Speech


 * Teachers **** : ** Christy Clay
 * Textbook: ** Essentials of Speech Communication; Nextext (McDougal Littell); ©2001; ISBN#: 978-0-618-04829-8

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || Contexts of Communication || identify what communication is, its context, levels, and uses in career fields. || 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2 || message, verbal symbols, nonverbal symbols, communication, meaning, speech communication, context, generation, multicultural, intrapersonal communication, interpersonal communication, group communication, public communication, mass communication || textbook, outline paper, Youtube || Students will receive background information on communication and its effects || Quiz; Outline; Students will present Youtube video highlighting at least one new concept ||
 * 2 || Sending and Receiving || identify the elements, symbolism, perception, and mechanics of communication. || 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2 || sender, receivers, channels, feedback, symbols, encode, decode, denotative, connotative, paralanguage, kinesics, emblems, affect displays, regulators, adaptors, illustrators, proxemics, haptics, perception, diaphragm, trachea, larynx, vocal cords, pitch, volume, rate, resonators || textbook, outline paper, Listening with eyes activity sheet. || Students will display understanding of nonverbal communication and how to change the meaning of their communication using nonverbal methods. || Quiz; Outline; Listening with Eyes activity ||
 * 3 || Listening || understand the reasoning for listening, barriers to listening, and types of listening || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2 || active listening, bandwagon, begging the question, card stacking, creative listening, credibility, critical listening, cultural barriers, either/or, emotional appeals, empathetic listening, evaluating, external barriers, false generalization, false premise, glittering generalities, inductive reasoning, informational listening, interpreting, listener barriers, loaded words, logical fallacies, name calling, non sequitur, opinionatedness, prejudice, propaganda, speaker barriers, stereotypes, testimonial, transfer || textbook, outline, paper || Students will critique their listening skills based on the knowledge found in the chapter. They will also create an outline showing their understanding of chapter content. || Quiz; Outline; Listening with Eyes activity ||
 * 4 || Communication Confidence || hypothesize his/her communication confidence and how to overcome discrepancies. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2.5 || adaptability, articulation, cognitive dissonance, communication competence, culture, extrovert, feelings, introvert, opinion, personality, physical self, platform movement, self-awareness, self-concept, self-confidence, self-disclosure, self-esteem, social self, spiritual self, stage fright, trust || textbook, outline, paper || Students will analyze their self-concept, rate their self-disclosure, and share opinions || Quiz; Outline; Present: Introduction Speech ||
 * 5 || Interpersonal Communication || examine one-to-one communication, discover communication words and emotions, explore the concepts of self-monitoring, learn eight healthy interpersonal attitudes, and understand the rules of conversation, social rituals, and of conducting interviews. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2.5 || appropriateness, closeness, constructive criticism, content dimension, conversation, conversation rules, effectiveness, empathy, etiquette, expressiveness, I-messages, interaction management, interpersonal communication, interpersonal skills, interviewing, negotiation, openness, other-orientation, point of view, positiveness, private self, public self, relationship dimension, saving face, self-monitoring, small talk, social rituals, sympathy, transitioning, turn-taking || textbook, outline, paper || Students will recognize how (77)point of view affects communication, (81)explore simple negotiations, and (92)design || Quiz; Outline; Activity outcome sheets ||
 * 6 || Group Dynamics and Characteristics || differentiate between group purposes, structures, and norms, formulate group roles and subgroups, as well as analyzing group behavior and dynamics || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2 || clique, cohesiveness, compromising, consensus-taking, formal group, gate keeping, group norms, group roles, harmonizing, idea generating, informal group, initiating, maintenance roles, moderating, nurturing, participating, standard setting and testing, subgroup, task messages, task roles || textbook, outline, paper || Students will (97)compare the effectiveness of individual decision making with that of group decision making, (102) recognize problem behaviors in groups, and (104) practice task messages. || Quiz; Outline; Activity outcome sheets ||
 * 7 || Group Discussions || discover the purpose and types of group discussions, work life cycle of groups, and a five-step model of problem solving, learn a set of guidelines for effective speaking and listening in groups, find out about various outcomes of group discussions, discussion formats, and alternate decision-making techniques, such as brainstorming. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2 || brainstorm, closed group, committee, consultation, decision by compromise, decision by consensus, decision by decree, decision by majority vote, enlightenment, false consensus, five-step model of problem solving, forming, forums, group culture, group norms, moderator, motion, nominal group technique, norming, panel discussion, panel forum, parliamentary procedure, performing, quorum, roundtable discussion, storming, symposium, symposium forum || textbook, outline, paper || Students will (114) experience in following the five-step model of problem solving, (120) explore the alternative group decision-making technique of brainstorming, (123) observe the amount of cooperation in your group. || Quiz; Outline; Activity outcome sheets ||
 * 8 || Leadership and Conflict || compare effective leader and team member criteria, investigate conflict resolution, and practice leadership and team skills in many ways for current and future references. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2 || appointed leader, conflict, conflict resolution, elected leader, emerged leader || textbook, outline, paper || Students will (128) identify personal roles in various groups, (131) identify ways to practice leadership values in various work settings, (136) identify the leadership qualities and actions needed to help to solve problems, (138) determine which positive and negative team member roles you play in groups, (143) find a win-win solution, (145) practice using conflict resolution methods to solve problems that arise in groups. || Quiz; Outline; Activity outcome sheets ||
 * 9 || Chapter 12: Researching a Speech || gather information for a speech by reviewing personal experience, conducting interviews, administering surveys, and researching your topic. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.4: Fluency: Read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 3 || analogy, anecdote, attributing, bibliography cards, call number, computerized databases, definition, descriptions, direct quotations, examples, fabrication, facts, hypothetical example, Internet, library catalog, narrow the topic, periodicals, personal sources, plagiarism, preliminary outline, reference section, search engine, source, statistics, story, support material, visual aids, World Wide Web & parameters || textbook, outline, paper, SMART Board, internet access || Students will (228) prepare for research by summarizing your situation, narrowing your topic, and devising a systematic and efficient research strategy, (245) take efficient notes by focusing on the speeches' purpose and topic, while deciding what is important to be accurate, (251) select a variety of supporting materials that develop your main points as well as build interest for an audience. || Quiz; Outline; Activity outcome sheets ||
 * 10 || Chapter 13: Preparing a Speech || discover how to prepare a speech: 1. selecting and narrowing topic, 2. analyze audience focusing on basic data and audience attitudes and knowledge of your subject, 3. review research steps and outline format, 4. review tips for rehearsing your speech and choosing visual aids. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 3 || audience analysis, audience goal, brainstorming, central idea statement, demographics, main headings, problem-solution pattern, purpose statement, subheadings, supporting material || textbook, outline, paper, SMART Board, internet access || Students will (260) narrow topics and practice turning broad topics into specific ones, (264) practice analyzing your audience, (276) develop an outline for a speech. || Quiz; Outline; Activity outcome sheets ||
 * 11 || Chapter 14: Effective Language || identify goals and techniques of effective speech writing, distinguish between listener and reader needs, strive for clarity, emphasis, vividness, and cultural sensitivity by proving different techniques for success, and avoid common language errors (euphemisms, clichés, stereotypes, slang, and incorrect grammar and usage). || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 3 || abstract word, alliteration, antithesis, clichés, climax ordering, concrete word, emphasis, euphemism, figures of speech, hyperbole, inversion, irony, metaphor, parallelism, personification, repetition, restatement, rhetorical questions, simile, slang, stereotypes, understatement, usage || textbook, outline, paper, laptops, SMART Board, internet access || Students will (289) clarify speech's language by making it shorter and simpler, and more specific and concrete, by adding restatement of your main ideas, and by eliminating unnecessary words. (296) identify euphemisms and to consider whether to use them in your speeches. (300) identify common problems, such as clichés, stereotypes, slang, and incorrect grammar and usage. || Quiz; Outline; Activity outcome sheets ||
 * 12 || Chapter 15: Delivering a Speech || analyze four methods for delivering a speech, improve personal delivery, discover how to use speaking resources and how to handle distractions, as well as check your speaking environment, polish your delivery, and visualize a successful presentation || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 3 || articulation, emphatic gestures, extemporaneous method, impromptu method, inflection, lavaliere microphone, lectern, locative gestures, manuscript method, memorization method, pitch, pronunciation, vocalized pauses, volume || textbook, outline, paper, laptops, SMART Board, internet access || Students will (307) create clear note cards for delivering a speech. (309) use and understand how to use speaking cues and pause marks when delivering a speech by the manuscript method. (317) evaluate nonverbal behavior, || Quiz; Outline; Activity outcome sheets ||
 * 13 || Chapter 16: Evaluation and Feedback || evaluate yourself and peers, process and value of both formal and informal evaluation, discover how to evaluate informative and persuasive speeches, review samples of filled-in evaluation forms and get some tips for giving and accepting constructive criticism. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 1 || constructive criticism, ethos, logos, pathos, peer evaluation, self-evaluation || textbook, outline, paper, laptops, SMART Board, internet access || Students will (329) develop awareness of your strengths as well as the areas that need improvement, (339) become helpful evaluators. || Quiz; Outline; Activity outcome sheets ||
 * 14 || Chapter 9: Informative Speaking || discover four types of informative speeches and key steps in speech planning, examine three main parts of the informative speech (Intro. Body. Conc.), design an attention getter, study techniques to get a specific point across, write a compelling conclusion, and conduct a question-and-answer session. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2+ || cause and effect, circular definition, classification, comparison and contrast, definition speeches, demonstration and process speeches, description speeches, directional process speeches, extended definitions, free writing, informational process speeches, informative speeches, Maslow's Hierarchy of Needs, process, rhetorical question, slogan, social ritual speeches, spatial organization, technical language, theme, thesis, time order, transitions || textbook, outline, paper, laptops, SMART Board, internet access, hi-lighters || Students will (154) adapt commercial slogans for speech use, (160) practice using transitional devices to support various types of speech organization, (162) examine the effects of different ending techniques on a speech, (163) practice forming and answering questions. || Quiz; Outline; Start writing informative speech ||
 * 14.1 || Informative: Topic Brainstorm || construct appropriate informative topics and a minimum of three subtopics || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. || 1 ||  || internet, Study Guide Packet || brainstorm different informative topics and subtopics using web-maps || Informative Topic Checklist ||
 * 14.2 || Informative: Research || research using the Internet and Wilson OmniFIle online magazine search for articles about their topic. || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 2 ||  || library, internet, Study Guide Packet || analyze text appropriate to chosen topic; locate eight different sources (articles), categorize different information into subtopics, highlight direct quotes to be used in writing speech, transcribe complete citation information from each source to be spoken in speech || Research Worksheets, Citation Documentation, Speech Flow Chart ||
 * 14.3 || Informative: Source Citations || accurately cite sources within an informative speech || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 1 ||  || textbook, Study Guide Packet (Source Citations & Transitions handouts), laptop || analyze selected resource texts and decipher necessary information for speech following required template || Typed Cover Page, Outline, Speech Manuscript, & Works Cited Page ||
 * 14.5 || Informative: Composing Speech || compile accessible information into a coherent informative speech to be presented in front of peers || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 4 ||  || textbook, Study Guide Packet (Source Citations & Transitions handouts), laptop || Composing actual speech with correct citations and information. || Typed Cover Page, Outline, Speech Manuscript, & Works Cited Page ||
 * 14.6 || Informative: Peer Editing || correctly identify manuscript errors and construct positive criticism on peer's informative speech || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 1 ||  || textbook, Study Guide Packet (Peer Editing), laptop || Composing actual speech with correct citations and information. || Typed Cover Page, Outline, Speech Manuscript, Works Cited Page, & Peer Editing Handouts ||
 * 14.7 || Informative: Visual Aids || design appropriate visual aids using Power Point || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1: Multiple Literacies: Research, synthesize, evaluate and communicate in a variety of media and formats (textual, visual, and digital) || 2 ||  || textbook, Study Guide Packet (Power Point Requirement), laptop || Composing actual speech with correct citations and information. || Power Point Presentation ||
 * 14.8 || Informative: Presentation || present an oral informative speech to an audience of peers using electronic visual aids || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1: Multiple Literacies: Research, synthesize, evaluate and communicate in a variety of media and formats (textual, visual, and digital) || 2+ ||  || Study Guide Packet (Peer Critique, Self Evaluation, Presentation Rubric), SMART Board || Present actual speech with correct citations and information. Critique a peer's presentation. Do a Self-Evaluation of performance || Presentation Rubric & Completed Study Guide ||
 * 15 || Chapter 10: Persuasive Speaking || discover the fundamental principles of persuasion and three types of persuasive speeches, compare three types of appeals for developing your central arguments (pathos, ethos, logos), argue to a variety of audiences, appeal to basic human needs to sell your view, structure an argument, organize persuasive speeches, and evaluate persuasive speeches. || 12.3: Learn and apply speaking and listening skills and strategies to communicate. 12.1.5: Vocabulary: Build literary, general academic, and content specific grade level vocabulary. 12.1.6: Comprehension: Extract and construct meaning using prior knowledge, applying test information, and monitoring comprehension while reading grade level text. || 2+ || apathetic audience, argument, cause-effect format, cause-effect reasoning, comparison and contrast format, deductive reasoning, ethos, evidence, inductive reasoning, labeling format, logos, Monroe's Motivated Sequence, neutral audience, opposed audience, pathos, persuasion, positive audience, problem-solution format, qualitative evaluation, quantitative evaluation, question of fact, question of policy, question of value, reasoning, sequential format, situation || textbook, outline, paper, laptops, SMART Board, internet access, hi-lighters || Students will (174) apply the different types of persuasion to arguments appropriate for persuasive speeches, (187) identify three methods of reasoning, (192) create a commercial to promote your school. || Quiz; Outline; Start writing persuasive speech ||
 * 15.1 || Persuasive: Topic Brainstorm || construct appropriate persuasive topics and a minimum of three subtopics || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. || 1 ||  || internet, Study Guide Packet || brainstorm different persuasive topics and subtopics using appropriate persuasive argument classifications || Research Worksheets, Citation Documentation, Speech Flowchart ||
 * 15.2 || Persuasive: Research || research using the Internet and Wilson OmniFIle online magazine search for articles about their topic. || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 2 ||  || internet, Study Guide Packet || analyze text appropriate to chosen topic; locate eight different sources (articles), categorize different information into subtopics, highlight direct quotes to be used in writing speech, transcribe complete citation information from each source to be spoken in speech || Research Worksheets, Citation Documentation, Speech Flowchart ||
 * 15.3 || Persuasive: Outline || create detailed speech outline based on research and topic definition || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 1 ||  || Study Guide Packet, laptop || analyze selected resource texts and decipher necessary information for speech following required template || Typed Cover Page & Outline ||
 * 15.4 || Persuasive: Source Citations || accurately cite sources within a persuasive speech || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 1 ||  || internet, Study Guide Packet (Source Citations & Transitions handouts), laptop || analyze selected resource texts and decipher necessary information for speech following required template || Typed Cover Page, Outline, Speech Manuscript, & Works Cited Page ||
 * 15.5 || Persuasive: Composing Speech || compile accessible information into a coherent persuasive speech to be presented in front of peers || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 4 ||  || Study Guide Packet (Source Citations & Transitions handouts), laptop || Composing actual speech with correct citations and information. || Typed Cover Page, Outline, Speech Manuscript, & Works Cited Page ||
 * 15.6 || Persuasive: Peer Editing || correctly identify manuscript errors and construct positive criticism on peer's persuasive speech || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 1 ||  || Study Guide Packet (Peer Editing), laptop || Composing actual speech with correct citations and information. || Typed Cover Page, Outline, Speech Manuscript, Works Cited Page, & Peer Editing Handouts ||
 * 15.7 || Persuasive: Presentation || present an oral persuasive speech to an audience of peers || 12.2. Students will learn and apply writing skills and strategies to communicate. 12.3: Students will learn and apply speaking and listening skills and strategies to communicate. || 2+ ||  || Study Guide Packet (Peer Critique, Self Evaluation, Presentation Rubric) || Present actual speech with correct citations and information. Critique a peer's presentation. Do a Self-Evaluation of performance || Presentation Rubric; Manuscript; Completed Study Guide ||
 * 16.1 || Writing the Neighborhood: Explore || explore his/her neighborhood, writing down observations, and sharing his/her "noticings" and "wonderings." (Map the blocks surrounding the school, write the names of businesses, sketch buildings) || 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. || 2 || Communication, Observation, || Observation Notebook, Power Point, SMART Board || Observe the neighborhood around them and write about those observations || Record observations on PowerPoint page making sure each student is heard ||
 * 16.2 || Writing the Neighborhood: Topic Selection || select a topic based on personal observations, identify the responses that are most interesting for further investigation, and work together with a team to research the chosen topic. || 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by Constructing, Structuring, and Apply standard rules of writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others' feedback to improve own writing. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 1 || Investigation, Research, Ethical behavior, Small Group Dynamics || Observation Notebook, Power Point, SMART Board, Topic-Selection sheets with top three choices for research || Narrow down observations to a researchable topic. Work within a small group to accomplish the sifting of opinion and facts. || Small groups evaluate topics, assign research roles, and map out their group speech ||
 * 16.3 || Writing the Neighborhood: Research || research using the Internet and Wilson OmniFIle online magazine search for articles about their topic. They will also brush-up on note-taking skills and make sure they generate questions from the information they find. || 12.1.6d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.k: Select a text for a particular purpose12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 1 || Credible Sources || Observation Notebook, Topic-Selection sheets, Assigned group requirements, Credible Sources Sheet || Utilizing note-taking skills, research Credible sources on generated topic, Continue to work well within the assigned group || Small groups map Credible Sources to find generalized information based on specific search criteria ||
 * 16.4 || Writing the Neighborhood: Conducting Surveys & Interviews || role play and conduct surveys and interviews based on group devised topic and research. || 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden agendas. 12.4.1.f: Gather and share information and opinions as a result of communication with others. 12.4.1.g: Use social networks and information tools to gather and share information. || 3 || role play || Notebook, Survey Handout, Interview Questions, SMART Board, email || Students will actually go out and conduct surveys and interviews in person and online. Tally and analyze results. Based on findings, select one additional person to broaden their perspective with an interview of open-ended questions. || Compile surveys, interview notes, and resources into one reproducible document to be analyzed and distributed to other groups. ||
 * 16.5 || Writing the Neighborhood: Writing || pre-write a group speech using conventional speech format, decipher survey information and incorporate findings in presentation, identify intended audience, write transition statements, || 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.2.1.a-f: Apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. 12.4.4.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 4 || Five Part Speech, Full Source Citations || Notebook, Survey Results, Computer, Source Citation handout || Students will start with pre-writing exercises where they will identify specific subtopics in which survey material will be used. Students identify target audience, write 5 part speech (Intro, 3 Main Points, Conc.) using full source citations. || Final typed copy of presentation speech is due for editing by instructor. ||
 * 16.6 || Writing the Neighborhood: Visual Aides || create a multimedia presentation to accompany their presentation || 12.4.1: Research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital) 12.3.3: Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills by (a)interacting and collaborating with others in learning situations. || 2 || Five Part Speech, Full Source Citations || Speech manuscript, Power Point requirements, computer || Students will develop and create a minimum of FIVE Power Point slides to visually aide in the presentation of their group speeches. || Power Point Rubric ||
 * 16.7 || Writing the Neighborhood: Presentation || present group speeches || 12.3.1: Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. 12.3.2: Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations. || 2 || Peer critique, evaluation || Speech manuscript, SMART Board, Presentation Rubric || Student groups will present their informative speeches. || Group Presentation Rubric ||

analogy, anecdote, attributing, bibliography cards, call number, computerized databases, definition, descriptions, direct quotations, examples, fabrication, facts, hypothetical example, Internet, library catalog, narrow the topic, periodicals, personal sources, plagiarism, preliminary outline, reference section, search engine, source, statistics, story, support material, visual aids, World Wide Web & parameters internet, Study Guide Packet Persuasive: Topic Brainstorm