Lesson Title “Where in the world

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Lesson Title “Where in the world Powered By Docstoc
					www.TheLiteracySite.com Lesson Title: It’s Not What You Say… Grade Level: Tailor to elementary or secondary.

Teacher Resources – The Spoken Word Relative Length: 1 day Subject: Language Arts & Communication

Immediate Objectives:  Students will explore the strengths and weaknesses spoken and written mediums.  Students will learn to consciously choose and manipulate forms of communication. Global Objectives:  To increase awareness of the types of communication available present in all aspects of life  To practice and improve written and spoken communication skills Materials: One familiar short story that students are likely to recognize, perhaps a classic fairy tale, no more than one page long, for each student. Feel free to choose a few different stories for different groups. Students should all have paper and something to write with. Teacher will need an overhead with instructions for the group activity (below). Introduction: Select two or three students and prepare them the day before to stage a very short incident during class, something exciting and unexpected. It can be blatantly fictional, like a scene from a murder mystery, or something more subtle—perhaps an argument between students. Ask them to stage this as students are coming into the room, when about half of them have arrived. Then, once class has truly begun, bring the students to the front of the room and thank them for their help. Ask the class how many people were in the room when the incident occurred. Then pair students who were not present with those who were, and ask them to take exactly two minutes to explain without interruption what the incident was. Immediately after the two minutes, get the classroom’s attention and have everyone— including your initial volunteers—sit down to swiftly and silently write what the incident was. Activities: 1. Engage the class in a discussion about communication. What forms of communication are available to us? What are the benefits of each of these forms? Then ask for several volunteer pairs to read their written versions of what happened, beginning with the person who actually witnessed the incident. Use the whiteboard to illustrate specific examples. 2. Explain that the person who witnessed the incident has written down their firsthand experience, and the person who did not has recorded a spoken account of the incident—you are comparing two different forms of communication, spoken and written, side by side. Which is more accurate? Which is more engaging? List some advantages and disadvantages for each form. 3. Ask students to try their own experiment. Gather students into small groups and hand out the short story. Students will read the short story carefully. Then one volunteer in the group will, without referring to the paper, tell the story verbally. Ask them to perform as though they are on stage, entertaining an audience. 4. Each student, including the one who read the story, should then write a paragraph about the strengths of the spoken word. What did they like about the performance? What were its shortcomings? 5. Have students read the story again. Then have students write a paragraph about the strengths of the written word. What do they like about having the story in front of them? What did the performance have that the written story did not? Closure: Bring the class together and engage them once again in a discussion on the strengths in each form of communication. Use their paragraphs as a starting base. Expand the discussion to the types of media present in our lives every day. Discuss the strengths and weaknesses in the light of research, accuracy, and entertainment. How is the internet different from the newspaper? What makes a television show engaging, and what makes a book engaging? How is a phone conversation different from an e-mail or an in-person dialogue? Assessment: Students will be assessed on class participation as well as completion of the paragraphs. Paragraphs should be examined for thoughtfulness. Recommend grading in two parts: participation in class & group activities (70%), and finished paragraphs (30%). Notes & Resources: The Literacy Site: Please feel free to tailor this lesson in any way to your own classroom or school. At The Literacy Site, we hope to foster a love of reading in our children through education and awareness as well as the simple act of providing books for children in need. Learn more at ww.TheLiteracySite.com. Page 1 of 2

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Teacher Resources – The Spoken Word

1. Read all of the directions before you begin! 2. Read your short story carefully. When you are finished, turn the story over. 3. When your whole group is entirely finished reading, one person should tell the story out loud, as though on stage entertaining an audience. All stories should remain turned over—the storyteller shouldn’t worry about missing details or embellishing where he or she can’t remember exactly how something happened, and the audience should keep its attention on the storyteller. 4. Immediately after the story is over, each of you should write a paragraph on the strengths of the spoken word. What did you like about the performance? What were its shortcomings? 5. Turn your story over and read it silently once again. 6. When you are finished, write a paragraph about the strengths of the written word. What do you like about having the story there in front of you? What were its shortcomings? 7. When you are finished, stack the paragraphs you have written neatly on top of the story and put them in a corner of your desk.

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