Content Area: Language Arts Literacy

 

Index: 3.3D Grade12 CPI 5

 

Standard: 3.3 Speaking

 

Strand: D - Oral Presentation

 

Cumulative Progress Indicator: 5 -  The student will modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).

 

Grade: 12

 

Sample Activities:

 

·               Watching a replay of a recent or historical presidential debate, students take notes to identify elements of debate, including logical argument, evidence, and points of rebuttal, and then discuss them.

 

·               The teacher discusses a teacher-prepared outline of the elements of debate as a guide for notetaking and presents a point system for scoring debates. Students then view and take notes on a taped political debate (e.g., local, state, presidential) and identify elements of debate evident in the tape. Afterwards, they discuss what they saw in the debate, identifying the elements of debate and assigning scores for each element.

 

·               The teacher leads students in a discussion of the elements of debate and then asks students to consider the topic, “Real versus Virtual Pets,” and the question, “Which is better to own?” Students are given time to discuss this topic in groups and then to decide which point of view they want to represent in a team debate. During the debate, the opposing teams are seated on opposite sides of the room.

 

·               Following the reading and analysis of several novels containing a war-related theme, students prepare for and participate in a debate on the topic: “War is an essential part of the human condition.”

 

·               Students discuss their knowledge of debates, considering the following questions: Where have they heard and seen them? Have they ever debated with a parent, teacher, or friend? What are the characteristics of a good debate? Students then read an article about formal debate techniques, such as clear propositions, logical arguments, and refutation with evidence. Based on the discussion and reading, the teacher and students develop a scoring rubric for each feature of debate, using a four-point scale (ranging from ineffective to highly effective). Students brainstorm appropriate debate topics, divide into teams
of two, and pair with another team to debate a topic. One side will argue the affirmative and the other the negative. After researching and developing their positions, the teams debate before the class. The listeners score each side using the scoring rubric.

 

·               Mark Anthony’s famous oratory in Julius Caesar can be used to study both audience evaluation and speaking purpose. In oral discussion, students consider the following questions: Did Anthony know his audience? Did he know their needs and background? How did the overall meaning and specific goals of his oratory relate to that audience? What was the general purpose of the oratory?

 

·               As part of a literature unit on contemporary America, students work in groups to prepare a two-part panel presentation. Each panel group must identify one problem facing Americans as it is presented in literature they have read. The groups then brainstorm subtopics and assign one subtopic for each group member to research. Each group is to prepare at least one visual aid to use in the panel presentation. Presentations will consist of two parts: (1) each group member will have five to seven minutes to present information (not opinion) to the class, and (2) each member will be expected to ask other panel members questions as well as to answer any questions posed by members of his or her panel.