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The Resources. Small Group CommunicationSilva RhetoricaeAmerican RhetoricPublic Speaking. The Sequence. Assignment One: Practicing Small Group CommunicationAssignment Two: Understanding the Differences between Small Group Communication and Oral Persuasive Presentations Assignment Three: Underst

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    1. English/Language Arts Standards III. Speaking

    2. The Resources Small Group Communication Silva Rhetoricae American Rhetoric Public Speaking

    3. The Sequence Assignment One: Practicing Small Group Communication Assignment Two: Understanding the Differences between Small Group Communication and Oral Persuasive Presentations Assignment Three: Understanding Rhetorical Terms Assignment Four: Rhetorical Analysis Assignment Five: Writing and Delivering Your Own Speech

    4. Assignment One: Practicing Small Group Communication Resource: Small Group Communication Brief Description: After viewing an episode of a current television show that highlights a group of people seeking to solve problems, students analyze their interactions using the criteria for critical thinking found on the Small Group Communication website. “Tape an episode of ER, NYPD Blue, Voyager, or other television show that involves small group work. Divide the students into small groups and assign each group a specific aspect of critical thinking to examine (e.g., questioning skills, types of reasoning, observation skills). When processing, ask students to identify how small group communication influenced the application of critical thinking skills. For example, ask how conflict influenced the group's decision.” (NOTE: This activity is provided by the website; Teachers may wish to use another strategy from the website that allows students to practice small group communication.) “Tape an episode of ER, NYPD Blue, Voyager, or other television show that involves small group work. Divide the students into small groups and assign each group a specific aspect of critical thinking to examine (e.g., questioning skills, types of reasoning, observation skills). When processing, ask students to identify how small group communication influenced the application of critical thinking skills. For example, ask how conflict influenced the group's decision.” (NOTE: This activity is provided by the website; Teachers may wish to use another strategy from the website that allows students to practice small group communication.)

    5. Assignment Two: Understanding the Differences between Small Group Communication and Oral Persuasive Presentations Resource: Small Group Communication Brief Description: Using the “Power and Small Group Communication” embedded link, students will revisit their analysis of small group communication in the television show previously analyzed and identify attempts to dominate the group. Groups review the conclusions they came to on Critical Thinking, then discuss how power is used in small groups in the episode using criteria from “Power in Small Groups.” Discussion Questions: Who tries to dominate the group? What strategies does that individual use to dominate the group? Are there elements of the situation, either inside or outside the group, that make it easier or more difficult for the dominant group member to dominate the group? Does the dominant group member have an unequal relationship with other group members? Who resists the dominant group member? What strategies do they use to resist the dominant group member? Who is successful, the dominant group member or those who resist? Why do you think they were successful?Groups review the conclusions they came to on Critical Thinking, then discuss how power is used in small groups in the episode using criteria from “Power in Small Groups.” Discussion Questions: Who tries to dominate the group? What strategies does that individual use to dominate the group? Are there elements of the situation, either inside or outside the group, that make it easier or more difficult for the dominant group member to dominate the group? Does the dominant group member have an unequal relationship with other group members? Who resists the dominant group member? What strategies do they use to resist the dominant group member? Who is successful, the dominant group member or those who resist? Why do you think they were successful?

    6. Assignment Three: Understanding Rhetorical Terms Resource: Silva Rhetoricae Brief Description: Students use “Rhetorical Appeals” and “Rhetorical Figures” to see how rhetoric is used in outside sources. Homework 1: Students individually define and give examples from outside sources (newspapers, websites, magazines, novels, textbooks, radio, television) of five rhetorical figures Group Work: In small groups students compare their rhetorical figures and rank each on effective use of the appeal. Homework 2: Students individually define and give examples from outside sources of each of the three persuasive appeals. Group Work: In small groups, students compare their examples, and rank each on effective use of the appeal. Homework 1: Students individually define and give examples from outside sources (newspapers, websites, magazines, novels, textbooks, radio, television) of five rhetorical figures Group Work: In small groups students compare their rhetorical figures and rank each on effective use of the appeal. Homework 2: Students individually define and give examples from outside sources of each of the three persuasive appeals. Group Work: In small groups, students compare their examples, and rank each on effective use of the appeal.

    7. Assignment Four: Rhetorical Analysis Resource: American Rhetoric Brief Description: Students analyze a speech in the American Rhetoric website using the “Persuasive Appeals” and “Rhetorical Figures” sections of the Silva Rhetoricae website. Homework: Students print out a copy of Martin Luther King Jr.’s “I Have a Dream” speech from the American Rhetoric Website, highlighting and labeling all uses of rhetorical appeals and rhetorical figures they recognize. Group Work: Students compare their notes, and develop a master copy of the speech with all rhetorical appeals and figures clearly highlighted and labeled. Class Work: The class views the video of “I have a Dream” on the American Rhetoric website using their master copy. Students mark those places where King’s style, spoken language, and body language influences the “listener’s understanding.” Group Work: Students compare their notes from watching the video and discuss the effectiveness of King’s rhetoric. Homework: Students print out a copy of Martin Luther King Jr.’s “I Have a Dream” speech from the American Rhetoric Website, highlighting and labeling all uses of rhetorical appeals and rhetorical figures they recognize. Group Work: Students compare their notes, and develop a master copy of the speech with all rhetorical appeals and figures clearly highlighted and labeled. Class Work: The class views the video of “I have a Dream” on the American Rhetoric website using their master copy. Students mark those places where King’s style, spoken language, and body language influences the “listener’s understanding.” Group Work: Students compare their notes from watching the video and discuss the effectiveness of King’s rhetoric.

    8. Assignment Five: Writing and Delivering Your Own Speech Resource: Public Speaking Brief Description: Students write and present their own formal oral presentation. Using the five embedded sections in the Public Speaking website, students will write and deliver their own formal presentation. Students should not use PowerPoint or other visual aids in order to fully develop their understanding of oral language and its uses in oral presentations. An additional assignment may incorporate visual aids. Homework: Students should carefully explore all six embedded sections of the Public Speaking website, Assess, Analyze, Research, Organize, Deliver, Discern. Using the Assess section, each student should bring three possible topics to class that clearly outlines the occasion, topic, and goal for each. Group Work: In small groups, students should discuss the relative merits of their three topics and develop a thesis for one of the topic. Group Work: In small groups students should discuss the following, referring to criteria in the Public Speaking website as needed Who is my audience? (See “Analyze Your Audience.”) What evidence will I need to support my thesis? Where can I find the needed evidence? How can I develop my expertise? Who can I talk to who knows something about this topic? (See “Research Your Topic.”) What is the best pattern for my talk? The best introduction? Conclusion? Would visual aids improve my presentation? (See “Organize and Write Your Speech.”) Should I memorize my speech? Outline it? How can I make my speech more dynamic? How can I keep from getting nervous? What can I do to involve my audience? How should I dress for my speech? (See “Deliver Your Presentation.”) Homework: Students should write their speeches, then present them in class. Class work: The class should develop a rubric for analyzing a speech based on what they have learned in this unit. Individual Class Work: Using the rubric the students have developed, each member of the class should analyze the speech of each student. Group Work: After receiving the analyses of their speech, students should meet in groups and develop strategies for improving their speech, should they deliver it again.Using the five embedded sections in the Public Speaking website, students will write and deliver their own formal presentation. Students should not use PowerPoint or other visual aids in order to fully develop their understanding of oral language and its uses in oral presentations. An additional assignment may incorporate visual aids. Homework: Students should carefully explore all six embedded sections of the Public Speaking website, Assess, Analyze, Research, Organize, Deliver, Discern. Using the Assess section, each student should bring three possible topics to class that clearly outlines the occasion, topic, and goal for each. Group Work: In small groups, students should discuss the relative merits of their three topics and develop a thesis for one of the topic. Group Work: In small groups students should discuss the following, referring to criteria in the Public Speaking website as needed Who is my audience? (See “Analyze Your Audience.”) What evidence will I need to support my thesis? Where can I find the needed evidence? How can I develop my expertise? Who can I talk to who knows something about this topic? (See “Research Your Topic.”) What is the best pattern for my talk? The best introduction? Conclusion? Would visual aids improve my presentation? (See “Organize and Write Your Speech.”) Should I memorize my speech? Outline it? How can I make my speech more dynamic? How can I keep from getting nervous? What can I do to involve my audience? How should I dress for my speech? (See “Deliver Your Presentation.”) Homework: Students should write their speeches, then present them in class. Class work: The class should develop a rubric for analyzing a speech based on what they have learned in this unit. Individual Class Work: Using the rubric the students have developed, each member of the class should analyze the speech of each student. Group Work: After receiving the analyses of their speech, students should meet in groups and develop strategies for improving their speech, should they deliver it again.

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