Writing & Rehearsing the Informational Speech

Please take the first 3 minutes of today's class and watch the following poem/speech:

• High School Training Ground

TASK: Collect two other people from the room. Talk to them in response to the video poem you just saw. Add at least one story you can tell about your own high school experience:

• what's going well, what's disappointing, what's sad, what's cool, what's inspiring, what's frustrating or scary, etc.

Have a discussion in the next 5-10 minutes. When you have completed your conversation, return to your seat and watch the following:

Sample informational speeches:

• Phobias
• Joe Sabia: The Technology of Storytelling

After viewing, please move on to our focus activity today.

Today during period 3 & 4, please write your speech with your partner. Help each other by coming together and suggesting an effective hook, the organization of the speech itself (what are you going to include and how are you going to move from main point to main point), and suggest the use of similes, metaphors, anecdotes, imagery, and other effective literary devices you know. A few pointers and a bit of advice follows.

ADVICE when writing an informational speech:

• 1. Start with an interesting opener or "hook" for your speech. It is the job of the speaker to get the audiences attention. Do this by starting out with something interesting--a fact, a quote, a statistic, a personal story, an opinion that we don't expect, a joke, etc.
• 2. After your 'hook' narrow your focus by leading us from the hook to the thesis of your speech. You are writing an informational speech, so your thesis is: ________ (your subject) is important because...(and then identify what is important about your subject).
• 3. Pick at least 2-6 things that you found out from your research that you found most interesting. The more obscure the topic, the more preparation and explanation you must do. 
• 4. Use these interesting points to frame the body of your speech. 1 interesting point per paragraph (for example) followed by details (what is it, how does it affect the subject I'm talking about, how does it affect me and you?, etc.) Details should include imagery, metaphor, specific language, support from your research (and give credit to ideas that are not yours). 
• 5. Tag team effort: both partners should deliver part of the speech. If one partner started the speech, have the other partner end the speech. Take turns covering major points of the subject (if you have 4 points, for example, divide the speech into 2 major points for one partner and 2 major points for the other). Decide who will cover what part of the topic between you and your partner. Work together. If your partner is the shy one, adjust for that--maybe they only do 1 major point while you do 2, etc.) Help each other out. You and your partner will receive the same grade for your delivered speech.
• 6. End the speech with a recap of your main points. Remind the audience why the subject is important to their lives and what they can do with the information they now have.

Finally, after reading all of these six points, watch this video before the end of class today. Be prepared for a "ticket out the door" based on the five tips. What are they? Watch the video to find out.

• Five Basic Public Speaking Tips

Your speech should be completely written by next class. A standard speech should be about 2 full double spaced pages, up to 3 full double spaced pages (that's 1 full single spaced page or 1.5 single spaced pages). This will generally give you between 3-7 minutes of speaking time which is your target.

If you do not finish it in the lab today, please complete the speech on your own time at home and bring the completed speech to our next class. During our next class, groups will rehearse and prepare their speeches, and begin delivering them. If you finish your speech early today with time remaining in class, call me over and I'll explain how to set up your speech as text on notecards.

HOMEWORK: None, unless you did not complete your speech. I suggest using google docs to share your work with your partner over the weekend if you did not finish. That way, you will be able to collaborate on your speech together. Google docs can be found here.

Subjects & Predicates; Our first TED talk example

Today, before diving into your informational speech writing and research projects please watch the following two videos:

Mr. Morton

A subject is a NOUN or noun phrase. It is the part of the sentence that tells us WHO or WHAT the sentence is about.
A predicate is a VERB or verb phrase that tells us what the subject DOES.

THE SUBJECT OF THE SENTENCE is an essential element of a complete sentence.
WRITERS need to know how to tell when a sentence is complete by including a predicate.
WRITERS write stories, poems and plays.
WRITERS read and write.
WRITERS are creative and clever people.
WRITERS make a difference in the world by sharing their ideas with others.

TED talks are professional speeches given to an audience. They are usually well researched, supported by facts, statistics, experiments, science, and anecdotes. They are often witty, funny, well rehearsed, memorized, and written by the speaker. They are good examples of the INFORMATIONAL SPEECH--just like the one you're working on. Watch one and jot down 3 things you learned after listening to the speech. This will be your "ticket out the door" as participation today.

As you watch the video, note how the speaker begins the talk. Notice how he uses storytelling and research to support his main idea. Listen for his main idea. What does he want you to know after watching this video talk? 

After watching this video, please meet with your partner and continue working on your informational speech project. See post below for more details.

TED Talk: Shawn Achor: The Happy Secret to Better Work

Group Informational Speech Project: Day 2

Last class you met with a partner, chose a topic for a group speech, and spent time researching the following questions about your chosen topic.

• A. what is it? 
• B. where does it come from or what is its history/culture? 
• C. why is it important?
• D. How does it affect us or how is this topic relevant to our lives?

Use the web to search for answers to those four questions.

When you find your answers, make sure you cite the website, author, speaker, or writer of your source. This is called gathering sources. You will need at least 3 sources that you write up on a works cited page to turn in when you deliver your speech.

You should work with your partner and divide tasks. Try breaking down a topic into parts that make up the whole. Or give each member of the group a question to answer (what is it, for example? or why is it important?) Before the end of class come back together with your partnership and discuss further action that must be taken.

By the end of THIS class, you should have completed the following:

1. Researched a topic (gathered at least 3 sources)
2. Begun writing your speech together. Break your speech down into 2, 4, or 6 parts. You may find if you write a paragraph containing each new idea or point (or writing a paragraph for each question posed in detail) you will have enough speech to fill 3-7 minutes.
3. Support your speech by being specific. Use facts and quotes and stories to illustrate or describe your main ideas or opinions. Use the research you conducted and embed it into your text.
4. Create an MLA works cited page for your speech.

Next class we will complete the writing of your speech and also prepare our speeches for delivery to the class. More information about how to do that is coming up.

Q: How much time do I have to present?
A: Please keep your presentations between 3-7 minutes. As long as you've explained what it is and why it's important, we get the idea. Realize that very, very short presentations may not be thorough enough. I want to see high school grade work. Any project that goes beyond 7 minutes will be cut off and given a penalty to its grade. Any presentation that is not at least 3 minutes in length will receive the same penalty.

Q: When is the presentation due?
A: We will deliver the speeches on Tuesday of next week. (Oct. 1)

Q: How am I going to be graded?
A: Your presentation will be graded on how informative the project is, what it communicates, how prepared you are in presenting the speech, your physical presentation with attention to volume, pacing, ennunciation, energy, effort, & eye contact, and how well done the research and writing was. Remember that along with the presentation (the speech), you are required to turn in a works-cited page (in MLA format)

Q: So what is research? Isn't that just copying someone else's work and passing it off as mine?
A: No. Please record any sources that you use for your presentation/project. Write down website addresses and authors of these sources to include them in your works cited page. In your speech or during your presentation, it is important for you to cite the sources you use. If you borrowed an idea from someone, give them credit for it. For example: According to..., or _____ writes/states...., or In a comment posted by..., or writer/critic/author/artist/musician/reporter/etc. suggests/writes/states/mentions/posits/argues/believes, etc.

ANY REFERENCE TO SPECIFIC KNOWLEDGE/LANGUAGE THAT IS NOT COMMON KNOWLEDGE MUST BE CITED OR GIVEN CREDIT.

How do I set up a works cited page for:
MLA Format

• Books/texts
• Video/films
• Internet sources
• Interviews
• Magazines
• T.V. Programs/Radio

 If you have further questions, please ask.

Types of Communication; The Group Informational Speech

Please turn in your homework (10 Review ?'s for chapter 2: The Communication Process). If you haven't completed your baseline short story fiction based on our interview project/notes, you are falling behind. Please catch up!

Today in class: In your journal/notebook, please read and take notes on the following information about communication for the next 10 minutes. When time is called, if you have not yet completed these notes, please complete them in your own time, perhaps for homework:

There are two types of basic communication that we, as humans, engage in. They are:

1. Interpersonal communication: communication between two or more people, usually through words, symbols, gestures, or expressions.

and

2. Intrapersonal communication: communication with the self. Thoughts, feelings, and prayers are often different types of intrapersonal communication.

We are going to focus on interpersonal communication in this class. There are several general types of interpersonal communication:

• 1. One-to-one communication: talking with one other person. Conversation is the most basic form of this, either face-to-face, or in an interview, or on the telephone, but it can also be writing (the author communicating with a reader, for example) or texting or typing an email.

• 2. Group discussion: talking with more than one other person (usually 2 or more) with a common purpose in mind. Often this common purpose is to solve a common problem, to share an idea or information, to make a decision about something, or to answer a question.

• 3. Public communication: a form of interpersonal communication in which one or more people communicate with an audience. A typical example might include the communication that happens between a performer and an audience in a theatrical production, for example, or public speaking. Public communication also includes oral interpretation, reader's theater, improv, all sorts of performances or even film.

• 4. Mass communication: one person (or several people) communicate with a very large group of listeners or an audience. Usually the listeners/audience are not physically present when the person sends his/her message. Delivery of the sender's message is usually through technology, like television, the computer, or through film or radio.

The Informational Speech Group Project

For our next project we are going to deliver a short informational group speech to the class. Please follow each of the following steps CAREFULLY. READ this post first, before asking me about what we're doing:

1.Take no more than 2 minutes to brainstorm in your journal a list of topics that you'd like to learn more about or topics that interest you. 

2. After brainstorming you will be given a few minutes to stand and move about the room. Please do not stay seated! Find another person in the room who has at least ONE of the same topics written in their journal as you did. Once you find this person, stick with them and sit down. 

3. After every student has found a match, please sit. 

4. From the lists you generated, choose one subject with your partner. This will be your speech topic. 

5. Once you have decided on a speech topic with your partner, spend some time today finding out the following:

• A. what is it? 

• B. where does it come from or what is its history/culture? 

• C. why is it important?

• D. How does it affect us or how is this topic relevant to our lives?

When you find your answers, make sure you cite the website, author, speaker, or writer of your source. This is called gathering sources. You will need at least 3 sources that you write up on a works cited page to turn in when you deliver your speech.

You should work with your partner and divide tasks. Try breaking down a topic into parts that make up the whole. Or give each member of the group a question to answer (what is it, for example? or why is it important?) Before the end of class come back together with your partnership and discuss further action that must be taken.

By the end of THIS class, you should have completed the following:

1. Chosen a partner2. Chosen a topic3. Researched a topic (gathered at least 3 sources)

With time remaining in class, you may also:

A. Begin writing your speech together with your partner.B. Use the research and sources in your speech.C. Create an MLA works cited page for your speech. Look here for MLA works cited format.

HOMEWORK: None. Unless you are behind either in homework, or in the fiction baseline draft.

Conversation #2 & Interview Fiction Story Baseline due & Portfolio

Last class we read about tips to make conversation more effective. This morning, take 2 minutes to share your notes/memory about what you learned about having a conversation with your neighbor(s). I will randomly call on 3 groups to share out at the end of two minutes. Be prepared!

Then, find the person in the room who shares your number and begin a conversation with that person beginning with the word or idea on your index card. You will have five minutes to talk to one another. After your conversation, please continue to work on your short story project. See previous posts if lost.

Short story rubric (repeated):

Project Rubric:

9-10: story is imaginative, clever, well written, grammatically sound (almost completely free of proofreading, mechanical or spelling errors), story uses effective dialogue and effective description, story has an interesting theme, character is based on original peer interview in some clever and creative way. Story is turned in on time and fits in the 3-5 page range, properly formatted. Story has a clever and creative title. 

8: story is mostly well written, with some gaps or weaknesses, but nothing that makes reading the story laborious or difficult. Story is mostly grammatically sound (some errors) but nothing that gets in the way of comprehension. Story has some dialogue and description, but work is not as compelling as scores of 9-10. Character is based on original peer interview in some way. Story is turned in on time and fits in the 2-5 page range, properly formatted. Story has a title. 

7: story is completed, turned in on time, but lacks the imagination and creativity of scores of 8-10. Some moments of storytelling, but story may need more plot development, conflict, character development, or attention to detail and specifics. Story might have dialogue or description, but this is relatively uninteresting, or weakly presented by the author. Character is dubiously based on details from an interview or original source, but this is not clear, or the character is too similar to the source material as to be mistaken for the peer interviewed. Story may be late (missed deadline), and is on the shorter less developed side between 1.5-2 pages in length. Work may have formatting errors. Story has a title. 

5-6: story is as 7 above, but may be very late, or there are so many grammar and development or writing problems that makes comprehension difficult for a typical reader. Work is carelessly or hastily done. Student spent more time off-task in the lab than working on this project. Story lacks a title. 

0: story or project not turned in.

Your short story projects are due today. When you have completed your short story, give it a title (you should always name your babies), PROOFREAD and correct grammar or mistakes, make sure you have the proper MLA heading and PRINT your work. After printing, please put your story in your portfolio and turn your portfolio in to my "inbox" on my desk.

What is the portfolio?:

This year, you will be gathering together the writing you have completed into a portfolio. The portfolio is collected and graded as part of your mid-term and final exam for your 9th grade classes. More info about the portfolio will be forthcoming.

For now, put your story draft in your portfolio, put your name on the tab, and turn in for credit at the END of class.

If you finish early, please work on your grammar at FunBrain (parts of speech game) and/or reading Montana 1948. There is homework for this class for Monday, so you may also work on that. Our next writing assignment will be speech writing.

HOMEWORK: Please read the chapter: "The Process of Communication" and answer the 10 review questions at the back of the packet. This assignment is due Monday, September 23.

If you did not yet complete chapter one: "How Communication Affects Your Life" you MUST turn this homework in by Monday for credit. You will not receive "The Process of Communication" chapter until you complete "How Communication Affects Your Life"--you are, however, required to complete all these chapters before our unit test at the end of the marking period, and any missed assignments will be treated as "0's" in the gradebook. Likely, this will allow you to fail the marking period. Please complete the homework and projects for this course. You will not be passing to 10th grade if you fail your 9th grade arts classes.

The Art of Conversation & The Fictional Interview Story

This morning, please watch the following video advice from writer Annie Jacobsen.

One of the most common (and enjoyable) types of communication that we engage in every day is a conversation. This is a verbal exchange of ideas between two or more people. An effective conversation requires the participants to speak, listen, and understand each other. It is a fundamental human skill. Getting good at the art of conversation can open doors for your future profession. Every job requires some level of conversation to occur--even student.

Take a look at this article from the blog The Happiness Project: "Seven Tips for Making Good Conversation" by Gretchen Rubin. Read it and list the tips in your notebook/journal. When you have completed that exercise, please read the next article: "How to Come Up With Good Conversation Topics." Again, take notes in your journal/notebook on key points in the article.

Please complete this reading and note taking during period 3. During period 4 we will have a conversation. More details will be covered in class.

When you have completed your reading, please continue to write your fictional interview story project. You should aim to complete at least one page of your story. The project will be due at the end of next class (Thursday).

HOMEWORK: For those of you who completed your homework on "How Communication Affects Your Life", please move on to our next chapter (10 questions due Monday) on "The Process of Communication."

If you didn't complete your previous homework, this is your written invitation to do so again. You will not be able to move ahead until you complete your homework (the 10 ?'s for that chapter).

Fictional Baseline Project

Please turn in your homework (10?'s on How Communication Affects Your Life).

Please take a look at this video today before you begin brainstorming or coming up with an idea for your writing project.

• Rick Riordan's Advice to Young Writers

WRITING TASK: You will use your interview notes to create a fictional character and place that character (based on your original partner) into your story. If you need a second interview with your original partner, go ahead and spend a few minutes asking him/her follow up questions. Take notes. 

You may change any detail as you see fit, but try to justify your change. For example, you may change a character's setting (where they grew up) or an event in his/her life, but the character should have something similar to the original source material. If you interviewed a girl who plays sports, perhaps your protagonist of your fantasy story is a girl (or was once a girl who is now grown up) who stays physically active. How you deal with the details is up to your imagination. Avoid discarding details just because you can't think of an idea. 

THE RULES: Your story can follow any genre (sci-fi, fantasy, horror, western, romance, realistic, action, comedy, etc.) Want to write about teenage vampires? Go ahead! Choose a genre or topic that you are interested in. This helps a writer write a story successfully. Your genre should follow the standard rules for that genre. For example, if you are writing a high fantasy, the use of magic is perfectly allowed. You might even create monsters for your protagonist to defeat out of the challenges or problems your peer told you about in his/her interview.

Your story should be relatively short (approx. 2-5 pages, double spaced). You can always add to the draft later. When you have completed your first draft, please title your story, put your standard heading on the top left (or right) and proofread your work for spelling/grammar errors. When satisfied that this is your 'best' work, please create a title for your story, print, and turn in. This assignment is not due yet. You should aim to write at least 1 page per class period.

Remember that a hook works just as well for a story as it does for a speech. Revise your opening sentence of your story to HOOK your reader. Be creative to grab our attention!

Please refer to the following rubric for this project.

Project Rubric:

9-10: story is imaginative, clever, well written, grammatically sound (almost completely free of proofreading, mechanical or spelling errors), story uses effective dialogue and effective description, story has an interesting theme, character is based on original peer interview in some clever and creative way. Story is turned in on time and fits in the 3-5 page range, properly formatted. Story has a clever and creative title. 

8: story is mostly well written, with some gaps or weaknesses, but nothing that makes reading the story laborious or difficult. Story is mostly grammatically sound (some errors) but nothing that gets in the way of comprehension. Story has some dialogue and description, but work is not as compelling as scores of 9-10. Character is based on original peer interview in some way. Story is turned in on time and fits in the 2-5 page range, properly formatted. Story has a title. 

7: story is completed, turned in on time, but lacks the imagination and creativity of scores of 8-10. Some moments of storytelling, but story may need more plot development, conflict, character development, or attention to detail and specifics. Story might have dialogue or description, but this is relatively uninteresting, or weakly presented by the author. Character is dubiously based on details from an interview or original source, but this is not clear, or the character is too similar to the source material as to be mistaken for the peer interviewed. Story may be late (missed deadline), and is on the shorter less developed side between 1.5-2 pages in length. Work may have formatting errors. Story has a title. 

5-6: story is as 7 above, but may be very late, or there are so many grammar and development or writing problems that makes comprehension difficult for a typical reader. Work is carelessly or hastily done. Student spent more time off-task in the lab than working on this project. Story lacks a title. 

0: story or project not turned in.

HOMEWORK: None. 

Introductory Speech & Creating Fiction from Interview

When called, please come up to the front of the room and introduce your partner. You may use your notes if you get stuck, but try to "talk" to us. No one likes to be "read" to. As a class, politely listen to each speech. Listening is an important element in the communication process. It is extremely rude to chat, ignore, or otherwise distract a speaker. Please be courteous in this class. As class rules state: Respect all NOUNS (that includes you and me and each other).

Effective Elements of a Speech include:

• Volume
• Pace
• Pitch or tone of voice
• Language or imagery
• Organization
• Creativity
• Confidence (ethos)
• Body posture/Facial expressions/Gestures/Eye contact

While listening to a speech, a listener should:

• Pay attention
• Make eye contact with the speaker
• Be courteous and polite
• Avoid interruptions
• Listen (not just hear)

After all students have given their speech, please listen for further instructions for our next writing task.

THE TASK: You will use your interview notes to create a fictional character and place that character (based on your original partner) into your story. 

THE RULES: Your story can follow any genre (sci-fi, fantasy, horror, western, romance, realistic, action, comedy, etc.) Want to write about teenage vampires? Go ahead! Choose a genre or topic that you are interested in. This helps a writer write a story successfully.

Your story should be relatively short (approx. 2-5 pages, double spaced). You can always add to the draft later. When you have completed your first draft, please title your story, put your standard heading on the top left (or right) and proofread your work for spelling/grammar errors. When satisfied that this is your 'best' work, please print and turn in. This assignment is not due yet. You should aim to write at least 1 page per class period.

Remember that a hook works just as well for a story as it does for a speech. Revise your opening sentence of your story to HOOK your reader. Be creative to grab our attention!

HOMEWORK: Please read "How Communication Affects Your Life" and answer the 10 ?'s at the end. This is due Friday.

Key Terms, The Hook, and The Introductory Speech

Today, please spend the first 15 minutes of class reading, watching, and learning the following:

Some key communication vocabulary you need to know:

1. Communication: The process by which information is exchanged between individuals using a system of symbols, signs, or behavior. 

2. Conversation: the informal exchange of ideas through spoken words. 

3. Writing: the exchange of ideas through written words, often meant to instruct, entertain, or elicit an emotional response. 

4. Listening versus Hearing: hearing is the reception of sound by the ear, while listening is the active process of decoding the symbols to decipher or understand a speaker's idea. 

5. The Hook: an interesting statement that often begins a story, essay, or speech, meant to attract the attention of the reader or listener. 

Speeches usually open with an interesting statement or lead-in. This is called The Hook. Begin your introductory speech with a clever hook or attention-grabber. Write an interesting opening line for your speech to introduce your partner. Take a look at this short video and take notes in your journal of any advice you feel is helpful. 

The Hook: How to Write a Hook

Still puzzled? Try writing a hook that:

1. Begins a story/speech/poem/essay with a metaphor or simile 

2. Begins a story/speech/poem/essay with a question 

3. Begins a story/speech/poem/essay with a definition 

4. Begins a story/speech/poem/essay with a quotation 

5. Begins a story/speech/poem/essay with a comparison 

6. Begins a story/speech/poem/essay with a conflict or dilemma 

7. Begins a story/speech/poem/essay with an anecdote

Take 5 minutes after watching the video and reading this post to create a hook for your introductory speech. Then, let's gather together next door to listen to each other's introductions. This is your first speech for this class. Everyone will participate. No exceptions.

INSTRUCTIONS: When called, please come up to the front of the room and introduce your partner. You may use your notes if you get stuck, but try to "talk" to us. No one likes to be "read" to. As a class, politely listen to each speech. Listening is an important element in the communication process. It is extremely rude to chat, ignore, or otherwise distract a speaker. Please be courteous in this class. As class rules state: Respect all NOUNS (that includes you and me and each other).

Effective Elements of a Speech include:

• Volume
• Pace
• Pitch or tone of voice
• Language or imagery
• Organization
• Creativity
• Confidence (ethos)
• Body posture/Facial expressions/Gestures/Eye contact

While listening to a speech, a listener should:

• Pay attention
• Make eye contact with the speaker
• Be courteous and polite
• Avoid interruptions
• Listen (not just hear)

After all students have given their speech, please listen for further instructions for our next writing task.

HOMEWORK: None.

Communication, the Interview & the Introductory Speech (part one)

This morning, after our course criteria discussion, complete this in class activity: 

With a partner, discuss and create: 

A. a list of ways in which humans communicate (humans communicate through...) 

B. Reasons why humans communicate

This begins our first step as creative writing majors. It is important for us to examine how and why (and when), as human beings, we decide to practice communication. This course will also get into areas of communication, the communication process, and techniques of effective communication. If you go on to study the arts, literature, political science, divinity, history, business, advertising, marketing, teaching, law, journalism, communication, or media, you will definitely need a basic understanding of these concepts.

Conversation is one of the most obvious processes of communication. Today you are going to "interview" a class member, then introduce this person to the rest of the class. The notes you take will also be used to create a "fictional" character based on a real person during our next class.

Activity:

1. Please follow my verbal directions to choose a partner for this exercise.
2. Once you have a partner, take 5-10 minutes to ask any of the following questions and record what your partner says in your journal.

Sample Questions to ask:

A. How were you shaped by your environment or cultural background as you grew up?
B. Name a friend, relative, or childhood friend or hero figure that had an impact (positive or negative) on your life. Describe how this person influenced you.
C. Describe a personal experience that had a major impact on your life and/or creating the person that you are today.
D. What activities or hobbies or interests bring pleasure and meaning to your life?
E. Name a goal that you have set for yourself. How are you going to achieve that goal?
F. What value or philosophical belief do you hold dear? Why do you hold this belief or value so highly? How does it affect your life?
G. Any other question you wish to ask within the time limit of this exercise.

Please note: You do not have to write down everything your partner says. Part of communication is listening to what is being said, then remembering and retelling in your own way. Use your notes and ask follow-up questions to develop your partner's answers. (see below)

3. After you have completed the set of questions, allow your partner to conduct an interview of you as well. Again, take 5-10 minutes to complete this portion of the exercise.

4. During the second period of our class, you and your partner will present each other to the class in a short introductory speech.

5. Keep your notes for the next writing assignment (more details to follow). 

Your short introductory speech should reveal the nature or character of the person you interviewed. When asked, please introduce your partner to the rest of the class. You may use your notes to help guide you, but try not to simply read off of your notes. Try to remember what your partner told you, then report this to us.

Speeches usually open with an interesting statement or lead-in. This is called The Hook. Begin your introductory speech with a clever hook or attention-grabber. Write an interesting opening line for your speech to introduce your partner.

When called, please stand up and introduce your partner. You may use your notes if you get stuck, but try to also "talk" to us. No one likes to be "read" to. As a class politely listen to each speech. Listening is an important element in the communication process. It is extremely rude to chat, ignore, or otherwise distract a speaker. Please be courteous in this class. As class rules state: Respect all NOUNS (that includes you and me and each other).

We will conclude any speeches not delivered on Monday. This assignment is worth participation credit.

Welcome Freshmen!

Welcome to Performance, Word, & Text. Please read the course description, objectives, and requirements for this class. My teacher website and the Creative Writing Forum is also posted on the side links. You or your parents can check there for a PDF Course Criteria Files and more information about the Creative Writing department, our class, and SOTA.

Course Description:

This creative writing course will introduce students to such topics as performance (acting) techniques, spoken word poetry, speech communication, oral interpretation, and writing for a public forum. Through the course, the students will gain an understanding of the field of communication, improve communication and listening skills, build self-esteem and self-confidence writing and speaking in public. Students will compose their own speeches, plays, films, stories, presentations and poetry to be shared in class or read aloud in public venues like the Coffee House Readings. This course is paired with Writing for Publication.

Course Objectives:

1. Students will examine and engage in the communication process
2. Students will prepare and perform “readings” or “performances” in a public event (Coffeehouse Readings, Reader’s Theatre, SOTA’s Improv group, Speech and Debate, etc.)
3. Students will be required to participate in class assignments, homework and/or projects
4. Students will gain confidence speaking in public and in front of an audience
5. Curricular material for this course meets the New York State Standards in English/Language Arts and the Common Core

Course Evaluation:

25% Participation, homework, behavior, attendance

25% Writing projects, performances

25% Tests, quizzes

25% Portfolio, journal

Long Range Curriculum:

• 1^st term:  the communication process, introduction to performance, speech writing, oral interpretation, improvisation games
• 2^nd term: interpersonal communication, techniques in voice and acting, character building, and performance poetry
• 3^rd term: performance or spoken word poetry (cont.), debate, theatre and mass communication; final assessment