repeated.
~: 4. Each time a student does not contribute a word within three seconds or repeats a word, the student is "out." Continue until the last student is left. ••• 5. Hint: Students will begin to realize that it is difficult to come up with words that
••• begin with the letter "e." Each student should think up several words that begin with "e" ahead of time. Students will also discover that they can eliminate people around them by giving them a word that ends in the letter "e."
•••: Evaluation: • •• This is simply a fun listening exercise that the students will ask to repeat over and over. •: Each individual wi111earn something about his own ability to listen and to concentrate. ••
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Chapter Propaganda and Advertising o : Objective: •• Students will categorize TV commercials, based on typical propaganda techniques. •••
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A videotape of 10-15 commercials, accompanying handout, notebook paper
Procedure: 1. Handout the sheet titled "Types of Propaganda Used in Advertising," which describes
• various techniques used by advertisers to promote products. •• 2. Have students number their papers 1-15. While watching the video of commercials,•• • have students identify which technique is being utilized. •• 3. It is especially effective if you can tape commercials at different times of the day, in•• order to get a variety of different types of commercials. You might also want to tape •• from Channel One or MTY, as they broadcast commercials that are more interesting """ ••• to the student population. •••: Estimated Time: ••• One class period ••••• : Evaluation:
1 0-15 points per commercial, depending on how many are viewed in class. There may • be more than one right answer for many of these commercials, as advertisers often •• implement several devices in one 30 second ad. ••••••
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,-,,:• •• Chapter 4 Handout •
• Types of Propaganda ••• • • Used in Advertising• •••••• 1. Bandwagon-"everyone's doing it, and so should you!"
•• •• 2. Ego Tripping-the message is, if you buy this product, it will make you • more ... (beautiful, popular, exciting, etc.) Think cosmetics or cars ...
3. Generalizations-medicine companies use this a lot. These are often comparative •• statements (like "4 out of 5 dentists") and general language (like "we're the best!"). These commercials are not very specific. ••
4. Glittering Generalities-these use language and visual images that draw the viewer's attention. They often use bright colors and splash words on the screen.
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5 Narne-Calling-these are usually negative ads that try to put down a person or • product in order to make the advertiser's product look better. •
~: •• 6. Name-Dropping-uses a famous person to pitch the product. •
••• 7. Emotional Appeal-these ads appeal to your emotions. If they can make you feel, then maybe the product name will stick in your mind. If you feel like laughing or crying, then this method is working.••••
•• • 8. Slogans--these fit easily into jingles, which are songs created to sell a product.
Nike's old ad, "Just Do It" is a slogan.
• 9. Plain Folk-these utilize an ordinary person (albeit an actor) pitching a product.
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Chapter The Collage o : Objectives: •• 1. Students will think about the importance of nonverbal communication. ••• 2. Students will communicate through the use of pictures and shapes the different ••• aspects of their personality. • 3. Students will present a speech which will indicate how effectively they have used •• nonverbal communication.
: Preparation: •• 1. Assign the presentation two or threc days before the actual presentation. ••• 2. Have students bring in magazines, catalogs, brochures, etc., and select pictures that •• they believe nonverbally communicate different aspects of their personality. ••• 3. Have students use the one class period to cut, paste, shape the collage, and then •• prepare their speeches to explain the groups of pictures they have selected. ••••• : Assignment: •• 1. Select any five of the following areas to focus on: College, Hobbies, Dreams, ••• Dislikes, Hang-ups, Political Views, Career, Future Goals, Achievements, Personality • Traits, Strong Beliefs, Famous People You Admire, Family, Friends, etc.
2. Have students prepare a collage using pictures and words from magazines that • nonverbally communicate these five areas of their personality.
3. Students will prepare a 4-6 minute speech explaining the five areas of the collage, using a creative introduction and conclusion.
• 4. The shape of the collage must nonverbally communicate to the audience a significant •• and symbolic aspect of their personality. The overall design is very important. • •• Somewhere in their speech, students must explain the shape: i.e., two cut-out girls •• holding hands (symbolizing twins), a field hockey stick (symbolizing a sport the • student plays), a remote control for a T.Y. (symbolizing number of hours spent in front ••• of a television), a telephone (student spends most time on the telephone), an oreo •• cookie (student appears to have a hard shell on outside but is soft on the inside), etc. •• 5. Before each speech, have them hold up their collage for the class to examine. Have ••• them try and deduce what each one trying to say nonverbally before the speech begins. • •• 6. Students should be creative-do some thinking about themselves-reveal interesting
things about themselves!
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1. The speech aspect can be evaluated with the usual criteria for a speech (introduction, ~ • delivery, organization, eye contact, preparation, and conclusion). • •• •
2. The nonverbal aspect should be critiqued on the student's effectiveness of creating a nonverbal message about his or her personality through pictures and shapes. •••
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: Objectives: • •• 1. Students will learn the definition of nonverbal communication. •• 2. Students will work together to connect a group of pictures with nonverbal clues and •• no relationship to each other, into a believable verbal story. •
•: Preparation: ••• 1. This exercise takes one class period. •• 2. Collect 25-30 pictures that nonverbally communicate different ideas. •
3. Divide the groups of pictures into five groups of five pictures, purposefully putting unrelated pictures together.
•••••: Assignment: 1. Divide the students into groups of five. 2. Hand each group of students five pictures. """" •• 3. Ask the students to discuss how each picture nonverbally communicates what the •• picture says. 4. The group discusses the pictures and puts the pictures together into a story they can •
present to the class. 5. The group goes to the front of the class. Each student in the group holds one picture •• and speaks as if he took that picture. ••• 6. The group tells the class a story connecting all five pictures.
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: Evaluation: •• 1. The class can discuss the group's ability to connect the five pictures. ••• 2. The class can vote on the most creative story.
3. Assign a point total (25 points) for completion of the activity.
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: Objective: Students will detennine a person's mood and attitude based on body language.
: Materials Needed: • Used magazines and newspapers, glue, scissors, and construction paper • Optional: Dictionary and Thesaurus
: Procedure: 1. Using old magazines or newspapers, have students select and cut out an assortment
of pictures of people that they find interesting. They are especially looking for different types of moods, like excitement, anger, fear, and frustration.
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3. Beneath each picture, tell students to write what mood the person's facial expressions or body language conveys. To evoke more meaningful vocabulary words for mood ~= (and to avoid simple language, like happy, sad, angry, etc.) you might ask students to use a dictionary or thesaurus for this assignment.
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4. To vary this assignment, you might split the class into two, asking one half to focus on facial expressions alone while the other half focuses on nonverbal messages conveyed by the body, sans the face. This is especially interesting if the faces and bodies seem to conflict in the moods that they convey.
: Estimated Time: One to two class periods, depending on whether students complete the assignment in
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: Extension: Have students cover a bulletin board or wall with their cumulative work. This opens up a dialogue about what our bodies and faces say about our inner moods.
: Evaluation: Grade for completion. If students pick 20 pictures and make an effort to use the dictionary to find appropriate mood words, give him or her a 100. Otherwise, it is five points off for each picture that is skipped or incorrect. (This is of course subjective.)
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: Objectives: 1. Students will practice organization and timing as a group. 2. Students will implement techniques in problem-solving and working together as a
group. 3. Students will understand the importance of teamwork.
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1. Divide the class into groups of four or five. 2. This assignment will take two class periods and one presentation day. 3. It would be helpful if you could bring in any tape recorders or CDs of sound effects. 4. Students will need to use tape recorders or CD players.
: Assignment: 1. Each group should create an 8-10 minute story to tell to the class.
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2. Groups will sit in front of the class when it's their turn to speak. All members will speak the same amount of time.
3. The group is to plan seven to ten sound effects that will be perfectly timed to use ••
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with the story. A script should be marked for timing of sound effects. 4. The recorder will be turned on once and remain on until the end of the story. 5. Students will practice so the story comes alive with voice variety and enthusiasm.
: Evaluation: Pre-Performance Evaluation: (10 points each) 1. Script complete 2. Script marked for sound effects
•• 3. Script marked for timing of sound effects
Evaluation for Performance (10 points each) 1. Good story (creative) 2. Each student has equal time.
• 3. Smooth organization 4. Delivery (good eye contact)
• 5. Facial expressions (making story corne alive) 6. Sound effects timed accurately 7. Sound effects effective and appropriate
• 8. Time limit (8-10 minutes) • 9. Use of teamwork
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Chapter What Is A Typical Teen?
® : Objectives: •• 1. Students will learn the importance of cooperative attitudes for group discussions. •
2. Students will learn the steps of the problem-solving process. 3. Students will learn the importance of working together as a group.
•: Preparation: 1. This assignment should take one class period. 2. Make copies for everyone of the following scenario: •
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••• •• •• WHAT IS TYPICAL??
The President of a small Eastern European country is corning to the United States to meet with the president and to sign a treaty. When asked what the visiting president would like to see in the United States, he said he would like to visit a typical high school and see whata typical high school student in the United States does each day. The principal of the selected high school and a committee have narrowed down the '-':
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• choice of a student to spend with this president to the following five individuals. Your group is to select a leader to serve as committee chair and to work through the steps of problem-solving to select the individual.
Erin Brown ... Senior. .. A+ student...#l in class ... accepted early to Harvard ... shy and very, very nervous about talking to a dignitary ... few friends because she spends most of her time studying ... has already organized an itinerary for the day.•• Jennifer Johnson ...Senior...Captain of Cheerleaders ... C student .. .lead in last
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school play ... well-liked by everyone ...has a steady boyfriend ... going to a local college due to financial strain on her family of eight ... plans to invite the leader to partake in brother's birthday party at her horne.
Mary Corbett.. . Junior. .. artist in Art 4 ...won several local and state awards for her art work ... on slow track until they discovered she was dyslexic ...considered an overachiever ... from poor family ... works to give her income to her parents ..hopes
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to be an artist someday ... thinks the leader might like to spend time at an art gallery and museum.
Andy Brayton ...Senior ... B student ... active in student government...the school "rebel with a cause" .... always fighting to change school policy for the better. .. member of the students to reelect the U.S. President ... appears in mock
•• • trials and debates on the issues ...well informed ... recently suspended for three days
after a fight due to parent's recent divorce ... father left horne ...Andy blames himself...will take leader to Republican rally.
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James Monroe ... Junior. .. C- grades ...average track. .. General level courses ...rides motorcycle ... wears earring ... self-confident. .... wellliked by both students and teachers ...member of teenage rock group ... started recycling project at school that 'rttIII
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has bec'ome successful and copied by other high schools ...would take leader to a practice of his rock group and dinner at a typical fast-food restaurant.
: Assignment: 1. Divide the class into groups of five. 2. Explain the steps of problem-solving: define problem, establish criteria, analyze
problem, suggest possible solutions, evaluate solution, select best one. • 3. Each group should select a leader. 4. The group should go through the steps of problem-solving and make a decision. 5. The group should be able to explain and support its decision and explain objectively
why and how the decision was reached.
: Evaluation: 1. Assign a participation value (such as 25 points for participation grade). 2. Have a discussion about what the students have learned about problem-solving. 3. Have a discussion about how each group worked as a team.
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Chapter Grouping-Creating a Utopic ® Community
: Objective: Students will use cooperation and learn to work effectively in a group.
: Materials Needed: • markers
•• • construction paper • notebook paper
: Procedure: • 1. Divide the class into four to six sman groups. Have students in each group
brainstorm the possibilities of a "perfect world" using the accompanying handout,
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Create Your Own Utopia! 2. Students must use cooperation and consensus while completing this activity, and
~: each student wil1 have to compromise at one point or another along the way.••• 3. Once the handout has been completed and notes are taken about the community, • have students create a flag that corresponds with their utopia.
• 4. Have each group present their information to the class, including their flag. •• 5. Discuss what works, and what might be problematic in the practical application with ••• each group as they finish their presentation. •
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•• Chapter 6 Handout •••
~ Create Your Own Utopia! •••
•: Directions:
Use the following issues to create a perfect community for your group. When you have •: finished brainstorming about the topics, create a semi-professional paper flag that symbolizes : what your Utopia stands for. Be prepared to present your information.
• Government
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• School/Education
• Jobs
• Money Systems •• • Transportation
Housing
• Clothing
• Family
• Privacy
• Food Production
• Social Systems/Class or Caste Systems
• Law and Order • • Medicine/Healthcare
• MedialNews/TV IMass Communication
• Entertainment
• Military
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Chapter That Was Then ... This Is Now
CD Objectives:
1. Students will begin to understand the differences in people. 2. Students will begin to understand tolerance of those of a different generation.
Preparation: 1. Divide the students into groups of two. 2. Call a nursing home and arrange for students to visit with senior citizens to
interview them about the difference between teenagers in their day and today. 3. Have each group of two students assigned one senior citizen whom they will interview
for approximately 30 minutes. 4. Have the students prepare "starter" questions ahead of time. 5. This assignment will require one preparation day and one interview day, and one to
two days to report to class on the interviews.
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1. Each group of two students will interview a senior citizen about hislher teenage years. 2. The two students will prepare ten "starter" questions ahead of time. 3. The students will put together what they have discovered as the differences between
the two generations and give their reports to the class. 4. The students will react to the interviews in a five-minute presentation. 5. Subject areas the students might discuss are dating, high school requirements,
discipline, having a car, jobs, making money, allowances, going to college, peer pressures, etc.
Note: Many of my students went back for other meetings and established a friendship with a senior citizen. Some of the students took a plant or small gift with them.
: Evaluation: 1. Assign 50 points for participation. 2. Evaluate the speech on the questions the students asked and the responses the
student received. 3. Evaluate the student on the delivery of the student's interview.
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Chapter Multicultural Issues
o : Objectives: .. .. 1. Students will understand the difference in people . .. 2. Students will learn tolerance of different cultures . .. .. .. ..•..: Preparation: .. .. .. 1. Collect books on different cultural groups . .. .. 2. Divide the class into groups of three to four. Each member of the group will give a .. .. .. five-minute speech . .. .. 3. Allow two days for research of the culture . .. .. .. 4. Allow one day to plan and organize presentations . .. .. 5. This assignment will take two to three days to allow for all presentations . .. .. ..• .. ..: Assignment: .. .. .. 1. Each group of students selects a culture to research . .. .. 2. Each student will present a five-minute speech on one aspect of the culture . .. 3. Each student will interview one person who is a part of that culture. .. .. 4. The students in each group will gather pertinent information, add visual aids, and .. .. .. make a presentation to the class about that culture . .. .. 5. Suggestions for areas of a culture might include religion, food, dress, traditions, .. .. holidays, etc . .. .. .. .. .. ..: Evaluation: .. .. .. 1. Evaluate the group as a whole on the organization, planning, and research . .. .. 2. Evaluate each student on presentation/delivery concerning one aspect of the culture . ..•.. .. .. ..• .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
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Chapter From Whence I Came o : Objectives: •• This is an assignment that gives students a chance to share hislher ethnic background or ••• to share what they learned about an ethnic background of their choice and to utilize •• interviewing techniques to obtain information about a specific culture. ••• 1. Students will learn to use open-ended questions to learn about a specific culture.
• •• 2. Students will learn how to take notes rapidly. • 3. Students will learn how to use answers to questions as springboards to other •• questions.•••••
4. Students may also utilize the Internet to research others and follow the chapter instructions for interviewing on the phone. ••••••
: Assignment: • 1. Each student will discover his/her family background by interviewing grandparents,
parents, other relatives, or conducting research on the Internet about a specific • culture.
'-':• 2. Each student must interview at least three sources and make notes, recording dates •• and names of those interviewed. The notes will be turned in. • •• 3. Each student should discover specific information about the dress, religion, food, or •• traditions of the specific culture. •• 4. The student will decide what to highlight about the culture in a 10-15 minute•• presentation (i.e. show traditional costumes, discuss religious holidays, or ethnic •
dishes.) ••••: Evaluation:
1. 100 points might be assigned for the written information gained through the interviews. The interview can be evaluated as to the type of questions asked and the
• •• answers the students received. •• 2. Assign 100 points to the actual speech delivered. Criteria might include visual aids, •• delivery, ability to retell information gained through interviews, filling the time •• limit, and using a creative introduction and conclusion. ••••• ••••••
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: Procedure: ••••• Students will choose one of the following three situations to discuss and then act out with a partner. •••
•• • 1. Your boss at the local movie theater has given you and five other staff members a list of duties that need to be completed before the theater closes for the night. You have broken down the duties equally, and each person is responsible for his or her specific tasks. While restocking the drink cups and ice bin, you notice that your co-worker, Julie, has gone outside the theater to talk with her boyfriend. She stays outside for a half hour, and you realize that because of her unwillingness to do her fair share, that the rest of you will either have to pitch in and do her work, or you will have to locate your boss and discuss the problem with him. You do not want to get Julie in trouble, but at the same time, you do not want to stay too late at work because you have a soccer match in the morning and you want to get some rest.
•• Choose one of the options below to role-play for the class: a. Go to your boss and discuss the situation. Try to use as much tact as possible, 'fttlII
while still getting your points across. b. Go to Julie, and try to convince her the importance of teamwork. Explain your
frustration with her behavior. You do not want her to become angry with you, but at the same time, you do not want her to let the entire staff down by slacking off.
2. You are a woman working in an office filled predominantly with males. You have noticed lately that some of your co-workers have started making snide comments about your new promotion. You work every bit as hard as your peers, and recognize their talents and compliment them regularly. You are feeling discouraged and a little insecure. You decide to confront one of the men who you distinctly overheard talking about your promotion with another co-worker face to face, and ask him to stop discussing you behind your back.
3. You have been working at the local coffee shop for two and a half years, part time, while attending school. Although you like the cafe, and enjoy your co-workers, you have decided it is time for a raise in your hourly rate. Set up a meeting with your boss, and ask for a raise. Be sure to include reasons why you deserve a higher rate in pay-in other words, don't just say, "I need more money" without having • constructed a supported argument.
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= Objectives: 1. Students will learn to answer open-ended questions. 2. Students will practice asking and answering interview questions.
: Preparation: 1. Corporations now ask abstract questions as a way of finding out what kind of worker
a prospect will be and the qualities that person possesses. •• 2. Instruct the students to think seriously and critically about the questions and to
answer in such a way as to provide insight into the kind of worker he/she might be. Example: a Volkswagon may be an old car, but it is very reliable and durable. It stands out, and people keep them around for years.
3. Divide the class into groups of three. Group by group, send students into the hall. • 4. Each student will come in one at a time and answer the same question.
5. The class will discuss which person they might hire based on hislher answers.
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These are possible abstract questions that can be used: 1. Which color best reveals your personality traits: black, yellow, red, or gray? 2. When you make important decisions, are you more like an ostrich, a turtle, a cheetah,
•• or a rabbit? • 3. On a daily basis, are you more like a whirlwind, a cold front, a black cloud, or a
gentle breeze? • ••
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4. When you run into conflict, do you handle it more like a snake, a squirrel, a bull, or a mouse?
5. As a worker, which kind of ice cream reveals your traits: plain vanilla, rocky road, fudge swirl, or rainbow sherbet?
•• 6. Which automobile most closely represents you the worker: a Volkswagon, a Porsche, a mini-van, or a truck?
7. As a person who can get along with others, which of the following do you see •• yourself as: a Siamese cat, a bulldog, or a parakeet? ••• 8. We need workers who can fulfill assignments and realistically get the job done. • Would you most likely fulfill your dreams on a mountaintop, in a large inner-city, a •• ••
rain forest, or out in a corn field? • 9. Which material do you most closely resemble: silk, 100% cotton, burlap, or lace? •• 10. To relax, where would you most likely be seen: a rock concert, a musical, or an art •
• •• museum? •
'-"=• Evaluation: • Simply assign a point total for participation. There are no right or wrong answers.
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Chapter Newspaper Job Hunt
® : Procedure: • 1. Students will complete the following exercise in order to discover the salaries that ••••
are offered for different careers. 2. Have students find as many of the occupations listed as possible that are advertised
in the local newspaper. 3. Have students cut these out and then glue them down to a piece of notebook paper or
the back of this sheet. Then highlight the job title and salary.
: Materials Needed: •• local newspaper
• glue • scissors
OCCUPATIONS •••
1. teacher 14. doctor 28. entrepreneur 2. accountant/CPA 15. day care worker 29. aviation engineer
•• • 3. data entry clerk 16. software developer 30. plumber •• 4. secretary 17. writer/publisher 31. travel agent
5. accounts receivable 18. manager 32. line cook clerk 19. hotel worker 33. convenience store clerk
6. sales person 20. bartender 34. mechanic
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7. engineer 21. physician's assistant 35. delivery driver 8. welder 22. musician 36. graphic artist 9. waitress/waiter 23. electrician 37. computer programmer 10. architect 24. insurance sales 38. assembly line worker 11. truck driver 25. construction worker 39. lawyer 12. maid 26. pet groomer 40. photographer
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13. nurse 27. carpenter
Grading Scale: 40-35 occupations ==100; 34-30 occupations =90; 29-25 occupations =85; 24-20 occupations =80; 19-15 occupations =75; 14-10 occupations =70; etc.
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Chapter Letter Writing
® : Objectives: •
1. Students will understand how to write a business letter. • 2. Students will understand how to communicate with a professional.
•: Preparation: ••••
1. Assign each student to write three types of business letters; for example, a letter of • complaint, a letter requesting information, and a thank you letter.
2. Explain the rules for writing business letters. 3. The students will need one or two class periods to write the three letters. 4. There might be a need for one more class period, if students receive responses to •
share with the class. •
: Assignment: ~: 1. Each student will write three letters: a letter of complaint, a letter requesting •• information, and a letter to say thank you ••
•• 2. The student will bring in the person or company's address, so that the letters may
actually be mailed. • 3. The student will bring in envelopes and stamps and a self-addressed envelope to •• include in case the professional wishes to respond. •
4. Each letter will be written in correct form and mailed. 5. The students may wish to share with the class if they receive a response. •••
: Evaluation: ••• 1. Assign 25 points for each letter written correctly and mailed. • 2. Assign 25 points for sharing information or responses received.
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Chapter Interview With A Twist
® : Objectives: •• 1. Students will learn how to answer open-ended questions.
2. Students will practice asking interview questions. 3. Students will practice answering interview questions. ••••
: Preparation: •• 1. This assignment should take one class period. •• 2. Divide the class into pairs of two.••• 3. Instruct the class on how to answer open-ended questions. ••
••: Assignment: •• 1. Pair the students into teams of two. • 2. Give the teams ten minutes to interview each other and to learn as many specific ""'" •• things about that person that they can.
•• 3. At the end often minutes, each student will be given five minutes to prepare a • presentation.• •• •
4. Each student now must introduce himself as ifhe were his partner in the interview. • 5. The student should take the other person's name and speak in first person. ••• 6. When the speaker finishes, the speaker's partner may wish to comment on the •• • accuracy of the presentation. • 7. Each presentation should last between one and two minutes. ••
•: Evaluation: ••• l. Assign a point value to the interview process. (25 points). •• 2. Evaluate the interviewer on the information obtained during the lO-minute interview.
3. Evaluate the interviewer on the use of open-ended questions to gain information.
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Chapter Then and Now
® : Objectives:
1. Students will learn to interview others by asking open-ended questions. 2. Students will learn to take notes quickly while interviewing others. 3. Students will learn how to use answers as springboards to the next question.
•: Preparation: ••••
This assignment takes three class periods: one to explain the assignment and two class • periods to work on the assignment.
: Assignment: 1. Divide the class into groups of four students. 2. Have each group of students select a different theme of an area such as family values,
school, automobiles, peer pressures, entertainment (tv sitcoms), movies (use of violence), women's roles, war, marriage, travel, technology, advertising, medical science (cloning), fashion and hair, sports, dating, leisure time, etc., that has changed over the past two generations. ~:
• 3. Each group should come up with a list of questions to ask. Each student in the group •••• must interview two people (at least one generation away) as to how it "was" using the
• selected questions. 4. Each group will select two songs to set the mood. One song should come from a
previous generation and one song should come from the students' generation. 5. The students will utilize different media in the presentation. They might show
pictures, read a poem, show a TV or movie clip, etc. to portray the differences between the generations.
6. The introduction will be a 1-2 minute skit of "the way it was." The conclusion will be a 1-2 minute skit of "the way it is."
7. In the presentation, the students will incorporate the information they have learned from their interviews of the other generation.
8. The students will utilize narration throughout the presentation to compare and contrast.
••: Evaluation:
1. Assign 100 points for the assignment. • •••••••
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2. You may wish to give 100 points as a group grade and 100 points as an individual grade.
3. 25 points can be assigned to each area; for example, 20 points for accuracy of music,•• media, interview, etc. and five points for the delivery of the information and the ~! narration.•
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Chapter Interviewing Others
® : Objective: •• Students will gain experience in the interviewing process.
: Materials Needed: Notebook paper
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1. Divide students in pairs or small groups to brainstorm possible questions they might ask their parents, other adults-teacher, boss, grandparent, neighbor, etc., if they could ask anything at alL .
2. Students should generate approximately 20-30 questions per group. Have a short discussion with students about the questions and weed out some of the inappropriate (if there are any) questions. Assist students in wording, so that they will not offend their future partner, however, encourage frankness! This is how Barbara Walters gets a good interview out of celebrities!
3. Then, have students individually write down 15-20 questions that they plan to ask their parent (or other adult). These questions should be reviewed for a grade before they go home.
4. Give students a day or two (perhaps a weekend) to actually get their interview. With busy schedules, this insures more student success. Ask students to write out their interviewee's answers (or tape them if they would like, if they have the equipment) on a separate sheet while they are listening.
5. Use part of a class period to discuss this activity, and the results of the interviews. However, do not force students to tell every detail of their interview. They often get personal information that they might not want to share.
: Estimated Time: • •• • Steps 1-3 can be completed in one block (hour and a half) class period, adding in time • for discussion and brainstorming. •
Step 4 takes place outside of class.
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• ••• Step 5 should not take more than part of a class period, allowing for discussion.
: Evaluation: •• A homeworklclasswork grade for the grouping and/or the individual student-generated •
questions. A second grade for the resultant answers from the interview. ••
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Chapter I Was There @
: Objectives: ••• 1. Students will role-playa situation or event and demonstrate the freedom to be creative • in the portrayal of a real situation. ••• 2. Students will incorporate research into describing the scene and the surroundings. •• 3. Students will utilize research skills. ••••: Preparation: ••• 1. This assignment will take three class periods. •• 2. Two class periods will be used to do research and one class period will be used to •• plan and practice the presentation. ••••: Assignment: •• 1. Each student's presentation will be 10-12 minutes. ••• 2. The student puts himself in the crowd observing a very famous "happening."
3. The student tells the class what happened, as if the student were reliving the scene in ~: front of class.
•• 4. The student must have accurate knowledge of what real1y took place in order to make ••• the presentation believable. •• 5. Each student should have an introduction that sets the scene of that day, vividly•• describes the excitement surrounding the event, etc. ••• 6. The student recalls, for the audience, what actually took place on that day.•• 7. For the conclusion, the student should return to the original introduction and explain • •• the impact the event had on him or her. •• : Examples of Events: •• • Babe Ruth setting a baseball record ••• • Joan ofArc testifYing •• • Crucifixion of Jesus•• • Challenger Space Shuttle taking off •• • President Kennedy's assassination •• • Betsy Ross watching her flag being hung for the first time •• • Susan B. Anthony delivering a speech to a crowd •••: Evaluation: •••• 1. Assign 100 points to this project. • ••
2. 50% of the grade should be based on the research. 3. 50% of the grade should be based on the role-playing and its impact on the audience. \...-:
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: Objectives: 1. Students will research information about a selected decade in history.• 2. Students will utilize teamwork to compile research, select information, and present
this information in the format of a radio talk show.
••••: Preparation: ••• 1. Students will need two days to research the decade: fashion, entertainment, news, •• sports, etc. •• ••
2. Students will need two days to compile the information they have researched into a 20-minute radio show that airs on "New Year's Eve."
3. Students will need one day to practice presenting the information. 4. You may want to collect books on the different decades to aid the students' research.
: Assignment: 1. Divide the class into groups of five. 2. Tell students that they will develop a program concept for New Year's Eve. 3. The students may play up to ten minutes of music of the decade. ••• 4. Students should present at least five minutes of important news of the decade and
may add an extra five minutes of audience participation such as a dance contest of the decade, contest related to this decade, call-in show, commercials of the decade, etc.
5. Students should plan a creative way to introduce and conclude the radio show. 6. The radio show should be presented as if it is a "live" performance on New Year's
Eve, in front of a live audience.
••• : Evaluation: ••• 1. Evaluate the research turned in. The research should cover all aspects of the decade.
• •• 2. Evaluate the complete script turned in for teamwork and organization of research.•• 3. Evaluate the group presentation: eye contact with audience, enthusiasm, variety, etc. •
4. Evaluate the group as a whole and how they utilized the work days.
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PERFORMANCE BASED ACTIVITIES NTC/Contemporary Publishing Group, Inc.
Objective: Students will practice verifying sources when preparing poetry or prose presentations.
Materials Needed: Pen, paper and accompanying handout
Procedure: 1. Schedule time for students to go the library--either at your school, a local library, or
perhaps as a field trip. 2. Explain to the class that their assignment is to find as much information as possible
about an author (one who has written prose or poetry) of their choosing. You may want to come up with a list prior to visiting the library for students who read very little, as this will save time.
~, 3. Students may use any library resource: books, encyclopedias, Internet, magazines, etc. to find their information. The important thing to remember is that there may be conflicting information-especially when it comes to using the Internet.
4. This information is extremely valuable for students who attend UIL or NFL contests in-oral interpretation categories, as the judges often expect verification of the writer's background.
5. Plan to be in the library for at least two days, in order to have enough time for all students to work one on one with yourself, and the librarian(s). This assignment is especially useful as preparation for contests, and the research skills always fold into English classes.
6. Have students turn in completed a Prose and Poetry Information Search paper.
Estimated Time: Two days in the library.
Evaluation: Take a homework or quiz grade for the handout. You may also want to take a "research" grade for student behavior/performance in the library. This will cut down on students who might lean toward wasting time because they are out of their usual classroom environment.
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Name ____________________________ ___ : Chapter 10 Handout ••••• Prose and Poetry Information Search
: DIRECTIONS: Choose a prose or poetry piece that you may use for an upcoming speech : contest. After you have made your decision, complete the following handout. Remember, you •: are looking for accuracy. If you find information in one source, you may want to check a : second source in order to verify it. •• : 1. Title of Selection: ______ ........~____________________
2. Author/Poet: _______ ..........................~~.................................._______________
3. Where is the author from? Include city, state, and country. You may also want to verify the author's birthplace, as many contests require specific state or country origins.
• 4. From what source did you find the selection? Be specific. Include bibliographic
information, like date of publication, publishing company, etc.
• 5. What interesting anecdotal information have you found about the writer? •
•• 6. Read the selection to yourself. How long (in minutes and seconds) did it take you to read
the piece? Is this long enough to meet contest standards?
7. Summarize your piece in three to five short sentences below, including information like • who is the speaker, what is the mood of the piece, what is the author trying to convey? •
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Chapter My Dream House @
Objectives: 1. Students will practice using a narrative in describing the "perfect home."
• •• 2. Students will understand the use of spatial patterns of organization. • 3. Students will understand the skill of outlining for a speech presentation.
•• Preparation: • 1. Assign this presentation several days ahead of time, allowing the students to think •• ••
about the dream house of their future.
• 2. Give the students one or two class periods to perfect the spatial outline and the •• drawing of the house they will present to class.
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Assignment:•
1. Explain to the students that they will be describing the perfect "dream house" of,-,,: ••
their future: the house they would like to live in when they are 45-50 years old and at the summit of their professional career.
2. Each student will draw a rough floor plan of the house to show the class. 3. Each student will develop a spatial outline of the floor plan of the house. 4. Each student will prepare a 5-7 minute speech explaining the "dream house" of the
•• future. • 5. Each student will sum up the major reasons for building this particular floor plan.
• •• • Evaluation: •• 1. Has the narration clearly drawn a picture in the minds of the audience of the house?
2. Assign a point value for the clarity of the narrative. 3. Did using a spatial outline help the audience see how the body of the speech fits
• together by the spatial layout picture he/she created? ••• 4. Assign a point value to the spatial outline. •• 5. Evaluate the actual speech with criteria: eye contact, delivery, gestures, etc.
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: Objectives: 1. Students will understand the importance of writing introductions for specific
audiences. • 2. Students will work as a team to write three different introductions to three audiences •• and discuss why each introduction should be different.•
: Preparation: • 1. This assignment should take one class period. •• 2. Divide the class into groups of three.••
: Assignment: •• 1. Discuss how important it is to write good introductions. ••••
2. Discuss the importance of knowing the audience, before writing introductions. 3. Assign each group of students one of the following situations and the three groups
they are to write introductions for: ••••• I. The school board wishes to raise the sales tax from 4 cents to 6 cents to support the •• •
school district, which is in debt. Your three audiences are:
A. Students at the high school B. Senior citizens with no grandchildren C. Parents of active students in high school
• II. The Government wishes to raise the cost of a pack of cigarettes. Your three • audiences are: •• ••
••• A. The cigarette industry B. Doctors
• •• • C. Teenagers
• Ill. A church has petitioned to build a church in a housing development. Your three ••• audiences are:
A. Parents who don't go to church B. Members of the church C. Construction workers building in the sub-division.
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••• III. A group of students wish to have a prayer meeting at school before school starts. •• Your three audiences are:
\..-: A. Parents B. Ministers C. Students
• IV. Students are going to be asked to pay $10 to play sports. Your three audiences are:
A. Coaches••• B. Parents •• C. Students
4. The students will then outline three points they might choose to address in order to persuade each of the three groups.
5. The students will express to the class what reasons they came up with for the three • different introductions and outlines. •
•: Evaluation: 1. This should be a participation grade. Assign a point value such as 25 points. 2. Discuss with the class the three introductions and the accuracy of the introduction
for each audience. 3. Discuss possible conclusions.
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: Objective: Students will learn to use quotations effectively.
: Procedure: Divide the class into small groups. Have students in each group discuss the meaning of the following quotes. Then, ask them to decide how they might be used in a speech. They should be specific in their discussion.
Example: I disapprove ofwhat you say, but I will defend to the death your right to say it. -Voltaire
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a) This quote means that although you don't agree with another's point of view, you believe it is important for humans to be allowed to express their thoughts.
b) Possible speeches this could be utilized in: a speech on free expression, democracy, • conflict resolution. •
1. Nothing is worth more than this day. -Goethe
2. No one can make me feel inferior without my consent. -Eleanor Roosevelt
3. Nothing great was ever achieved without enthusiasm. -Emerson
4. Those who cannot remember the past are condemned tofulfill it. -George Santayana
• •• • 5. Two roads diverged in a wood, and I-I took the one less traveled by, and that
has made all the dijfi.;rence. -Robert Frost
6. There are two tragedies in life. One is not to get your heart sdesire. The other is• to get it. -George Bernard Shaw
7. He who desire but acts not, breeds pestilence. -William Blake
8. The world would be happier ifmen had the same capacity to be silent that they have to speak. -Baruch Spinoza
9. Humor is extremely important; it is the modern manifestation o/humility. -Aldous Huxley •
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10. A friend is, as it were, a second self. -Cicero
~ 11. The Eskimos hadfifty-two names for snow because it was important to them;\.... ••• •••
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• there ought to be as many for love. -Margaret Atwood
12. An opportunity lost is an eternity ofregret. -Anonymous•
• 13. Experience is the name so many people give to their mistakes. -Oscar Wilde
14. We are wrong to think that moments go away, never to be seen again. This moment and every moment lasts forever. -Kurt Vonnegut, Jr.
• 15. Do what happens. -Ernest Hemingway••••
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: Objectives: •
1. Students should be able to distinguish among several different types of logic and reasomng.
2. Students should be able to recognize faulty reasoning.
•••: Preparation: • 1. Divide the students into groups of three.•• 2. Assign the work ahead of time, allowing the groups to watch three commercials. ••••••: Assignment:
1. Divide the class into groups of three. 2. Each group member is to watch three commercials on television. ••• 3. Each student writes up faulty logic used in the three commercials. •• 4. The group selects one of the nine commercials. •
•• • 5. The group acts out the commercial and creates a poster indicating the faulty logic • and reasoning used. ••
•: Evaluation: ••• 1. Assign a point total to nine commercials (90 points) •• 2. Assign point total for one commercial acted out (10 points)•
3. Discuss the faulty logic they found in the commercials.
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Chapter Logic and Reasoning @
: Objective: Students wil1 find flaws in logic and reasoning in different media sources.
: Materials Needed: • •• Magazines, newspapers, taped television commercials, print ads, etc.
•: Procedure: 1. Ask students to look in a variety of sources, trying to identify the following fallacies
used in print or on television. To make sure students are applying their learning, have them document the sources where they found the fallacy-example: a local newspaper, its date of publication, which section it falls under (sports, world news, etc.) and the page number.
2. Tell students to write down exactly what is said or printed. •
\.: Types of Fallacies: 1. Hasty Generalization: 2. False Premise: 3. Circumstantial Evidence: 4. Mistaken Causality: 5. Playing with Numbers: 6. False Analogy: 7. Ignoring the Question:
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8. Begging the Question:
: Estimated Time: Devote an entire class period to the assignment, assisting students who have difficulties.
•• The remainder of the assignment should be done for homework. Allow students to take • horne magazines or other materials if you can, to enable their success.
•: Evaluation: • Give a homework grade for finding the fallacy examples. You may want to use this •• assignment to link to other, more detailed projects-informational speeches, persuasive
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Chapter The Description @
: Objectives: 1. Students will understand why the spoken word differs from the written word. 2. Students will understand the value of using language that creates word pictures.
: Preparation: 1. Assign this presentation three or four days in advance, so each student can tape
record the presentation, emphasizing voice and the color of words. 2. The tape recordings of the descriptions can all be played in one class period. 3. Assign each student a creative topic sentence to open the description, or brainstorm
ideas with the entire class.
•: Assignment: 1. Give each student a creative topic sentence. (see below) 2. Each student will then write a three- to four-minute description of an event and tape
record the assignment.
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3. Each student must use at least ten words that "color" the language. These words 'ttIIIIII may be any of the types of figures of speech discussed in Chapter 13.
4. The description should build to a climax, and the student must make the oral word more important than the written word through the use of effective language.
•: Suggestions for Creative Opening Lines:
1. He slowly and carefully opened the ticking package to reveaL .. 2. He took another step and began to fall into a deep, black hole. 3. The water was so cold that her body was getting numb ... 4. The elevator jolted and came to a halt between floors! 5. I couldn't believe I had the winning touchdown in my hand when all of a sudden ... 6. The spots were everywhere: on my legs, on my arms, and worst of all, on my face!!
•: Evaluation: 1. Assign a point value to the exercise (50 points or 10 points for each area)
a. Did the student start with the topic sentence assigned? b. Did the student use descriptive words? c. Did the student use voice to color the words? • d. Did the student use figures of speech?••
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Chapter Space Fillers @
: Objectives: •• 1. Students will understand the importance of why language should be exact. •• • 2. Students will recognize "clutter" or language that can prevent effective • •• communication. ••
: Preparation: 1. This exercise takes an entire class period. 2. Prepare impromptu topics ahead of time. (suggestions below)
•••: Assignment:
1. Students are challenged to see who can go for the longest time without using "clutter" or a "filler" word.
2. Select a student to sit on a stool or chair in front of the room. •'-' :••
3. Another student will time the student until the teacher says to stop. 4. Assign the student a topic like "teddy bears." The student then talks "impromptu" as ••• long as he can until he uses a "space filler." When the student uses a "space filler,"
the teachers says "stop!" Then another student is selected to try. 5. A space filler is a word like "urn" or "ah" or "you know" or "like" .... any word that
clutters the clarity or stalls for time. 6. Keep records of the student times so the students can challenge each other again at a •• later time.
•: Suggested Topics: •• Strawberries, footbaB, feet, noses, Michael Jordan, Friends TV Show, chocolate, peanut •• butter, summer vacation, tennis shoes, fads, school lunches, Christmas, science classes, •• etc.•••
: Evaluation; • • • • 1. This should result in a participation grade for trying the exercise. • 2. Extra credit can be given for beating the original time. ••••
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: Objective: •• Students will analyze and enjoy a speech for its effective use of language.••••: Materials Needed: •• Martin Luther King's "1 Have a Dream" speech, a copy of this handout ••••: Procedure: •
Have students define the literary terms, follow the instructions, and answer the questions. I. Define the following literary terms:
1. metaphor ~----~------~~ ._----
2. simile •••• 3. Imagery•••• 4. alliteration •
-----~.--• •• 5. allusion•• •• 6. repetition••••• II. Find the above terms in lines from Martin Luther King's "1 Have a Dream" speech,•• and write them out on the provided spaces. ••••• 1. Three examples of metaphor••••••••
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2. Three examples of simile •••• ••••••••
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5. Five examples of alliteration
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III. What is the definition of Civil Disobedience, based on your reading of this speech?
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IV: What is the theme of "1 Have a Dream" in your own words?
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v: How would this speech be less effective without the use of powerful language and literary devices? Be specific.
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Chapter The Power of the Voice @
Oral Interpretation of a Cereal Box ••: Objective:
This exercise helps students to understand the importance vocal tone plays in communication. Each student's voice, not words, will create a recognized emotion.
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Collect small packages of cereal of all types. (You can also use cans of vegetables)
: Time: • •• • One class period
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This is a fun exercise that students really enjoy, and at the same time, it will help them understand how important tone of voice is in communicating a message.
••• 1. Have the students call out different emotions or feelings to list on the board (love, hate, fear, boredom, shock, illness, etc.). You wil1 want a list of 15-20 words.
2. Collect cereal boxes of all different kinds ..• 3. Divide the students into teams of two.••
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4. Each team secretly selects an emotion from the board. They then each select a different box of cereal. Using only the written information on the box of cereal as
• dialogue (no other words may be said) the student should convey the emotion that they selected. Their voices convey the emotion of anger, shock, etc. The words make no sense, but the vocal tones convey the emotions.
5. When the class guesses the correct emotion (allow 30 seconds of performance), erase that emotion from the board and select the next two students.
6. The students will really enjoy the exercise and want to do more than one emotion.
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: Objectives: 1. Students will understand what delivery means and how it applies to oral
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2. Students will understand how to improve speaking delivery using voice, body, and facial expressions.
: Preparation: 1. Assign the narrative three or four days ahead of time for the students to prepare ahead. 2. Have students prepared to present a three to four minute speech on an assigned day. 3. The assignment will take one or two class periods to have all students present their
narratives.
: Assignment: 1. Each student is to retell an exciting event in the student's life. 2. The three to four minute narrative must make the story come alive through the use
of voice, facial expressions, and body movements. 3. The student should show an understanding of how to create a powerful, dynamic
verbal message. 4. The story should be told from first person point of view.
: Evaluation: 1. Assign a point value (50 points) to this assignment. 2. Each of the following questions is worth 10 points.
a. Did the student select a story to retell in first person? b. Did the student utilize facial expressions to create a dynamic verbal message? c. Did the student utilize hand gestures to create a dynamic verbal message? d. Did the student utilize body movements to create a dynamic verbal message? e. Did the student have an effective delivery?
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Chapter How Is Your Delivery? @
: Objective: •• • •
Students will practice vocal delivery to improve presentation skills. • : Materials Needed: •• A section of a poem or short poem, the accompanying evaluation handout. ••••: Procedure: ••• 1. Students should select a short poem (10-15 lines) or take an excerpt from a poem for •• this assignment. You may also want to offer the option of song lyrics if you feel •• comfortable doing this. •• 2. Tell students to memorize their lines, and give a grade for memorization. Most ••• students complain, but usually do not mind memorizing something they have •• selected.
3. Divide students into pairs and have them practice going over their lines-adding emphasis and emotion, and deleting umhs, ahs, etc. ••
~: 4. Pair students with a new partner and ask them to complete the attached evaluation • sheet.
S. You may want to model the process by memorizing a poem of your own, and • practicing with a student.
: Estimated Time: •• Steps 1-2 could be completed at home, or over the period of a few days in class-while
you are working on other activities, like reading Chapter 14.•
Steps 3-4 take one to two class periods, depending on how much time is allowed for • •• practice, and whether there are other activities going on simultaneously.
: Evaluation: ••• Give a homework grade for the memorization, a second grade for completing the •• evaluation form. **You might consider giving extra credit or some incentive for students •• who perform before the class. This could also lead to a poetry interpretation assignment •• for contest.
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•• Chapter 14 Handout Name _____________________________
• Analysis of Delivery Style : 1. Who is the primary speaker of this poem? In other words, do you hear a particular voice?
••: 2. What is the mood of the poem, from what you can tell?
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: 3. Has the speaker memorized his/her selection completely? If no, approximately how many lines does he/she lack?
: 4. Does the speaker appear to understand the selection, and convey this understanding in
• •• his/her delivery style? If there is room for improvement, please specifically explain how
the speaker might strengthen his/her presentation.
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: 5. Did the speaker vary his or her voice tone? How so?
•••••• : 6. Does the speaker use eye contact while presenting, or does he/she look around and up into • the air, trying to "remember" the selection? Explain.
: 7. What grade would you give this person if you were the teacher? Numbers 1-6 are worth 15 points apiece.
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: Objectives: •• 1. Students will understand the importance of television as a media with impact on a •• child's life. •
2. Students will discuss how effective television is, as a media, on changing public behavior.
•• : Preparation: •• 1. Divide the students into groups of four or five. ••• 2. You will need one day to list areas on the board that the students think have changed •• as a result of television. (see suggested list) •• 3. Each group of students will discuss and take notes about the changes they believe
television has made in their own lives. •• 4. One class period is needed for a group discussion. ••• 5. Assign a seven to nine minute speech to be presented at a later date. ••
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• 1. Each student will prepare a seven to nine minute speech on the impact television has •• had on his or her life. 2. The student must discuss at least four different areas of impact.••• 3. The student should bring in visual aids, such as pictures, toys, clothing, etc. that
•• • demonstrate the impact. •• 4. The student should not list the impact; rather, the student should tell stories about each •• area that they discuss (example: telling a story about a Halloween costume a student •• just had to have. The student might also have a picture of that Halloween costume.) ••• SUGGESTED AREAS FROM WHICH TO SELECT FOUR: • 1. Fads 4. Family values 7. Behavior 10. Lifestyles• • • • •
2. Music 5. Relationships 8. Sayings or Slang 11. Education (knowledge)
• 3. Products you 6. Hair styles 9. Toys 12. Technology •• buy•••: Evaluation: • •• • 1. Assign 100 points to the presentation. • 2. The presentation should have a creative introduction. (10 points)••• 3. The presentation should specifically, through stories told by the students, reveal four
areas of impact. (40 points) 4. The student should have good eye contact, rate, volume, and podium behavior. (40
• points)\..-:• 5. The student should have a creative conclusion. (10 points)
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Chapter Career Choice Interviews @
: Objectives: •• 1. Students will understand the importance of telephone etiquette.
2. Students will understand how to work with and speak to professionals in different businesses.
: Preparation: 1. Students will be instructed on telephone etiquette when contacting professional
business people. Assign students to read the appropriate sections in their textbooks or ask the telephone company to supply information to your class.
2. Compile a list of questions the student might ask the professional. (see sample)
: Assignment: 1. The student will decide on a career he/she is interested in. 2. The student will contact by phone a professional in the career of his/her choice. 3. The student will ask a prepared list of questions on the phone. 4. The student will compile answers and prepare a three- to four-minute speech to
discuss the answers obtained to the questions.
••: Evaluation: 1. Assign 50 points for preparing the list of questions. 2. Assign 50 points for the student conducting the interview by phone.
: Sample Questions: 1. How do you spend a typical day at the office? 2. How important are communication skills in your profession? 3. What was your major in college?
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4. What qualities should someone possess to be successful at this job? 5. Would you enter the same profession again, if given a second chance? 6. What are the advantages of your profession? 7. What are the disadvantages of your profession?
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: Objectives: ••• 1. Students will understand the importance of incorporating media and technology to • add interest to a presentation. •
2. Students will learn how to utilize computers to conduct research for a speech, understanding that new technology enables a speaker to project whatever is on their•
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computer monitor onto screens.
: Preparation: •• 1. Teach the students how to operate different equipment that can be used to create •• variety in a speech. •
2. Teach the students how to utilize the computer to conduct research that can be used in a presentation.
3. This assignment requires 2-3 work days to compile material and to create appropriate audio-visual aids.
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•• • 1. Have students select a subject of hislher choice that he/she is interested in. The •• subject should also lend itself to computer-based research techniques. • 2. During the presentation, the student must use at least three different types of audio
visual materials. 3. During the presentation, the student must use three different media/technology sources
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such as computer charts or slides, use of opaque machine, VCR, etc. • 4. The student will lecture about his subject, making it as interesting as possible with •• the help of media and technology.
5. The student will speak from an outline. 6. Examples:
A student spoke about the agony and ecstasy of sports. The student used the overhead projector for an outline of famous moments in sports. He used videotapes of winning
•• and losing situations, and he showed slides he made from information on the Internet.
A student spoke about a famous artist. She used pictures of the artist's work. She made a chart of the artist's qualities, obtained through research via the Internet. She showed a videotape on the life of the artist, and she brought in answers she obtained about the artist in an interview on the Internet.
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•: Evaluation: 1. This assignment should have a point value of 200 points (100 for the research and'fllllllli
100 for the speech) 2. The research should be evaluated on the purpose it served to provide interest and
variety in the presentation. • 3. The speech should be evaluated on typical criteria: organization, delivery, introduction,
conclusion, eye contact, enthusiasm, preparation, volume, rate, gestures, and overall impact.
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Chapter E-mail Etiquette @)
: Objective: Students will learn the difference between casual and professional e-mail communication.
: Materials Needed: Paper and pen, or computers, if you have access
: Procedure: 1. Give students the following situation, and have them create two separate e-mail •
•• • documents, written in the appropriate voice and manner.
Situation: You have just been offered the internship of your dreams. You will be working as a
• deejay for your favorite radio station, where you will have access to all the latest ••• music. The goal of the radio station is to draw more high school listeners, so you •• will be allowed to give input on the format of the music, on air guests, and you will
\. :• occasionally get to interview famous singers who visit your town for shows. This
could be your big break in the radio industry, and in the least it will give you great experience that could lead to a career in broadcasting.
• •• 2. Assignment: •• Write two e-mails in response to the above situation. ••• a) The first is to a friend, letting him or her know about your internship. You may •• use slang words and casual language in this note.
•• b) The second is to the radio station, accepting the internship, thanking them for the great opportunity, and offering ideas you have for making your show a huge success. This should be a professional correspondence, with no slang words enclosed. It should also have the appearance of a more professional letter.
: Estimated Time: One class period
•: Evaluation: Each e-mail can count as a classworklhomework grade. Read those that are especially effective aloud to the class.
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: Objectives: • •• 1. Students will understand how to prepare an informative speech using personal •• expenences.
2. Students will develop interesting material through the use of pictures for an information speech.
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and humor.
: Preparation: •• 1. Explain the structure of an informative speech. •• ••
2. Assign the speech several days ahead of time so that students can prepare the pictures on a poster.
3. This assignment will take 3-4 class days to present, depending on the number of students in class.
•: Assignment: • •• •
1. The student will present an information speech using ten pictures on a poster. 2. The speech should be between 8-10 minutes. 3. The student points to and explains the significance of each picture on the poster. 4. A story must be told with each picture, revealing information about the student's
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personality. 5. A student who does not have pictures may draw stick figures, or use magazine
pictures as symbols. 6. The ten pictures should includes the following:
A baby picture A family picture
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Two pictures reveal personality traits Two pictures reveal physical traits Two pictures reveal favorite places One picture of "future" (college, job, etc.)
7. The speech should contain a planned introduction and conclusion.
: Evaluation: 1. Assign 100 points for this presentation. 2. Use a standard speech critique including eye contact, organization of pictures,
enthusiasm, introduction, conclusion, gestures, stories revealed about personal life, rate, volume, overall impact.
PERFORMANCE BASED ACTIVITIES NTC/( 'ontemporary Publishing Group, 10e.
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Chapter My Autobiography @
: Objectives: 1. Students will understand how to prepare an informative speech using personal
expenences. 2. Students will understand how to incorporate visual aids into an informative speech. 3. Students will understand how to capture an audience's attention.
: Preparation: 1. Students need to be instructed on the components of a good informative speech. 2. Assign the speech one week in advance so that students have sufficient time to
prepare a creative presentation.
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3. Allow one or two days for students to organize their thoughts and materials. 4. This assignment will take ten to fifteen minutes per presentation and will take three
to four days to present all the speeches.
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1. The student will make a book providing information about hislher life. 2. The student will design a cover to the book to show his/her creative title, and explain
why the cover is designed a certain way and why the title was selected. 3. Inside the cover page will be a dedication to the incoming freshman class, which
should include advice to the freshmen as they enter high school. The basis for the advice will be explained in the presentation.
4. The student will include three chapter titles in the book. The titles should reveal something about the student's personal experiences. Students will explain the titles in the speech.
5. Students will include an advertising page in the book. Why should others read this book? This advertisement will be read to the class during the presentation.
6. Students will assume the book has been picked for a "Made for TV" movie. The student will select a theme song that would be the theme song of hislher life and explain the lyrics of the song during the presentation.
: Evaluation: •••••• 1. Assign 200 points to this presentation (100 for book and 100 for speech). 2. The book can be evaluated on creativity and personal experiences.
~: 3. The speech can be evaluated with standard criteria including introduction, conclusion, • eye contact, enthusiasm, personal experiences revealed, etc.
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: Objective: Students will research and produce an infonnative speech about a person who was chosen Time s Man or Woman of the Year.
Materials Needed: Internet (if you have access), encyclopedias, library magazine collection, accompanying ••• handout, paper
: Procedure: 1. Handout the Time sMan or Woman of the Year Assignment sheet. Using the list of
people who have been chosen Man or Woman of the Year by Time magazine (or you may generate your own list if you would like), have students research and gather as much infonnation as possible for a speech. This information should include the accomplishments of the person chosen, their contribution to the world, and why Time ~ considers this person invaluable.
2. Tell students to photocopy or print out a picture of their chosen person, or create a visual aid that can be utilized during their presentation.
3. Have students write their speech and prepare for their final presentation. Divide students into pairs and have them practice reading their speech in front of a partner.
•: Estimated Time: •• •••
Students will need approximately three to four class periods to complete research and writing. One class period should be spent practicing their presentation. It will take • approximately two class periods to give presentations.
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: Evaluation: Classworklhomework grade for the research. A separate test/presentation grade for the written speech and the presentation. (I generally give a grade for each of these to insure that students actually write a speech, and do not just get up and present with their notes in hand.)
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Time's Man or Woman of the Year Assignment •: Procedure:
1. Find as much information as possible about your particular person, using the Internet, encyclopedias, or books from the library. Jot down notes, including the sources of your information-include page number, author, etc.
•• 2. Create a short presentation about the person you chose, noting what outstanding feats
he or she accomplished that enabled him or her to grace the cover of a national magazme.
•• 3. Things to note while doing your research: • • What contributions to the United States or world has this person made?
• Why is this person famous? • How might the world be different if this person had never been born? • When did this person live? • Is this person a good role model? Why or why not? •• • It this person ethical or honorable? Why or why not? • Why might this person be studied in history books?
• • Does this person's gender or race have anything to do with his or her ~ accomplishments? What questions might you ask this person ifhe or she were in the room with you?
• What lessons can be learned by this person's accomplishments?
• Suggested Time's Man or Woman of the Year candidates for research:
• James Baldwin Hillary Clinton Cesar Chavez Louie Armstrong John Lennon Robert Frost Jesse Jackson Franklin D. Roosevelt Mother Teresa Abraham Lincoln Albert Einstein John F. Kennedy Alex Haley Steven Spielberg Ralph Nader Sandra Day O'Connor Eleanor Roosevelt Harry S. Truman Martin Luther King Golda Meir Pablo Picasso Richard Nixon Roy Wilkins Thurgood Marshall
• Lyndon B. Johnson Nelson Mandela Jackie Robinson Winston Churchill
: **There are many more that can be accessed, using the Internet or by contacting Time magazine.•
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: Objectives: •• 1. Students will recognize the specific features of a persuasive speech. ••• 2. Students will analyze the type of audience and the product to be sold. •• 3. Students will understand and implement logical, emotional, and personal appeals. •
•: Preparation: •• 1. Assign the presentation one week ahead of time•• 2. Review logical, emotional, and personal appeals. ••• 3. This assigmnent will take 3-4 days for all speeches to be presented.
• : Assignment: •• 1. This is a sales speech for a product or a service.
• 2. The student should create and sell an "unusual" product. •• 3. The student must have the product or a small model to show during the presentation. "tttII/J••• 4. The student must have a jingle (may sing it) or a slogan. •• ••
5. The speech should center on the following elements of presentation (6-8 minute speech)• a. Geared to specific audience (something teens would like to purchase) b. Stress appeals for this group (logical, emotional, personal)
• c. State the cost of the product ••• d. State where the product can be purchased •• e. Be creative! •••••
6. Only two notecards may be used in this presentation ...no written speeches. 7. Notecards should contain the introduction, product description, what the product •• does, appeals the speaker is using, reasons to buy the product, cost of the product, •
•• jingle or slogan, conclusion. •• 8. The best three slogans will get extra credit!
: Evaluation: • 1. Assign a point value of 100 points.
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2. Evaluate on analysis of audience, creativity of product, use of appeals, and delivery.
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: Objec~ives: • •• 1. Students will recognize the specific features of a persuasive speech.
2. Students will analyze the type of audience and the product to be sold. 3. Students will understand and implement logical, emotional, and personal appeals.
•: Preparation: 1. Go over the appeals: logical, personal, and emotional
• 2. Give students two to three work days to prepare the commercial. All commercials
• •• can be presented in one class period. •••
3. Assign three to four students to a group and give each group a target audience for • writing a sales campaign for the product.
4. All groups will have the same product, but each group will be writing to a different target group.
•• 5. Suggestions for target groups include senior citizens, teenagers, working moms, • •• college students, factory workers, business professionals or accountants, housewives, • ministers, etc.
~:• 6. Suggestions for new product: a new deodorant called the "Pits," or a new drink called ••• "Seven Down." • 7. Each group must use the same product, but may make unique changes, depending on ••• the target audience. For example: "The Pits" might be an underarm deodorant for •• working moms, but a car deodorizer for housewives, etc. The drink, "Seven Down," • might be a diet drink for college students or a super-hydrating liquid for athletes.
: Assignment:
• •• 1. After dividing the class into groups of three to four, assign a product and a target • audience.•• 2. The group is to analyze the target audience and write a sales presentation for a •••••
commercial specifically geared to the target audience. 3. The group will utilize emotional, logical, and personal appeals to sell the product. ••• 4. The group will present the commercial to the class.
•: Evaluation:
1. The class should role play the target audience and discuss the success of the appeals •• used by the group. •• 2. Assign a point value to the commercial (100 points). ••• 3. Evaluate the presentation on analysis of the audience, creativity of the product, use '-':• of appeals, use of class time, use of persuasion, delivery.
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: Objective: •
Students will use values to create effective persuasive speeches.
: Materials Needed: Notebook paper and the accompanying SMELF Method handout. •••
•: Procedure: •
1. Provide a list of possible persuasive writing ideas available for students to use, or brainstorm a list with the class. Students can always create their own topics, but it is
• good to have a list for those who have hit a writing block.
• 2. Using the attached handout, model brainstorming of a debatable topic. You may want •• to make a t-chart or diagram while looking at both sides of the issue. Make sure to • •• include some of the SMELF topics in your discussion. •
Example: Should public schools allow fast-food restaurants to sell their products in•• their cafeterias? ••• Safety-This is not really at issue here.
• Money-It could cost families more money, because students like the food and eat more. It might be more cost effective, however, in that students do not waste their
• •• food as much as traditional cafeteria food. ••••••
Environment-This might liven the environment of the cafeteria, encourage students • to stay on campus during the lunch period-which might affect their safety (but his •• is sort of stretching the limit), and create a happier school environment. However, •• this might make students more excitable-if they are not eating nutritionally sound ••••
food at lunch, it could affect the learning environment. ••
• •• Life/Liberty-Fast food options would definitely open up the students' freedom of
choice in the cafeteria. The competition might improve the regular cafeteria food as well.••• Family-This idea could affect a family negatively if they were on a limited budget •
• •• and the students were eating on a free or reduced lunch plan. If the fast food is not • covered under this plan, then the student is essentially giving up a free meal in order •• to pay for a fast food meal. This could cause emotional strife in the family. "ttIII•
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•: Chapter 17 Handout
~: • SMELF Method Handout •
•••: DIRECTIONS: Include as many of the following as possible in your persuasive speeches. You : do not have to include each topic, but the more detail you use in explaining your persuasive : position, the better your speech will be.
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Safety-How is a person's safety affected by this idea? Will it make society •• safer or less safe?
Money-Does this idea include money? How is it funded? Would it save people ••• money in the long or short term? Would it make money? •
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• Environment-How does this idea affect the environment? This may be the earth environment, or an individual's living/learning/working environment. •••••• life/liberty-How does this idea affect a person's right of freedom or free ~:
• choice? Does it limit personal freedoms? •••••••• Family-What impact might this idea have on family relationships? Will it be •• • positive or negative? •
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: Objectives: 1. Students will understand the difference between impromptu speaking and other types •• of speeches.• 2. Students will gain experience in speaking "off the cuff."
• •: Preparation: ••• 1. Explain impromptu speaking. •• 2. Tell students they will be thinking "on their feet." ••• 3. The assignment should only take one class period. •
•• : Assignment:
1. Three students are selected to go to the front of the room. 2. Give each student a word (three words for three students). •••••• 3. The students are to carry on a conversation. Each student must incorporate the
assigned word into the conversation. 4. The conversation should last 2-3 minutes. 5. The students should try to make the conversation realistic. 6. Examples of three unrelated words might include:
Orange ..... walrus ..... j eans•• Tractor .... bracelet ..... clock
Diamond....bubble gum ... tennis shoes Hammer. .. snake ... envelope Toothbrush ... zipper. ... bucket
•••: Evaluation: •• 1. The students should receive a participation grade of 25 points.•• 2. The students should "think on their feet" and gain experience in impromptu speaking.
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: Objectives: 1. Students will understand the difference between impromptu speaking and other types
of speeches. 2. Students will gain experience in speaking "off the cuff."
: Preparation:
• •• 1. The teacher will ask two students to come to the front of the room. • 2. Prepare to give the students an opening and a closing line for a conversation.
3. One student must begin the conversation with the assigned line, and the other student must end the conversation with the assigned line.
4. The time limit is two minutes. •• •: Assignment:
1. Two students are selected to go to the front of the room. \.,.: •• 2. One student is given an opening line of a conversation, and one student is given a •••
closing line to the conversation.
• 3. The students have two minutes to begin and end, using the assigned lines. 4. The conversation should be realistic. 5. The students must "think on their feet" to make the conversation work.
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: Evaluation: ••• 1. The students should receive a participation grade of 25 points.
2. The students should show critical thinking skills and gain experience in impromptu ••••••••
speaking.
•• EXAMPLES OF LINES: Opening ... "Are you aware that you were going 45 mph in a 25 mph zone? Closing ... "The tomatoes are really fresh today!"
Opening .... "That is the most adorable puppy!" Closing .. .If you come closer, I'll scream."
Opening ... "You spent way too much money on that." \... Closing ... "1 have the worst headache."
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: Objective: Students will create a working file system that they can build on to use in extemporaneous speaking and debating.
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File folders, white paper, glue, and a variety of used magazines
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1. Gather as many used magazines as possible for this assignment. Although news magazines are generally more useful in this assignment, you should not rule out other
• types-beauty, sports, etc.--as they contain interesting stories as well.•••• 2. Help students come up with a variety of current event topics by brainstorming. You
might ask them to focus on debatable subjects that generate discussions. Examples are education, politics, foreign trade relations, media stalking, school violence, etc. "fIIIIIIi
3. Assign a few reliable students-with good penmanship and organizational skills--the • title of file directors. Have the file directors write these key words on the tabs of blank• file folders.
4. Ask the rest of the class to pull ten interesting (complete) articles from magazines that • •• correspond with the brainstormed topics. Students will discover other missed topics •• during this process- they should ask the file directors to create a corresponding
folder once the topic has been approved through you. 5. Students should staple the article-in its entirety-to blank white paper, leaving room •
at the top right corner for a slug (a quick word or phrase to categorize the article briefly).
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6. Students should then write a short summary of the article on the back of the white paper. This should be no more than a paragraph-five to seven sentences, at mostexplaining the thrust of the article.
•• 7. Students then take their ten completed articles to the file directors, who can also act as graders and file clerks at this point. If you give the file directors a check-off sheet with the class roll on it, he or she can easily count up the articles and verify that the assignment was completed. The articles should then be filed into the appropriate,
• alphabetized folders and kept in a file box or drawer for safe keeping. 8. Voila! You now have a working file system that can be pulled from and added to as a
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Several class periods. Cater this to meet your needs. This could be an extensive class project, done right before you introduce the chapter on extemporaneous speaking. It
V • ••• • could also be an ongoing project, or something done for extra credit. The process of
building extemporaneous files is never over, and many articles can be used for years.
: Evaluation: Ten articles, 10 points each. This is a complex project, and could easily deserve a quiz or test grade if you fee1 it merits it.
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: Objectives: 1. Students will learn how to select material for oral interpretation.
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2. Students will learn to analyze the meaning and feeling of a selection.
: Preparation: • 1. Define and explain the elements of oral interpretation.
2. Assign several weeks ahead of due date to allow for preparation. 3. This assignment takes three to four class periods to hear all of the presentations.
•• : Assignment:
1. Each student should select a theme of a significant event in history and research the event in order to highlight significant information during the presentation.
2. Each student should interview someone who was actually at this event in history and students should decide the best way to share this information with the class.
3. Each student should locate some poetry or prose that fits the theme. 4. Each student should find music with no words to play in the background that will
add an emotional overtone to the presentation. 5. The student should combine all aspects into a ten- to fifteen-minute presentation. 6. The student should include a creative introduction and conclusion.
IDEAS: The following are examples of student presentations: 1. A parent experienced the ticker-tape parade in New York after the landing on the
moon ... the student had the newspaper from the very day the event took place and read poetry printed in the paper. •
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2. A student's father had fought in Vietnam and experienced the death of his best friend. The student explained his father's feelings as he watched his best friend die. She read some poetry her father had written and kept in a diary.
3. A student described her father and mother's immigration into the United States. She found poetry from a Japanese poetry book. She role-played the immigrant for part of her presentation, explaining the fears of the boat ride to the new world.
: Evaluation: • •• •• 1. Assign 200 points to this presentation.
• 2. 100 points should evaluate material selected and how well it portrays the theme selected. 3. 100 points should evaluate the delivery and the interpretation of the meaning and •• ••••••
feeling of the words adapted from the prose or poetry selected by the student. 4. Evaluate as to whether the student achieved the desired response from the audience. :...;
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Chapter The Message in the Music @)
: Objectives: 1. Students will understand that music lyrics can be poetry.
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2. Students will select lyrics from music to use for oral interpretation. 3. Students will practice the delivery of the lyrics to bring about an emotional response.
• : Preparation: •• 1. Students need to understand the definition of oral interpretation.
2. Assign this presentation a week ahead of time, so that students have sufficient time • to prepare.
• 3. Allow two to three class periods for all students to make their presentations. 4. A CD player or tape recorder will be needed.
•• : Assignment:
\..-: 1. Each student should select a song he/she feels makes a significant point about life (love can hurt, too much crime on street, child abuse, friendship, divorce, etc).
•• 2. Each student will copy the lyrics of the song to read as poetry. •• 3. Each student will present the lyrics as oral interpretation to the class, creating the •• meaning and the feeling of the words. •• •••
4. Each student will explain the significance of the lyrics.
• 5. Each student will play the music after the interpretation for the other students so that they can hear the music as well as the words.
•••: Evaluation: 1. Assign 100 points to this presentation. 2. Evaluate the material selected and how well it portrays the theme selected. 3. Evaluate the interpretation of the words as the student tried to convey the meaning
and feeling of the lyrics. 4. Evaluate as to whether or not the student achieved the desired response from the
audience.
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Chapter Character Analysis @)
: Procedure: ••• l. Have students select an appropriate piece to be used for an oral interpretation ••• performance for class. •• 2. After choosing the piece, ask students to complete this assignment. •• 3. Have students pick the primary character(s) from their selection, and based on their•
interpretation, answer the following questions.
1. Character's Name (if there is one) __________________•• • Physical Description: (as completely as possible)
• a. gender•••• b. age•••• c. posture••
d. bodytype ____________________________________________
2. Mental Description: ••••
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•• 5. How is the character similar to you?
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•• 8. What are some movements/gestures you might use in your presentation to better depict the character? Be specific.
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Chapter The Podium Awards @
: Objectives: 1. Students will understand the specific purpose of special occasion speeches. 2. Students will understand the characteristics of an award presentation.
: Preparation: 1. Students will need one work day to interview the person to whom he/she is
presenting an award.
• 2. Class presentation of awards should take one or two periods. 3. Select two students to be hosts of the "Podium Awards" and make the awards
presentation fun by writing an introduction for the show (see sample below).
Assignment: 1. Divide students into groups of two.
• 2. The students will interview each other to determine what kind of awards could be •• presented (one award for an activity done outside of class and one award for something in class). '<ftttJIIi
3. The student must design a creative award (trophy, certificate, etc.) to present during the awards.
4. The student will write a speech, utilizing the five steps of Speeches of Presentation. 5. The student should be allowed to speak a maximum ofthree minutes for both awards. •••• 6. The student should dress appropriately to present the awards.
: Evaluation: 1. Assign the presentation a point value: 50 points for creating the awards and 50 points
for the actual presentation. 2. Evaluate the awards on the creativity of the design and the reasons created for
receiving the awards. •
3. Evaluate the speech on utilization of the five steps of Speeches of Presentation.
Sample Introduction by Hosts: • The Podium Awards began way back in 1983, so tonight we are celebrating our • eighteenth annual podium awards. The podium awards are voted on by members of
the speech academy. The votes have been tabulated and kept secret until tonight by Brief, Flow, and File, Inc. The winners tonight have demonstrated talent on the stage, off the stage, and behind the podium! Never again will you have the opportunity to see such an array of talent as we have here tonight! Tonight our stage is going to come alive as we introduce you to the presenters of the podium awards.
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1. Students wi11 understand the specific purpose of special occasion speeches.
• 2. Students will understand the characteristics of an acceptance speech.
••: Preparation: 1. Students need to be instructed on the five steps of Speeches of Acceptance. 2. Each student will accept two awards presented by another student. 3. This assignment should take one or two class periods.
: Assignment: •• 1. Students will make an acceptance speech for two awards presented by another •• student (one for an activity outside of class, and one award for an activity in class) • 2. Students will write a speech, following the five steps of Speeches ofAcceptance.
'-"':• 3. Students will dress appropriately to accept the awards. 4. The acceptance speech should be approximately two minutes in length.
Evaluation: 1. Assign the presentation 50 points. 2. Evaluate the presentation on the five steps of Speeches ofAcceptance.
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: Objective: Students will practice writing and presenting different types of speeches.••••••
: Materials Needed: : Videotaped images from varying media-movies, news, awards shows, "roasts," etc. •••••: Procedure: ••• 1. After reading Chapter 20, show students a variety of images from movies, award
shows, the news, etc. that depict the types of occasions described in the book. You might choose a wedding scene from a movie, a eulogy, the MTV or Academy Awards, etc., to open up the floor for discussion. ••• 2. Then, ask students create a speech of their own, of their choice. While most students
•• will not have to read an acceptance speech for an Oscar on television, many will • receive awards in their lives. Most people give wedding toasts or short funeral .""'"
speeches at one time or another. The key is preparedness. Students who have • practiced this skill in the classroom will likely feel less frustrated when confronted •• with the occasion in realhfe.••• 3. To add extra emphasis and realism to this assignment, you may want to require ••• students to dress up in the appropriate clothing for the situation. This can help the •• "performance," and is generally enjoyed by students who are good sports. •••••: Estimated Time: •
• •• One day to view video clips, discuss appropriateness of occasion, time limits•• especially for award shows, wedding toasts and the like-and questions about the • assignment. If you assign the actual speech writing for homework, you will probably •• only need one-two more days for presentations. ••••••: Evaluation: • A homework grade for the written speech, and a test grade for the performance. You•• may also consider a grade for being a good listener. •••
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Chapter The Press Conference @
: Objectives: ••• 1. Students will understand the importance of how to structure an argument. •• 2. Students will understand how to refute an argument with logic. •• 3. Students will understand how to deal with hecklers in the audience. ••••: Preparation: • •• 1. Students will role playa famous person having a press conference. •• 2. Students will need two days to select a controversial person and to conduct research on•• the accomplishments of this individual and the issues involved in the life of this•• individual.•
3. Students will need to be instructed on how to deal with hecklers (see below). 4. This assignment requires two class days to prepare and several days to hold the press
conferences.••••: Assignment: \.r!
• 1. Each student will select a famous person who is well known for a controversial stand.
•• 2. The student will role-play this individual having a press conference. ••• 3. The student will research the facts and background of the issue. •• 4. The student will write a press release for three reporters.•• 5. Three students will be selected for each conference to be reporters. Two will ask •••••
positive questions, and one will heckle the speaker. These three students also need to have conducted research on the speaker in order to write good questions.••• 6. The students will learn the rules for dealing with hecklers.
7. The student's grade will be based on the fiJur- to five-minute speech on the issues, •• answers to the positive questions, and answers to the hecklers. •
: Evaluation: •• 1. Evaluate the student on the research concerning the controversial issues. •• 2. Evaluate the student on the press release.
3. Evaluate the student on answers given to positive questions. • 4. Evaluate the student on answers given to hecklers (negative questions).
••• DEALING WITH A HECKLER•
1. Present an argument with evidence that will strengthen your stand. 2. Keep your cooLthe audience is trying to make you lose it. • 3. Stay poised . .it is your reputation! '-'!• •
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•• 4. Ask the heckler to stay after to answer the question. •••• S. Say that the question is irrelevant and move on. 6. Say: "If you wait a minute, I'll get to that." 7. Ask to have the question repeated (Gives you time to think) 8. Be fully prepared! 9. Retain your sense of humor. 10. Maintain positive self control.
•• SUGGESTIONS FOR CHARACTERS TO ROLE-PLAY (Students may wish to dress for the •••• characters they select.)
• Charles Lindbergh James "Jimmy" Hoffa
••• Amelia Earhart •• Abby Hoffman •• Mohandas Gandhi •••••
Gloria Steinem
Elvis Presley •••••••
Abraham Lincoln
Oliver North •• Madonna••• Rosa Parks •• Tonya Harding
Marion Barry, Jr.
Anita Bryant
Joseph P. McCarthy•• Hester Prynne •••• Dr. Jack Kevorkian ••
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Chapter Switch Sides for Support @
: Objectives: •• 1. Students will understand the importance of how to structure an argument. ••• 2. Students will understand how to support hislher views. ••
•: Preparation: •• 1. Locate several editorials for the students to read.
2. Go over with the students the importance of supporting views. • 3. The assignment will take one day to research and one day to write editorials.
4. Actual presentations should take two to three class periods.
••: Assignment: ••• 1. Each student will write a three- to four-minute editorial on a current issue.
2. The student will research the issue selected and plan on adequate support. ~ • 3. The class will all begin by sitting in the middle of the class to indicate neutral.
•• 4. After each editorial is presented, the students will move to a side in the room to•• indicate whether they agree or disagree with the editorial. •• 5. The student will be allowed to give two one-minute rebuttals to try and persuade more students to take his or her side on this issue.
•• 6. After the two rebuttals, the students take a positive or negative side. ••• 7. The students who listened may now respond as to why they are in agreement or • disagreement with the editorial presented. ••
: Evaluation: ••• 1. Assign the editorial 100 points. Evaluate 50 points on supporting views and 50 points •• on delivery. • 2. Discuss the movement of the students and what the speaker could have done to
persuade more students to agree with the position he or she presented. ••••••••
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: Objective: •
Students will gain an introductory background on values and philosophers in order to create effective debate cases.
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library value books (if you have some) Values and Philosophers Handout ••• notebook paper
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: Procedure: 1. To expose students to philosophers-many for the first time-you might want to
allow students to work together, in pairs or in small groups, on this project. 2. Have students find as much information as possible about each listed topic, using the"';
library, the Internet, value books, and textbooks. Some of the values like "life" or "freedom" have pretty good dictionary definitions, and these can be used as a starting point.
3. It is important to discuss the concepts with the class, and then make a practical application-like watching a film where one of the values is in conflict, or cutting out newspaper articles that deal with particular value concepts. Students will begin to look for the relationship between their lives and their value structures and then transfer this into their debate cases or persuasive papers only if they have enough immersion into these concepts. They need time to absorb them, see them applied, and discuss them before they can be utilized.
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~: •• • Values and Philosophers •• DIRECTIONS: Research the following concepts and questions, using the library, the Internet, : or value books. •
I. Value Concepts ••
l. Life • 2. Quality of Life•• 3. Safety•••• 4. Freedom • 5. Free Expression •
6. Privacy 7. Equality 8. Social Contract 9. Individualism 10. Majority Rule
II. Philosophers
11. Justice 12. Self-Actualization 13. Aestheticism 14. Progress 15. Work 16. Leisure 17. National Security 18. Family 19. Knowledge 20. Greatest Happiness
~: 1. Compare and contrast Mill's philosophy of the greatest happiness for the greatest • number to Bentham's philosophy.
• 2. Explain Hobbes' philosophy of self-preservation.
3. Explain Locke's philosophy of the social contract.
•• 4. Explain Rousseau's philosophy of the general will. ••
5. Explain Thoreau's writings on civil disobedience.
6. How might Taoist principals be utilized for a debate case?
7. How might Existentialism be used?
8. Explain Maslowe's discussion of the hierarchy of human needs. ••
9. Explain Marcuse's philosophy of libertarian socialism. • • •• ••
10. Explain Rawls' philosophy of distributive justice.
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Chapter The Christmas Gift @
: Objectives: •• 1. Students will learn how to run an effective meeting. •
2. Students will learn how to effectively reach a group decision.
: Preparation: 1. Divide the class into groups of four or five and give students the group problem to solve. 2. Assign one student as group leader, to conduct the meeting and to report the group
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decision. 3. This assignment should take one class period.
: Assignment: 1. Divide students into groups of four or five and select one leader to run the meeting. 2. Give students the following group problem.
SITUATION: A Christmas bonus of $2500 will be donated to a needy family. Your group" ~ must decide on which family to help during the holiday season. ..,
1. Anne Poore, age 30, is a single mother with three children. She has been out of work for almost one and a half years. She wants her family to enjoy a festive Christmas celebration. Currently, she has been offered a job at a local fast-food restaurant, which means she will work evenings and must leave her children alone.
2. Jill Beckin, age 27, is a single mother of one newborn infant. She recently divorced from her husband and does not have enough income to support herself and her child. She grew up an orphan and has no family support, emotionally or financially. The money she does have often goes to liquor and cigarettes.
3. Bill Laments, 36, has been working low-paying jobs for almost two years. He is the single father of two girls, age five and ten. Before his wife died, he had been charged with two counts of wife battery. Since then he has had professional help and has made progress. He is trying hard to regain his children's trust.
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4. Mr. and Mrs. John Kurtson, ages 36 and 39, have been married for 12 years. They are the parents of two children. Mr. Kurtson lost his job six months ago, and Mrs. Kurtson is a housewife with no marketable job skills. Both are caring parents. However, Mr. Kurtson was fired from his last job because he was suspected of stealing from company funds. He is unable to find another job.
Evaluation: 1. Give the students a participation grade. Compare and contrast the different group
reactions.•• 2. Discuss how effective the leader was in getting a group decision. •
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Chapter The Donation @
: Objectives: •• 1. Students will learn how to run an effective meeting.
2. Students will learn how to effectively reach a group decision.
•: Preparation:
•• •• 1. Divide the class into groups of four or five.
2. Give students the group problem to solve. 3. Assign one student to serve as group leader to run the meeting and to report the
group decision. 4. This assignment can be done in one class period.
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: Assignment: • 1. The students will work in groups of four or five. ~ 2. One student is selected as group leader to conduct the meeting.
• 3. The group must reach a group decision on the situation below. •
SITUATION: The student government has been given $5,000 to donate to the school. The only stipulation is that the money cannot be divided among organizations at the schooL The check must be given to one organization to make a significant contribution •
•• to the school. Select which group will receive the money.
1. LIBRARY. The computers in the library are five years old and need to be replaced so that students can use them to conduct research. The library also needs current reference materials. Not all computers could be replaced, but at least ten could be.
2. DEBATE AND FORENSIC TEAM. The debate and forensic teams are the only • teams to win state championships for the school. Team members are scheduled to go
to national competition to represent the school; however, the students must raise over $8,000 to pay for transportation, hotel, food, etc.
3. SCIENCE DEPARTMENT. The science department needs new laboratory equipment for experiments. The current equipment is old and rundown. The students cannot •• conduct real lab experiments because three or four students share each piece of• equipment.
4. THEATRE. The stage is in dire need of a new sound system. The system currently in use was built when the school opened 20 years ago. A new sound system would • enhance assemblies by allowing for better microphones, better music equipment, etc.
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5. FOREIGN LANGUAGE DEPARTMENT. The foreign language department would like to establish a student exchange program, allowing two students from the school ~ to study abroad and two students from a foreign country to study at the high schooL r..".; This program would last for one semester. The cost of the program, however, is over $10,000 for travel for the four students.
: Evaluation: •••• 1. Give students a participation grade of 25 points. Compare and contrast the different
•• group decisions. 2. Discuss the effectiveness of the group leader.
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Chapter Developing Leadership Skills @
: Objective: ••• Students will practice managing others.
: Materials Needed: •
Pen and paper ••: Procedure:
1. Divide the class into groups of five to seven students. Assign job titles to each student in the group--these should be ofyour own making. An example might be: CEO, sales manager, sales representative, administrative assistant, intern, and accountant.
2. Ask each group to invent a company or business (with your guidance) or you might • choose one yourself. You may want to use this assignment after a unit on interviewing
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••• for jobs, so that students are more aware of the working world. 3. Give each group a problem to solve, with a definite "Leader" in charge of each group.
• Thus, the president, CEO, sales manager-whoever you deem to be most likely to • lead the discussion-should lead the discussion.
4. Sample topics that could be discussed: * the limited choices found in the snack/soda machines in the company break room. * the building/floor/office/store temperature-too hot or too cold * the lack of office supplies or rising rate of theft of office supplies * stressful work conditions, hours, pay, etc. * how to boost sales
5. Have students practice skills of running a meeting that they learned from Chapter 22. •••••••••
Then allow them time to discuss-group by group in front of the class-how effective they were in solving the problem. They should also discuss whether group members
• were courteous to one another while problem solving, whether the "Leader" stayed •• in control, and how realistic their solution is in application. •
: Estimated Time: ••• One class period. ••• : Evaluation: ••• This is at your discretion. You might want to give an oral grade for each student. You•• can accomplish this by circulating the room with your gradebook and marking students •• as you move from group to group. You may also want to give grades when the entire ••• class discusses the assignment.
1';- ~TC/Contcmporary Publishing Group, lnc. PERFORMANCE BASED ACTIVITIES
