CHAPTER 5: VOICE

Chapter 5:  Voice QUESTIONS                           NAME:

  1.  When the diaphragm expands and the chest cavity is enlarged, what is created?

  2.  What is another name for the breathing process?

  3.  Breath control is important to good ________ control.

  4.  What sound does your voice make if you do not use your vocal chords?

  5.  When expelled air passes through the vocal chords, it makes sounds.  This stage of voice production is called _______________.

  6.  What four parts of your body make your voice resonate?

  7.  Define articulation.

  8.  What are the two kinds of articulators?  What is the difference between the two?

  9.  Name six weak qualities a voice can have that detract from the way it sounds to others.

 10.  Explain the difference between volume and intensity.

 11.  When a speaker varies his volume and intensity, what does this give to key words or phrases?

 12.  If as a beginning speaker, you prepared enough material for a five minutes speech, but it only lasts three minutes, what does this say about your rate of speaking?

 13.  What three things does pause add to a speech?

 14.  What  is the process called framing? 

 15.  What is pitch? 

 16.  What is another word for articulation? 

 17.  What are the four most common problems in articulation that are really quite easy to correct?

 18. Look at the sample on page 83.  Notice how the passage is marked, indicating pauses, intensity, volume, rate, etc.  Mark the passage on the back with those marks, indicating how you would read it aloud.

(see page 83)

A Sad Rat

                   Once there was a young rat named Arthur, who could never make up his mind.  Whenever the other rats asked him if he would like to go out with them, he would answer, “I don’t know.”  When they said,  “Would you like to stay at home?” he wouldn’t say yes or no either.  He would always resist making a choice. 

                   One day his aunt said to him, “Now, look here.  No one will ever care for you if you carry on like this.  You have no more mind than a blade of grass!”  The young rat Arthur just coughed and looked wise, as usual, but said nothing.

                   “Don’t you think so?” asked his aunt, stamping her feet, for she couldn’t bear to see the young rat so cold-blooded.  “I don’t know,” was all Arthur ever answered.  Then he would calmly walk off and think for an hour whether he should stay in his cool hole in the ground or go out and walk. 

                   One day, however, the young rat’s life changed forever.  It was the day Arthur met the farmer’s cat.  When Arthur spotted the cat, he couldn’t decide if he should run left or right or stay right where he was.  While he thought it over, the cat slowly crept closer and closer and closer, and then it suddenly gobbled him up!

READERS' THEATER CHORAL READINGS

Readers Theater Group Project

You are assigned to a group that will make a choral reading presentation of Shel Silverstein’s poetry.  If you don’t know what Readers’ Theater is, check out these links:

PREPARATION:

Choose a poem or poems to read.  If the poems are short, you need more than one. Decide who will read each line or word. 

Some lines/words should be read together as a chorus.  Some as solos.

Use lots of variety!  Keep us guessing and don’t be predictable.

Add actions or movements to your reading.  Remember to synchronize everything.

PRACTICE:

Practice!  Practice! Practice!

Read it over and over until it sounds like ONE VOICE!

NO awkward pauses!  No flub-ups.  Make it smooth!

Put excitement in your voices!  Be deliberate!  ARTICULATE! Don’t rush!

INTRODUCTION:

Someone must introduce the reading.

Example:  “We are reading ‘Peanut Butter Sandwich’ by Shel Silverstein.  It is about a king who loved peanut butter.’”

You need 2 intro’s for 2 poems.

GRADING:

You will receive a GROUP GRADE and an INDIVIDUAL grade!  The presentation is worth 50 points.  You will also receive up to 10 practice points.

PRESENTATION:  Grading (50 points)

__STAYED IN CHARACTER  (no talking before, no giggling, or extra comments during reading)

__HAD PREPARED INTRODUCTION (included author & title)

__USED GOOD ARTICULATION, INFLECTION & EXPRESSION (voices were  enthusiastic & clear)

__USED GOOD VOLUME (we could clearly hear every word)

__USED EFFECTIVE RATE & PAUSE  (read slowly & paused appropriately)

__CREATIVITY & ORIGINALITY & ACTIONS  (a variety of voices read in a creative arrangement, actions, costumes, etc.)

__OVERALL EFFECT (reading was entertaining & showed preparation) 

JOURNAL #4: VOICE

Journal Entry #4 - Voice        (Answer these in paragraph form, writing 8-10 sentences.)

1.  Do you like to read aloud in front of other people?  Why or why not?  Explain what you like or dislike about it.

2.  Evaluate your own public speaking voice. Think about your rate of speaking (speed), volume, intensity, articulation, and expression.  What do you think you could do to make it easier for others to hear you clearly and enjoy listening to you? 

VOICE! Using Articulation and Inflection!

NOTES on Voice                                                      __________________


A.  The four steps in voice production are are . . .

            1.  Respiration

            2.  Vibrations

            3.  Resonation

            4.  Articulation - enunciation



B.  Tools of vocal expression. . .Making your voice NON-BORING!

            1.  Volume

            2.  Intensity

            3.  Emphasis

                        Rate

                        Pause

                        Pitch


C.  Your voice is as unique as your ______________!

            Larynx

            Vocal cords

            Diaphragm

Assignment:  Be ready to read THREE sets (3 numbers) of Articulation and Inflection Exercises with as much expression and clarity as possible.  (Mrs. C. has the handouts.)

 If you work with a partner, you will need to read SIX sets.

Your readings must be from at least 2 different pages!

LITERARY ELEMENTS #3: THE SCHOOL

LITERARY ELEMENTS #3: The School       NAME:
Chapters 13-21 When the Legends Die

1. What literary element is this?
“The horse was dancing all over the road and the shots were wild...”  p49 R, 69W

2. What literary element is this? 
“Well, Blue Elk, what have you got up your sleeve this time?” p52 R, 72W

3. What are four things that Bear’s Brother cannot adjust to during his first few days at the school?  Part 14, p.55R, 77W

4. What metaphor describes Rowena Ellis, the English teacher?  R57, W80

5. Why does the boy attack his roommate, Luther Spotted Dog, and throw his belongings into the hall?  R59, W82

6.  What did Benny Grayback mean when he said to the school’s agent, “If you kill the bear, then you will kill the boy.” R60, 84

7. In what way is Bear’s Brother a good name for the boy while he is on the mountain.  In what way is Thomas Black Bull a symbolic name for the boy when he is at the school?

Bear’s Brother –

Thomas Black Bull –

8.  What are three ways Blue Elk made money or somehow profited at the boy’s expense? [PARTS 15-16]

9.  Why did the boy lock himself in his room and refuse to come out, no matter how much he was threatened?  p67-68R, 93-94W

10.  What things had changed when the boy escaped from the school and went back to Bald Mountain?  [PART 17]   

11. What literary element is this?  “He stood among the ashes and whispered his sorrow chant, not even saying it aloud.  For small griefs you shout, but for big griefs you whisper or say nothing. The big griefs must be borne alone, inside.” p70R, 97W

12. What does this passage mean?  Why is it important?  “It was as though he had never been there…The next day he bathed at the pool, but he sang no song for the new day. He did not even whisper the sorrow song. There was no song in him. Only a numbness, a nothing.”   p70R, 98W

13. What literary element is this?  “There were spits of snow in the mist and the dead leaves in the oak brush whispered of winter.”    70R, 98W

14. What 2 things symbolize a change in the boy?  71R, 99W
“He met them at the foot of Horse Mountain…The boy came up to them and Benny said, “We came after you, Thomas Black Bull, to take you back to the reservation.”
Thomas shrugged.  “ I will go back,” he said, in English.     

15. What other things change about the boy after returns to the school?  71R, 99-100W 

16.  What literary element is this?  What does it refer to? “Then a moonlit night came and he sat in his room and knew what was going to happen.  He hoped it would happen, and he wished it would not happen.”  72R, 101W    

17.  What literary element is this?  “The bear dropped to all fours, whimpering. It nosed the boy’s hands, and it cried like a child.”  73R, 101W

18. Explain the mixed reaction the boy had when the bear came to meet him.  What did the boy do?  73R, 101W

19. The boy tells the bear, “I do not know you.  You are no longer my brother.  I have no brother.”  What does the bear represent? 73R, 102W

20. What simile describes how the boy changed after he sent his bear away? 73R, 102W

21. What literary element is this? “…there was the gold of pucker-petaled sundrops and the fragrant moon glow of primroses…the bullbats peeped plaintively…”  78R, 109W

22. After the boy wins a dollar for riding a wild horse, what foreshadows that Red Dillon is not going to be a good boss for him?  R83, 115-116W

EMPATHIC LISTENING

 Empathic Listening

It’s what counselors use to help people work through problems.

Listening for feelings!

Benefits of Empathic Listening

1.     Builds trust and respect

2.    Enables the disputants to release their emotions

3.    Reduces tensions

4.    Encourages the surfacing of information

5.    Creates a safe environment that is conducive to collaborative problem solving.

Guidelines for Empathic Listening

1.     Be attentive. Be interested. Be alert and not distracted. Create a positive atmosphere through nonverbal behavior.

2.    Be a sounding board -- allow the speaker to bounce ideas and feelings off you while assuming a nonjudgmental, non-critical manner.

3.    Don't ask a lot of questions. They can give the impression you are "grilling" the speaker.

4.    Act like a mirror -- reflect back what you think the speaker is saying and feeling.

5.    Don't discount the speaker's feelings by using stock phrases like "It's not that bad," or "You'll feel better tomorrow."

 6. Don't let the speaker "hook" you. This can happen if you get angry or upset, allow yourself to get involved in an argument, or pass judgment on the other person.

 7.  Give feedback by providing brief, acknowledging responses, e.g., "Uh-huh," "I see." Give nonverbal acknowledgements, e.g., head nodding, facial expressions matching the speaker, open and relaxed body expression, eye contact. Make invitations to say more, e.g., "Tell me about it," "I'd like to hear about that."

10 Obstacles to Empathic Listening…

1.  Do not “give advice” or try “educate”“I think you should…”  “If I were you….”  “There’s a great book about …”
2.  Do not “explain it away”“She only said that cuz…”  “He didn’t mean to”  “I would have called but…”
3.  Do not “correct” or “contradict” the speaker”
“That’s not how it happened…”   “But you’re the one who…”  “Wait!  I never said that…”
4.   Do not “console”
“It wasn’t your fault…”  “You did the best you could…”  “It could have been a lot worse…”   “Things will get better…”

   5.   Do not “tell a story”

“That reminds me of the time…”  “I know how you feel. That happened to me…”

   6.   Do not “shut down” or “try to change their feelings”

“Cheer up…”   “Getting mad won’t help…”   “Feeling sorry for yourself won’t help…”

   7.  Do not “sympathize or pity”

“Oh, you poor thing…”   “How can people do that?”   “That really sux!…”

   8.  Do not “question/interrogate/ or investigate”

“When did this happen?…”  “Why did you do that?”  “Why didn’t you call me…?”   “What happened first?…” 

    9.  Do not “evaluate/judge”

“You’re too sensitive…”  “The trouble with them is…”  “If you weren’t so ______, this wouldn’t have happened.”   “You never should have said that…”

   10.   Do not “One-Up”  (I’ve had it worse…”)

“That’s nothing compared to what I went through…listen to this…”  “If you think you’ve had it tough, wait till you hear ….” 

  

  Example:  #1

“I’m so mad at my history teacher.  She makes me feel like a complete idiot because she calls on me and I don’t know the answer.”

Wrong response:  Hey, I got the answer wrong ten times in a row!

Why it’s wrong:  “One upping”

Empathic response:  It sounds like you had a bad day in math.  Tell me more about it.

EMPATHIC LISTENING PRACTICE assignment

Directions:  Give both a “wrong” response and an “empathic” response for the following comments.  Behind the “wrong” response, tell why it is wrong.  (see 10 Obstacles…)  Use at least 7 different “wrong” responses.

1.       “I am so mad at my history teacher.  She makes me feel like a complete idiot because she calls on me and I don’t know the answer!”

   Empathic response: 

   Wrong response: 

   Why it’s wrong: 

2.       “Joe called me last night and he was really rude.  He told me that I better do his research paper for him.  He really takes me for granted, and I’m sick of it, but I don’t really want to break up with him.”

          Empathic response: 

Wrong response: 

Why it’s wrong: 

3.       “My mom and dad told me I am grounded for two weeks.  They just don’t trust me.  All I did was tell them my side of the story, and they think I am giving them “back talk.”

Empathic response: 

Wrong response: 

Why it’s wrong: 

4.       “I feel so depressed.  I just can’t seem to get anything done.  I am really behind in my classes.”

Empathic response: 

Wrong response: 

Why it’s wrong: 

5.       “Jill is so two-faced.  I thought she was my friend, but she’s been telling everybody that I cheated on my science test.”

Empathic response: 

Wrong response: 

Why it’s wrong: 

6.      “Can you believe it!  I got a 29 on my ACT test!  That’s way better than my friends got!”

Empathic response: 

Wrong response: 

Why it’s wrong: 

7.       “The last time I showed up at work late, the boss told me that if it happened again, he was going to get someone else to do my job, and I’d be fired.  He is such a jerk!”

Empathic response: 

Wrong response: 

Why it’s wrong: 

8.       “My mom said that my grandma and grandpa are going to Florida this winter instead of staying here with us.  I really hate to see them go.  They have always been there for me when I needed them.”

Empathic response: 

Wrong response: 

Why it’s wrong: 

9.       “I think I am going to go out for basketball this year.  I didn’t last year because of my bad knee, but it’s feeling a lot better now.  I am worried that the coach won’t give me much play time, though, cuz I wasn’t on the team last year.”

Empathic response: 

Wrong response: 

Why it’s wrong: 

 10. You shouldn’t have taken his Kim’s side!  You’re supposed to be my best friend.  What’s the deal?  If that’s how friends act, you can forget it!”

Empathic response: 

Wrong response: 

Why it’s wrong: 

Chapter 4 Listening Questions

Chapter 4:  Learning to Listen                    Name:

1.  Define these two terms:

       Hearing

       Listening

2.  Why is hearing a passive process?

3.  When you listen to speeches, the level of concentration you must exert is affected by what 4 factors?

4.  What is the easiest of the five levels of listening?

5.  What is the second level of listening?

     How can you improve this kind of listening?

6.  The third level of listening is “critical listening.”  Define it.

7.  What is precision listening? 

    When does a musician use it?

   When does an auto mechanic use it?

   When would you or your classmates use it?

8.  What is the 5^th level of listening?                         What does it mean?

9.  To achieve the level of empathic listening, what must you do besides listen for information and evaluate it critically?

10.  What is retention?

      How much of what poor listeners hear do they actually remember?

11.  What are some physical barriers to listening?  Give 3 examples.

12.  How fast can the brain process information?

   How fast does the average speaker talk at?

   What does this mean for the listener?

13.  List the 4 mental barriers to listening and briefly tell what each one means.

14.  Pages 62 and 63 list five steps to improving your listening.  Write ONE SENTENCE that sums up these five tips.