S+Boulter+Elizabeth

Insert Course Name **Syllabus**


 * Teacher:** Elizabeth Boulter
 * Office:** 202 West Street Farmington, ME
 * Office Phone:** 1-207-778-7878
 * Office Hours:** MWF- 3:30- 5:30 TTH- 11:30 - 1:30
 * E-mail:** Elizabeth.Boulter@maine.edu


 * =Summary of Unit= ||
 * From this unit, students will gain knowledge and insight into public speaking with a focus on persuasive speech. Students will be able to demonstrate effective use of organizational skills to logically present information. They will be able to effectively communicate to an audience by using positive body language, tone, Standard American English, and eye contact. They will know how to reach different audiences by considering appropriate media that is relevant to the audience and purpose. Through critiques, self-reflection, and peer feedback, students will know how to improve the effectiveness of their communication for informal and formal debates, discussions, and presentations. ||

E2 Speaking Grades 6-8 Students adjust speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose. d. seek feedback and revise to improve effectiveness of communication. ||
 * ==**Established Goals (G)**== ||  ||
 * Maine Learning Results- E. Listening and Speaking

//What understandings are desired?//
•Different audiences require different approaches. •Effective speaking is made by tone changes and body language. ||
 * //Students will understand that:// **(U)** ||
 * •They need to organize and present information logically, systematically, according to conventions of Standard American English, and provide feedback for revisions

//What essential questions will be considered?//
•Why is it important to consider the audience? •How do you effectively communicate to an audience? ||
 * **Essential Questions:** **(Q)** ||
 * •Why is it important to present a clear and logical point/ opinion?

//What key knowledge and skills will students acquire as a result of this unit?//
•Sequence (outlines and timelines): How do you logically organize information, 5 paragraph essays, thesis and coordinating topic sentences, graphic organizers, outlines •Terminology: auditory/visual communication, SAE, tone, gestures, appropriate media || •seek feedback and self-assess to improve effectiveness of communication •critique to improve effectiveness •use conventions of SAE •infer using volume, tone, eye contact, clear enunciation, and clear gestures •consider appropriate media relevant to audience and purpose •demonstrate effective use of organization skills to logically present information ||  ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Key factual information: What is the purpose of a speech or debate or informal discussions, what are various techniques used for communication
 * Performance Task Overview

Congratulations on your new position! We are so pleased to have promoted you both in our company, Warner Advertising! Since you are a valued partner in our advertising team, we know that you both are effective advertisers. However, since you are new to our department Mr. Miller as well as the rest of the team would like you both to prove your skills. A new promotion means more responsibility and any move up in our company is followed by more clients. Therefore, as a new addition to our advertising team, we want you to score this new client, Mr. York. We would like you to be the face of Warner Advertising by pitching a powerful campaign for Mr. York's product proving that you (along with Warner Advertising) are the right team to secure the account and represent the product. You will do this through an infomercial, a silent ad, a 2-D ad, and a persuasive speech. ||


 * =Expectations= ||
 * In today's world, more than ever, effective communication is essential. In order for us to improve our public speaking and persuasion skills, we must create an environment that allows us to critique each other as well as self-assess. Participation and discussion are expected in this unit however, we cannot have healthy conversation without mutual respect. This classroom does not tolerate any speech or action that may be harmful in any way.

All assignments are to be turned in on time. Of course, things come up that we cannot avoid. If something serious arises that keeps your from completing your work, please let me know. Late work will not be accepted unless you have discussed it with me. All work that is turned in is held to high standards of integrity. Any work that does not following the code and has been plagiarized, in whole or in part, will be given a zero and further consequences will be discussed.

If you have any disability and need accommodations in this classroom, feel free to let me know so we can change accordingly. ||

a. Students will be participating in impromptu speeches at unannounced time during the coarse of the unit. On the first day, students will be giving impromptu speeches covering a wide range of topics. They will be videotaped and look at the tapes the next class for peer feedback and self-assessment. These impromptu speeches will be frequent but very informal and just used as a means of getting used to an audience an formulating main points. P**articipation and Discussion 20%** a. Students must actively participate in class b. Students must take part in class and group discussions Speech class is all about communication and knowing how to address your audience. This is the same for how we will conduct our own relationships in this classroom. Students will be expected to participate and be active. Also, the classroom with be held to the highest standards of respect and professionalism to ensure a safe environment for all students. a. Students must revise and critique peers as well as their own work. Reflection and revision are an essential part of speech. Students will have plenty of time in class and each night to reflect and assess themselves and their peers on that day's events. To become better speakers, students are asked to put thought and time into these reflection as they will help in the writing/ presenting process. a. Students will be asked to complete PSAT sentence exercises alone and in groups. Mastery SAE is essential for your credibility in the world of speeches. We will be studying from PSAT exercises to practice and master the skills you need to correctly use SAE. a. Students will be paired with a partner and throughout the unit, they will correspond online to discuss controversial issues and to peer edit their speeches. Partners will be given many mini-topics over the course of the unit on which to debate their partners. These debates will be essential in learning to create an organized set of points that ultimately persuades the audience. These will also be used as peer editing/ feedback exercises. a. students will complete a WebQuest and turn in the final portfolio on the last day of class after a presentation in front of the class The webquest will be introduced the first class but due the last class in the unit. This involves an interacting assignment online. Students will have to choose a product they wish to promote and take on the role of an advertising executive. They will be writing a speech, making an infomercial, making a silent film, and creating a 2-D ad. They will pitch their campaign to our class of board members. ||
 * =Benchmarks= ||
 * I.
 * Impromptu speeches 5%**
 * Peer Revisions/ Self- Assessments 5%**
 * PSAT sentence exercises 5%**
 * Blog Buddies 5%**
 * Webquest 60%**

** B = 85-92 ** ** C = 76-84 ** ** D = 70-75 ** ** F = Below 70 ** ||
 * =Grading Scale= ||
 * ** A = 93-100 **