Listening and Speaking Activities Grade i_ii_Anc_889919.indd 25 4/7/08 3:27:24 PM Copyright © by The McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the program Any other reproduction, for sale or other use, is expressly prohibited Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-889919-5 MHID: 0-07-889919-2 Printed in the United States of America 10 024 12 11 10 09 08 i_ii_Anc_889919.indd 26 4/7/08 3:27:24 PM Contents Teacher Notes 1–3 Teacher Notes 4–8 Teacher Notes 9–13 Teacher Notes 14–18 Teacher Notes 19–23 Listening Actively I Listening Actively II Listening Critically Communicating on the Telephone Taking Notes in Class I 10 Taking Notes in Class II 11 Interviewing 12 Interviewing with Technology 13 Communicating Nonverbally I 14 Communicating Nonverbally II 15 Making Introductions 16 Speaking Informally I 17 Speaking Informally II 18 Speaking Formally 19 Reports: Speaking to Demonstrate 20 Reports: Speaking to Inform 21 Reports: Speaking to Persuade 22 Reports: Speaking to Entertain 23 Reports: Reviewing Books and Films 24 Presenting an Oral Interpretation of a Poem 25 Brainstorming 26 Conducting Group Meetings 27 Listening and Speaking in a Debate 28 Listening and Speaking Activities Teacher Notes The Listening and Speaking Activities booklet provides five pages of teacher notes and twenty-three diverse classroom activities Teacher notes explain the listening and speaking skills that each activity is meant to develop Guidelines for facilitating discussion are included The numbered items below answer the worksheet questions Activity pages give students directions for completing the activity, suggestions for mastering the skills, and questions that help students learn from their individual and group efforts Listening and speaking skills require practice, stimulation, direction, and application The activities, tips, and questions work together to bring about learning through a variety of creative, interactive experiences Students may reflect on these challenges through discussion in class, in small groups, or through writing Students learn from one another through cooperative learning activities that connect both to real-world experiences and across the curriculum to other areas of knowledge and interest Copyright © The McGraw-Hill Companies, Inc Activity 1—Listening Actively I (page 6) Objective: To listen carefully and repeat given directions Suggestion: Make sure each group has adequate meeting space For this activity to be effective, students must be relatively free of distractions Answers should indicate an understanding of transition words and phrases that link the steps in a set of directions Answers should reflect critical analysis of the speaker’s ability to give directions Answers should include specific techniques for improving listening skills Activity 2—Listening Actively II (page 7) Objective: To listen to a description and identify the place being described Suggestion: Remind students to provide enough—but not too much—information Details should set the scene but not give the location away Answers should reflect that interesting details maintain the listener’s attention and provide helpful or intriguing clues Answers should include examples that support students’ opinions Answers should suggest that taking notes is an aid in retaining facts and key ideas Activity 3—Listening Critically (page 8) Objective: To analyze how dialogue, sound effects, and background music contribute to a movie Suggestion: If possible, choose a scene that includes exciting action or melodrama from a movie students are not likely to recognize Answers should include specific details from the movie scene Answers should take into account a variety of responses Answers should reflect that these elements enhance the audience’s reaction to the film Audience members participate by filtering the sounds they hear through their own experiences and associations Listening and Speaking Activities, Grade Listening and Speaking Activities Teacher Notes Objective: To practice telephone skills by simulating a variety of telephone situations Suggestion: Before beginning, invite the class to identify a variety of situations that involve the telephone Answers should indicate an awareness of how the caller’s tone of voice changes depending on the purpose of the call Answers should reflect individual student’s reactions to the telephone skills of others Answers should include specific benefits of using proper telephone skills Activity 5—Taking Notes in Class I (page 10) Objective: To practice note taking Suggestion: Review commonly used note-taking shorthand, such as the symbols for the words at (@) and therefore (three dots in a triangle) and the use of arrows to indicate steps in a process Answers should reflect a critical analysis of the note-taker’s ability to capture important information from the class lecture Answers should reflect the partner’s assessment of the notes Answers should include specific techniques for improving note-taking skills Activity 6—Taking Notes in Class II (page 11) Objective: To practice the two-column format for taking notes Suggestion: Before students begin the activity, model this note-taking method on the board, using a subject you have covered recently Give examples of thoughtful questions that may result from this technique Listening and Speaking Activities, Grade Answers should include specific examples from students’ experiences Answers should reflect the different learning styles of individual students Answers should include specific reasons for or against recommending this technique Activity 7—Interviewing (page 12) Objective: To prepare for and conduct an interview Suggestion: Monitor students’ choice of subjects and questions to maintain an atmosphere of courteous curiosity and to avoid repetition Answers should reflect a critical analysis of interview questions Answers should demonstrate an understanding of the merits of specific questions Answers should include specific suggestions for helping an interview subject share information Activity 8—Interviewing with Technology Objective: To understand how the use of video affects how students speak and listen during a person-on-the street interview Suggestion: Monitor students’ choice of topics for appropriateness and interest Answers should demonstrate an understanding of how unspoken language communicates information Answers should reflect an understanding of how listening and speaking strategies change depending on the task at hand Answers should be based on a critical analysis of the interview process Copyright © The McGraw-Hill Companies, Inc Activity 4—Communicating on the Telephone (page 9) Listening and Speaking Activities Teacher Notes Activity 9—Communicating Nonverbally I (page 14) Objective: To communicate by using and observing nonverbal clues Suggestion: Begin by asking students to demonstrate commonly understood gestures (such as those for eating, drinking, and choking) and facial expressions (such as those for happiness, anger, and sadness) Answers should indicate an understanding of the importance of nonverbal clues Answers should reflect a thoughtful evaluation of the performer’s use of nonverbal expression and of students’ skill in interpreting it Answers should demonstrate an understanding of how nonverbal clues enhance the spoken message Copyright © The McGraw-Hill Companies, Inc Activity 10—Communicating Nonverbally II (page 15) Objective: To use nonverbal communication to enhance the reading of a children’s story Suggestion: Point out that nonverbal communication is an important part of storytelling Ask students to recall performances in which nonverbal communication was used successfully Answers should indicate students’ awareness of listener response Answers should demonstrate an understanding of the relationship between facial expression and gestures and the spoken word Answers should include specific techniques for incorporating nonverbal communication into literature readings Activity 11—Making Introductions (page 16) Objective: To practice making introductions between people of varied backgrounds Suggestion: Encourage students to create imaginary personas that are quite different from themselves for this activity Answers should demonstrate an awareness of conversation-starting techniques Answers should reflect students’ individual experiences and temperaments Answers should include specific ways that speaking, listening, and nonverbal communication work together during an introduction Activity 12—Speaking Informally I (page 17) Objective: To use verbal and nonverbal communication techniques in an informal discussion Suggestion: With the class, brainstorm to list characteristics of a negative trait, such as greed, jealousy, or impatience Answers should reflect individual group experiences Answers should include specific techniques that students found persuasive Answers should include examples from the discussion that support the opinions expressed Activity 13—Speaking Informally II (page 18) Objective: To use careful listening, speaking, and cooperative decision-making skills to make a recommendation Suggestion: Emphasize the cooperative nature of this activity Point out that each member of the group should contribute and listen respectfully to the ideas of other group members After students have finished, consider having a vote on the best five ideas Answers should reflect each group’s unique experience Answers should demonstrate a critical analysis of the group’s performance and include specific techniques for improving group-member participation Answers will reflect individual experiences and evaluations Listening and Speaking Activities, Grade Listening and Speaking Activities Teacher Notes Objective: To adapt personal language, speaking rate and pitch, and gestures to suit a formal speech Suggestion: Allow plenty of time for students to gather ideas, either by prewriting or by brainstorming Answers should reflect an understanding of the difference between informal and formal speech Answers should indicate students’ thoughtful evaluation of their classmates’ speeches Answers, based on examples from speeches students have heard, should include specific public speaking techniques Activity 15—Reports: Speaking to Demonstrate (page 20) Objective: To work cooperatively with a partner to plan and produce a videotaped “how-to” show Suggestion: Point out that word choice, visuals, and the complexity of the task should be appropriate for the intended audience Remind students to use clear transition words to signal the various steps in the process Answers should reflect critical analysis of students’ demonstrations and include specific techniques to consider in future presentations Answers should demonstrate an understanding of the importance of effective visuals in a demonstration Answers should include specific examples to support students’ ideas Activity 16—Reports: Speaking to Inform (page 21) Objective: To use effective speaking skills to communicate knowledge Suggestion: If students have difficulty coming up with topics, suggest that they recall recent essay questions they’ve answered, describe a scientific process, or explain a historic event Listening and Speaking Activities, Grade Answers should demonstrate an understanding of the interests and perspectives of each audience Answers should reflect a critical analysis of student speeches and audience reaction Answers should include specific strategies for improving the speech Activity 17—Reports: Speaking to Persuade (page 22) Objective: To practice speaking persuasively in real-life situations Suggestion: Before beginning the activity, encourage students to review the persuasive strategies described in their textbook or strategies they have used successfully in the past Student answers should demonstrate how they used their voices to enhance the information being presented Answers should reflect a critical analysis of persuasive techniques Answers should indicate students’ understanding of the role organization plays in persuasion and include examples from the activity Activity 18—Reports: Speaking to Entertain (page 23) Objective: To use verbal and nonverbal communication skills to amuse an audience Suggestion: Before beginning, give examples of appropriate material Try to provide ample space for each group For this activity to work effectively, students must be relatively free of distraction Answers should reflect thoughtful evaluation of group member’s performances Answers should demonstrate an understanding of successful storytelling techniques Answers should include specific examples from a speech presented to the group Copyright © The McGraw-Hill Companies, Inc Activity 14—Speaking Formally (page 19) Listening and Speaking Activities Teacher Notes Activity 19—Reports: Reviewing Books and Films (page 24) Objective: To practice persuasive communication skills in a radio review Suggestion: Remind students that in radio, verbal skills are particularly important Answers should indicate thoughtful evaluation of various persuasive techniques Answers will reflect a range of experiences Answers should show an understanding that facts lend credibility to a reviewer’s opinions Copyright © The McGraw-Hill Companies, Inc Activity 20—Presenting an Oral Interpretation of a Poem (page 25) Objective: To use voice, facial expression, and gestures to present an oral interpretation of a poem Suggestion: Before students begin, model a poetry reading, using a selection with which students are familiar Ask students to discuss techniques they found particularly effective Answers should reflect an awareness of the relationship between voice, body language, and message Answers should indicate an awareness of the benefits of reading poetry aloud versus reading it silently Answers should reflect a variety of experiences and responses Activity 21—Brainstorming (page 26) Objective: To practice the skills necessary for a fruitful brainstorming session Suggestion: Explain the brainstorming technique sometimes called “king of the hill.” In this technique, the group uses the latest idea accepted by the group This idea is considered “king (or queen) of the hill” until it is replaced by another, more universally accepted idea Answers should indicate students’ receptiveness to new ideas Answers should reflect thoughtful evaluation of each group’s brainstorming session Answers should include specific ways this strategy enhanced the brainstorming process Activity 22—Conducting Group Meetings (page 27) Objective: To learn by assuming a variety of roles in a group meeting Suggestion: Before students begin their meetings, discuss the attributes necessary to perform each role successfully Answers should reflect an understanding that the behavior of group members will vary with the task at hand Answers should show an understanding of how an individual’s communication style affects his or her performance in a meeting Answers should reflect a variety of techniques to ensure inclusion, cooperation, and consensus Activity 23—Listening and Speaking in a Debate (page 28) Objective: To practice effective listening and speaking skills in a debate setting Suggestion: Show students a videotaped portion of a famous debate As a class, critique the performances of each participant Remind students to keep successful strategies in mind as they conduct their own debates Answers should reflect a critical analysis of the information presented Answers should include specific techniques and an evaluation of their effectiveness Answers should indicate an understanding of the relationship between listening and speaking in a successful debate Listening and Speaking Activities, Grade Listening and Speaking Activities Name Class Date Listening Actively I Activity Have you ever asked someone for directions, only to forget them once you were on your way? How can you be sure you understood the directions perfectly? You have to listen for all of the key points, turns, and landmarks in order to be able to reach your destination If you miss some important information, you might end up where you started: asking for directions In a group of four people, practice giving and receiving directions to a place at least six blocks from your school The first person gives a set of directions to the person on his or her right, who, in turn, gives the directions to the next person, and so on The last person to receive the directions says them out loud As a group, discuss how accurate the final directions are Tips for Active Listening • • • • Clear your mind of distractions and concentrate on the speaker’s words Identify the each step or turn you must take If you don’t understand something, ask a question Asking questions right away helps avoid confusion later on If a certain part of the directions is important, repeat it to the speaker to make sure you have understood correctly If you have taken notes, review them as soon as possible after the conversation; fill in any information you may have left out Questions for Response or Discussion Which part of the directions, if any, caused confusion? How might you improve your listening skills in this situation? What can a speaker to help the listener understand directions? Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc Which verbal clues helped you recognize each step in the directions? Listening and Speaking Activities Name Class Date Communicating Nonverbally I Activity Some facial expressions and gestures are universally understood Others are unique to the person using them When talking with someone who doesn’t speak your language, body language and facial expressions may be needed to help you communicate In such situations, you want your expressions and actions to be as clear as possible In a group of three people, take turns trying to communicate a simple idea without using words For example, you might ask where the nearest gas station is, tell someone that you’ve hurt your leg, or ask for a particular kind of food When you have finished, ask group members to guess what you were trying to communicate Tips • • • Posture: Is the person erect or hunched over? Seated or standing? Moving or still? Facial expressions: Does the person make eye contact? Is the smile sincere or phony? Gestures: Is the person mimicking a familiar activity? Expressing emotions? Signaling directions or passage of time? Questions for Response or Discussion How well did members of the group identify the idea or message? How can an awareness of nonverbal cues improve your communication skills? 14 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc How gestures help people communicate? Listening and Speaking Activities Name Class Date 10 Communicating Nonverbally II Activity Choose a children’s story with an interesting plot or memorable characters Read the story out loud to a younger relative or friend, using nonverbal expression to communicate the action in the story Use body language, dramatic gestures or movement, and facial expressions as you read Consider assuming different postures, gestures, and facial expressions for each character After you read the story, ask your listener what he or she enjoyed most about your performance Tips • • • Read the story several times beforehand to make sure you understand the plot and characters Try different gestures and movements until you find the ones that work best Use your imagination to make your interpretation unique Children might understand your actions better if you exaggerate your movements and facial expressions Questions for Discussion and Review How did your listener react to your actions? Copyright © The McGraw-Hill Companies, Inc How did you use gestures and facial expressions to enhance the story? How might you incorporate nonverbal communication the next time you read a piece of literature out loud? Listening and Speaking Activities, Grade 15 Listening and Speaking Activities Name Class Date 11 Making Introductions Activity Work in a group of four people Imagine that this is the first day of high school and that each of you have come from different middle schools The four of you have a wide variety of interests and backgrounds On small cards, jot down a brief description of the person you are pretending to be; then swap cards with someone in your group Using the information on the cards, take turns introducing one another and sparking a conversation between the two new acquaintances Later, discuss whether your introductions reflected the person’s true or imagined character Tips • • • • Make eye contact when introducing someone and when you are introduced Use hand gestures to show whom you are introducing If someone extends a hand, shake hands firmly and briefly When introducing two people, use their full names Mention something interesting about each person to help start the conversation Use the name of someone you just met so you will remember the name Questions for Response and Discussion What are some natural ways you can start a conversation between two people? Why are effective speaking, listening, and nonverbal communication skills important when making introductions? 16 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc What was your reaction when other group members introduced you? Listening and Speaking Activities Name Class Date 12 Speaking Informally I Activity Get together with a group of six students for an informal discussion Your topic will be a positive character trait that can be described in one word, such as responsibility, courage, or kindness The goal of your discussion will to be to share personal ideas about the character trait and to agree on a definition for the word Discussions are more lively if everyone in the group has different ideas or experiences to share If all group members have similar ideas, you might want to choose another topic Tips • • • • • Use voice, words, and gestures to help others understand your ideas Listen carefully to other people in the group so that you can respond intelligently to their ideas Do not interrupt Speak clearly and slowly Make eye contact Draw others into the conversation Be polite, even if you disagree Explain why you don’t like an idea or why you think your idea is better Don’t criticize people Questions for Response or Discussion Copyright © The McGraw-Hill Companies, Inc What methods were most effective in presenting ideas? What methods did another group member use to make you agree with him or her? Which skill that you used or observed today will you try to incorporate into future conversations Why? Listening and Speaking Activities, Grade 17 Listening and Speaking Activities Name Class Date 13 Speaking Informally II Activity Work in a group of five to discuss ways to improve the lives of eighth-graders Your goal is to come up with a list of five actions you think would benefit people in your age group Start by breaking down the topic into five specific areas, such as school, family life, entertainment, technology, and health Each group member should lead the discussion for one of the five areas and take notes during that part of the discussion The group should strive to list a recommendation for each category Tips • • • • • Listen carefully to what other people say To respond well, you should have a good idea of what points have already been made Help the discussion move forward Make sure each comment adds something to the topic Take turns listening and speaking without interrupting each other Speak in a normal tone of voice Feel free to use gestures to stress a point you want to make strongly Try to express yourself as naturally as you can Accept and evaluate criticism of your ideas Questions for Response or Discussion How easily did all group members participate in the discussion? Is there a way to make sure people feel more comfortable expressing their ideas? What were your group’s final recommendations? Did the group feel the list was created by consensus? 18 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc How did careful listening and constructive criticism contribute to the mood of the discussion? Listening and Speaking Activities Name Class Date 14 Speaking Formally Activity When you finish the eighth grade, the event may be marked with a graduation ceremony Imagine that you have to give a two-to-three-minute graduation speech about the most important lesson you learned in school Your audience will consist of students, parents, and faculty members Keep in mind that a formal speech, like an essay or a report, has an introduction, a thesis statement, supporting facts and details, and a conclusion Write a draft of your speech and practice delivering it out loud When you are ready, deliver your speech for a partner Tips • • • • Speak clearly and at a normal pace Vary the volume and pitch of your voice according to what you are saying, as you in normal speech Pause after making an important point or after giving your audience a lot of information Make eye contact with people in various parts of the audience If you are consulting your notes, be sure to look up from them Questions for Response or Discussion Copyright © The McGraw-Hill Companies, Inc How would you change your personal style of self-expression to suit a formal speech? What techniques used by your partner did you find effective? Think of an impressive speech you’ve heard recently What you think are good qualities in a speech? Listening and Speaking Activities, Grade 19 Listening and Speaking Activities Name Class Date 15 Reports: Speaking to Demonstrate Activity Television programs often feature how-to demonstrations: how to repair a screen door, how to make a quilt, how to roast a turkey Find a how-to program on television and watch the program with a partner Take notes about the methods used to teach the skill List the steps presented and the visuals shown Notice how the host uses words and gestures to make the demonstration clear and interesting With your partner, design a how-to show for an audience of your choice Choose a skill that involves physical activity, such as performing a new dance, changing a bicycle tire, or planting a tree Use note cards to outline the steps you will teach in a five-minute show Choose visuals that highlight each step in the process Practice your demonstration and add cues to your cards Listen to your partner’s feedback and adjust your show accordingly Videotape your program and share it with the class Tips • • • • Remember that your purpose is to explain a process If you include humor in your demonstration, use a light touch As you plan your program, consider your audience Adjust your directions and visuals accordingly Practice using your visuals so that your movements are natural and not distract your viewers Make sure that each step is complete, clear, and easy to follow Plan to give your program an introduction that interests your audience and a conclusion that summarizes the importance of the skill you are demonstrating Questions for Response or Discussion What parts of your demonstration presented the greatest challenge? How effectively did you meet the challenge? What might you differently in the future? How well did your visual aids support your demonstration? How preparation and cue cards help make a process understandable and interesting? 20 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc • Listening and Speaking Activities Name Class Date 16 Reports: Speaking to Inform Activity Oral reports challenge you to speak knowledgeably and confidently about a topic you’ve studied You might be called upon to give an oral report as part of a final exam or as a summary of a committee project Prepare to present a short speech (2–3 minutes) about a topic you know well Decide who your audience will be and how much the audience will already know about the topic Prewrite, listing ideas that could be included in your report and then organizing your ideas in a logical way Prepare a short outline and then jot down your main idea and the supporting details on note cards Present your speech to a small group Tips • • • • Keep your audience in mind as you plan your speech The complicated details that amaze you may be difficult for your audience to understand Adjust the language and the form of your speech to maintain the attention of your audience Consider which visual aids, if any, would help illustrate your ideas On your note cards, add cues indicating when to use visual aids Make eye contact and use gestures Pause to emphasize major points Questions for Response or Discussion Copyright © The McGraw-Hill Companies, Inc How did you adapt your speech to suit the audience? How might your speech have been different if it was presented to a different audience? How well you think you got your ideas across? What reactions from the audience convinced you? If you were to actually present this speech to your intended audience, how would you modify it? Listening and Speaking Activities, Grade 21 Listening and Speaking Activities Name Class Date 17 Reports: Speaking to Persuade Activity With a partner, brainstorm to make a list of issues that concern you, such as safe recreation activities or the need for better public transportation in your community Decide on a topic and determine what audience would be most apt to help you make a change With your partner, consider ways to convince your audience to agree with you or to take action Each partner should prewrite a list of ideas about the issue Then gather facts or talk to experts to support your point of view Organize your ideas and then make note cards to help you remember your main points Meet with your partner to practice your speech Take turns offering suggestions about ways to make the speeches more persuasive Based on your partner’s suggestions, revise your speech Tips • • • • While prewriting, list the ideas and experiences that led you to your point of view Remember your audience What evidence will convince them? List one point or piece of evidence on each note card Arrange the cards until your idea develops clearly At the end of your speech, repeat your points in order Then restate your opinion Questions for Response or Discussion How did your partner communicate his or her views? What is the value of organization in a persuasive speech? 22 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc How did you use your voice as well as facts to persuade the audience? Listening and Speaking Activities Name Class Date 18 Reports: Speaking to Entertain Activity With a small group of listeners, share a funny story or a joke Ask each listener to comment on your delivery, noting which storytelling techniques you used effectively and which need improvement Tips • • • • Make eye contact with various members of your audience Watch for listeners’ reactions When their eyes meet your eyes, you have their attention Adjust your voice and speaking rate to match the action in your story or the punchline of your joke Change pitch and speaking style to fit individual characters Think about your posture Your voice carries best when you stand tall Change your posture and gestures to suit each character’s actions A well-timed pause helps convey suspense and humor When the action peaks, pause for a beat Pause after punch lines; wait for laughs Questions for Response or Discussion Which storytelling techniques were especially effective? Copyright © The McGraw-Hill Companies, Inc What are some of the changes that could have been used to improve each performance? How is body language important in storytelling? Use an example from one group member’s performance Listening and Speaking Activities, Grade 23 Listening and Speaking Activities Name Class Date 19 Reports: Reviewing Books and Films Activity Work with a partner to produce a short radio review of a recent best-selling book or popular movie First, listen to a book or movie review on the radio Then discuss how well the reviewer presented his or her ideas about the work Would the review convince either of you to buy the book or rent the movie? Why or why not? Choose a book or a movie that you and your partner would like to review Decide which of you will record the review Discuss your opinions of the work and prewrite your ideas Outline your points and practice discussing them in a persuasive, knowledgeable way Present your review as a two-person discussion and tape-record it If possible, include excerpts from the book or the movie in your review Play the tape for the class Tips • • • • Review what you’ve learned about persuasive speaking Choose the techniques that you feel will persuade the audience to take your point of view Remember that your purpose is to persuade the audience to take your advice about reading the book or watching the movie Use concrete examples from the work to support your views Choose a tone to fit that of the book or movie you’re reviewing Maintain the tone throughout your review Questions for Response or Discussion If you used excerpts, how did they enhance—or complicate—your review? Why are facts as well as opinions important in a review? 24 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc What persuasive techniques did you use in your review? Which ones were most effective? Listening and Speaking Activities Name Class Date 20 Presenting an Oral Interpretation of a Poem Activity Reading a poem aloud often affects our understanding of the poem A poem’s rhythm, sound, and meaning can change depending on how the poem is read Recall a favorite poem that you would like to share with a friend The poem might describe a situation you have faced or might offer a unique view on life Choose a poem that you can read in one to three minutes In a group of three students, take turns introducing the poems and reading them out loud Use pauses, accent certain words, and use body language and facial expressions to communicate the poem’s message Listeners should make suggestions to help you give a meaningful interpretation of your poem Tips • • • • Make sure your voice, facial expression, and gestures match the mood of the poem Try pausing only at the punctuation marks Pausing at the end of every line can sound stiff Don’t rush the words Let your voice follow the lines and natural rhythm of the poem Identify parts of the poem that should stand out Flag those parts and change your delivery there For example, change your tone, use a gesture, or add a pause Questions for Response or Discussion Copyright © The McGraw-Hill Companies, Inc How did you use your voice and your body language to communicate the poem’s message? How does hearing a poem read aloud improve your appreciation of it? What oral interpretations methods worked well, either for you or your classmates? Listening and Speaking Activities, Grade 25 Listening and Speaking Activities Name Class Date 21 Brainstorming Activity Brainstorming can be an exciting way to share ideas Because each person in a group has unique experiences and perspectives to share, no two brainstorming sessions are alike Meet with four other students for a brainstorming session Your goal is to share ideas, with each person participating freely and without fear of criticism Discuss possible topics for brainstorming You might make a plan, organize an event, or solve a problem Once you’ve selected a topic, choose a recorder who can list the ideas on the board or on a sheet of paper Then begin to brainstorm Group members should generate as many ideas as possible, remembering to be polite and to give fellow group members fair opportunity to present their ideas Ideas should not be evaluated or organized Finally, review your list of ideas and assess your brainstorming session Tips • • • Think creatively and listen with an open mind Don’t interrupt Consider moving on to a second activity, in which group members discuss the various ideas that were presented Questions for Response or Discussion What were the strong points of your brainstorming session? What areas could be improved? If you predetermined that you would move from brainstorming to discussion, how did this decision help the flow of ideas during the brainstorming session? 26 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc How did listening to the ideas of others affect your own thinking? Listening and Speaking Activities Name Class Date 22 Conducting Group Meetings Activity Often a group can accomplish a goal more easily than an individual Get together with four other classmates and brainstorm to find topics to discuss in a group meeting For example, you might discuss plans for an upcoming dance, a problem in the community, and a recommendation for an award Assign a role to each group member The leader announces each discussion topic, keeps the discussion focused, and moves the group toward a decision The recorder writes down all ideas, reads ideas to be reviewed, and records final decisions Participants contribute and defend ideas, voice constructive criticism, and vote on decisions Participants who want to support or criticize an idea should first be recognized by the leader Discuss what worked well during your meeting and what could have been handled better Change roles and continue the meeting until everyone has served as leader and recorder Tips • • • Before the meeting begins, set an agenda, a list of things to be accomplished or discussed Participants should ask the leader for permission to speak Limit comments to the subject being discussed Encourage all group members to participate by listening, speaking, and, if necessary, voting Questions for Review or Discussion Copyright © The McGraw-Hill Companies, Inc How did your behavior and goals change when you switched roles? How did the changing of roles affect the outcome of your meetings? How did you try to involve everyone, control conflict, and reach an agreement during your meetings? Listening and Speaking Activities, Grade 27 Listening and Speaking Activities Name Class Date 23 Listening and Speaking in a Debate Activity Debating issues is an important part of a democracy Successful debaters use evidence, reason, and careful listening to explore topics With a partner, choose a topic on which you both disagree, such as school rules, fashion trends, or politics Discuss your views in a thoughtful, clear, and reasonable way Then each partner should work independently to gather evidence Be prepared to speak on either side of the debate At debate time, flip a coin to determine which side of the debate each of you will argue During your debate, speak clearly and organize your points persuasively Show confidence in your ideas by making eye contact with your audience Tips • • • • • Use evidence to support your point of view Be ready to refute your opponent’s point of view with facts, quotations, and examples Speak forcefully but reasonably Avoid angry or emotional attacks As you listen to the opposing argument, listen for weak evidence, poor generalizations, or overlooked points Wait for your turn to speak; not interrupt your opponent Questions for Response or Discussion What persuasive strategies did your opponent use successfully? Why are both listening and speaking important in a debate? 28 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc How well you think you explained your position? What other information might you have gathered to support your views? ... Glencoe/McGraw-Hill 87 87 Orion Place Columbus, OH 4324 0-4 027 ISBN: 97 8- 0 -0 7 -8 8991 9-5 MHID: 0-0 7 -8 8991 9-2 Printed in the United States of America 10 024 12 11 10 09 08 i_ii_Anc _88 9919.indd 26 4/7/ 08 3:27:24... preparation and cue cards help make a process understandable and interesting? 20 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc • Listening and Speaking Activities. .. 27 Listening and Speaking in a Debate 28 Listening and Speaking Activities Teacher Notes The Listening and Speaking Activities booklet provides