COMMUNICATIONS I (Course #22) Course of Study Findlay City Schools 2008
TABLE OF CONTENTS 1. Findlay City Schools Mission & Beliefs 2. Communications I Curriculum Map for semester 3. 1 st Quarter Communications I Curriculum Map 4. 2 nd Quarter Communications I Curriculum Map 5. Communications I Indicators Communications I Writing Team Debbie Benson Andy Cantrell Sandy White TEXTBOOK: Speech; Glencoe (publishers); McCutcheon, Schaffer, Wycoff (authors); 2005 Edition; TEACHER ISBN: 0-07-861619-0; STUDENT ISBN: 0-07-861618-2
Mission Statement The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community. Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe. every person has worth every individual can learn family is the most important influence on the development of personal values. attitude is a choice and always affects performance motivation and effort are necessary to achieve full potential honesty and integrity are essential for building trust. people are responsible for the choices they make. performance is directly related to expectations. educated citizens are essential for the survival of the democratic process. personal fulfillment requires the nurturing of mind, body and spirit. every individual has a moral and ethical obligation to contribute to the well-being of society. education is a responsibility shared by students, family, staff and community. the entire community benefits by investing its time, resources and effort in educational excellence. a consistent practice of shared morals and ethics is essential for our community to thrive.
COMMUNICATIONS I CURRICULUM MAP DAY ACTIVITY RESOURCES INTRODUCTORY ACTIVITIES CHAPTER 1 1 Find Someone Who handout - Find Someone Who 2 Personal Data Form handout - Personal Data Form 3 Circle Name Game 4 Course Syllabus handout - Syllabus LISTENING CHAPTER 3 5 Chapter 3 "Listening" textbook and teacher resources 6 All Sounds and Telephone Game stories 7 Geometric Drawings handout - Drawings 8 T/F/? Stories stories INTRODUCTORY SPEECH 9 Personal Crest Assignment and Sample Speech handout - Assignment and rubric 10 Personal Crest Work Day markers, colored pencils, rulers 11 Personal Crest Work Day " 12 Personal Crest Presentations teacher, peer and self rubrics 13 Personal Crest Presentations " DEMONSTRATION SPEECH 14 Demonstration Speech Assignment handout - Assignment 15 Sample Speech handout - Outline and rubric 16 Chapter 9 "Organizing Your Speech" textbook and teacher resources 17 Outlining handout - Outline 18 Chapter 9 "Organizing g Your Speech" textbook and teacher resources 19 Introductions and Conclusions handout - Introductions and Conclusions 20 Demonstration Speech Work Day 21 Demonstration Speech Work Day 22 Demonstration Speech Presentations teacher, peer and self rubrics 23 Demonstration Speech Presentations " 24 Demonstration Speech Presentations " 25 Demonstration Speech Presentations " 26 Demonstration Speech Presentations " NONVERBAL COMMUNICATION CHAPTER 4 27 Chapter 4 "Nonverbal Communication" textbook and teacher resources 28 Charades game cards 29 Nonverbal Questions and Answers textbook - teacher resources 30 Host a Party character cards GROUP DISCUSSION CHAPTER 7 31 Chapter 7 "Group Discussion" textbook and teacher resources 32 Chapter 7 "Group Discussion" textbook and teacher resources 33 Group Process Discussion 34 Team Building Assignment handout - Assignment and rubrics 35 Advertising Appeals and Propaganda textbook/teacher resources Chapter 3 36 Brainstorm Advertising Project Ideas 37 Work Day computer lab 38 Work Day " 39 Group Meeting handout - Progress Report 40 Work Day computer lab 41 Work Day " 42 Presentation Planning Day 43 Team Building Presentation teacher, peer and group/self rubrics 44 Team Building Presentation " 45 Team Building Presentation "
COMMUNICATIONS I CURRICULUM MAP INFORMATIVE POWERPOINT SPEECH CHAPTER 13 46 Informative Powerpoint Speech Assignment handout - Assignment and rubric 47 Sample Speech and How to do Powerpoint handout - Outline and Powerpoint 48 Outline Review handout - Outline 49 Introductions and Conclusions handout - Introductions and Conclusions 50 Work Day computer lab 51 Work Day " 52 Informative Powerpoint Speech Presentations teacher, peer and self rubrics 53 Informative Powerpoint Speech Presentations " 54 Informative Powerpoint Speech Presentations " 55 Informative Powerpoint Speech Presentations " INTERPERSONAL COMMUNICATION CHAPTER 5 56 Telephone/Texting Etiquette phones 57 Email Etiquette computer 58 Cultural Specific Communication handouts - Poverty Training 59 Gender Specific Communication "Men are from Mars Women are from Venus" 60 Social Situations AUDIO/VISUAL INFORMATIVE SPEECH CHAPTER 13 61 A/V Informative Speech Assignment handout - Assignment 62 Brainstorm Topic Ideas 63 Graphs, Charts, Diagrams handout, colored pencils, markers, rulers 64 Graphs, Charts, Diagrams " 65 Outlining - Major Subtopics 66 Research library, internet and handout - Source Info 67 Research " 68 Research " 69 Research " 70 Research " 71 Outline Review handout - Outline 72 Outline Work Day 73 Outline Work Day 74 Introductions and Conclusions handout - Introductions and Conclusions 75 Sample Speech handout - Outline, rubric 76 Work Day 77 Work Day 78 Audio/Visual Materials handout - A/V Materials Check 79 Works Cited internet 80 Work Day 81 EXAMS teacher and self rubrics 82 EXAMS " 83 EXAMS " 84 EXAMS " 84 EXAMS " 86 EXAMS " 87 EXAMS " 88 EXAMS " 89 EXAMS " 90 EXAMS "
COMMUNICATIONS I 1 ST QUARTER TOPICS RESOURCES 1. Introductory Activities Personal Data Form Find Some Who worksheet Circle Name Game Course Syllabus 2. Listening 3. Introductory Speech 4. Demonstration Speech 5. Nonverbal Communication 6. Group Discussion Handout--Drawing All Sounds & Telephone Game Stories Geometric Drawings Chapter 3 Handout Assignment & Rubric Markers, colored pencils, rulers Teacher, peer & self rubrics Handout--assignment Handout Outline & Rubric Handout Introduction & Conclusion Game cards (charades) Character cards (host a party) Handout Assignment & Rubric (Team Building) Handout Progress Report Teacher, peer and group/self rubrics
COMMUNICATIONS I 2nd QUARTER TOPICS RESOURCES 1. Informative Powerpoint Speech Handout Assignment and Rubric Handout Outline and Powerpoint Handout Introduction and Conclusions Teacher, peer and self rubrics 2. Interpersonal Communication Phones Computer Handout Poverty Training Men are from Mars, Women are from Venus 3. Audio/Visual Informative Speech Handout--Assignment Colored pencils, markers, rulers (graphs, charts, diagrams) Handout Library, internet (source information) Handout Introductions and Conclusions Handout A/V Materials Check Handout Teacher and self rubrics
Grades 9-12 Course COMMUNICATIONS I INDICATORS INDICATORS DESCRIPTION OF INDICATORS LOCATION (I) Research I.9.1 I.10.1 I.11.1 I.12.1 Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the I.9.2 I.10.2 I.11.2 I.12.2 investigation. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). I.9.3 I.10.3 I.11.3 I.12.3 I.9.4 I.9.5 I.10.5 I.11.5 I.12.5 I.9.6 I.10.6 I.9.7 I.10.7 I.11.7 I.10.4 I.11.4 I.12.4 I.11.6 I.12.6 Determine the accuracy of sources and the credibility of the author by analyzing the sources validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). Compile and organize important information and select appropriate sources to support central ideas, concepts and themes. Integrate quotations and citations into written text to maintain a flow of ideas. Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas. Evaluate and systematically organize important information, and select appropriate sources o support central ideas, concepts and themes. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation,
Grades 9-12 Course COMMUNICATIONS I INDICATORS notes and an acceptable format for source acknowledgement. 12.7 Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. (J) Communication: Oral and Visual J.9.1 J.10.1 J.11.1 J.12.1 Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings. J.9.2 J.9.3 J.9.4 J.9.5 J.10.5 J.11.5 J.12.5 J.9.6 J.10.6 J.11.6 J.9.7 J.10.7 J.11.7 J.12.7 J.9.8 J.10.8 Identify types of arguments used by the speaker, such as authority and appeals to emotion. Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages. Identify the speaker s choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. Vary language choices as appropriate to the context of the speech. Deliver informational presentations (e.g., expository, research) that: (a) demonstrate an understanding of the topic and present events or ideas in a logical sequence; (b) support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; (c) include an
Grades 9-12 J.9.9 J.10.9 J.11.9 J.12.9 J.9.10 J.10.10 J.10.2 J.10.3 J.10.4 J.11.2 J.12.2 J.11.3 J.12.3 J.11.4 J.12.4 Course COMMUNICATIONS I INDICATORS effective introduction and conclusion and use a consistent organizational structure (e.g., causeeffect, compare-contrast, problem-solution); (d) use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and (e) draw from multiple sources, including both primary and secondary sources, and identify sources used. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. Deliver persuasive presentations that: (a) establish and develop a logical and controlled argument; (b) include relevant evidence, differentiating between evidence and opinion, to support a position and to address counterarguments or listener bias; (c) use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority and reason; (d) use common organizational structures as appropriate (e.g., cause-effect, comparecontrast, problem-solution); and (e) use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies). Interpret types of arguments used by the speaker such as authority and appeals to audience. Evaluate the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages. Identify how language choice and delivery styles (e.g., repetition, appeal to emotion, eye contact) contribute to meaning. Analyze types of arguments used by a speaker, such as causation, analogy and logic. Critique the clarity, effectiveness and overall coherence of a speaker s key points. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience.
Grades 9-12 J.11.8 J.11.10 J.12.6 J.12.8 Course COMMUNICATIONS I INDICATORS Deliver informational presentations (e.g., expository, research) that: (a) present a clear and distinctive perspective on the subject; (b) present events or ideas in a logical sequence; (c) support the controlling idea with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; (d) include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problemsolution); (e) use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and (f) draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of sources. Deliver persuasive presentations that: (a) establish and develop a logical and controlled argument; (b) include relevant evidence, differentiating between evidence and opinion, to support a position and to address counterarguments or listener bias; (c) use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority, reason, pathos and logic; (d) consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problemsolution); and (e) use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies). Adjust volume, tempo, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. Deliver informational presentations (e.g., expository, research) that: (a) present a clear and distinctive perspective on the subject; (b) present events or ideas in a logical sequence; (c) support the controlling idea or thesis with wellchosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; (d) include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problemsolution); (e) use appropriate visual materials (e.g., diagrams, charts, illustrations) and
Grades 9-12 (F) Writing Processes F.9.1 F.9.2 F.9.3 F.9.4 F.9.5 F.9.6 F.9.7 F.9.8 F.9.9 F.9.10 F.9.11 Course COMMUNICATIONS I INDICATORS available technology to enhance presentation; and (f) draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of sources. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. Determine a purpose and audience and plan strategies (e.g, adapting focus, content structure and point of view) to address purpose and audience. Use organizational strategies (e.g, notes and outlines) to plan writing? Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. Use available technology to compose text. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
Grades 9-12 F.9.12 F.9.13 F.9.14 F.9.15 F.9.16 F.9.17 (G) Writing Applications G.9.1 G.9.2 G.9.3 Course COMMUNICATIONS I INDICATORS Add and delete information and details to better elaborate on a stated central idea and more effectively accomplish purpose. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. Write narratives that: (a) sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense). Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. Write business letters, letters to the editor and job applications that: (a) address audience needs, stated purpose and context in a clear and efficient manner; (b) follow the conventional style appropriate to the text using proper technical terms; (c) include appropriate facts and details; (d) exclude extraneous details and inconsistencies; and (e) provide a sense of closure to the writing.
Grades 9-12 G.9.4 G.9.5 G.9.6 (H) Writing Conventions H.9.1 H.9.2 H.9.3 H.9.4 H.9.5 Course COMMUNICATIONS I INDICATORS Write informational essays or reports, including research, that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts, details, examples and explanations from sources; and (e) document sources and include bibliographies. Write persuasive compositions that: (a) establish and develop a controlling idea; (b) support arguments with detailed evidence; (c) exclude irrelevant information; and (d) cite sources of information. Produce informal writing (e.g., journals, notes and poems) for various purposes. Use correct spelling conventions. Use correct capitalization and punctuation. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). Use parallel structure to present items in a series and items juxtaposed for emphasis. Use proper placement of modifiers. H. 9.6 Maintain the use of appropriate verb tenses.