Course/Grade: English IV

Essential Questions / Targeted Core Content & Program of Studies / Essential Vocabulary / Activities & Assessments
Reading / Writing / Speak, Listen, & Observe
What are appropriate avenues to express opinions to a variety of audiences?
What are the components of public speaking/speeches?
How do the various types of speeches you may be asked to produce in a college Public Speaking Class?
What are standardized methods and criterion that must be followed for effective oral communication of information? / Developing an Initial Understanding (Reading)
EL-11-DIU-S-7
Students will demonstrate understanding of informational passages/texts.

RD-11-2.0.2 & RD-12-2.0.2

Students will identify essential information from a passage needed to accomplish a task.
RD-11-2.0.3 & RD-12-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.
Interpreting Text (Reading)

EL-11-IT-S-6

Students will demonstrate understanding of informational passages/texts
RD-11-3.0.8 & RD-12-3.0.8
Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage
RD-11-3.0.3 & RD-12-3.0.3
Students will explain an author’s position based on evidence in a passage.
RD-11-3.0.4 & RD-12-3.0.4
Students will accept or reject an argument, giving supporting evidence from the passage.
RD-11-3.0.5 & RD-12-3.0.5
Students will analyze an argument, giving supporting evidence from the passage.
Reflecting and Responding to Text (Reading)

EL-11-RRT-S-1

Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts to analyze or evaluate content or make connections

EL-11-RRT-S-2

Students will self-select texts based on personal interests

EL-11-RRT-S-3

Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed
RD-11-4.0.2 & RD-12-4.0.2
Students will use evidence from a passage to formulate opinions in response to a reading passage.
EL-11-RRT-S-5
Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts
Demonstrating a Critical Stance (Reading)

EL-11-DCS-S-4

Students will form and support warranted judgments/opinions/conclusions about central ideas

EL-11-DCS-S-7

Students will evaluate the accuracy of information presented in texts

EL-11-DCS-S-8

Students will evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions

EL-11-DCS-S-9

Students will evaluate claims and evidences

EL-11-DCS-10

Students will evaluate the range and quality of evidence used to support or oppose an argument
EL-11-DCS-11
Students will recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argument / WR-HS-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

  • Narrowing the topic to create a specific purpose for writing
  • Establishing a controlling idea, theme or thesis about the topic
  • Choosing a perspective authentic to the writer
  • Analyzing and addressing the needs of the intended audience
  • Adhering to the characteristics of the form
  • Applying a suitable tone
  • Allowing voice to emerge when appropriate
DOK 4
WR-HS-1.2.0
Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by
  • Developing logical, justified and suitable explanations
  • Providing relevant elaboration
  • Explaining related connections or reflections
  • Applying idea development strategies appropriate for the form
DOK 4
WR-HS-2.4.0
Sentence Structure: Students will create effective sentences by
  • Applying a variety of structures and lengths
  • Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate
DOK 3
WR-HS-2.3.0
Organization: Students will create unity and coherence to accomplish the focused purpose by
  • Engaging the audience
  • Establishing a context for reading when appropriate
  • Communicating ideas and support in a meaningful order
  • Applying transitions and transitional elements to guide the reader through the piece
  • Developing effective closure
DOK 3
WR-HS-3.5.0
Language: Students will exemplify effective language choices by
  • Applying correct grammar and usage
  • Applying concise use of language
  • Incorporating strong verbs, precise nouns, concrete details and sensory details
  • Applying language appropriate to the content, purpose and audience
DOK 2
WR-HS-3.6.0
Correctness: Students will communicate clearly by
  • Applying correct spelling
  • Applying correct punctuation
  • Applying correct capitalization
  • Incorporating acceptable departure from standard correctness to enhance meaning when appropriate
DOK 2
WR-HS-3.6.0
Correctness: Students will communicate clearly by
  • Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources documenting sources in text and/or on a Works Cited page)
DOK 2 / In formal speaking situations
EL-11-SLO-S-1
Students will create oral presentations that
a)are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasion
b)support ideas with sound evidence and appropriate details
c)maintain a consistent focus
d)exhibit a logical structure appropriate to audience, context and purpose
e)organize ideas in a coherent, meaningful way including an introduction and a conclusion that are appropriate to audience and purpose
f)choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language, use of rhetorical devices)
EL-11-SLO-S-2
Students will apply delivery techniques
  • both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)
  • avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)
  • use language appropriate to audience; use specialized content vocabulary as needed
  • adhere to standard guidelines for grammar, usage, mechanics or use non-standard language for effect when appropriate (e.g., word plays, common figures of speech)
  • choose language for its affect on the audience (e.g. strong nouns, active verbs, concrete and sensory details and figurative language)
EL-11-SLO-S-3
Students will use visual aids, media and tools of technology to support oral communication
EL-11-SLO-S-4
Students will document ideas from outside sources (e.g., citing authors, titles, websites) In informal speaking situations
EL-11-SLO-S-5
Students will give and follow spoken instructions to perform specific tasks
EL-11-SLO-S-6
Students will ask and respond to questions as a way to enrich class discussions
EL-11-SLO-S-7
Students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)
When listening
EL-11-SLO-S-8
Students will follow spoken instructions to perform specific tasks
EL-11-SLO-S-9
Students will identify the controlling idea of a speech and key ideas that support it
EL-11-SLO-S-10
Students will respond critically (analyze the style of a speech, including the speaker’s choice of language to evoke a response, evaluate conclusions, credibility of information presented)
EL-11-SLO-S-11
Students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and useful
EL-11-SLO-S12
Students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)
EL-11-SLO-S-13
Students will follow the organization of a presentation and recognize the speaker’s use of transitions
EL-11-SLO-S-14
Students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cues
EL-11-SLO-S-15
Students will build on the ideas of others and contribute appropriate information or ideas
EL-11-SLO-S-16
Students will use self-evaluations and feedback from teachers and peers to improve presentations
When observing
EL-11-SLO-S-17
Students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate media
EL-11-SLO-S-18
Students will evaluate the role of media in focusing attention and in forming opinion
EL-11-SLO-S-19
Students will interpret a variety of techniques used in advertising.
EL-11-SLO-S-20
Analyze the effectiveness of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context / Plagiarism
Communication
Sensory Detail
Verbal and Non Verbal Cues
Persuasion
Tone
Volume
Inflection
Articulation
Gestures
Facial expressions
Support/Details
Credibility
Introductions
Conclusions
Bias
Clarity
Accuracy
Media Focus / SUGGESTED ACTIVITIES
Personal Philosophy Speech
Persuasive Speech
Farewell Speech
PowerPoint of Various Kinds
Research Activity
Plagiarism
Mini lessons
Modeling/examples
Students make oral critiques and responses