ENG715 PUBLIC SPEAKING - Parsippany-Troy Hills …sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/ENG715 PUBLIC... · PREPARING A SPEECH ... assessments for students in grades 9

ENG715 PUBLIC SPEAKING 1 Parsippany-Troy Hills School District

ENG715 PUBLIC SPEAKING A Course Outline for English Language Arts

Approved by the Board of Education February 20, 2014

Developed: April 1985 Revised: August 1993 March 2008 January 2013

ENG715 PUBLIC SPEAKING 2

Table of Contents

STATEMENT OF PURPOSE ................................................................................................................................................................................................... 3

THE LIVING CURRICULUM ................................................................................................................................................................................................... 4

AFFIRMATIVE ACTION ......................................................................................................................................................................................................... 4

GENERAL GOALS ................................................................................................................................................................................................................. 5

GRADING PROCEDURES ...................................................................................................................................................................................................... 6

COURSE PROFICIENCIES ................................................................................................................................................................................................... 7-8

CURRICULUM ………………………………………………………………………………………………………………………………………………………………………………………………...9-20

I. DELIVERY ........................................................................................................................................................................................................ 9-11 II. PREPARING A SPEECH .................................................................................................................................................................................. 12-14

III. INTERPERSONAL AND GROUP COMMUNICATION ………………………………………………………………………………………………………………………….……15-17 IV. ORAL INTERPRETATION ……………………………………………………………………………………………………………………………………………………………….…………..18 V. DEBATE ……………………………………………………………………………………………………………………………………………………………………………………….……..19-20

BIBLIOGRAPHY ............................................................................................................................................................................................................. 21-22

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ....................................................................................................................................... 23-27

APPENDIX B SCORING RUBRICS ................................................................................................................................................................. 28-30

APPENDIX C NEW JERSEY STUDENT LEARNING STANDARDS .................................................................................................................... 31-62

APPENDIX D CURRICULUM MODIFICATIONS AND ADAPTATIONS ............................................................................................................ 63-76


STATEMENT OF PURPOSE The Public Speaking Course of Study has been developed as an elective for students in grades 9-12 who have an interest in developing and/or improving their communication skills. Emphasis is placed on oral communication techniques, as well as non-verbal communication skills and their importance in interpersonal conversation, group discussion, public speaking for a variety of purposes and other specialized areas of speaking such as oral interpretation, the interview and formal debate. In this course of study, students are required to utilize research tools in the form of written material, computer sources and knowledgeable individuals to help prepare for specific speeches. Students incorporate the use of technology when applicable and appropriate. They are required to demonstrate effective writing skills and proper research form in preparing written components related to their speeches. Opportunities are provided that allow students to apply assessment methods for effective public speaking through interdisciplinary activities in collaboration with other classes such as Social Studies, English, IPLE and other electives. Finally, in this course of study, students will be challenged to demonstrate their mastery of effective oral communication skills through participation in various contests and competitions sponsored by other schools and/or the community. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester courses. The purpose of this revision is to update the course of study with the New Jersey Student Learning Standards for English Language Arts and the New Jersey Student Learning Standards for Technology, course proficiencies, essential questions and enduring understandings, teacher notes, and an updated bibliography.


THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the following link - http://njcdd.org/wp-content/uploads/2016/08/tools-teacherspart2.pdf. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


GENERAL GOALS

The students will:

1. understand the role of the teeth, mouth, throat, diaphragm, lungs in effective oral communication.

2. demonstrate the ability to use non-verbal communication to communicate a mood or message.

3. demonstrate the ability to deliver and format different kinds of speeches.

4. demonstrate the ability to use appropriate and effective communication skills in a variety of situations that require oral communication.

5. use technology as a tool to enhance specific speeches.

6. demonstrate the knowledge of formal debate format.

7. demonstrate the ability to use voice as a means to communicate mood.

8. demonstrate specific actions/behavior which reflect effective listening.

9. understand the importance of considering the audience when delivering a speech.

10. evaluate speakers for their adherence to, and demonstration of, proper speech delivery techniques.


GRADING PROCEDURES

Student grade and credit for the course are dependent upon a demonstration of the mastery of the course proficiencies as measured by: MAJOR ASSIGNMENTS—50% (Tests/Projects/Presentations/Writing)

• Shared Inquiry • Reading Projects • Oral Presentations • Novel Tests • Research Process

• Technology Presentations • Creative Writing Pieces • Writing Process Pieces • Revised Writing • Literary Analysis Paper

• Timed Essay • Research Paper • HSPA / EOC Writing • Metacognitive Reflections

MINOR ASSIGNMENTS—35%

• Reader Response • Reading Logs • Journals

• HSPA / EOC Preparation • Article Annotations • Quizzes

• Reading Projects • Vocabulary

CLASSWORK/HOMEWORK—15%

• Online Activities • Class Discussions • Group Work • Journals • Vocabulary • Reading Comprehension Checks • Literature Circles • Literary Letters

• Discussion Questions • Creative Writing Pieces

Final Grade – Full Year Course

Full Year Course • Each marking period shall count as

20% of the final grade (80% total).

The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.


PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES

Course: ENG715 Title: PUBLIC SPEAKING

In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course. The student will:

I. DELIVERY 1. identify the parts of the mouth, throat and body that contribute to effective vocalization. 2. employ appropriate volume, pacing and emphasis in delivery. 3. identify and use effective non-verbal communication. 4. evaluate peers for effective delivery techniques. 5. analyze validity of arguments made about gender specific body language. 6. evaluate speakers in the media for effective delivery techniques. 7. use visual aids to clarify or enhance presentations. 8. use technology to clarify or enhance delivery. 9. use descriptive language in order to enhance delivery. 10. identify importance of effective delivery and its impact on the audience. 11. identify persuasive techniques and bias.

II. PREPARING A SPEECH 12. organize material and construct an outline. 13. demonstrate an understanding of a variety of introductory techniques. 14. implement an introductory technique.

15. demonstrate an understanding of a variety of organization patterns: chronological, spatial, topical, problem-solution, string of beads, Monroe’s Motivate Sequence. 16. implement an appropriate organizational pattern to develop a topic. 17. demonstrate an understanding of the impact of a powerful conclusion.


18. implement appropriate concluding techniques. 19. apply feedback from others to assist in revision. 20. evaluate websites for credibility.

III. INTERPERSONAL AND GROUP COMMUNICATION 21. demonstrate skills in the interview process. 22. demonstrate an understanding of effective group discussion. 23. demonstrate an understanding of impromptu speaking techniques used in the group setting. 24. evaluate and respond to audiences in varied situations. 25. evaluate their own filters which stand in the way of critical listening and identify ways to overcome them. IV. ORAL INTERPRETATION

26. select an appropriate piece of poetry for oral interpretation. 27. utilize voice to reflect the author’s meaning and tone. 28. utilize non-verbal techniques to emphasize the author’s meaning.

V. DEBATE 29. identify basic debate terms. 30. identify Aristotle’s three sources for persuasion. 31. research a debate topic. 32. gather evidence and prepare materials to support an affirmative or negative side. 33. participate in a formal debate. 34. evaluate formal debate presentations.


I. DELIVERY Essential Question(s): What skills are needed in order to ensure optimal speech delivery?

Enduring Understanding(s): Good public speakers utilize proper volume, pacing, breath control and word emphasis in addition to effective non-verbal communication. They also make use of visuals where relevant in order to enhance their presentation.


DELIVERY CONTENT OUTLINE

(Numbers in parenthesis indicate correlation with the course proficiencies)

STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1. identify the parts of the mouth, throat, and body that contribute to effective vocalization. (1)

SL. 9-10.4 • complete a chart labeling the appropriate parts.

Student charts See Teacher Edition Speech, Unit 3, Chapter 12

2. employ appropriate volume, pacing and emphasis in delivery. (2)

SL.9-10.1a

• in pairs, complete speaking exercises from “Your Speaking Voice” Toastmaster packet.

Read-alouds See Teacher Edition Speech, Unit 3, Chapter 12 www.Toastmasters.com

3. identify and use effective non-verbal communication. (3)

RL.9-10.1 W.9-10.2a W.9-10.2c W.9-10.2d W.9-10.2e W.9-10.6 W.9-10.8 SL.9-10.5

• create a PowerPoint presentation which identifies and analyzes: 1) a print advertisement which uses effective non-verbal communication 2) a print advertisement that has ineffective non-verbal communication. Student will offer suggestion for improvement.

PowerPoint Presentation See Teacher Edition Speech, Unit 2, Chapter 4 PowerPoint

4. evaluate peers for effective delivery techniques. (4)

SL.9-10.3 • use established criteria to evaluate performances.

New Jersey Speaking Rubric





TEACHER NOTES


5. analyze validity of arguments made about gender specific body language. (5)

RL.9-10.1 RL.9-10.2 W.9-10.1a W.9-10.1b W.9-10.1c W.9-10.1d W.9-10.1e W.9-10.6 8.1.12.A.3

• read selection about gender specific/typical body language and then run a social experiment where they act in opposition to their normal gender body language. Reflections on this activity will be written in the discussion forum on turnitin.com.

Turnitin.com posting See Teacher’s Edition of Speech, pages 90-93 www.Turnitin.com

6. evaluate speakers in the media for effective delivery techniques. (6)

SL.9-10.3 8.1.12.D.1 9.2

• view Hillary Clinton’s press conference on WikiLeaks’ Release of Confidential Documents and evaluate it according to established criteria.

New Jersey Speaking Rubric www.AmericanRhetoric.com

7. use visual aids to clarify or enhance presentations. (7)

SL.9-10.2 SL.9-10.5 8.1.12.A.2 8.1.12.D.2 9.2

• explore websites for information and utilize Excel and PowerPoint to design charts, graphs, and illustrations as parts of an informative speech.

Students’ visual aids See Teacher Edition Speech, Speech Unit 4, Chapter 13

8. use technology to clarify or enhance delivery. (8)

SL.9-10.5 8.1.12.A.2

• use a Prezi presentation to deliver a persuasive speech.

Prezi presentation See Teacher Edition Speech, Unit 4, Chapter 13 Prezi.com





TEACHER NOTES


9. use descriptive language in order to enhance delivery. (9)

SL.9-10.5 8.1.12.A.2

• use images from Pinterest and describe them to a partner while they attempt to draw the image being described.

Comparison of two images www.Pinterest.com

10. identify the importance of effective delivery and its impact on the audience. (10)

W.9-10.1a W.9-10.1b W.9-10.1c W.9-10.1d W.9-101e 9.2

• watch The Kings Speech and write an essay which reflects on the effect of the protagonist’s speaking ability/inability on his audience.

Student Essay The King’s Speech

11. identify persuasive techniques and bias in speech. (11)

W.9-10.1a W.9-10.1b W.9-10.1c W.9-10.1d W.9-10.1e RI.9-10.1

• watch Michael Moore’s Sicko and write an essay which identifies which persuasive techniques he uses and draws conclusions as to whether he is persuasive or biased.

Student Essay Michael Moore’s Sicko


II. PREPARING A SPEECH Essential Question(s): How does a speaker construct an effective formal speech presentation?

Enduring Understanding(s): Speakers construct an effective formal speech presentation by engaging in research that identifies credible sources for reference and utilizes those sources in order to construct an outline. The outline should organize the material in a manner most conducive to the purpose of the speech. They also utilize peer feedback in order to make changes needed for improvement.


PREPARING A SPEECH PROFICIENCY / OBJECTIVE (Numbers in parenthesis indicate

correlation with the course proficiencies) STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


12. organize material and construct an outline. (12)

SL.9-10.4 8.1.12.A.3

• research an educational issue using the SIRS research database and prepare an outline with group members in preparation for a presentation.

Students’ outlines GoogleDocs SIRS research database

13. demonstrate an understanding of a variety of introductory techniques. (13)

RI.9-10.3 RI.9-10.4

• have viewed Barack Obama’s Democratic Convention speech (2004) and Martin Luther King’s “I Have a Dream” speech. Students will then write an essay comparing and contrasting introductory techniques (use of quotes, anecdotes, and questions).

Students’ essays youtube.com CD: Great Speeches of the 20th Century

14. implement an introductory technique. (14)

SL.9-10.4 • develop an informational speech, choose an introductory technique, and defend their choice.

Students’ speeches

15. demonstrate an understanding of a variety of organizational

patterns: chronological, spatial, topical, problem-solution, string of beads, Monroe’s Motivated

Sequence. (15)

RI.9-10.3 RI.9-10.5 SL.9-10.4 8.1.12.D.2 9.2

• research electronic resources (Rhetoric.com) for sample speeches and identify organizational pattern applied.

Students’ responses See Teacher Edition Speech, Unit 3, Chapter 9 www.AmericanRhetoric.com

http://www.obamasenate.gov/

http://www.americanrhetoric.com/




ASSESSMENT TEACHER

NOTES


16. implement an appropriate organizational pattern to develop a topic. (16)

SL.9-10.4 • develop a persuasive speech using Monroe’s Motivated Sequence.

Students’ speeches

17. demonstrate an understanding of the impact of a powerful conclusion. (17)

RI.9-10.3 RI.9-10.6 SL.9-10.4

• have read Abraham Lincoln’s “Gettysburg Address” and viewed John F. Kennedy’s Inaugural Address. Students will then examine both speeches for characteristics of a powerful conclusion.

Class discussion CD: Great Speeches of the 20th Century

18. implement appropriate concluding techniques. (18)

SL.9-10.6 • students will choose a famous speech and rewrite the conclusion.

Samples of students’ writing AmericanRhetoric.com

19. apply feedback from others to assist in revision. (19)

SL.9-10.6 8.1.12.A.3

• using a collaborative discussion model (Group Share), evaluate the performance of their peers according to established criteria. They will then make formal notes on the speech itself via GoogleDocs.

Group discussion New Jersey Speaking Rubric Written feedback on GoogleDocs

GoogleDocs




ASSESSMENT TEACHER

NOTES


20. evaluate websites for credibility. (20)

W.9-10.1.a W.9-10.1b W.9-10.1c W.9-10.1d W.9-10.1e W.9-10.8 8.1.12.F.2

• find two sites for a hypothetical speech: one which is credible and one which is not credible. Students will then give a written account which justifies their classification.

Student write-up See Teacher’s Edition Speech, Unit 3, Chapter 8 Relevant Internet sites


III. INTERPERSONAL AND GROUP COMMUNICATION Essential Question(s): Why are strong interpersonal and group communication skills needed in order to succeed?

Enduring Understanding(s): These skills are needed for success because they allow an individual to support their own ideas while “taking in”, evaluating and responding to the ideas/questions of others.


INTERPERSONAL AND GROUP COMMUNICATION PROFICIENCY / OBJECTIVE (Numbers in parenthesis indicate


ASSESSMENT TEACHER

NOTES


21. demonstrate skills in the interview process. (21)

SL.9-10.4 SL.9-10.6 8.1.12.D.2 9.2

• prepare for the college interview by generating a resume, doing college research and preparing follow-up answers to commonly asked questions. Working in pairs, students will take turns assuming the roles of the Director of Admissions and the student applicant.

• prepare for an interview with a specific teacher by constructing “base questions” and “branch off questions.” Students will then practice with a peer who will take on the role of the teacher and throw in potential “roadblocks” that may arise.

Student interviews Mock interviews

See Teacher Edition Speech, Unit 2, Chapter 6 Websites of specific colleges http://bigfuture.collegeboard.org (Search: college interview questions)

http://bigfuture.collegeboard.org/




ASSESSMENT TEACHER

NOTES


22. demonstrate an understanding of effective group discussion. (22)

SL.11-12.1a SL.11.-12.1b SL.11-12.1c SL.11-12.1d SL.11-12.3 8.1.12.D2 9.2

• evaluate websites and online information on the issue of racial profiling in America. Students will research how police, the general public and people affected by racial profiling feel about this practice. Using a shared inquiry format, students will examine and analyze this topic.

Group discussion See Teacher Edition Speech, Unit 2, Chapter 7 SIRS Research Database

23. demonstrate an understanding of impromptu speaking techniques in the group setting. (23)

SL.11-12.4 SL.11-12.5

• watch clips from “Whose Line is it Anyway?” and identify techniques that help the actors improvise a scene as a group. Students will then engage in similar impromptu exercises while implementing the identified techniques.

Group impromptu exercises Youtube.com




ASSESSMENT TEACHER

NOTES


24. evaluate and respond to audiences in varied situations. (24)

SL.11-12.1a SL.11-12.1b SL.11-12.1c SL.11-12.1d SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.9-10.6

• edit speeches to respond to “audience” needs for clarification and elaboration as part of the peer evaluation process. Edits will be presented to the class using the projectors and whiteboard.

Peer review responses and whiteboard presentations

Whiteboard

25. evaluate their own filters which stand in the way of critical listening and identify ways to break through them. (25)

8.1.12.A.3 9.2

• students will find an article on cnn.com editorial section which is against their viewpoint. They will read through and make notes about what filters they experience while reading this article. They will then do a turnitin.com posting which identifies these filters, when they are present and note strategies that they can implement in order to overcome these blocks.

Turnitin.com posting Cnn.com Turnitin.com See Teacher Edition Speech, pages 60-65


IV. ORAL PRESENTATION Essential Question(s): How does a speaker effectively engage in oral interpretation instead of simply “reading” a piece?

Enduring Understanding(s): Good oral interpreters will utilize variation in speed, intonation and emotion while presenting in order to have the intended effect on the audience.

ORAL PRESENTATION

PROFICIENCY / OBJECTIVE (Numbers in parenthesis indicate


ASSESSMENT TEACHER

NOTES


26. select and present an appropriate piece of poetry for oral interpretation. (26)

RL.11-12.1 RL.11-12.4

• have viewed several dramatic readings of poems and present an oral presentation of a poem of their choice.

Oral Interpretations See Teacher Edition Speech, Unit 4, Chapter 16 Selections from Def Poetry Jam (youtube.com)

27. utilize voice to reflect the author’s meaning and tone. (27)

SL.9-10.6 • listen to an audio of Orson Welles’ broadcast of H.G. Wells’ War of the Worlds. In groups, students will select a short story or a play and prepare an original audio dramatic presentation.

Audio presentation www.learnoutloud.com

28. utilize non-verbal techniques to emphasize the author’s meaning. (28)

SL.11-12.3 • view Hal Holbrook’s oral interpretations of humorous excerpts from the works of Mark Twain. In groups, students will select a work from Twain and develop a presentation that highlights the author’s use of humor.

Oral presentation Central Jersey Instructional Media Services (CJIMS)

http://www.learnoutloud.com/


V. DEBATE Essential Question(s): What are the elements of the debate process?

Enduring Understanding(s): Debate requires a thorough amount of research in order to prepare for proper presentation of ideas and anticipate the arguments of the opposing side. Though there are a variety of debate formats, each requires strict adherence to the procedures in order for the debate to be effective.


DEBATE PROFICIENCY / OBJECTIVE (Numbers in parenthesis indicate


ASSESSMENT TEACHER

NOTES


29. identify basic debate terms. (29)

L.9-10.6 • view selections from the film The Great Debaters and identify aspects including resolution, constructive speech and rebuttal speech.

Class discussion The Great Debaters See Teacher Edition Speech, Unit 5, Chapter 19

30. identify Aristotle’s three sources for persuasion. (30)

RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 8.1.12.D.2

• research electronic and print resources on the Scopes Monkey Trial. In essay form, students will identify and analyze Clarence Darrow’s and William Jennings Bryan’s use of Aristotle’s sources of persuasion—logos, pathos, and ethos.

Students’ essays Media Center print resources and databases

31. research a debate topic. (31) W.11-12.7 W.11-12.8

• brainstorm topics and evaluate them as debatable issues according to debate formats.

Brainstorming

32. gather evidence and prepare materials to support an affirmative or negative side. (32)

W.9-10.1a W.9-10.1b W.9-10.1c W.9-10.1d W.9-10.1e W. 9-10.7 W.9-10.8 9.2

• use graphic organizers on Inspiration program to organize information for debate.

Inspiration graphic organizers

See Teacher Edition Speech, Unit 5, Chapter 19 Inspiration program


DEBATE PROFICIENCY / OBJECTIVE (Numbers in parenthesis indicate


ASSESSMENT TEACHER

NOTES


33. participate in a formal debate. (33)

SL.9-10.1a SL.9-10.1b SL.9-10.1c SL.9-10.1d SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.9-10.6

• apply a traditional debate format to advance arguments pro or con for a topic of their choice.

Student debates

34. evaluate formal debate presentations (34)

SL.9-10.3 • use established criteria to assess the performance of their peers.

Student feedback


BIBLIOGRAPHY TEXTBOOKS McCutcheon, Randall James Schaffer and Joseph Wycoff. Speech. New York: Glencoe/McGraw-Hill Companies, Inc., 2005. TEACHER RESOURCES Central Jersey Instructional Media Services (CJIMS) - Mark Twain Tonight – Hal Holbrook Great Speeches of the 20th Century. Santa Monica, CA: Rhino Records, 1991. (4 discs and guide) – Available at PHS Media Center - J.F. Kennedy Inaugural Address - Martin Luther Kings, Jr. speeches VIDEOS The Great Debaters. Dir. Denzel Washington. Perf. Denzel Washington, Nate Parker, Forest Whitaker. 2007. The Weinstein Company. 2007. DVD. The King’s Speech. Dir. Tom Hooper. Perf. Colin Firth, Helena Bonham Carter, Derek Jacobi. 2010. The Weinstein Company, 2010. DVD. Sicko. Dir. Michael Moore. Perf. Michael Moore, Tucker Albrizzi, Tony Benn. 2007. The Weinstein Company, 2007. DVD. DATABASES Issues and Controversies New York Times SIRS Knowledge Source


WEBSITES Ad Council (www.adcouncil.org/Our-Work) American Rhetoric (www.americanrhetoric.com) CNN (www.cnn.com) College Board (www.bigfuture.collegeboard.org for college interview questions) GoogleDocs (www.google.com) Learn Out Loud (www.learnoutloud.com for Orson Welles/Murcury Theater on the air broadcast of War of the Worlds) Pinterest (www.pinterest.com) Prezi (www.Prezi.com) Toastmasters (www.toastmasters.com) Turn It In (www.turnitin.com) U.S. Department of Transportation PSA (www.distraction.gov/teens.psa.html) YouTube (www.youtube.com) COMPUTER SOFTWARE Inspiration Microsoft Excel Microsoft PowerPoint Microsoft Word

http://www.americanrhetoric.com/

http://www.bigfuture.collegeboard.org/

http://www.google.com/

http://www.learnoutloud.com/

http://www.prezi.com/

http://www.turnitin.com/


APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


AUTHENTIC ASSESSMENT ACTIVITY

TASK

Students will apply persuasive argument skills by creating an original public service announcement (PSA). The Town Council has requested that students in the Public Speaking course at the local high school develop a public service announcement about an issue related to teenagers. The council members’ plan is that students might be more persuasive in reaching their peers with issues of concern. The Public Speaking teacher will share samples of public speaking announcements using various electronic sources, including screened selections from youtube.com and the Ad Council: PSA Gallery to help students develop ideas for their public service announcement.

Students will view the United States Department of Transportation’s public service announcement about texting while driving. Students will analyze the PSA for format, persuasive techniques, use of text on the screen, and role of the actors in delivering the message.

Students will videotape their PSA and display them using the LCD projector cars. Students will view and evaluate their peers’ work. The class will select a PSA to send to the Town Council for their campaign to address a specific issue.


RUBRIC AUTHENTIC ASSESSMENT ACTIVITY PUBLIC SPEAKING – PSA

CONTENT ADVANCED PROFICIENT DEVELOPING BEGINNING

CONVINCING PERSUASIVE ARGUMENT

• PSA delivers an articulated, persuasive argument using various modalities, such as rhetorical questions, anecdotes and use of statistics.

• PSA delivers an articulated, persuasive argument using most of the modalities listed under “advanced.”

• PSA usually delivers an articulated, persuasive argument using some of the modalities listed under “advanced.”

• PSA does not deliver an articulated, persuasive argument.

USE OF REASONS • Goal of PSA is always

supported with the use of well-developed reasons.

• Goal of PSA is usually supported with the use of well-developed reasons.

• Goal of PSA is sometimes supported with the use of well-developed reasons.

• Goal of PSA is not supported with well-developed reasons.

FACTUAL EVIDENCE

• PSA is developed with an appropriate use of factual evidence that is supported by data from credible, cited sources.

• PSA is developed with an appropriate use of factual evidence that is supported by data from credible sources, however they are not always cited.

• PSA is developed with limited use of factual evidence that is supported by data from credible sources that are not always cited.

• PSA is not developed with factual evidence from credible sources.

VISUAL PRESENTATION

• PSA delivers a powerful message effectively using a variety of features, including dramatic speaker, voiceover, text, images and music.

• PSA delivers a powerful message effectively using a majority of the features indicated under “advanced.”

• PSA delivers a message effectively using some of the features indicated under “advanced.”

• PSA does not effectively deliver a message.


APPENDIX B SCORING RUBRICS


NEW JERSEY REGISTERED HOLISTIC SCORING RUBRIC

IN SCORING, CONSIDER THE GRID OF WRITTEN LANGUAGE

INADEQUATE COMMAND

LIMITED COMMAND

PARTIAL COMMAND

ADEQUATE COMMAND

STRONG COMMAND

SUPERIOR COMMAND

SCORE 1 2 3 4 5 6 CONTENT

AND ORGANIZATION

May lack opening and/or closing



Generally has opening and/or closing

Opening and closing Opening and closing

Minimal response to topic; uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus Single focus

Sense of unity and coherence

Key ideas developed

Single, distinct focus

Unified and coherent

Well-developed

No planning evident; disorganized

Attempts organization

Few, if any, transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks


Fluent, cohesive

Compositional risks successful

Details, random, inappropriate, or barely apparent

Details lack elaboration, i.e., highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective, vivid, explicit, and/or pertinent

USAGE No apparent control

Severe/numerous errors

Numerous errors Errors/patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few, if any, errors

SENTENCE CONSTRUCTION

Assortment of incomplete and/or incorrect sentences

Excessive monotony/ same structure

Numerous errors

Little variety in syntax

Some errors

Some variety

Generally correct

Variety in syntax appropriate and effective

Few errors

Precision and/or sophistication

Very few, if any, errors MECHANICS Errors so severe they

detract from meaning Numerous serious errors Patterns of errors evident No consistent pattern of

errors

Some errors that do not interfere with meaning

Few errors Very few, if any, errors

NON-SCORABLE

RESPONSES

NR = No Response Student wrote too little to allow a reliable judgment, of his/her writing.

CONTENT/ORGANIZATION

USAGE

SENTENCE CONSTRUCTION

MECHANICS

Communicates intended message to intended audience

Relates to topic

Opening and closing

Focused


Transitions

Appropriate details and information

Tense formation

Subject-verb agreement

Pronouns usage/ agreement

Word choice/ meaning Proper Modifiers

Variety of type, structure and length

Correct construction

Spelling

Capitalization

Punctuation

OT = Off Topic/ Off Task

Student did not write on the assigned topic/task, or the student attempted to copy the prompt.

NE = Not English Student wrote in a language other than English.

WF = Wrong Format Student refused to write on the topic, or the writing task folder was blank.

Note: All unscorable responses (NSRs), with the exception of NR, must be coded by the Scoring Director.


NEW JERSEY SPEAKING RUBRIC

SCORE POINT 1 INADEQUATE COMMAND

SCORE POINT 2 LIMITED COMMAND

SCORE POINT 3 ADEQUATE COMMAND

SCORE POINT 4 STRONG COMMAND

CONTENT/ORGANIZATION

• Has little or no focus on central idea or topic

• Offers insufficient or unrelated details

• May have an opening or closing

• May have little or no conclusion/opinion

• Has little or no varied sentence structure and word choice

• Attempts to focus on a central idea or topic

• Lists related details but provides no elaborations

• May have an opening or closing

• Attempts to form a conclusion/opinion

• Has little varied sentence structure and word choice

• Conveys a central idea or topic

• Provides sufficient details; may have some elaboration

• Has an opening or closing

• Includes a conclusion/ opinion that is linked to central idea or topic

• May use varied sentence structure and word choice

• Maintains clear focus on a central idea or topic

• Elaborates details to support central idea

• Has an opening or closing • Includes a clearly stated

conclusion/opinion that is linked to central idea or topic

• Uses varied sentence structure and word choice

DELIVERY (SPOKEN)

• Exhibits little or no awareness of audience

• Speaks too softly or loudly with little or no expression; gives no evidence of pacing or intonation

• Exhibits some awareness of audience through minimal or excessive eye contact or gestures

• Speaks too softly or loudly with little or no expression; gives little evidence of pacing or intonation

• Attends to audience through eye contact and gestures

• Speaks audibly with expression; attempts to use pacing and intonation

• Clearly attends to audience through good eye contact and gestures

• Speaks audibly with expression; uses pacing and intonation effectively


NR = No Response OT = Off Topic

Student refuses or is unable to complete the speaking task. The topic of the student’s presentation is not linked to the speaking prompt.


APPENDIX C NEW JERSEY STUDENT LEARNING STANDARDS

ENG715 PUBLIC SPEAKING

NEW JERSEY STUDENT LEARNING STANDARDS

3 - English Language Arts 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/


APPENDIX D CURRICULUM MODIFICATIONS & ADAPTATIONS


















