Description
: This course will provide an
opportunity to develop both reading and communication skills. Students will
read, evaluate, select and prepare literature for oral presentation gathered
from various sources including the Internet.
Then students will learn how to present these literary selections to an
audience as well as how to critique both theirs and other’s presentations.
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Unit
1 |
Quarter |
Major
Objectives |
State
Standards |
Curriculum
Correlation |
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1st |
2nd |
3rd |
4th |
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Poetry |
x |
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*To expose students to a variety of poetry
recognizing the effect of rhythm, rhyme, figurative language, and punctuation
on meaning. *To enable students to read, analyze, select, and
prepare several poems for oral presentation based on a theme. *To use vocal variety to
enhance oral interpretation. *To facilitate the
composition of introductions and transitions to be used to enhance meaning in
poetry presentations. |
See listed 9th, 10th, 11th,
and 12th |
The Art of Public Speaking by Stephen E. Lucas Glenco Literary Anthologies Literary Cavalcades Supplemental Materials |
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Unit
2 |
Quarter |
Major
Objectives |
State
Standards |
Curriculum
Correlation |
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1st |
2nd |
3rd |
4th |
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Humorous |
x |
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*To introduce and analyze the genre of humor enabling the students to read, select, cut, interpret and present their selections. *To introduce the three levels of humor and various
presentation strategies including timing, nonverbal communication, pitch, and
tone. *To use vocal variety to
enhance oral interpretation. *To compose of
introductions and transitions to be used to enhance meaning in poetry
presentations. |
See List |
The Art of Public Speaking by Stephen E. Lucas Glenco Literary Anthologies Literary Cavalcades Video – Secret Life of Walter Mitty |
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Unit
3 |
Quarter |
Major
Objectives |
State
Standards |
Curriculum
Correlation |
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1st |
2nd |
3rd |
4th |
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Oratory |
x |
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*To introduce and analyze the genre of formal
speeches, including essays, enabling the students to read, analyze, select,
and present their selections. * To use vocal variety
to enhance oral interpretation. *To compose of
introductions and transitions to be used to enhance meaning in poetry
presentations. |
See List |
The Art of Public Speaking by Stephen E. Lucas Glenco Literary Anthologies Literary Cavalcades |
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Unit
4 |
Quarter |
Major
Objectives |
State
Standards |
Curriculum
Correlation |
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1st |
2nd |
3rd |
4th |
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Serious Prose |
x |
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**To introduce and analyze the genre of serious
prose enabling the students to read, select, cut, interpret and present their
selections. *To read, select, cut, interpret and present
cuttings from novels, short stories, and essays. * To use vocal variety
to enhance oral interpretation. *To compose of
introductions and transitions to be used to enhance meaning in poetry
presentations. |
See List |
The Art of Public Speaking by Stephen E. Lucas Glenco Literary Anthologies Literary Cavalcades Supplemental Materials |
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Unit
5 |
Quarter |
Major
Objectives |
State
Standards |
Curriculum
Correlation |
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1st |
2nd |
3rd |
4th |
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Serious Drama |
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x |
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*To introduce and analyze dramatic selections
enabling the students to cut, interpret and present their selections. *To introduce character analysis techniques
including critiques of video characterizations and combing thus developing
strategies for character development in oral presentation. *To use vocal variety
techniques to enhance characterization. *To compose of
introductions and transitions to be used to enhance meaning in poetry
presentations. |
See List |
The Art of Public Speaking by Stephen E. Lucas Glenco Literary Anthologies Literary Cavalcades Supplemental Materials |
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Unit
6 |
Quarter |
Major
Objectives |
State
Standards |
Curriculum
Correlation |
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1st |
2nd |
3rd |
4th |
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Duet |
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x |
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*To analyze the interaction of two characters in a
dramatic cutting. *To read, select, cut, and present dramatic duet
presentations. *To understand and employ the technique of
blocking to enhance duet presentation. *To use vocal variety to
enhance oral interpretation. *To compose introductions
and transitions to be used to enhance meaning in poetry presentations. |
See List |
The Art of Public Speaking by Stephen E. Lucas Glenco Literary Anthologies Literary Cavalcades Supplemental Materials Video “Whose on First” |
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Unit
7 |
Quarter |
Major
Objectives |
State
Standards |
Curriculum
Correlation |
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1st |
2nd |
3rd |
4th |
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Readers’ Theater |
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x |
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*To combine the previous oral interpretation
techniques of character analysis, combing, poetry selection, vocal
techniques, stage presence, blocking, choral reading to create a unique oral
presentation. *To explore and develop creative literary
presentations using both original and literary selections, thus exhibiting
synthesis of the oral interpretation genre’. *To use vocal variety to
enhance oral interpretation. *To compose of
introductions and transitions to be used to enhance meaning in poetry
presentations. |
See List |
The Art of Public Speaking by Stephen E. Lucas Glenco Literary Anthologies Literary Cavalcades Supplemental Materials |
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State Standards
The following standards are addressed
in each of the units presented in the Oral Interpretation Curriculum.
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9th
1.
apply
various reading strategies to comprehend and interpret text. 2.
evaluate
text structures, literary elements, and literary devices within various
genres to develop interpretations and form responses. a.
9.R.2.1 summarize and author’s
use of complex literary elements. b.
9.R.2.2 describe the effect of
figurative language and other literary devices in various genres. 3.
interpret
and respond to diverse works from various cultures and time periods. a.
9.R.3.1. analyze the quality of reading materials
for their practical, informational, or aesthetic value relative to specific
cultures and historical periods. |
9th
Speaking Indicators 1 & 2: Students are able to….
1. use appropriate structure and sequence to express ideas and convey information.
a. 9.S.1.3. monitor audience for non-verbal feedback.
2. use appropriate language and presentation style for formal and informal situations.
a. 9.S.2.1 analyze vocabulary and terminology appropriate for the audience.
b. 9.S.2.3. use visual aids and technology to support presentations.
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9th Listening
and Viewing Indicators 1 & 2 : Students are able to…. 1. use various listening and viewing strategies in social, academic, and occupational situations. a. 9.L.1.1. determine the effect of verbal cues on a message. b. 9.L.1.2. analyze how non-verbal communication can influence the credibility and interpretation of the message. |
10th
1. apply various reading strategies to comprehend and interpret text.
2. evaluate text structures, literary elements and literary devices within various genres to develop interpretations and form responses.
3. interpret and respond to diverse works from various cultures and time periods.
10th Speaking
Indicators 1 & 2: Students are able to…
1. use appropriate structure and sequence to express ideas and convey information.
a. 10.S.1.2. choose logical devices for introduction and conclusions.
2. use appropriate language and presentation style for formal and informal situations.
a. 10.S.2.2
use explicit verbal techniques for effective presentations.
11th
1. apply various reading strategies to comprehend and interpret text.
2. evaluate text structures, literary elements, and literary devices within various genres to develop interpretations and form responses.
a. 11.R.2.1. Analyze and explain literary devices.
3. interpret and respond to diverse works from various cultures and time periods.
11th Listening and
Viewing Indicators 1 & 2: Students
are able to…
1. use various listening and viewing strategies in social, academic, and occupational situations.
a. 11.L.1.1 analyze the relationship of diction, tone, and syntax to purpose.
2. use strategies to retrieve, interpret, and evaluate ideas/information from various oral/visual sources.
a. 11.L.2.1. compare strategies used by the media to inform, persuade, entertain, and transmit culture.
11th Speaking
Indicators: 1 & 2: Students are able to…
1. use appropriate structure and sequence to express ideas and convey information.
a. 11.S.1.2 seek feedback on clarity and coherence of presentation or speech.
2. use appropriate language and presentation style for formal and informal situations.
a. 11.S.2.3. Determine when to use various resources to create effective presentations.
12th
1. apply various reading strategies to comprehend and interpret text.
a. 12.R1.1.
analyze the effect of style on the interpretation of text.
2. evaluate text structures, literary elements, and literary devices within various genres to develop interpretations and form responses.
a. 12.R.2.1.
Evaluate authors’ style in poetry, drama, fiction, and informational text.
12th Speaking
Indicators 1 &2: Students are able to…
1. use appropriate structure and sequence to express ideas and convey information.
a. 12.S.1.2. Participate in dramatic readings of literary selections.
i. Use verbal and non-verbal expression for effect.
b. 12.S.1.2. reassess choices and strategies used in oral communication based upon feedback.
i.
Evaluate constructive criticism and employ
valid suggestions.
12th Listening and
Viewing Indicators 1 & 2: Students are able to…
1. Use various listening and viewing strategies in social, academic, and occupational situations.
a. 12.L.1.1 Compare the use of rhetorical structure and diction to the purpose and context of the communication.
i. Analyze the use of parallelism and repetition for emphasis or emotional appeal.
ii. Analyze the impact of figurative language and imagery on the message.
2. Use strategies to retrieve, interpret, and evaluate ideas/information from various oral/visual sources.
a. 12.L2.1. Analyze the impact of the media on a society’s belief systems and values.
i. Recognize that messages are altered by various techniques used to create aesthetic effects such as imagery, special effects, and vivid language.
9th Writing
Indicators 1 & 2: Students are able
to..
9.W.1.1 analyze speaker, audience, and purpose when planning, writing, and revising …
i. Modify tone to fit purpose and audience….
10th Writing
Indicators 1 & 2: Students are able
to…
10.W.1.1. Develop and analyze literary, personal, …to inform, explain, analyze,… and entertain.
10.W.2.1. Demonstrate the use of literary elements and aesthetic qualities…
i. Use point of view, characterization, and irony.
11th Writing
Indicators 1, 2, & 4: Students are
able to…
11.W.1.1 Make appropriate choices regarding voice, vocabulary, organization, and level of detail based upon
audience, purpose, and content.
11.W.2.1 analyze the structure of various texts to revise and improve writing.
i. Model use of parallel structure for emphasis
ii. Model various rhetorical patterns
11.W.4. Organize and link related information from multiple sources.
ii. Arrange information from a variety of sources to present reason
iii. Use transitions effectively
12th Writing Indicator 4: Students are able to write across content areas to clarify and enhance understanding of
information.
12.W.4.1 Analyze information from multiple sources for different perspectives.