Outcome 6 THE FINAL OUTCOME MY SCORE Components

Outcome 6 THE FINAL OUTCOME!

MY SCORE Components Unit Outcome EIII. 6 Students define and identify components and characteristics of a literary movement. Students will develop and deliver a digital presentation that integrates multiple sources, analyzes, and evaluates an author’s use of language, structure, purpose, and meaning to determine the influence of a historical and/or cultural event on a particular American literary movement. /100 EIII. 6. 1 Define and identify components and characteristics of a literary movement. RL. 11. 9 RI. 11. 9 /10 EIII. 6. 2 Analyze author’s use of literary devices and structure to determine the author’s purpose in relation to history and culture and how it exemplifies an American literary movement. RL. 11. 3, 5 /10 EIII. 6. 3 Research and integrate multiple sources concerning how a literary time period affects an author’s style and structure. RI. 11. 7 W. 11. 7 /10 EIII. 6. 4 Design a digital media presentation integrating multiple sources to create a claim about an author’s work in relation to a literary movement. Develop and deliver a speech based on a digital media presentation. style, structure SL. 11. 5 /10 SL. 11. 6 /10 EIII. 6. 5 Vocabulary

A Speech?

• What is the biggest fear among American adults? • PUBLIC SPEAKING! • Why?

Why do we have to do this? • All people must be able to appropriately communicate verbally. • • • Career readiness 5. Initiative 4. Analytical Skills 3. Teamwork Skills 2. Strong Work Ethic 1. Verbal Communication

Why do we hate public speaking so much? • Thoughts? • My thought: • We don’t practice it enough!

Speaking and Listening Standards • SL 11. 4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

How many of you DO NOT have a cell phone with a camera?

Two Parts of a Speech • Building • Performing

Building Components 1. 2. 3. 4. 5. Audience Content Organization Visual aids Appearance • 2 minutes

Audience • Know what they know. How familiar is this topic to your audience?

Content 1. Make information interesting and important 2. Use connectors. 3. No verbal viruses • “LIKE” is a verbal virus. • “ummm” and “uhhh” are nerves

Organization • • Basic speech plan Grabber opening Signposts: The SECOND reason…. Powerful closing: Use a statement, anecdote, call to action

Visual Aides and Appearance • • Relevant Accessible Important Designed, not decorated • Convey the appropriate image

Performing (PVLEGS) • • • Poise Voice Life Eye contact Gesture Speed

Poise • Calm & confident • No shuffling, rocking, fidgeting, hair pulling, face touching, weight shifting… • No nervous smile • None of that one thing you do

Voice Every Word Heard

Life (This is the toughest) • Feeling • Emotion • Passion

• Tropical forests cover just 7% of the world’s surface, but these forests contain more than half of the world’s living species. A sad fact is that these forests are being destroyed. Each year, 40 million acres-about the size of the state of Washington-disappear, along with the plants and animals that live there.

Life: I don’t think you’re dumb. • Say it so I believe you. • Say is so you think someone else is dumb, not me. • Say it so everyone thinks I’m dumb, but you. • Say it so you don’t think I’m dumb, but there’s something else wrong with me. • Say is so you don’t think it, you know it.

Life • I didn’t say she stole my money. • There are 7 different meanings for this. What are they?

• I didn't say she stole my money - someone else said it. I didn't say she stole my money - I didn't say it. I didn't say she stole my money - I only implied it. I didn't say she stole my money - I said someone did, not necessarily her. I didn't say she stole my money - I considered it borrowed, even though she didn't ask. I didn't say she stole my money - only that she stole money. I didn't say she stole my money - she stole stuff which cost me money to replace.

Eye Contact/Gestures • Every eye met, and met… • Hands, Face, Body in control!

Gesture Homework • Hey, Dad, GUESS WHAT? • Hey, um, can I talk to you about something?

Speed • Too Fast? • Too Slow? • Fast and Slow, pause.

Speed • Life is too crazy. We are always busy. We rush to get up, wolf down breakfast, run to school, race to get kids to practice, hurry through meals, do our chores…we are always in a hurry. What if one day we just stopped? I mean stopped. Dead halt. Catch your breath. Relax. Take a break. It will improve your life.

Speed • One time we had a bird in our house. When we opened the door, it flew right in. Everything got crazy! The bird was flying all over, my mom was yelling, my sister was running around crying, and my dad was chasing it with a broom. Finally, it flew out. We could relax. And so could the bird!

Speed Just a relaxing day in the park. We were sitting on our blanket looking at clouds, looking at flowers, sipping lemonade. Peace and quiet. But suddenly it all changed. We heard screaming and yelling and people were running toward us and picnic tables were being knocked over and stuff was flying and someone shouted, “IT’S HERE!”

Today’s Focus: Eye Contact • Practice Vehicle: • 2 truths and 1 lie