Thursday, February 28, 2013

Using a microphone News Article: Reading and Questioning



¥ Using a microphone
1.    Be well --.  Know what you are going to say.
2.    Speak in a --, but clear, voice.  If you try to speak softly, it won’t work.
3.    Put the mic about -- inches from your mouth.
4.    Hold the microphone as -- as possible to avoid distracting noises.
5.    Never point the microphone into the amp/speaker or you’ll get --.

¥ Assignment
1.    Find a short news, sports, or fashion article—on any topic of your interest.
2.    “Cut & Paste” the first 9-10 sentences of the article into Evernote.
3.    Write three questions about the article and put the answer under each question.  Make them easy to answer.
4.    Practice reading your article. Make sure you can pronounce all the words in it.

Tuesday, February 26, 2013

Literary Elements #2 When the Legends Die


Literary Elements #2   When the Legends Die     Name: 

1.  What literary element is this? P.22R, 30W
“Summer passed like a white cloud drifting over the mountain.”

2.  What does this mean? P.27R, 37W
He glanced at her pack, then at her clothes.  “You are living in the old way,” he said.

3.  How would you describe the style of writing in this passage? P 30 R, 43W
At last the storms eased.  He prepared to get meat.  She said she would go with him and he said she should not do that.  She remembered what had happened to her man at such a time.  She did not say this thing, but she went with the boy to the lower valleys.  She was weak and could not travel fast.  The cold made her cough.

4.  What does the euphemism “going away” in this passage mean? P 30R, 43W
Then she said, “Sing the song for going away, my son.”

5.  What literary element is this? P 31R, 44W
“A jay came and said it wanted to be his friend…Then the chipmunks that lived in the rocks came to him and asked to be friends.”

6.  What does the underlined part mean? P 33 R, 47W
“The boy waited, listening to the man’s voice thin away in the distance.”

7.  What literary element is this? P 33-34 R, 47W
“He wondered if the man was singing his song for going on the long journey.  He knew it was a fear-song.  The man had killed the she-bear.  Now he was afraid the she-bear was going to kill him.”

8.  Find a colloquialism (idiom) that means “calm down.” P 35R, 50W

9.  A protagonist is a main character that the reader feels sympathy towards.  In the beginning of this story, who are the protagonists?

10.  An antagonist is a main character that creates conflict with the main character.  In the beginning of this story, who are the main antagonists?  Why?

11.  The boy tells Blue Elk that his mother “…went away in the short, white days.”  What does this mean? P42 R, 59W
12.  What effect does the boy have upon Blue Elk when the child sings the old songs?   “He watched the boy and his eyes were full of years. Blue Elk was a boy again as he heard.”  P43 R, p61

13. How does Blue Elk convince the boy that he should go to the school in Ignacio with him?  p46R, 64W

14. What literary element is this?  p46R, 64W 
Then he went to the door and called the jay.  When it came and sat on his shoulder, he whispered a question and it pecked his ear.  He called the squirrels and they came and  one sat in his hand.  He held it close to his face and asked the question, and it seemed to answer.”

15. Why does the boy consider the bear cub to be his brother?  What does the boy call himself?

16. Why does the author end a section of his book after part 12?  What are the titles of these two sections? 

17. What does this passage mean?
On p 44R, 62W, Blue Elk tells the boy,
“The old days are gone.” 
The boy replies, “How can there be an end?  There is the roundness.” He made the gesture for the circle, the no-end.
Blue Elk said,  “There is the roundness.  But today is gone.  The day before today is gone.”

Monday, February 25, 2013

Day 2: Listening


Day 2:  How Well Do You Listen?

LISTENING PRACTICE:

Multi-tasking Story
1.
2.
3.
4.
5.
6.
7.
8.
9.

Number Recall


Paperport notes –


Listening Game/Experiment


Listening Journal #2 – Write 6-10+ sentences explaining your thoughts.

  1. How did the process of communication break down as the “message” was passed from one student to another?  Why did it happen?
  2. How can this kind of miscommunication be prevented?
  3. Has this ever happened to you?  Explain.
  4. What kinds of  “interference” get in the way of clear communication when many “senders” and “receivers” pass a message along  to each other?

Saturday, February 23, 2013

How Well Do You Listen?


How well do you listen?                     Name:

Listening is -

Hearing is -

Rate Gap in listening -



  speak -    wpm              think/process -     wpm


Short term memory vs. long term memory -


5 levels of listening:
                   1. -
                   2. -
                   3. -
                   4. -
                   5. -

Value of taking notes –


LISTENING PRACTICE EXERCISES



Listening Journal #1 (Write 5-10 sentences)
In what way do you think you learn best?  In other words, are you an auditory, visual, or kinesthetic learner?  Which of these three is the hardest way for you to learn?
Describe a situation where you failed to listen carefully.  What was the result or consequence? Did you learn anything from this experience?  Explain.




Friday, February 22, 2013

REVIEW FOR COMMUNICATION QUIZ


REVIEW for Communication Quiz

1.  Most good speakers were not born with their public speaking skills.  Rather, they __ them.
2.  Job promotions are based upon how well the worker can __ effectively in ___.
3.  This substance is released to give you extra energy when you have communication apprehension. __
4.  Hands and feet get cold, heart rate increases, breathing gets difficult, nervousness, voice gets squeaky, seating, feeling hot, giggling etc.  These are all negative __  ___ of communication apprehension in your body.
5.  Two things you can do to overcome __ __ is be very well prepared to give your speech and breathe deeply before you begin.
6.  It is normal to have __.  Even brave people have it.
7.  What are the 5 levels of communication?
     a. Talking to yourself –
     b.  Talking to 1 or 2 others –
     c.  Communicating with 4-12 people –
     d.  Speaking in front of a group that is larger than 12 people –
     e.  Magazines, internet, bill boards, radio, TV
8. __ is the physical, social, psychological, and time elements in which communication takes place.  For example, taking off your hat could __ many different things such as it’s too hot or the national anthem is being played.
9.  a.  The __ sends a message or idea to be understood.
     b.  The __ is the intended object or target of the message.
     c.  The __ is the idea or action being sent.
     d.  The way or means an idea is communicated (spoken, text, phone, etc.)
     e.  __ is the response of the receiver to the message.
     f.  The social, psychological, time, and physical setting of communication is the __
     g.  __ Gets in the way of the message and distorts it.


Terms to choose from…
Communicate                   Adrenalin
Groups                  Communication apprehension
Interference                  Intrapersonal
Interpersonal                  Mass Communication
Sender                            Mean
Learned                          Side Effects
Channel                           Feedback
Message                         Small group
Receiver                         Fear
Context                          Public Speaking



Chapter Three  The Process of Public Speaking    Name: ________

DirectionsUse the Maroon colored Speech book in the back of the room to answer these questions.

1.  Explain what communication is.

2.  Communication has no beginning or ending points;  it is an ongoing activity.  This is a _______.

3.  In what ways can a person who is speaking receive messages at the same time?  Explain your answer.




5.  Define the following terms in your own words.  Then draw a communication model that includes all the terms that have a star * in front of them.

*Sender –

*Receiver –

*Message –

*Feedback –

Verbal Communication –

Nonverbal communication –

*Context –

*Interference –

*Channel -

*Context –

Draw the model here…








5.  List the five levels of communication and briefly tell what each one is.

   a.

   b.

   c.

   d.

   e.


6.  List the three feedback loops and briefly tell how each one considers the audience.

   a.

   b.

   c.

Thursday, February 14, 2013

WED, FEB 20TH - BOARDING SCHOOL ASSIGNMENT


“What Was It Like to Be in a Boarding School?” assignment

Directions:  Visit several of the links below and read about what it was like to be in a Native American student in a boarding school in the late 1800’s and early 1900’s in the US.

1.  Using Evernote, write 10 new facts you learned about what it was like to be in an Indian boarding school.  (Use your own words.  Do not cut and paste or you will fail this assignment.)

2.  Include 2 pictures in your report.

3.  In a short paragraph, explain whether or not you think the novel we are reading, When the Legends Die, is a fair depiction of what life was like in a boarding school.  Do you think what happened to Bear Brother (Thomas Blackbull) could have actually happened?  Why or why not?  Explain.

------------------------------------------------------------
Resources to Read

“Indian Boarding Schools.”  MN 150. Minnesota Historical Center online.

“What Were Boarding Schools Like for Indian Youth?” by Claywoman. authorsden.com http://www.authorsden.com/visit/viewarticle.asp?AuthorID=2616&id=7375

American Indian Boarding Schools Haunt Many.” NPR.org http://www.npr.org/templates/story/story.php?storyId=16516865

“Brainwashing and Boarding Schools: Undoing the shameful Legacy.” American Indian Contributions. http://clio.missouristate.edu/lburt/Resources510/BoardingSchools_1.htm#section1

Wednesday, February 13, 2013

CONTEXT


HOW CONTEXT AFFECTS COMMUNICATION       NAME:

     Context means the physical, social, psychological, and time elements in which communication takes place.  Write 2 possible meanings for the following situations.  Try to make one “innocent” and the other “something bad.”

1.  A man puts his hands behind his back.  Why?
     Example:   a.  He is a soldier standing at attention.
                      b.  He’s about to be handcuffed because he’s under arrest.

2.  Jake is sweating profusely as he sits in a chair in the HS office. Why?
       a.
          b. 

3.  Carrie doesn’t come to class 7th hour.  Why?
       a.
          b.           

4. The phone rings shortly after midnight.  Why?
       a.
          b. 



Twilight Zone The Invaders Episode Questions (Watch the video on Hulu & then write about it.)

1.  What is the CONTEXT of this story at the beginning?  Where does the story take place?

2.  Who is the primary SENDER of communication?  Describe her.

3.  Who are the primary RECEIVERS?  Describe them.

4.  What kind of communication is being sent?  Is it verbal or nonverbal? 


Give at least two examples of how this communication was sent.

     a.
     b.

5.  What do you think is the MESSAGE that the old woman is trying to send?

6.  What kind of FEEDBACK does she receive?  Give two examples.

     a.
     b.


7.  Who appeared to be the “bad guys” in this show?  Why?

8.  At what point in the story did you realize who the space invaders were?

9.  How did the CONTEXT of the message change when you realized this?

How to Find the Course Book 2013-14 for Registration

Go here...
www.drhscounseling.weebly.com

Journal Reflection on the Case of Fear Speech


Journal #3 Evaluating Case of Fear Speech

Directions:  In 5 (“C”) – 10 (“A”) sentences, answer some or all of these questions.  Explain your thoughts.

How did you feel about your Case of Fear speech?  Was it easier to do or more difficult than you had anticipated?  What do you think you did well?  What areas needed improvement?  

Did you meet the time limits successfully?  Why or why not?  

Was this a difficult topic to speak on?  Why or why not?  

Did you experience any physical symptoms of communication apprehension (stage fright), like shakiness, sweating, dry mouth, etc. during your speech?  How did you handle those symptoms?  

What did you learn from listening to some of the other speakers?  What kind of courage is needed to be a successful speaker?  Do you think your next speech will be easier to do?  Why or why not?  

Tuesday, February 12, 2013

Chapter 1 Questions


Chapter 1 
Public Speaking and You   

        Answer these questions based upon the information in the book.  Email your answers to pcurtiss@isd317.org


1.  Why is it that many students question why they should have to learn to give speeches?

2.  Are most good speakers born with their speaking skills, or have they learned them?

3.  Name three opportunities you have in school to use your speaking skills.

4.  Several recent studies reveal that businesses want workers that know their field and also can do what?

5.  What are job promotions often based upon?

6.  What important right does the First Amendment guarantee us?

7.  The roots of today’s public speaking are found in what ancient culture and from what city?

8.   What responsibility do American citizens have regarding the First Amendment?

9.  List the seven added benefits there are of learning how to make speeches.  (They are 7 areas of skill that will be developed through public speaking.)

10.  Public Speaking involves taking risks.  What are four real concerns that speakers have when they get in front of a group to speak?

11.  What is another name for “communication apprehension”?

12.  What does research show that adults fear more than anything else?

13.  In a fearful situation, what substance does your body release into the blood stream?

14.  Name three physical responses of the body to this substance being released.

15.  What do athletes and performers know about nervousness?

16.  What is the best solution for overcoming fear of speaking?

17.  When you are delivering your speech, how should you begin?

18.  What should you do before you get up and speak to control nervousness?

Thursday, February 7, 2013

Feedback Exercise


FEEDBACK EXERCISE
Feedback is the response of the Receiver to the Sender's message.  It can be verbal (words) or nonverbal (actions, facial expressions, etc.)  Feedback helps the Sender adjust his/her message so that the Receiver understands it better.  Without feedback, the Sender has no clue whether or not the Receiver is getting his/her message.

Assignment:
•Draw a simple object or design that takes 5-10 steps to do.
•Write the steps down.
•You will be reading them to the class, and the class will try to draw your object without seeing your picture. The class will not be giving you any feedback.  We will see how accurately the class draws your picture.

Tuesday, February 5, 2013

Identifying Communication Models from Pictures


Identifying Communication Models from Pictures   Name:

Directions:  Find a picture in a magazine (or online) that depicts communication taking place.  You could use a picture of people talking and analyze their communication, or you could use an ad about anything and analyze what the ad is communicating to you.
     Answer the following questions about the pictuer you chose.  You may have to speculate (take an educated guess) on some of the answers because your answers will depend upon how you interpret the picture. 
1.  Attach the picture to this paper when you turn it in. 
2. Answer the questions below in complete sentences!

1.  Who is the sender of communication? (Describe him/her/it.)

2.  Who is the receiver of communication?  (Describe him/her/it.)

3.  What is the basic message being communicated?

4.  What channel is being used to communicate the message?  (spoken, physical actions/nonverbal, written, etc.)

     What kind of communication is it?—interpersonal, intrapersonal, small group, public speaking, or mass communication?

5.  What is the  context (setting/situation) of this communication?  Explain it.

6.  Is any feedback being given from the receiver to the sender?  If so, what is the feedback message?

7.  What interference might be occurring in this communication situation.

Monday, February 4, 2013

Journal Entry #3 Evaluating Fear Speech


Journal #3 Evaluating Case of Fear Speech

Directions:  In 5 (“C”) – 10 (“A”) sentences, answer some or all of these questions.  Explain your thoughts.
How did you feel about your Case of Fear speech?  Was it easier to do or more difficult than you had anticipated?  What do you think you did well?  What areas needed improvement?  Did you meet the time limits successfully?  Why or why not?  Was this a difficult topic to speak on?  Why or why not?  Did you experience any physical symptoms of communication apprehension (stage fright), like shakiness, sweating, dry mouth, etc. during your speech?  How did you handle those symptoms?  What did you learn from listening to some of the other speakers?  What kind of courage is needed to be a successful speaker?  Do you think your next speech will be easier to do?  Why or why not?