Course outline that adopts the textbook Stand up, Speak out: https://open.lib.umn.edu/publicspeaking/. Spreadsheet tabs include assessments.

Course Description
Introduces speechmaking based primarily on a traditional public speaking approach. Covers classical rhetorical theory and highlights rhetoric's importance to public speaking. Develops theoretical understanding and practical application of oral communication skills. Includes techniques in controlling speech anxiety, how to structure and organize information to present to a variety of audiences, and physical and vocal delivery skills.

Upon successful completion, students should be able to:

Use learned public speaking skills in order to present an effective and efficient message.
Use an understanding of the 5 canons of rhetoric to create and present effective speeches.
Provide skills for community leadership through increased practice in organization and presentation of ideas.
Make responsible decisions through the increased ability to critically examine ideas and information.
Use strategies and skills to manage communication anxiety.
Use knowledge of digital presentation tools to create and present effective presentations.

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and create a slides presentation about ducks or crocodiles dependent upon student choice.

These are recordings for grades 4-5 for listening comprehension. They were developed by ELPA and correlate with the ELP standards. 

We can use Voki in English classes in speaking classes. They can choose a charcter and record their voices 

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and create a slides presentation about a fish.

**The resource is published by Common Sense EducationCommon Sense Education has created the Deep Fakes and Democracy lesson plan to educate students on how misinformation influences the Democratic process. Common Sense also has a broader section on Hoaxes and Fakes in its Digital Citizenship Curriculum: https://www.commonsense.org/education/digital-citizenship/lesson/hoaxes-and-fakes

This project will work as a guide for a micro-teaching session.It's only a draft. 

During this interpretive reading and listening activity students will start by answering some simple travel questions. Then, students will listen to a voice recording and attempt to answer questions on a worksheet. Using that information, they will decide in partners where they would want to study abroad and present the necessary information to the large group.

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and create a research project based on concepts from the story.

This is a novice level activity. Students listen to an authentic song in Spanish and identify familiar vocabulary of family members. The link is to a YouTube video and the document is a cloz version of the lyrics.

Students will learn about Wyoming's territorial history in celebration of Wyoming Day.

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and create a slides presentation that compares and contrasts characters from the story and those same animals in nature.

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

In this unit, students investigate connections between plants and animals after observing a photo of a mysterious object (scat) and create a model that is continuously revised throughout the unit. Students observe plants growing and learn about pollination and seed dispersal, then engineer a hand pollinator. Language focus is on cause and effect, patterns, and making claims.

This is a living document of a speech components checklist for a fundamentals of public speaking course. The list can act as a starting point to finalizing your speech ahead of submission. Pay careful attention to each component assuring that you have the component and enough content to satify the category on the rubric. 

This lesson is designed for a 90-minute period at the high school level for a dual language Heritage or Spanish Language Arts class. However, it could easily be divided into sections or modified for middle school students or advanced Spanish world language students. In this lesson, students build on their analysis from lesson 1 to consider how the influences in their lives have formed their identity and how they can ensure that the influences in their future lead them toward their goals. First students explore how people’s identities are impacted by context through an analysis of the influences and dominant aspects of their identity in three familiar contexts. They then analyze the poem “A Julia de Burgos”, the values represented in the poem, and their own values. Next, they analyze the painting “La creación de las aves” by Remedios Varo to see how it is possible for a person's identity to fully align with their values. Finally, students analyze how past and current influences in their lives have made them who they are and consider what future influences will help them to achieve a future self that aligns with their personal values, and present this analysis verbally to their classmates. 

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and use the story as a foundation for discussions on historical fiction, school desegregation and the evolution of technology.

7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and create a slides presentation about Alaska or Hanukkah traditions.

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and create a research project based on concepts from the story.