Peggy Brett

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description: The Person- Building Confidence

Essential Questions:

1. What is confidence and how can I work on becoming confident?
2. Who gets frightened in front of an audience?
3. What is the “Deer” Theory?
4. What is the main support beam of confidence?
5. What are the planks of confidence and can I explain them by applying them to myself?

Resources/Materials:

Standards/Benchmarks/GLEs:

Objectives:

1. Discuss what confidence means and how it is a vital element in effective speaking.
2. Recognize the realities of stage fright and how you can appropriately deal with the problem.
3. Realize the value of perception as it applies to confidence in your speaking.
4. Implement the planks of confidence in your speaking.

Student Learning Activities:

1. Complete voc. skits.

2. Class will define confidence by discussing what it is NOT?

3. Brainstorm – Identify traits of a confidence person.

Bell ringer- What did Socrates mean when he said that we must move ourselves before we try to move the world?

1. Assign groups for Ch.2 Voc. skits.

2. Class notes –

a. What is fear?

b. What is stage fright, its symptoms, and can it be overcome?

3. Each student will pick a teacher, counselor, administrator, etc. to ask the following – Why is exhibiting confidence in your job important?

Is confidence an important factor in the impact you have on others?

DUE THURSDAY

1. Review notes on stage fright and how to cover come it.

2. Students start working on their voc. skits which they will present on Friday.
3. Notes on establishing an accurate perception –

1. stereotyping
2. regional perceptions

1. Present to the class their findings on confidence based on interviews.

2. Compare data they collected.

2. Complete group skits on voc.

1. Present Voc. skits

Homework:

Work on assignment due Thursday.

Work on confidence questions. Due tomorrow

Voc. test - Tuesday

Voc test - Tuesday

Assessments:  Group skits, fact finding assignment on confidence

What strategies will I use to address literacy this week? Brainstorming, decoding words by acting them out, graphic organizers

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description: The Person- Building Responsibility

Essential Questions:

1. What is communication?
2. How do I remove communication barriers?
3. When I speak, is anyone really listening?
4. What messages do I communicate with my body language?
5. What can I do to become an effective speaker?
6. How can I avoid stereotypes?
7. Am I affected by propaganda?

Resources/Materials:

Standards/Benchmarks/GLEs: C-1B-H5

Objectives:

1. Identify and analyze the ethical and social responsibilities of communication.
2. Identify the components of the communication process and their functions.
3. Explain the importance of effective communication skills in personal, professional, and social contexts.
4. Recognize your audience as an important element in building responsible communication skills.
5. Realize the importance and impact of both verbal and nonverbal communication.

Student Learning Activities:

1. Brainstorm – Topic that appeal to an audience.
2. Divide the class into groups to create a skit using speech terms. Each group will then present their skit to the class.

1. Review for test.

2. Read orally – “Phantom” (award winning speech), then discuss it.

3. Have students select a topic from brainstorming activity or from page 23. After picking their topic, students will decide which of Aristotle’s audience appeals they will use.

Test 1

After completing their test, students will work on their oral presentation.

1. Begin presenting speeches in class.

Homework:

1. Study vocabulary and notes for a test on Thursday.

1. Study.

Test on Chapter 1

Complete work on audience appeal speech.

Assessments: Voc. Test, group skits, 3-4 minute speech (topic selected by student)

What strategies will I use to address literacy this week? Introduce an award winning speech, decode the vocabulary, and identify its high points.