Speech+and+English+II

=**Menno High School**= =**Mrs. Betsy Knodel, Instructor**= =**2014**= = **Course Description:** Throughout the semester, students will be exposed to the communication process and how it applies to our everyday lives. Students will learn how to communicate with others as well as communicating in large groups. Students will perform various public speaking roles while in this class. They will give speeches to inform, persuade and for special occasions. Students will perform roles in group discussions, debates and parliamentary procedure. Students will learn how to better communicate in our society. They will give announcements, partake in an interview situation, and give announcements.= = **Grading:** = = **Absenses:** = Students are encouraged to get their assignments prior to an absence. Notes for the chapters will be uploaded to the wikispace once notes for the chapter have been completed in class. Students are encouraged to check the wikispace for the lesson plans for the day they missed in order to garner the assignments for that day. = **Students are required to call the instructor in advance of an absence on the day of a speech if they are not able to be there. If a student does not give his/her speech on the designated day, he/she will incur a 10% dock of his/her grade for each day the speech is not given.** = || = **Objectives:** = = = = **__Common Core State Standards:__** =
 * =**Speech Syllabus**=
 * Daily Work (15%)** – This includes any worksheets, hand outs, or other assignments given by the instructor.
 * Quizzes (20%)** – Quizzes may be given when the instructor feels they are warranted. The quizzes will be given over the information on the reading for the day. Students are encouraged to be prepared at all times.
 * Tests/Speeches (35%)** – Unit tests, chapter tests, vocabulary tests, and speeches will be given throughout the semester. Some of the tests will be given as open book tests. Students are encouraged to make sure they study the material given in the review session and not to rely solely on the book. Speeches will be graded on preparation as well as presentation. Students are encouraged to practice their speeches several times before delivering them in class and to follow the guidelines as set in the rubrics for each speech making sure they have all elements required in his/her speech.
 * Vocabulary (20%) -** Vocabulary lessons will be due every week on Monday. Each lesson will be counted in the grade book under this category. Students are encouraged to use the website helps in order to complete their vocabulary workbook. Vocabulary quizzes will be given on a weekly basis.
 * Journals (10%)** - Using WebCT, students will write weekly journals. The journals are due by 11:59 P.M. every Friday. If journals are not submitted, a zero will be given for the week. Students are to respond with at least 100 words to gain the 25 points weekly for the journals.
 * = = **Unit 1** = ||= =**Unit 2**= ||= =**Unit 3**= ||
 * < * Identify and analyze the ethical and social responsibility of communicators.
 * Identify the components of the communication process.
 * Explain the importance of effective communication skills in personal, professional, and social contexts.
 * Recognize the audience as an important element in building responsible communication skills
 * Realize the importance and impact of both verbal and nonverbal communication.
 * Discuss what confidence means and how it is a vital element in effective speaking
 * Recognize the realities of communication apprehension and how to appropriately deal with the problem.
 * Realize the value of perception as it applies to confidence.
 * Implement the planks of confidence in speaking. ||< * Explain the difference between listening and hearing.
 * Identify the components of the listening process.
 * Describe four different kinds of listening.
 * Explain why good listening habits are important.
 * Demonstrate how good listening skills can be used in the workplace.
 * Distinguish between verbal and nonverbal communication.
 * Use body language to reinforce verbal messages.
 * Recognize when someone is not telling the truth.
 * Explain how the same gesture can have different meanings in different cultures.
 * Understand the value of effective interpersonal communication.
 * Understand the importance of assertiveness, courtesy and tact when dealing with people.
 * Implement effective strategies for successful one-to-one communication.
 * Use communication to build positive professional and social interpersonal relationships.
 * Use interviews to gather material for your speeches.
 * Schedule an interview at a time and place that will increase its chances for success.
 * Create open-ended questions to draw out the best possible answers.
 * Dress appropriately and present yourself in a professional manner.
 * Explain why cooperative attitudes are necessary for group discussions.
 * Describe the major kinds of group discussions.
 * Discuss the factors that determine the success of group discussions.
 * Identify the steps of the problem-solving process.
 * Develop a list of questions you could use to direct a group discussion. ||< * Discuss the impact of the Information Age on the future.
 * Identify the four shortcuts to reduce the time spent researching.
 * Distinguish between plagiarism and intellectual honesty.
 * Use effective strategies to organize and to outline presentations.
 * Apply effective organization to aspects of personal and professional life.
 * Develop appropriate introductions and conclusions.
 * Identify and use the various patterns of organization.
 * Distinguish among several different types of reasoning and recognize faulty and misleading types.
 * Better adapt use of logic to a specific audience.
 * Analyze logic to determine if conclusions are valid.
 * Show how the spoken word differs from the written word.
 * Know the value of word pictures.
 * Explain why using effective oral language is important.
 * Use effective strategies in presentations.
 * Evaluate language effectiveness of speeches.
 * Explain the components of delivery.
 * Understand what delivery means.
 * Identify types of nonverbal communication.
 * Use appropriate delivery techniques.
 * Use effective strategies in presentations.
 * Evaluate the effectiveness of own and others’ presentations. ||
 * = =**Unit 4**= ||= =**Unit 5**= ||= =**Unit 6**= ||
 * * Identify types of informative speeches.
 * Find a good subject for an informative speech, narrow it down, and compose a sharply focused thesis.
 * Develop interesting material for speeches, using anecdotes, quotes, and definitions.
 * Integrate audio and visual aids into presentations.
 * Give a multimedia presentation using appropriate technology.
 * Recognize the specific features of the persuasive speech.
 * Apply what was learned about persuasive speaking to deal with life.
 * Analyze the type of audience to whom you are speaking.
 * Adapt persuasive approach to match makeup of audience.
 * Understand and implement logical, emotional, and personal appeals.
 * Define both extemporaneous and impromptu speaking.
 * Deliver an impromptu speech.
 * Define oral interpretation.
 * Choose material to use for reading.
 * Analyze the meaning and feeling of a selection.
 * Practice the delivery of a selection.
 * Discuss the elements of Reader’s Theater.
 * Define specific purposes of several special occasion speeches.
 * Discuss the characteristics of these speeches.
 * Describe some of the more popular contest speeches. || * List the five common strategies for resolving conflicts.
 * Practice the four techniques for negotiation.
 * Give examples of the ways in which people participate in informal debate.
 * Define basic debate terms.
 * Prepare for and participate in a formal debate.
 * Discuss what values are, what importance values have, and how questions of value are different from other questions.
 * Analyze questions in terms of value judgments.
 * Write cases that argue for and against value propositions.
 * Debate a complete round in the Lincoln-Douglas format using your organizational, cross-examination, and rebuttal skills.
 * Explain how parliamentary procedure supports the democratic process.
 * Organize the first meeting of a new club.
 * Participate in a group meeting by making, seconding, and amending motions.
 * Lead a meeting in the role of the presiding officer.
 * List the most commonly used motions in ranked order. || * Define the terms leadership and leader and apply terms to interpersonal and intrapersonal communication.
 * List the specific components of leadership.
 * Understand the components of leadership.
 * Realize the importance of effective speaking in leadership.
 * Implement leadership skills in daily life. ||
 * 1) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * 2) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * 3) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 * 4) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 * 5) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
 * 6) Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
 * 7) Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
 * 8) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
 * 9) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * 10) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

OWL (Purdue) ||
 * =English II Course Description= || Throughout the semester, students will be exposed to a variety of grammar and composition skills. The students will review basic language skills and be exposed to more complex language skills. Students will learn how to write a variety of sentences, paragraphs and compositions. Students will gain the skills to edit, revise and proofread papers. Students will be exposed to the writing of narrative, expository, and research writing. Students will react to written and visual presentations by writing a critique. Students should have a good background in the parts of speech.
 * =Grading Scale= || **Daily Work (15%)** – This includes any worksheets, hand outs, or other assignments given by the instructor.
 * Quizzes (20%)** – Quizzes may be given when the instructor feels they are warranted. The quizzes will be given over the information on the reading for the day. Students are encouraged to be prepared at all times.
 * Tests/Projects (35%)** – Unit tests, chapter tests, vocabulary tests, and projects will be given throughout the semester. Some of the tests will be given as open book tests. Students are encouraged to make sure they study the material given in the review session and not to rely solely on the book. Students are encouraged to be prepared for class each and every day. Reading and reacting to reading through writing are the focus of English Grammar and Composition II.
 * Vocabulary (20%) -** Vocabulary lessons will be due every week on Monday. Each lesson will be counted in the grade book under this category. Students are encouraged to use the website helps in order to complete their vocabulary workbook. Vocabulary quizzes will be given on a weekly basis.
 * Journals (10%)** - Using WebCT, students will write weekly journals. The journals are due by 11:59 P.M. every Friday. If journals are not submitted, a zero will be given for the week. Students are to respond with at least 100 words to gain the 25 points weekly for the journals. ||
 * [[image:bknodel/ws09_10.gif]] || ==This is the text for this course. **This text** provides you with instruction in all the essential skills and strategies you will need to succeed. **It focuses on writing and includes** all the tools you need to become great writers, thinkers, and learners. The book focuses on the six traits of effective writing instruction in every unit and Integrates mechanics, grammar, and usage. Students will be using Writing to Win strategies. Students will keep an electronic portfolio that will enable them to go back and correct papers throughout the year. Students are encouraged to keep a writing list of ideas in their folders.== ||

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