QUARTER 3

Using Your Voice:
Communication

Overall Objectives

1.	Students will be able to understand that we use both our voices and our bodies when communicating.
2.	Students will be able to deliver informative and persuasive speeches with basic knowledge and ability.
3.	Students will be able to evaluate speeches.
4.	Students will be able to communicate in a group.
5.	Students will be able to understand the basics of communication.
6.	Students will be able to understand how they communicate with other people.
7.	Students will become effective listeners and speakers.
8.	By the end of this class, students will be more effective speakers than they were at the beginning of the class.

NOTES

Text Book used in developing this unit was The Basics of Speech by Kathleen M Glavin and Pamela J. Cooper.  Published by National Textbook Company.

Each day the students should be presented with the journal questions and allowed a few moments to jot stuff down.  The discussion and lecture should go as following: present the question and allow students a few moments to share their thoughts and then present the lecture on that topic, then move unto the next question.  In this fashion the discussion and lecture is mixed together.

For added cultural activities, discussion can be a form of talking circle.  Pass a stone around, as each student holds the stone they share their thought on that question, when the stone gets to the teacher, the teacher delivers the lecture.

The process for each day, unless otherwise stated, goes as follows: 1) Turn in and discuss homework for 10 minutes, 2) Journal for 10 minutes, 3) Discussion, Lecture, and Note Taking for 20 minutes (or as long as needed), and 4) Assign and discuss homework assignment.

The journal topics are provided as questions.  Questions may contain additional information inside of brackets [  ] and this information is what should be covered during discussion/lecture.

Sub-unit #1: Basics of Communication

Objectives

1	To learn about communication and the process of communicating.
2	To learn about verbal and nonverbal communication.
3	To discover how communication is influenced by family, culture, and society.
4	To discover how communication changes according to whom we are communicating.
5	To examine our own communication skills.

DAY #1:

Journal and Discussion Topics:

1.	What is communication?  [Define communication and the process of communication.]
2.	What are ways we communicate?  [Verbal and nonverbal communication]
3.	Why do we communicate?
4.	With whom do we communicate every day?
5.	D you community differently with your friends, parents, elders, teachers, younger kids?  How? [Discuss how age, gender, culture, and society affect communication.]
6.	What are interpersonal communication, group communication, public communication, and interpretive communication?  [Define and briefly describe the four ways of communication listed in this question.]

Homework

Observe and write about the communication you see during the evening.  Describe at least five different situations.

DAY #2:

Homework is Due

For the first ten minutes homework should be shared in some way, weather it is as a small group, large group, presentations, or with a partner.  Homework should then be turned in and students should pull out their journals.

Journal and Discussion Topics:

1.	What are verbal messages?  [Discuss verbal messages.]
2.	What’s the difference between denotation and connotation?  [Define the terms and create a list of each.]
3.	What are some words that mean one thing to you and something completely different to your parents or grandparents?  [Discuss word choices and how they affect communication.]
4.	What are perceptions?  [Discuss nonverbal messages including appearance, facial expressions, eye contact, posture, walk, gestures, voice, space, time, place, and feelings.]
5.	Why is feedback important during communication?  [Discuss the importance of feedback as well as positive and negative feedback and what to do with it.]

Homework

Write ten slang word or expression you hear throughout the day from a variety pf ages and cultures.  Next to each entry write what it means (even if all you can do is guess the meaning).

DAY #3:
Day 3 may take two days to execute completely

Homework is Due

When students come in, allow them to (for the first ten minutes) put five to ten of the words/phrases gathered in their homework on the board.  If wanted, feel free to allow a small discussion to form about these words.  

Journal and Discussion Topics:

1.	Define the following words: diaphragm, trachea, larynx, vocal cords, pitch, pharynx, resonators, and articulators.  [Explain the parts of the body that are used in speaking and how they can affect vocal quality.]
2.	Describe the listening process.  [Discuss the listening process: receiving, interpreting, evaluating, and responding.]
3.	What types of listening are there?  [Describe these types of listening: informational, critical, creative, and empathic.]
4.	What are the barriers to listening? [Talk about these barriers to listening: the speaker’s appearance, manner, prejudices, lack of believability and the listeners internal distractions, lack of knowledge, personal prejudices, desire to talk.]
5.	What does a good listener do?  [Go over guidelines for good listening.]

Homework

Using your notes, create a poster about one of the things discussed during class.

DAY #4:

Homework is Due

Allow students the first 10 minutes of class to share their posters.  They can do this in small groups, as presentations, or simply by hanging their posters in the classroom or hallway.

Journal and Discussion Topics:

1.	Why do we communicate?  [We communicate in order to: share information, discuss/share feelings, manage persuasion, follow social rituals, and use imagination.]
2.	What kinds of things do competent communicators do in order to succeed? [Thinks of strategies, selects a strategy, acts on a strategy, and evaluates the strategy’s effect.]

Homework

Describe a situation where you felt you were a competent communicator.  Why were you a competent communicator? 

Describe a situation where you were not a competent communicators.  Why weren’t you competent?

DAY #5:

Homework is Due

Spend ten minutes allowing students to talk about their homework with a partner.

Journal and Discussion Topics:

Students should spend 15 minutes writing three communication goals for themselves to accomplish during this class.

There is no discussion or lecture for this class.  Instead, the class will play Pictionary for the rest of the hour.

Homework

There is no homework for this class.

Sub-unit #2:  Communication with Self and Others

Objectives

1.	Students will be able to define self-concept and define what their own self-concept is.
2.	Students will be able to define self-esteem and define what their own self-esteem is.
3.	Students will be able to understand the difference between self-concept and self-esteem.
4.	Students will understand how self-concept and self-esteem effects communication and how communication effects self-concept and self-esteem.
5.	Students will be able to define interpersonal communication.
6.	Students will learn how to constructively criticize.

DAY #1:
This journal and discussion is a little different from the other days.  There are specific activities being done with the journal topics.

Journal Topics:

1.	What is self-concept?  
2.	Describe your mental, spiritual, emotional, and physical sides.  
3.	What is self-esteem?
4.	How do you think communication affects self-concept and self-esteem?
5.	How does self-concept and self-esteem affect communication?
6.	How do you improve yourself?

Discussion and Activities:

1.	Define self-concept.  Students will do the Adjective Rock activity.  
2.	Discuss the mental, spiritual, emotional, and physical sides of self.  This is a great place to discuss the medicine wheel.  Students should draw a medicine wheel on a piece of paper and write positive adjectives for each of the parts.  
3.	Students will create an adjective poster for themselves.  The will first pick three people they know: a friend, a family member, and a teacher.  The students will list a few adjectives they think the three people they choose will write about them.  The students will then ask those people to name three adjectives about them.  The next day in class students will discuss if their guesses were correct.  They will use the actual adjectives received to create a poster describing themselves through the eyes of other people.
4.	Discuss self-esteem.  The students will fill out the Self-Esteem Checklist.
5.	Discuss how communication affects self-esteem and self-concept and how self-esteem and self-concept affects communication.
6.	Discuss how we improve ourselves using evaluation, goals, and support.  Have the students set a goal for themselves this week.  At the end of the week have the student evaluate how well they did with their goals.  Students should identify places they can go to for support.

DAY #2:

Journal Topics:

1.	What is interpersonal Communication?  [Discuss what interpersonal communication is and find examples in life.]
2.	What types of skills do you need into order to have successful interpersonal communication?  [Discuss the skills of sharing personal information, sharing feelings, empathizing, listening, supporting, and constructive criticism.]
3.	What are the guidelines for constructive criticism?  [Discuss the guidelines for constructive criticism.]

Homework
Write up a paper explaining the interpersonal communication you were involved in during the day.  How well do you think you do as an interpersonal communicator?  Are there certain situations you do better in than other?  What types of situations are those and why do you think that is?

Sub-unit #3:  Group Communication

Objectives

1.	Students will be able to understand the difference between interpersonal and group communication.
2.	Students will be able to problem solve in a group situation.
3.	Students will be able to understand the role of a leader.
4.	Students will be able to identify and understand the differences between committee, panel, and symposium group communication.
5.	Students will be able to identify the benefits of group communication.

DAY #1:

Homework is Due

Turn in the homework from before.  Remind students that as we move into group communication they are to practice their interpersonal communicating skills.

Journal Topics:

1.	What are the characteristics of a group?  In other words, when does it go from being a bunch of people in one place to being a productive group working together?  [Discuss the characteristics of a group: group structure, group purpose, group norms, group roles, and subgroups.]
2.	What is a task purpose?  [Although groups get together for fun, many of them have a task purpose or a reason for them coming together.  Often times it is for group problem solving.]
3.	What are the steps in problem solving?  [Discuss the steps of identify the problem, analyze the problem, set criteria for a solution, develop solutions, and select a solution.]
4.	What are speaker and listener responsibilities?  [Speakers must be prepared, shares your ideas thoughtfully, speak with self-respect, ask questions, and support others.  Listeners must practice good listening, avoid barriers, use your thought speed, listen for connections, and give nonverbal feedback.)
5.	How does someone become a leader in a group?  [discuss the ways a person can become a leader in a group.]
6.	What are the leader’s responsibilities?  [Discuss the responsibilities or beginning the discussion, acting as moderator, and closing the discussion.]
7.	How do you evaluate group discussion?  [Discuss the guidelines for evaluating group discussion.]

Homework

Assign each student a different topic discussed.  It is their assignment to create a reminder flyer that can handed out to the class discussing how to have successful group communication.

DAY #2:

Homework is Due

Turn in homework.  There will be no sharing of the homework during class.  The teacher will make copies and hand them out to the students the next day.

Journal Topics:

1.	What are committees?  [Discuss committees and how it is used as a group discussion format.  Discuss the positive and negative aspects of using this format.]
2.	What are panel discussions?  [Discuss panel discussions and how it is used as a group discussion formats.  Discuss the positive and negative aspects of using this format.]
3.	What are symposiums?  [Discuss symposiums and how it is used as a group discussion format.  Discuss the positive and negative aspects of using this format.]
4.	For which of the three group discussion formats do you think audience participation would be helpful and why?
5.	What type of things would each of the group discussion formats be used to discuss?

Activities:

This activity can be done as whole class, split into groups doing the same topic/format, or split into groups doing different topics and/or formats.

As a class, choose three topics or issues that affect teenagers or the school.  Practice using the discussion formats by assigning one topic to one format.  If possible, have the panel and symposium formats done with half the class involved in the discussion and half the class as the audience.

Sub-unit #4:  Public Communication

Objectives

1.	Students will be able to define informative and persuasive speaking.
2.	Students will be able to locate and use supportive materials for an informative speech.
3.	Students will be able to develop an informative speech.
4	Students will be able to deliver an informative speech.
5.	Students will be able to evaluate an informative speech.
6.	Students will be able to develop a persuasive speech.
7.	Students will be able to deliver a persuasive speech.
8.	Students will be able to evaluate a persuasive speech.

DAY #1:

Journal Topics:

1.	What is public speaking?
2.	What are the purposes of public speaking?  [Discuss speaking to inform and persuade.]
3.	How does the audience affect your speech preparations?  [Discuss audience analysis which includes basic data, beliefs and opinions, knowledge of the topic, and expectations.]
4.	What is an audience goal?  [This is the speaker’s goal for the audience to do after the speech.]

Homework

Write an essay about a time that you had to give a speech.  If you have never had to give a speech, write about how you feel about having to do speeches in class this year.   What is the one thing that makes public speaking hard for you?

DAY #2:

Journal Topics:

1.	What is informative speaking?
2.	What are the principles for informing?  [The need to know, connected information, organization, repetition, feelings, and focus.]
3.	What are the most common types of information speeches? [Description, Definition, demonstration, process, and social ritual speeches.]

Public Speech #1

As a class create a list of five questions that can be used in an interview.  Partner the students.  The students will spend fifteen minutes interviewing each other and writing up a small speech.  The students will go around the room and introduce each other.

Homework

Students will create a list of three topics for a description speech, a definition speech, a demonstration speech, and a process speech.

DAY #3:

Journal Topics:
  
1.	What are the different research sources you can use when searching for information for your speech?  [personal experience, interviews & surveys, books, magazines & journals, pamphlets, newspapers, the internet, and people.]
2.	How should you record the information you gathered?
3.	What is plagiarism?  [Discuss what plagiarism is and the consequences of plagiarism.  Also, discuss how to avoid plagiarism within a speech.]
4.	The information you gathered is called supporting materials.  What kinds of supporting materials will you find?  [description, examples, quotations, statistics, personal experiences, and visuals.]
5.	How do you determine if the supporting materials you gathered are credible to your speech?  [Evaluate the information according to fact or opinion, source credibility, relevance, and timeliness.]

Public Speech #2A

Assign the students to do a description speech, definition speech, demonstration speech, or process speech.   You can have them do all the same type of speech, or assign the students each a different type of speech.  Before leaving class the students should write a paper telling what type of speech they are doing, what the topic is, and what their audience goal is for the speech.

DAY #4 & 5:

Allow two days for researching.  Students should use both printed and non-printed materials if possible.  

DAY #6 & 7:

Journal Topics:
1.	What is a purpose statement?  [Thesis of a speech.]
2.	How are a speech and an essay similar?
3.	What does a good purpose statement do?  [tells the audience the topic, provides a guide to the organization of the speech, and gives the audience goal for the speech.]
4.	What are five possible ways to organize a speech?  [Time, Space, Process, Topical, and Problem-Solution.]
5.	Why use an outline for preparing a speech?  [Review outlines and how the purpose for using it with speeches.]
6.	How do language choices affect the speech?  [Discuss the accuracy, clarity, appropriateness, and originality of language chosen to use in speeches.   Discuss figures of speech that assist in making the speeches better: similes, metaphors, personification, and hyperbole.]
7.	What is the purpose of an introduction in speeches?  [Discuss the purpose: gain attention, present topic and purpose of speech, and connect with audience.  Discuss the types of introductions used: startling statement, rhetorical question, humor, quotation, story, personal experience, example, and reference to the purpose of the speech.]
8.	What is the purpose of a conclusion?  [Discuss that the conclusion summarizes the main points, repeats the main goal, and provides a clear ending.  Discuss the different types of conclusions: summary, quotation, appeal, challenge, and story.]
9.	Go over evaluation Sheet: Informative Speeches so that students can use the sheet in preparing their speeches.

Evaluation Sheet: Informative Speeches
Speaker's Name: ________________________________
Speaker's Topic:________________________________ 

1 = Excellent	2 = Good, could use some work	         3 = Poor, Needs Improvement
Factor	Rating	Comments	
Introduction			
Gained Attention			
Clear Purpose Statement			
Connected with Audience			
Prepared Audience for the speech			
			
Body			
Organization			
Main Points were clear			
Supporting facts			
Transitions			
			
Delivery			
Appearance			
Voice			
Facial Expressions			
Eye Contact			
Gestures			
Movements			
			
Language			
Difficult Words were explained			
			
Conclusion			
Clear and Concise			
Ending was effective			
			
Visual Aids			
Appropriate			
Supportive			
Public Speech #2B

Students are to use the research they gathered to write their speech.  Speeches should be written and brought to class the next day.  While in class the teacher will meet with each student individually to go over their written speech.  The rest of the class should be working on an assignment.

DAY #8  & 9:

Journal Topics:

1.	What is speaker confidence?
2.	How do you develop good speaker confidence?
3.	What are the two ways to deliver a speech? [Extemporaneous, Manuscript]
4.	How does a speaker work with a manuscript?
5.	What are the parts if personal delivery that the audience notices?  [Appearance, Voice (includes volume, rate, pitch, vocal quality, clarity), facial expression, eye contact, gestures, movement]
6.	Why do you rehearse a speech?
7.	What are Media Aids?  [Objects, pictures, models, diagrams, graphs, charts, visual materials, audio materials, computer graphics]
8.	How do you incorporate Media Aids in your speech?

Public Speech #2C

Students will create a Media Aid to use with their speech.  They will practice their speech to be delivered in front of the class.

DAY #10 & 11:

Speech Day:

Prepare students for evaluating speeches by reviewing the Evaluation Sheet: Informative Speech.  Students should fill out an evaluation sheet for each speaker.  Evaluation sheets should be turned into teacher before the speakers see them.

Deliver speeches.  Allow at least five minutes between each speech for evaluation and preparation.

DAY #12:

Journal Topics:

1.	What is persuasive speaking?
2.	What is the purpose of persuasive speeches?
3.	Why is it important to adapt your speech to your audience?  [Using different persuasive speeches, discuss how you would deliver the speech to an audience of elders, students, teachers, business owners, and a general audience from the community.]
4.	How do you make yourself believable to the audience?  [Gain knowledge, connect, to the topic, have interest in the topic]
5.	What types of reasoning are there?  [Inductive, Deductive, Cause-Effect, and Faulty]
6.	What are faulty reasonings?  [glittering generalities, card stacking, bandwagon appeal, unrelated testimonials, name calling]
7.	How does faulty reasoning effect a speech?
8.	How do you organize a persuasive speech?  [Problem-Solution, Hey-You-See-So]
9.	Go over how to use quotations and statistics in persuasive speeches.
10.	Go over the Evaluation Sheet: Persuasive Speech so students can prepare their speeches appropriately.

Evaluation Sheet: Persuasive Speech
Speaker's Name: ________________________________
Speaker's Topic:________________________________ 
1 = Excellent		2 = Good, could use some work		3 = Poor, Needs Improvement
Factor	Rating	Comments	
Introduction			
Gained Attention			
Clear Purpose Statement			
Connected with Audience			
Prepared Audience for the speech			
			
Body			
Organization			
Main Points were clear			
Supporting facts			
Transitions			
			
Delivery			
Appearance			
Voice			
Facial Expressions			
Eye Contact			
Gestures			
Movements			
			
Language			
Difficult Words were explained			
Believability			
			
Conclusion			
Clear and Concise			
Ending was effective			
			
Visual Aids			
Appropriate			
Supportive			
DAY #13, 14, 15, & 16:

Speech #3

Students will choose a topic to persuade their classmates.  Students will use the four days to research, write their speeches, and prepare their speeches for delivery.  

DAY #17 & 18:

Speech Day:

Review the Evaluation Sheet: Persuasive Speech.  Students will deliver their speeches.  Once again evaluation sheets should be given to the teacher before being given to the speaker.

Sub-Unit #5: Oral Interpretation

If there is time, Oral Interpretation can be introduced to the students as a one week unit.  Discuss topics such as creating character with voice and body movements, using a manuscript, and working in teams.

Students can read some traditional Native American stories or poetry for this sub-unit.

This sub-unit should be fun and the only homework should be rehearsal.