Public Speaking and English 4 Classwork
Ms. Kingsbury
October 2-3, 2007
While I am out this week on Tuesday and Wednesday, you must complete the following work. This work is due on my desk by Thursday, October 4, 2007 at the beginning of class. It CANNOT be made up and will NOT be accepted late.
1. Write a list of any 100 things in the world that make you happy. (100 points)
2. Write a list of any 50 things in the world that you would change. (100 points)
3. School Improvement: Pick one problem in our school. Describe the problem in explicit detail. Provide a solution to this problem. (1 page minimum - 50 points)
4. Reflection and writing: Describe a recent experience you had as the member of an audience. It might have been a school assembly, class presentation, movie theater, play, or street performance. What was the experience like? Was the audience engaged? Were you engaged? Describe why the experience did or did not hold your attention.
(1 page minimum - 50 points) PUBLIC SPEAKING CLASS ONLY
5. What do you want to be when you grow up? What do you need to do to reach this goal? (½ page minimum - 50 points) PUBLIC SPEAKING CLASS ONLY
6. Describe an experience that was a “first” - first pet, first day of school, first date, first kiss, first time you drove a car, first time you went to the movies. What was it like?
(½ page - 50 points)
7. Brainstorm a list of 15 things/topics/subjects that you would like to learn more about.
(50 points)
8. You are stranded on a tropical island. What five things will you have with you? One of those things must be a book. (50 points)
9. Write a list of 100 things you want to do before you die. (100 points)
10. Advice: Write a letter of advice to a new student at Overbrook High School. What kinds of things should the new student know about this school? How can the new student be successful at OHS? What kinds of things will get them into trouble? Who are the best teachers and why? Who are the worst teachers and why? (1 page minimum - 100 points)
Total points for public speaking class: 700 possible points
Total points for English 4 class: 600 possible points
Remember: The more you write, the more points you get. Consider this a great opportunity for extra credit… or a great opportunity to ruin your grade!!!
Sunday, September 30, 2007
Monday, October 1, 2007
Objectives:
After this class, students will be able to:
1. explain the difference between verbal and nonverbal communication.
2. draw on personal experience to describe situations of persuasion and appeal.
3. enact nonverbal situations.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: Do you believe in always telling the truth? Why or why not? Can you think of a situation when you didn't tell the truth and it backfired on you? Ms. Kingsbury will solicit students for their answers.
2. Notes: Students will write the following notes into their notebook:
Nonverbal communication is a way that people communicate without using any words. Nonverbal communication includes:
After this class, students will be able to:
1. explain the difference between verbal and nonverbal communication.
2. draw on personal experience to describe situations of persuasion and appeal.
3. enact nonverbal situations.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: Do you believe in always telling the truth? Why or why not? Can you think of a situation when you didn't tell the truth and it backfired on you? Ms. Kingsbury will solicit students for their answers.
2. Notes: Students will write the following notes into their notebook:
Nonverbal communication is a way that people communicate without using any words. Nonverbal communication includes:
- facial expressions
- hand gestures
- eye movements
- head and body movements
- posture
- smiling or frowning
We can communicate vast amounts of information without using any words at all by the way that we move.
Brainstorm: Describe the last time you told someone what you were thinking without using any words at all. 3-4 sentences
3. Charades: Students will practice nonverbal communication by playing a game of charades - full class activity.
4. Notes: Students should write the following notes into their notebooks: When we want to persuade someone to feel a certain way, we make an emotional appeal. For example, if we want to make our audience sad, we might tell them a story about a baby who was born with a birth defect. If we want to make our audience angry, we might tell them a story about racial injustices that still happen today.
Brainstorm: Think of the last time you made an emotional appeal to get something you wanted. What was the appeal? How did it turn out? Did you get what you wanted? 3-4 sentences Ms. Kingsbury will solicit students for their answers.
5. Wrap-Up: Happiest and saddest days of my life - Ms. Kingsbury will ask for volunteers to share their essays from last week.
Homework: There is no homework assigned tonight for this class.
Friday, September 28, 2007
Friday, September 28, 2007
Objectives:
After this class, students will be able to:
1. collect classwork completed over the last three weeks and submit for a grade.
2. brainstorm ideas for discussion.
3. reflect on this week's personal and world experiences.
Agenda:
1. Warm-up: In their notebooks, students should finish their homework essay if they did not already do so.
2. Brainstorm: In their notebooks, students should brainstorm a list of five hot topics to discuss in future classes. Hot topics are any subjects that spark a discussion.
3. Writing reflection: In their notebooks, students shod write a page reflecting on this past week - in their lives, their neighborhood, the world.
4. Notebook check - 200 points. Students should collect and organize all their classwork from the last three weeks and submit for a grade.
Homework: There is no homework assigned this weekend.
After this class, students will be able to:
1. collect classwork completed over the last three weeks and submit for a grade.
2. brainstorm ideas for discussion.
3. reflect on this week's personal and world experiences.
Agenda:
1. Warm-up: In their notebooks, students should finish their homework essay if they did not already do so.
2. Brainstorm: In their notebooks, students should brainstorm a list of five hot topics to discuss in future classes. Hot topics are any subjects that spark a discussion.
3. Writing reflection: In their notebooks, students shod write a page reflecting on this past week - in their lives, their neighborhood, the world.
4. Notebook check - 200 points. Students should collect and organize all their classwork from the last three weeks and submit for a grade.
Homework: There is no homework assigned this weekend.
Thursday, September 27, 2007
Objectives:
After this class, students will be able to:
1. see both sides of an issue.
2. create a symbolic representation of their beliefs.
3. compare and contrast personal experiences.
Agenda:
1. Warm-up: In their notebooks, students should complete the following statement: It will never be true..... (list 5 things). This question is in contrast to the question yesterday on beliefs that they think to be always true. Ms. Kingsbury will solicit students for their answers.
2. Activity: Create a mini-poster of your beliefs. Poster should include:
a. what you believe
b. why you believe what it is that you believe
c. 3 symbolic representations of your beliefs (heart for love, dollar sign for money, etc.) Worth 30 points
3. Writing Activity: 1 page - the happiest and saddest days of my life
Homework: Finish your essay for tomorrow. Be prepared to share it with the class.
After this class, students will be able to:
1. see both sides of an issue.
2. create a symbolic representation of their beliefs.
3. compare and contrast personal experiences.
Agenda:
1. Warm-up: In their notebooks, students should complete the following statement: It will never be true..... (list 5 things). This question is in contrast to the question yesterday on beliefs that they think to be always true. Ms. Kingsbury will solicit students for their answers.
2. Activity: Create a mini-poster of your beliefs. Poster should include:
a. what you believe
b. why you believe what it is that you believe
c. 3 symbolic representations of your beliefs (heart for love, dollar sign for money, etc.) Worth 30 points
3. Writing Activity: 1 page - the happiest and saddest days of my life
Homework: Finish your essay for tomorrow. Be prepared to share it with the class.
Wednesday, September 26, 2007
Wednesday, September 26, 2007
Objectives:
After this class, students will be able to:
1. explain what a belief or conviction is.
2. create a list of personal convictions.
3. share and listen to opinions.
Agenda:
1. Warm-up: In their notebooks, students should complete the following statements:
a. My religious beliefs are...
b. My parents...
The purpose of these statements is to ignite the students' passion and conviction about important aspects of their lives.
2. Vocabulary/Notes:
a. Conviction: having a belief so strong that you are willing and able to defend it.
b. Persuasion: convincing someone that your side is right.
3. Brainstorm: Complete the following statement:
I strongly believe... (list 5 things)
Students will share their convictions with the class.
4. Finish commercial presentations remaining from yesterday.
Homework: There is no homework assigned for tonight.
After this class, students will be able to:
1. explain what a belief or conviction is.
2. create a list of personal convictions.
3. share and listen to opinions.
Agenda:
1. Warm-up: In their notebooks, students should complete the following statements:
a. My religious beliefs are...
b. My parents...
The purpose of these statements is to ignite the students' passion and conviction about important aspects of their lives.
2. Vocabulary/Notes:
a. Conviction: having a belief so strong that you are willing and able to defend it.
b. Persuasion: convincing someone that your side is right.
3. Brainstorm: Complete the following statement:
I strongly believe... (list 5 things)
Students will share their convictions with the class.
4. Finish commercial presentations remaining from yesterday.
Homework: There is no homework assigned for tonight.
Tuesday, September 25, 2007
Your parents might want to go!
School District of Philadelphia
Family Resource Fair/Parent Appreciation Day
September 29th
440 North Broad Street, Philadelphia, PA
8:30 a.m. to 2:30 p.m.
Family Resource Fair/Parent Appreciation Day
September 29th
440 North Broad Street, Philadelphia, PA
8:30 a.m. to 2:30 p.m.
Tuesday, September 25, 2007 - BACK TO SCHOOL NIGHT!
Objectives:
After this class, students will be able to:
1. demonstrate enthusiasm over a variety of topics.
2. draw on personal experience to craft an opinion.
3. make a presentation in front of the class.
Agenda:
1. Warm-up part one: Complete the following statements:
a. School rocks because... (5 reasons).
b. School stinks because... (5 reasons).
Students will share their answers with the class.
2. Warm-up part two: Complete the following statement: The thing that makes me the angriest is _______ because.... (write 1/2 page).
Students will share their answers with the class.
3. 20 minutes: Put the finishing touches on student commercials.
4. Commercial Presentations: Students will present their commercials to the class. Grading based on the following:
a. Scripts - 15 points
b. Prop - 5 points
c. Enthusiasm - 30 points
Homework: If you did not present your commercial today, be prepared to share tomorrow!
After this class, students will be able to:
1. demonstrate enthusiasm over a variety of topics.
2. draw on personal experience to craft an opinion.
3. make a presentation in front of the class.
Agenda:
1. Warm-up part one: Complete the following statements:
a. School rocks because... (5 reasons).
b. School stinks because... (5 reasons).
Students will share their answers with the class.
2. Warm-up part two: Complete the following statement: The thing that makes me the angriest is _______ because.... (write 1/2 page).
Students will share their answers with the class.
3. 20 minutes: Put the finishing touches on student commercials.
4. Commercial Presentations: Students will present their commercials to the class. Grading based on the following:
a. Scripts - 15 points
b. Prop - 5 points
c. Enthusiasm - 30 points
Homework: If you did not present your commercial today, be prepared to share tomorrow!
Monday, September 24, 2007
Monday, September 24, 2007
Objectives:
After this class, students will be able to:
1. distinguish between enthusiasm and boredom.
2. share personal opinions in front of a group.
3. create a commercial to present in front of the class.
Agenda:
1. Warm- up: In their notebooks, students should answer the following questions: What is enthusiasm? What topics and things are you enthused about? What is the opposite of enthusiasm? What topics and things are you unenthused about?
Ms. Kingsbury will solicit answers from the class as well as demonstrate what enthusiasm is.
2. Note-taking: Students should write the following into their notebooks:
All speeches start with an ATTENTION-GETTER, something that grabs the audience’s attention. Examples: personal story, outrageous statistics, shocking statement, a joke.
Ms. Kingsbury will provide personal examples of aattention-getters.
3. Brainstorm: Think of a person who is always shocking and trying to get attention. What kinds of things does this person say and do? Do you act like this person? Why or why not?
Ms. Kingsbury will solicit answers from students. We will analyze why this behavior is both positive and negative.
4. Transition: Brainstorm: Write a paragraph about your favorite place. Where is it? What makes it so great? What are the benefits of being at this place? Students will share their answers. This information will transition to the culminating class activity.
5. Small Group Activity: Create a 30 second commercial for your favorite place. Write a script which you will present to the class. Please include one prop. Scripts will be collected with the presentation - 50 points.
Today's Vocabulary: enthusiasm, attention-getter, audience, benefit, commercial
Homework: Finalize your presentation for tomorrow's class.
After this class, students will be able to:
1. distinguish between enthusiasm and boredom.
2. share personal opinions in front of a group.
3. create a commercial to present in front of the class.
Agenda:
1. Warm- up: In their notebooks, students should answer the following questions: What is enthusiasm? What topics and things are you enthused about? What is the opposite of enthusiasm? What topics and things are you unenthused about?
Ms. Kingsbury will solicit answers from the class as well as demonstrate what enthusiasm is.
2. Note-taking: Students should write the following into their notebooks:
All speeches start with an ATTENTION-GETTER, something that grabs the audience’s attention. Examples: personal story, outrageous statistics, shocking statement, a joke.
Ms. Kingsbury will provide personal examples of aattention-getters.
3. Brainstorm: Think of a person who is always shocking and trying to get attention. What kinds of things does this person say and do? Do you act like this person? Why or why not?
Ms. Kingsbury will solicit answers from students. We will analyze why this behavior is both positive and negative.
4. Transition: Brainstorm: Write a paragraph about your favorite place. Where is it? What makes it so great? What are the benefits of being at this place? Students will share their answers. This information will transition to the culminating class activity.
5. Small Group Activity: Create a 30 second commercial for your favorite place. Write a script which you will present to the class. Please include one prop. Scripts will be collected with the presentation - 50 points.
Today's Vocabulary: enthusiasm, attention-getter, audience, benefit, commercial
Homework: Finalize your presentation for tomorrow's class.
Friday, September 21, 2007
Objectives:
After this class, students will be able to:
1. draw on personal experience to make a presentation.
2. listen to others to build community.
Agenda:
Full class activity: In their notebooks, students will write a page on the following question - What do you consider yourself an expert at? What do you do the best? We will then go around the room and EXERYONE will share their writing. We will ask each other questions in response to each person's speech.
Today's Vocabulary: community, expert
Homework: There is no homework assigned for this weekend.
After this class, students will be able to:
1. draw on personal experience to make a presentation.
2. listen to others to build community.
Agenda:
Full class activity: In their notebooks, students will write a page on the following question - What do you consider yourself an expert at? What do you do the best? We will then go around the room and EXERYONE will share their writing. We will ask each other questions in response to each person's speech.
Today's Vocabulary: community, expert
Homework: There is no homework assigned for this weekend.
Thursday, September 20, 2007
Thursday, September 20, 2007
Objectives:
After this class, students will be able to:
1. reflect on personal experience to create an essay.
2. spontaneously contribute to a class discussion.
3. analyze a poor public speaking performance.
Agenda:
1. Warm-up: In your notebooks, please answer the following question: Describe a situation in your life that was so unbearable and uncomfortable that you thought you would never survive, but you did.
Ms. Kingsbury will solicit answers from the class. This exercise is meant to show students that, even though they might be uncomfortable speaking in front of the class, there have been situations in their lives which were just as uncomfortable but which they managed to get through.
2. Build A Story activity: In order to continue building students' confidence and speaking skills, students will participate in a build-a-story activity. Ms. Kingsbury will provide the first line of the story (example - a girl went to the mall and lost her wallet), and each subsequent students will add a line to the story.
3. Transition: Students will answer the following question in their notebooks: In a recent survey, it was found that one out of five Americans cannot find the USA on a world map. Why do you think that is? Ms. Kingsbury will solicit the students for their answers.
4. Public Speaking Analysis: Students will then watch a video of a Ms. Teen USA contestant who answered that same questions. Students will critique her performance.
Homework: There is no homework assigned tonight.
After this class, students will be able to:
1. reflect on personal experience to create an essay.
2. spontaneously contribute to a class discussion.
3. analyze a poor public speaking performance.
Agenda:
1. Warm-up: In your notebooks, please answer the following question: Describe a situation in your life that was so unbearable and uncomfortable that you thought you would never survive, but you did.
Ms. Kingsbury will solicit answers from the class. This exercise is meant to show students that, even though they might be uncomfortable speaking in front of the class, there have been situations in their lives which were just as uncomfortable but which they managed to get through.
2. Build A Story activity: In order to continue building students' confidence and speaking skills, students will participate in a build-a-story activity. Ms. Kingsbury will provide the first line of the story (example - a girl went to the mall and lost her wallet), and each subsequent students will add a line to the story.
3. Transition: Students will answer the following question in their notebooks: In a recent survey, it was found that one out of five Americans cannot find the USA on a world map. Why do you think that is? Ms. Kingsbury will solicit the students for their answers.
4. Public Speaking Analysis: Students will then watch a video of a Ms. Teen USA contestant who answered that same questions. Students will critique her performance.
Homework: There is no homework assigned tonight.
Wednesday, September 19, 2007
Wednesday, September 19, 2007
Objectives:
After this class, students will be able to:
1. draw on personal experience to write about a personal hero.
2. describe the components of a speech.
3. create a visual representation of what we learned this week in class.
Agenda:
1. In their notebooks, students should answer the following questions: Who is your personal hero and why? 1/2 page
Ms. Kingsbury will solicit answers from students.
2. Notes and discussion: The components of a good speech:
a. introduction
b. grab the audience's attention
c. reveal the topic of the speech
d. establish credibility and explain why the audience should listen to you
e. explain your thesis (main point)
f. transition -----------> main points of your speech with support
g. transition ----------> conclusion and memorable ending
3. Students will create posters for our class room based on what we learned this week.
Today's Vocabulary: component, credibility, thesis, transition, hero
Homework: There is no homework assigned tonight.
After this class, students will be able to:
1. draw on personal experience to write about a personal hero.
2. describe the components of a speech.
3. create a visual representation of what we learned this week in class.
Agenda:
1. In their notebooks, students should answer the following questions: Who is your personal hero and why? 1/2 page
Ms. Kingsbury will solicit answers from students.
2. Notes and discussion: The components of a good speech:
a. introduction
b. grab the audience's attention
c. reveal the topic of the speech
d. establish credibility and explain why the audience should listen to you
e. explain your thesis (main point)
f. transition -----------> main points of your speech with support
g. transition ----------> conclusion and memorable ending
3. Students will create posters for our class room based on what we learned this week.
Today's Vocabulary: component, credibility, thesis, transition, hero
Homework: There is no homework assigned tonight.
Tuesday, September 18, 2007
Tuesday, September 18, 2007
Objectives:
After this class, students will be able to:
1. name the qualities that make a good public speaker.
2. argue reasons to support and not support the Jena 6 kids.
3. share their thoughts in a group setting.
Agenda:
1. Warm-up: In their notebooks, students should complete the following statement: I know that I am watching a good speaker because he/she..... (does what?). List at least 5 things that a good public speaker does.
2. Students will summarize, in their own words, the situation in the Jena 6 case. After this summary, students will make a list of reasons to support the Jena 6, as well as a list of reasons not to support them. Students should be aware that a mature mind can see both sides of an issue, even if they do not necessarily agree with the other side. Students will discuss issues related to racism and youth.
3. Students will share their "It's not fair!" essays which they were required to write for homework. 40 points for reading this essay in front of the class.
NOTE: Students who were not prepared will receive one opportunity at the beginning of class tomorrow to share their work!
Homework: There is no homework assigned this evening.
After this class, students will be able to:
1. name the qualities that make a good public speaker.
2. argue reasons to support and not support the Jena 6 kids.
3. share their thoughts in a group setting.
Agenda:
1. Warm-up: In their notebooks, students should complete the following statement: I know that I am watching a good speaker because he/she..... (does what?). List at least 5 things that a good public speaker does.
2. Students will summarize, in their own words, the situation in the Jena 6 case. After this summary, students will make a list of reasons to support the Jena 6, as well as a list of reasons not to support them. Students should be aware that a mature mind can see both sides of an issue, even if they do not necessarily agree with the other side. Students will discuss issues related to racism and youth.
3. Students will share their "It's not fair!" essays which they were required to write for homework. 40 points for reading this essay in front of the class.
NOTE: Students who were not prepared will receive one opportunity at the beginning of class tomorrow to share their work!
Homework: There is no homework assigned this evening.
Sunday, September 16, 2007
Monday, September 17, 2007
Objectives:
After this class, students will be able to:
1. build an atmosphere of trsust.
2. talk about being a responsible audience.
3. learn what it takes to be a good listener and audience member.
4. develop written ideas about a controversial topic.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: What makes it difficult for you personally to be an effective public speaker? List five things an audience member can do to make it difficult for a public speaker.
Ms. Kingsbury will solicit answers from the class.
2. The class will create an audience code of conduct - the rules that they will follow when another student is speaking. We will aim for 5 rules of conduct. These will be clearly posted in the room.
3. Jena Six Hot Topic Exercise:
Students will be give the following hand-out to read and discuss in small groups:
Before you begin to read this article, please answer the following questions in your notebook:
1. What does the word justice mean to you?
2. How do you know when something is unjust?
3. Do you think racism against African-Americans is still present in America? If so, why? If not, why not?
4. Do you think black teens are treated differently than white teens?
TASK: AS YOU READ THE ARTICLE BELOW, KEEP A LIST OF THE INJUSTICES THAT YOU ENCOUNTER. YOU SHOULD HAVE AT LEAST 7-10 ITEMS ON YOUR LIST BY THE END OF THE ARTICLE.
Injustice in Jena as Nooses Hang From the "White Tree"
By Bill Quigley
t r u t h o u t Report
Tuesday 03 July 2007
All white jury sitting before white judge agrees with white prosecutor and all white witnesses and convicts black youth in racially charged high school criminal case.
In a small, still mostly segregated, section of rural Louisiana, an all white jury heard a series of white witnesses called by a white prosecutor testify in a courtroom overseen by a white judge in a trial of a fight at the local high school where a white student who had been making racial taunts was hit by black students. The fight was the culmination of a series of racial incidents starting when whites responded to black students sitting under the "white tree" at their school by hanging three nooses from the tree. The white jury and white prosecutor and all white supporters of the white victim were all on one side of the courtroom. The black defendant, 17-year-old Mychal Bell, and his supporters were on the other. The jury quickly convicted Mychal Bell of two felonies - aggravated battery and conspiracy to commit aggravated battery. Bell, who was a 16-year-old sophomore football star at the time he was arrested, faces up to 22 years in prison. Five other black youths await similar trials on second-degree attempted murder and conspiracy charges.
Yes, you read that correctly. The rest of the story, which is being reported across the world in papers in China, France and England, is just as chilling.
The trouble started under "the white tree" in front of Jena High School. The "white tree" is where the white students, 80 percent of the student body, would always sit during school breaks.
In September 2006, a black student at Jena high school asked permission from school administrators to sit under the "white tree." School officials advised them to sit wherever they wanted. They did. The next day, three nooses, in the school colors, were hanging from the "white tree." The message was clear. "Those nooses meant the KKK, they meant 'Niggers, we're going to kill you, we're going to hang you till you die,'" Casteptla Bailey, a mother of one of the students, told the London Observer.
The Jena high school principal found that three white students were responsible and recommended expulsion. The white superintendent of schools over-ruled the principal and gave the students a three-day suspension saying the nooses were just a youthful stunt. "Adolescents play pranks," the superintendent told the Chicago Tribune, "I don't think it was a threat against anybody."
The African-American community was hurt and upset. "Hanging those nooses was a hate crime, plain and simple," according to Tracy Bowens, a mother of students at Jena High.
But blacks in this area of Louisiana have little political power. The ten-person, all-male government of the parish has one African-American member. The nine-member, all-male school board has one African-American member. (A person called the local school board trying to find out the racial makeup of the school board, and was told there was one "colored" member of the board). There is one black police officer in Jena and two black public school teachers.
Jena, with a population of less than 3000, is the largest town in and parish (county) seat of LaSalle Parish, Louisiana. There are about 350 African-Americans in the town. LaSalle has a population of just over 14,000 people - 12 percent African-American.
This is solid Bush and David Duke Country - GWB won LaSalle Parish 4 to 1 in the last two elections; Duke carried a majority of the white vote when he ran for Governor of Louisiana.
Families earn about 60 percent of the national average. The Census Bureau reports that less than 10 percent of the businesses in LaSalle Parish are black owned.
Jena is the site of the infamous Juvenile Correctional Center for Youth that was forced to close its doors in 2000, only two years after opening, due to widespread brutality and racism including the choking of juveniles by guards after a youth met with a lawyer. The US Department of Justice sued the private prison amid complaints that guards paid inmates to fight each other and laughed when teens tried to commit suicide.
Black students decided to resist and organized a sit-in under the "white tree" at the school to protest the light suspensions given to the noose-hanging white students.
The white district attorney then came to Jena High with law-enforcement officers to address a school assembly. According to testimony in a later motion in court, the DA reportedly threatened the black protesting students saying that if they didn't stop making a fuss about this "innocent prank", "I can be your best friend or your worst enemy. I can take away your lives with a stroke of my pen." The school was put on lockdown for the rest of the week.
Racial tensions remained high throughout the fall.
On the night of Thursday November 30, 2006, a still-unsolved fire burned down the main academic building of Jena High School.
On Friday night, December 1, a black student who showed up at a white party was beaten by whites. On Saturday, December 2, a young white man pulled out a shotgun in a confrontation with young black men at the Gotta Go convenience store outside Jena before the men wrestled it away from him. The black men who took the shotgun away were later arrested; no charges were filed against the white man.
On Monday, December 4, at Jena High, a white student - who allegedly had been making racial taunts, including calling African-American students "niggers" while supporting the students who hung the nooses and who beat up the black student at the off-campus party - was knocked down, punched and kicked by black students. The white victim was taken to the hospital treated and released. He attended a social function that evening.
Six black Jena students were arrested and charged with second-degree attempted murder. All six were expelled from school. The six charged were: 17-year-old Robert Bailey Junior whose bail was set at $138,000; 17-year-old Theo Shaw - bail $130,000; 18-year-old Carwin Jones - bail $100,000; 17-year-old Bryant Purvis - bail $70,000; 16-year-old Mychal Bell, a sophomore in high school who was charged as an adult and for whom bail was set at $90,000; and a still unidentified minor.
Many of the young men, who came to be known as the Jena Six, stayed in jail for months. Few families could afford bond or private attorneys.
Mychal Bell remained in jail from December 2006 until his trial because his family was unable to post the $90,000 bond. Theo Shaw has also remained in jail. Several of the other defendants remained in jail for months until their families could raise sufficient money to put up bonds.
The Chicago Tribune wrote a powerful story headlined "Racial Demons Rear Heads." The London Observer wrote: "Jena is gaining national notoriety as an example of the new 'stealth' racism, showing how lightly sleep the demons of racial prejudice in America's Deep South, even in the year that a black man, Barak Obama, is a serious candidate for the White House." The British Broadcasting Company aired a TV special report titled "Race Hate in Louisiana 2007."
The Jena Six and their families were put under substantial pressure to plead guilty. Mychal Bell was reported to have been leaning towards pleading guilty right up until his trial when he decided he would not plead guilty to a felony.
When it finally came, the trial of Mychal Bell was swift. Bell was represented by an appointed public defender.
On the morning of the trial, the DA reduced the charges from second-degree attempted murder to second-degree aggravated battery and conspiracy. Aggravated battery in Louisiana law demands the attack be with a dangerous weapon. The dangerous weapon? The prosecutor was allowed to argue to the jury that the tennis shoes worn by Bell could be considered a dangerous weapon used by "the gang of black boys" who beat the white victim.
Most shocking of all, when the pool of potential jurors was summoned, fifty people appeared - every single one white.
The LaSalle Parish clerk defended the all white group to the Alexandria Louisiana Town Talk newspaper saying that the jury pool was selected by computer. "The venire [panel of prospective jurors] is color-blind. The idea is for the list to truly reflect the racial makeup of the community, but the system does not take race into factor." Officials said they had summoned 150 people, but these were the only people who showed up.
The all-white jury which was finally chosen included two people friendly with the district attorney, a relative of one of the witnesses and several others who were friends of prosecution witnesses.
Bell's parents, Melissa Bell and Marcus Jones, were not even allowed to attend the trial despite their objections, because they were listed as potential witnesses. The white victim, though a witness, was allowed to stay in the courtroom. The parents, who had been widely quoted in the media as critics of the process, were also told they could no longer speak to the media as long as the trial was in session. Marcus Jones had told the media, "It's all about those nooses" and declared the charges racially motivated.
Other supporters who planned a demonstration in support of Bell were ordered by the court not to do go near the courthouse or anywhere the judge would see them.
The prosecutor called 17 witnesses - 11 white students, three white teachers and two white nurses. Some said they saw Bell kick the victim, others said they did not see him do anything. The white victim testified that he did not know if Bell hit him or not.
The Chicago Tribune reported the public defender did not challenge the all-white jury pool, put on no evidence and called no witnesses. The public defender told the Alexandria Town Talk, after resting his case without calling any witnesses, he knew he would be second-guessed by many, but was confident that the jury would return a verdict of not guilty. "I don't believe race is an issue in this trial. I think I have a fair and impartial jury"
The jury deliberated for less than three hours and found Mychal Bell guilty on the maximum possible charges of second-degree aggravated battery and conspiracy. He faces up to a maximum of 22 years in prison.
The public defender told the press afterwards, "I feel I put on the best defense that I could." Responding to criticism of not putting on any witnesses, the attorney said "why open the door for further accusations? I did the best I could for my client, Mychal Bell."
At a rally in front of the courthouse the next day, Alan Bean, a Texas minister and leader of the Friends of Justice, said: "I have seen a lot of trials in my time. And I have never seen a more distressing miscarriage of justice than what happened in LaSalle Parish yesterday." Khadijah Rashad of Lafayette Louisiana described the trial as a "modern day lynching."
Tory Pegram with the Louisiana ACLU has been working with the parents for months. "People know if they don't demand equal treatment now, they will never get it. People's jobs and livelihoods have been threatened for attending Jena Six Defense meetings, but people are willing to risk that. One person told me: 'We have to convince more people to come rally with us ... What's the worst that could happen? They fire us from our jobs? We have the worst jobs in the town anyway. They burn a cross on our lawns or burn down my house? All of that has happened to us before. We have to keep speaking out to make sure it doesn't happen to us again, or our children will never be safe.'"
Whites in the community were adamant that there is no racism. "We don't have a problem," according to one. Other locals told the media, "We all get along," and "most blacks are happy with the way things are." One person even said, "We don't have many problems with our blacks."
Melvin Worthington, the lone African-American school board member in LaSalle Parish, said it all could have been avoided. "There's no doubt about it," he told the Chicago Tribune, "whites and blacks are treated differently here. The white kids should have gotten more punishment for hanging those nooses. If they had, all the stuff that followed could have been avoided."
Hebert McCoy, a relative of one of the youths who has been trying to raise money for bail and lawyers, challenged people everywhere at the end of the rally when he said: "You better get out of your houses. You better come out and defend your children - because they are incarcerating them by the thousands. Jena's not the beginning, but Jena has crossed the line. Justice is not right when you put on the wrong charges and then convict. I believe in justice. I believe in the point of law. I believe in accepting the punishment if I'm guilty. If I'm guilty, convict me and punishment, but if I'm innocent, no justice." The crowd joined with him and shouted, "No peace!"
What happened to the white guys? The white victim of the beating was later arrested for bringing a hunting rifle loaded with 13 bullets onto the high school campus and released on $5000 bond. The white man who beat up the black youth at the off-campus party was arrested and charged with simple battery. The white students who hung up the nooses in the "white tree" were never charged.
Since the arrests, a group of family members have been holding well-attended meetings, and have created a defense fund- The Jena Six Defense Committee. They have received support from the NAACP, the Louisiana ACLU and Friends of Justice. For more information: The Jena Six Defense Committee, PO Box 2798, Jena, LA 71342 jena6defense@gmail.com; Friends of Justice, 507 North Donley Avenue, Tulia, TX 79088 www.fojtulia.org; or the ACLU of Louisiana, PO Box 56157, New Orleans, LA 70156 www.laaclu.org or 417-350-0536.
What is next? The rest of the Jena Six await similar trials. Theodore Shaw is due to go on trial shortly. Mychal Bell is scheduled to be sentenced July 31. If he gets the maximum sentence he will not be out of prison until he is nearly 40. Meanwhile, the "white tree" outside Jena High sits quietly in the hot sun.
--------
Bill is a human-rights lawyer and law professor at Loyola University in New Orleans. You can reach him at Quigley@loyno.edu. Audrey Stewart contributed to this article.
Source: http://www.truthout.org/docs_2006/070307B.shtml
POST-READING QUESTIONS:
1. Why do you think the bail was set so high for the black teens?
2. Why do you think the white students received more lenient treatment than the black students?
3. Why do you think you have never heard about this story before?
Students will break into small groups (3-4) and discuss their answers to the questions presented before and after the article. We will have a full group discussion on this topic.
Today's Vocabulary: code of conduct, Jena Six, justice, injustice
Homework:
Write about a situation, either personal or not, that you think is unfair. Describe the situation, explain why it is unjust, and offer a solution that would make it fair and just. Incorporate your knowledge of the Jena Six into your essay. Be prepared to read this essay in front of the class tomorrow.
After this class, students will be able to:
1. build an atmosphere of trsust.
2. talk about being a responsible audience.
3. learn what it takes to be a good listener and audience member.
4. develop written ideas about a controversial topic.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: What makes it difficult for you personally to be an effective public speaker? List five things an audience member can do to make it difficult for a public speaker.
Ms. Kingsbury will solicit answers from the class.
2. The class will create an audience code of conduct - the rules that they will follow when another student is speaking. We will aim for 5 rules of conduct. These will be clearly posted in the room.
3. Jena Six Hot Topic Exercise:
Students will be give the following hand-out to read and discuss in small groups:
Before you begin to read this article, please answer the following questions in your notebook:
1. What does the word justice mean to you?
2. How do you know when something is unjust?
3. Do you think racism against African-Americans is still present in America? If so, why? If not, why not?
4. Do you think black teens are treated differently than white teens?
TASK: AS YOU READ THE ARTICLE BELOW, KEEP A LIST OF THE INJUSTICES THAT YOU ENCOUNTER. YOU SHOULD HAVE AT LEAST 7-10 ITEMS ON YOUR LIST BY THE END OF THE ARTICLE.
Injustice in Jena as Nooses Hang From the "White Tree"
By Bill Quigley
t r u t h o u t Report
Tuesday 03 July 2007
All white jury sitting before white judge agrees with white prosecutor and all white witnesses and convicts black youth in racially charged high school criminal case.
In a small, still mostly segregated, section of rural Louisiana, an all white jury heard a series of white witnesses called by a white prosecutor testify in a courtroom overseen by a white judge in a trial of a fight at the local high school where a white student who had been making racial taunts was hit by black students. The fight was the culmination of a series of racial incidents starting when whites responded to black students sitting under the "white tree" at their school by hanging three nooses from the tree. The white jury and white prosecutor and all white supporters of the white victim were all on one side of the courtroom. The black defendant, 17-year-old Mychal Bell, and his supporters were on the other. The jury quickly convicted Mychal Bell of two felonies - aggravated battery and conspiracy to commit aggravated battery. Bell, who was a 16-year-old sophomore football star at the time he was arrested, faces up to 22 years in prison. Five other black youths await similar trials on second-degree attempted murder and conspiracy charges.
Yes, you read that correctly. The rest of the story, which is being reported across the world in papers in China, France and England, is just as chilling.
The trouble started under "the white tree" in front of Jena High School. The "white tree" is where the white students, 80 percent of the student body, would always sit during school breaks.
In September 2006, a black student at Jena high school asked permission from school administrators to sit under the "white tree." School officials advised them to sit wherever they wanted. They did. The next day, three nooses, in the school colors, were hanging from the "white tree." The message was clear. "Those nooses meant the KKK, they meant 'Niggers, we're going to kill you, we're going to hang you till you die,'" Casteptla Bailey, a mother of one of the students, told the London Observer.
The Jena high school principal found that three white students were responsible and recommended expulsion. The white superintendent of schools over-ruled the principal and gave the students a three-day suspension saying the nooses were just a youthful stunt. "Adolescents play pranks," the superintendent told the Chicago Tribune, "I don't think it was a threat against anybody."
The African-American community was hurt and upset. "Hanging those nooses was a hate crime, plain and simple," according to Tracy Bowens, a mother of students at Jena High.
But blacks in this area of Louisiana have little political power. The ten-person, all-male government of the parish has one African-American member. The nine-member, all-male school board has one African-American member. (A person called the local school board trying to find out the racial makeup of the school board, and was told there was one "colored" member of the board). There is one black police officer in Jena and two black public school teachers.
Jena, with a population of less than 3000, is the largest town in and parish (county) seat of LaSalle Parish, Louisiana. There are about 350 African-Americans in the town. LaSalle has a population of just over 14,000 people - 12 percent African-American.
This is solid Bush and David Duke Country - GWB won LaSalle Parish 4 to 1 in the last two elections; Duke carried a majority of the white vote when he ran for Governor of Louisiana.
Families earn about 60 percent of the national average. The Census Bureau reports that less than 10 percent of the businesses in LaSalle Parish are black owned.
Jena is the site of the infamous Juvenile Correctional Center for Youth that was forced to close its doors in 2000, only two years after opening, due to widespread brutality and racism including the choking of juveniles by guards after a youth met with a lawyer. The US Department of Justice sued the private prison amid complaints that guards paid inmates to fight each other and laughed when teens tried to commit suicide.
Black students decided to resist and organized a sit-in under the "white tree" at the school to protest the light suspensions given to the noose-hanging white students.
The white district attorney then came to Jena High with law-enforcement officers to address a school assembly. According to testimony in a later motion in court, the DA reportedly threatened the black protesting students saying that if they didn't stop making a fuss about this "innocent prank", "I can be your best friend or your worst enemy. I can take away your lives with a stroke of my pen." The school was put on lockdown for the rest of the week.
Racial tensions remained high throughout the fall.
On the night of Thursday November 30, 2006, a still-unsolved fire burned down the main academic building of Jena High School.
On Friday night, December 1, a black student who showed up at a white party was beaten by whites. On Saturday, December 2, a young white man pulled out a shotgun in a confrontation with young black men at the Gotta Go convenience store outside Jena before the men wrestled it away from him. The black men who took the shotgun away were later arrested; no charges were filed against the white man.
On Monday, December 4, at Jena High, a white student - who allegedly had been making racial taunts, including calling African-American students "niggers" while supporting the students who hung the nooses and who beat up the black student at the off-campus party - was knocked down, punched and kicked by black students. The white victim was taken to the hospital treated and released. He attended a social function that evening.
Six black Jena students were arrested and charged with second-degree attempted murder. All six were expelled from school. The six charged were: 17-year-old Robert Bailey Junior whose bail was set at $138,000; 17-year-old Theo Shaw - bail $130,000; 18-year-old Carwin Jones - bail $100,000; 17-year-old Bryant Purvis - bail $70,000; 16-year-old Mychal Bell, a sophomore in high school who was charged as an adult and for whom bail was set at $90,000; and a still unidentified minor.
Many of the young men, who came to be known as the Jena Six, stayed in jail for months. Few families could afford bond or private attorneys.
Mychal Bell remained in jail from December 2006 until his trial because his family was unable to post the $90,000 bond. Theo Shaw has also remained in jail. Several of the other defendants remained in jail for months until their families could raise sufficient money to put up bonds.
The Chicago Tribune wrote a powerful story headlined "Racial Demons Rear Heads." The London Observer wrote: "Jena is gaining national notoriety as an example of the new 'stealth' racism, showing how lightly sleep the demons of racial prejudice in America's Deep South, even in the year that a black man, Barak Obama, is a serious candidate for the White House." The British Broadcasting Company aired a TV special report titled "Race Hate in Louisiana 2007."
The Jena Six and their families were put under substantial pressure to plead guilty. Mychal Bell was reported to have been leaning towards pleading guilty right up until his trial when he decided he would not plead guilty to a felony.
When it finally came, the trial of Mychal Bell was swift. Bell was represented by an appointed public defender.
On the morning of the trial, the DA reduced the charges from second-degree attempted murder to second-degree aggravated battery and conspiracy. Aggravated battery in Louisiana law demands the attack be with a dangerous weapon. The dangerous weapon? The prosecutor was allowed to argue to the jury that the tennis shoes worn by Bell could be considered a dangerous weapon used by "the gang of black boys" who beat the white victim.
Most shocking of all, when the pool of potential jurors was summoned, fifty people appeared - every single one white.
The LaSalle Parish clerk defended the all white group to the Alexandria Louisiana Town Talk newspaper saying that the jury pool was selected by computer. "The venire [panel of prospective jurors] is color-blind. The idea is for the list to truly reflect the racial makeup of the community, but the system does not take race into factor." Officials said they had summoned 150 people, but these were the only people who showed up.
The all-white jury which was finally chosen included two people friendly with the district attorney, a relative of one of the witnesses and several others who were friends of prosecution witnesses.
Bell's parents, Melissa Bell and Marcus Jones, were not even allowed to attend the trial despite their objections, because they were listed as potential witnesses. The white victim, though a witness, was allowed to stay in the courtroom. The parents, who had been widely quoted in the media as critics of the process, were also told they could no longer speak to the media as long as the trial was in session. Marcus Jones had told the media, "It's all about those nooses" and declared the charges racially motivated.
Other supporters who planned a demonstration in support of Bell were ordered by the court not to do go near the courthouse or anywhere the judge would see them.
The prosecutor called 17 witnesses - 11 white students, three white teachers and two white nurses. Some said they saw Bell kick the victim, others said they did not see him do anything. The white victim testified that he did not know if Bell hit him or not.
The Chicago Tribune reported the public defender did not challenge the all-white jury pool, put on no evidence and called no witnesses. The public defender told the Alexandria Town Talk, after resting his case without calling any witnesses, he knew he would be second-guessed by many, but was confident that the jury would return a verdict of not guilty. "I don't believe race is an issue in this trial. I think I have a fair and impartial jury"
The jury deliberated for less than three hours and found Mychal Bell guilty on the maximum possible charges of second-degree aggravated battery and conspiracy. He faces up to a maximum of 22 years in prison.
The public defender told the press afterwards, "I feel I put on the best defense that I could." Responding to criticism of not putting on any witnesses, the attorney said "why open the door for further accusations? I did the best I could for my client, Mychal Bell."
At a rally in front of the courthouse the next day, Alan Bean, a Texas minister and leader of the Friends of Justice, said: "I have seen a lot of trials in my time. And I have never seen a more distressing miscarriage of justice than what happened in LaSalle Parish yesterday." Khadijah Rashad of Lafayette Louisiana described the trial as a "modern day lynching."
Tory Pegram with the Louisiana ACLU has been working with the parents for months. "People know if they don't demand equal treatment now, they will never get it. People's jobs and livelihoods have been threatened for attending Jena Six Defense meetings, but people are willing to risk that. One person told me: 'We have to convince more people to come rally with us ... What's the worst that could happen? They fire us from our jobs? We have the worst jobs in the town anyway. They burn a cross on our lawns or burn down my house? All of that has happened to us before. We have to keep speaking out to make sure it doesn't happen to us again, or our children will never be safe.'"
Whites in the community were adamant that there is no racism. "We don't have a problem," according to one. Other locals told the media, "We all get along," and "most blacks are happy with the way things are." One person even said, "We don't have many problems with our blacks."
Melvin Worthington, the lone African-American school board member in LaSalle Parish, said it all could have been avoided. "There's no doubt about it," he told the Chicago Tribune, "whites and blacks are treated differently here. The white kids should have gotten more punishment for hanging those nooses. If they had, all the stuff that followed could have been avoided."
Hebert McCoy, a relative of one of the youths who has been trying to raise money for bail and lawyers, challenged people everywhere at the end of the rally when he said: "You better get out of your houses. You better come out and defend your children - because they are incarcerating them by the thousands. Jena's not the beginning, but Jena has crossed the line. Justice is not right when you put on the wrong charges and then convict. I believe in justice. I believe in the point of law. I believe in accepting the punishment if I'm guilty. If I'm guilty, convict me and punishment, but if I'm innocent, no justice." The crowd joined with him and shouted, "No peace!"
What happened to the white guys? The white victim of the beating was later arrested for bringing a hunting rifle loaded with 13 bullets onto the high school campus and released on $5000 bond. The white man who beat up the black youth at the off-campus party was arrested and charged with simple battery. The white students who hung up the nooses in the "white tree" were never charged.
Since the arrests, a group of family members have been holding well-attended meetings, and have created a defense fund- The Jena Six Defense Committee. They have received support from the NAACP, the Louisiana ACLU and Friends of Justice. For more information: The Jena Six Defense Committee, PO Box 2798, Jena, LA 71342 jena6defense@gmail.com; Friends of Justice, 507 North Donley Avenue, Tulia, TX 79088 www.fojtulia.org; or the ACLU of Louisiana, PO Box 56157, New Orleans, LA 70156 www.laaclu.org or 417-350-0536.
What is next? The rest of the Jena Six await similar trials. Theodore Shaw is due to go on trial shortly. Mychal Bell is scheduled to be sentenced July 31. If he gets the maximum sentence he will not be out of prison until he is nearly 40. Meanwhile, the "white tree" outside Jena High sits quietly in the hot sun.
--------
Bill is a human-rights lawyer and law professor at Loyola University in New Orleans. You can reach him at Quigley@loyno.edu. Audrey Stewart contributed to this article.
Source: http://www.truthout.org/docs_2006/070307B.shtml
POST-READING QUESTIONS:
1. Why do you think the bail was set so high for the black teens?
2. Why do you think the white students received more lenient treatment than the black students?
3. Why do you think you have never heard about this story before?
Students will break into small groups (3-4) and discuss their answers to the questions presented before and after the article. We will have a full group discussion on this topic.
Today's Vocabulary: code of conduct, Jena Six, justice, injustice
Homework:
Write about a situation, either personal or not, that you think is unfair. Describe the situation, explain why it is unjust, and offer a solution that would make it fair and just. Incorporate your knowledge of the Jena Six into your essay. Be prepared to read this essay in front of the class tomorrow.
Saturday, September 15, 2007
How to Talk to Your Teachers
As you develop your communication skills, you might want to consider the following advice on how to talk to your teachers:
http://www.lifehack.org/articles/communication/advice-for-students-how-to-talk-to-professors.html
Enjoy this article. I hope you find it useful.
http://www.lifehack.org/articles/communication/advice-for-students-how-to-talk-to-professors.html
Enjoy this article. I hope you find it useful.
Thursday, September 13, 2007
You don't want to fail....
http://www.lifehack.org/articles/productivity/how-to-fail-at-practically-anything.html
...but if you do, here's how to do it right! Enjoy this article.
...but if you do, here's how to do it right! Enjoy this article.
Major Opportunity To Experience The University Of Pennsylvania
http://humanities.sas.upenn.edu/index.shtml
The Penn Humanities Forum offers lectures every week on a variety of fascinating topics. This year, the theme is Origins. The lectures run the entire year and are held every Wednesday at 5 p.m. on the Penn campus.
If you decide to go to any of these lectures, I'll give you major EC points for presenting a summary of the event to the class. Please send an email to ms.kingsbury@verizon.net if you attend any of these lectures.
The Penn Humanities Forum offers lectures every week on a variety of fascinating topics. This year, the theme is Origins. The lectures run the entire year and are held every Wednesday at 5 p.m. on the Penn campus.
If you decide to go to any of these lectures, I'll give you major EC points for presenting a summary of the event to the class. Please send an email to ms.kingsbury@verizon.net if you attend any of these lectures.
Wednesday, September 12, 2007
Tuesday, September 11, 2007
Tuesday, September 11, 2007
Objectives:
After this class, students will be able to:
1. describe what public speaking is and why it is important.
2. create an inventory of their public speaking experiences.
3. give an impromptu speech.
Agenda:
1. Warm-Up: In their notebooks, students will answer the following questions:
a. What exactly is public speaking?
b. When do we need to speak in front of others?
c. In what careers do people need to speak in front of others? List 3.
2. While students are working on their warm-up, Ms. Kingsbury will check for homework and give students credit for bringing in a notebook.
3. Review answers to the warm-up questions.
4. Review class syllabus. Syllabus can be found at the bottom of this website and is dated September 9, 2007. Answer any questions related to the syllabus.
5. Pubic speaking personal inventory: In their notebooks, students will write their public speaking history. Maybe they have never spoken in front of a class; maybe they are the class clown and ALWAYS speak in front of the class. Maybe they talk as little as possible; maybe they are always the center of attention in a group. Students will assess where they are right now as a public communicator. Write 6 sentences on your personal experiences speaking in front of others. Ask for volunteers to share answers.
6. Begin Show & Tell: Students were to bring in an item to talk about in front of the class. Students will give an impromptu speech about their item. This activity is meant to show how public speaking is something that they have been doing for a long time, even back when they were younger. It will also give the students an opportunity to talk about themselves.
TODAY'S VOCABULARY: inventory, impromptu
Homework:
1. Find an article, story, or poem about a controversial topic. Bring it in. It can be from the internet, in a book, or in a newspaper. Make sure it is something you find interesting!
After this class, students will be able to:
1. describe what public speaking is and why it is important.
2. create an inventory of their public speaking experiences.
3. give an impromptu speech.
Agenda:
1. Warm-Up: In their notebooks, students will answer the following questions:
a. What exactly is public speaking?
b. When do we need to speak in front of others?
c. In what careers do people need to speak in front of others? List 3.
2. While students are working on their warm-up, Ms. Kingsbury will check for homework and give students credit for bringing in a notebook.
3. Review answers to the warm-up questions.
4. Review class syllabus. Syllabus can be found at the bottom of this website and is dated September 9, 2007. Answer any questions related to the syllabus.
5. Pubic speaking personal inventory: In their notebooks, students will write their public speaking history. Maybe they have never spoken in front of a class; maybe they are the class clown and ALWAYS speak in front of the class. Maybe they talk as little as possible; maybe they are always the center of attention in a group. Students will assess where they are right now as a public communicator. Write 6 sentences on your personal experiences speaking in front of others. Ask for volunteers to share answers.
6. Begin Show & Tell: Students were to bring in an item to talk about in front of the class. Students will give an impromptu speech about their item. This activity is meant to show how public speaking is something that they have been doing for a long time, even back when they were younger. It will also give the students an opportunity to talk about themselves.
TODAY'S VOCABULARY: inventory, impromptu
Homework:
1. Find an article, story, or poem about a controversial topic. Bring it in. It can be from the internet, in a book, or in a newspaper. Make sure it is something you find interesting!
Sunday, September 9, 2007
Monday, September 10, 2007 - The First Day of School! Welcome back to OHS!
Objectives:
After this class, students will be able to:
1. provide a personal introduction to their instructor.
2. create name derivatives based on linguistic formulas.
3. understand the importance of public speaking as a life skill.
4. assess their own currrent public speaking skills and experiences.
Agenda:
1. Students will find their assigned seats.
2. Ms. Kingsbury will introduce herself and give a brief overview of the class.
Introduction: This is Ms. K's fourth year at OHS. Over these years, she's helped almost 200 seniors reach their goal of graduation from high school. This year, she will be responsible for four senior English classes and this Public Speaking class. She lives with her daughter (who is three), her boyfriend, and four cats. Her hobbies include reading, writing, and photography, plus she is learning how to cook.
3. Students will complete the following information sheet and turn in to their instructor. If you are absent on the first day of school, please send an email to ms.kingsbury@verizon.net and request an information sheet.
INFORMATION SHEET FOR MS. KINGSBURY
OVERBROOK HIGH SCHOOL
2007-2008
Public Speaking
YOUR NAME:
ADDRESS:
HOME PHONE #:
CELL PHONE #:
PARENT/GUARDIAN’S NAME:
ACADEMY:
THREE WORDS YOU WOULD USE TO DESCRIBE YOURSELF:
YOUR THREE GREATEST STRENGTHS (what are you good at):
PLANS AFTER OHS (please be specific):
4. Students will then flip their information sheet over and play the name game. This exercise is meant to be fun and to provide your instructor with information. The goal is to create an atmosphere of camaraderie and community.
a. YOUR REAL NAME:
b. YOUR GANGSTA NAME (first 4 letters of real name plus izzle):
c. YOUR DETECTIVE NAME (favorite color and animal):
d. YOUR SOAP OPERA NAME (your middle name and street you live on):
e. YOUR STAR WARS NAME (the first 3 letters of your last name, first 2 letters of your first name):
f. YOUR SUPERHERO NAME (Your 2nd favorite color, and random thing):
g. YOUR ARABIC NAME: (2nd letter of your first name, 3rd letter of your last name, 1st letter of your middle name, 2nd letter of your mom’s maiden name, 3rd letter of you dad’s middle name, 1st letter of a sibling’s first name, and last letter of your mom’s middle name):
h. YOUR WITNESS PROTECTION NAME: (Parents’ middle names):
i. YOUR "GOTH" NAME: (black, and the name of one of your pets):
We will go around the room and each student will share their real name and their favorite name game name. Ms. K will also share a few of hers.
Homework:
1. Bring a notebook for tomorrow's class. This is worth 20 points towards your grade.
2. Bring something for show-and-tell. Be prepared to speak for 90 seconds on your item. This is worth 30 points towards your grade.
NOTE: This class was shortened due to extended advisory.
After this class, students will be able to:
1. provide a personal introduction to their instructor.
2. create name derivatives based on linguistic formulas.
3. understand the importance of public speaking as a life skill.
4. assess their own currrent public speaking skills and experiences.
Agenda:
1. Students will find their assigned seats.
2. Ms. Kingsbury will introduce herself and give a brief overview of the class.
Introduction: This is Ms. K's fourth year at OHS. Over these years, she's helped almost 200 seniors reach their goal of graduation from high school. This year, she will be responsible for four senior English classes and this Public Speaking class. She lives with her daughter (who is three), her boyfriend, and four cats. Her hobbies include reading, writing, and photography, plus she is learning how to cook.
3. Students will complete the following information sheet and turn in to their instructor. If you are absent on the first day of school, please send an email to ms.kingsbury@verizon.net and request an information sheet.
INFORMATION SHEET FOR MS. KINGSBURY
OVERBROOK HIGH SCHOOL
2007-2008
Public Speaking
YOUR NAME:
ADDRESS:
HOME PHONE #:
CELL PHONE #:
PARENT/GUARDIAN’S NAME:
ACADEMY:
THREE WORDS YOU WOULD USE TO DESCRIBE YOURSELF:
YOUR THREE GREATEST STRENGTHS (what are you good at):
PLANS AFTER OHS (please be specific):
4. Students will then flip their information sheet over and play the name game. This exercise is meant to be fun and to provide your instructor with information. The goal is to create an atmosphere of camaraderie and community.
a. YOUR REAL NAME:
b. YOUR GANGSTA NAME (first 4 letters of real name plus izzle):
c. YOUR DETECTIVE NAME (favorite color and animal):
d. YOUR SOAP OPERA NAME (your middle name and street you live on):
e. YOUR STAR WARS NAME (the first 3 letters of your last name, first 2 letters of your first name):
f. YOUR SUPERHERO NAME (Your 2nd favorite color, and random thing):
g. YOUR ARABIC NAME: (2nd letter of your first name, 3rd letter of your last name, 1st letter of your middle name, 2nd letter of your mom’s maiden name, 3rd letter of you dad’s middle name, 1st letter of a sibling’s first name, and last letter of your mom’s middle name):
h. YOUR WITNESS PROTECTION NAME: (Parents’ middle names):
i. YOUR "GOTH" NAME: (black, and the name of one of your pets):
We will go around the room and each student will share their real name and their favorite name game name. Ms. K will also share a few of hers.
Homework:
1. Bring a notebook for tomorrow's class. This is worth 20 points towards your grade.
2. Bring something for show-and-tell. Be prepared to speak for 90 seconds on your item. This is worth 30 points towards your grade.
NOTE: This class was shortened due to extended advisory.
Syllabus for Public Speaking
Syllabus for Public Speaking
Overbrook High School
Ms. Kingsbury
School Year 2007-2008
Introduction
The words “public speaking” can sound intimidating, but leaning how to communicate clearly and effectively in front of others is an invaluable life skill. Public Speaking is a twelve week course in which you will learn the techniques and tricks essential to becoming a stellar communicator. By the end of this course, you will be able to gather and organize information about yourself and other topics in order to communicate publicly for a variety of purposes. You will gain confidence and self-esteem in your ability to talk in front of others.
My Expectations for Your Behavior and Performance
1. You will come to class prepared every day with a notebook and pen/pencil.
2. You will always be on your best behavior.
3. You will show respect to your teacher and classmates.
4. You will see me before or after school only to discuss make-up work and personal issues.
5. You will always produce your own, best work, with serious penalty for cheating or plagiarism.
Required Reading
Public Speaking does not have a required textbook. Your instructor will distribute handouts related to class, and you will learn how to research information on your own.
In your past English classes, the focus has been on reading and writing, but this class will focus
on speaking and listening. Through class discussions, you will learn what makes a successful
speech, the different kinds of speeches, how to write and give a speech, how to listen critically
and evaluate speeches, and the common fears about public speaking. Class participation is an
essential component to this class.
Notebooks
You will be required to maintain a notebook during this class. If you think you might lose your notebook, you may request to have it stored in our classroom for your daily use. Your notebook will be your life-line; most quizzes and tests will allow you to use your notebook as an answer resource. I will perform periodic notebook checks which will count towards your grade as well. It will be clear when you will need to take notes and do classwork in your notebook. Either a spiral-bound notebook or three-ring binder will be sufficient.
Our Class Website
In order to facilitate the development of students’ technology skills, I have set up a website for each academy. On the site, you will find information and assignments which you will be asked to read and complete. My goal this year is to limit the amount of paper I collect from you. Therefore, most of your classwork and homework assignments will be completed on-line. If you do not have a computer at home, there are many computers throughout the high school which you may use. On a first-come-first-served basis, you may use my laptop as well during your lunch period and/or before school. The addresses for the class websites is http://publicspeakingatohs.blogspot.com.
It is highly recommended you visit our class website once a day for information and assignments.
Grading
I calculate grades on a point system. The more points you earn for successfully completing your work, the higher your grade. Daily classwork is worth approximately 10-20 points; quizzes are worth 30-40 points; tests are worth 100 - 200 points; and larger projects are worth 200+ points. Cumulative grades are calculated on a weekly basis, and you will always have access to your grade in this class; please ask to see it anytime. I use the following formula to determine your grade:
Total Points Earned by Student / Total Possible Points x 100% = Student’s % Grade
Example: John earns 800 points / John could have earned 1000 possible points
X 100% = 80% (B)
Contact Information
I encourage you and your parents to speak with me at any time throughout the year about your performance and behavior, as well as ask questions about our reading and projects. I am available every day before school at 7:30 a.m., after school until 3:15 p.m., by phone at (215) 581-5507, and by email at ms.kingsbury@verizon.net.
Overbrook High School
Ms. Kingsbury
School Year 2007-2008
Introduction
The words “public speaking” can sound intimidating, but leaning how to communicate clearly and effectively in front of others is an invaluable life skill. Public Speaking is a twelve week course in which you will learn the techniques and tricks essential to becoming a stellar communicator. By the end of this course, you will be able to gather and organize information about yourself and other topics in order to communicate publicly for a variety of purposes. You will gain confidence and self-esteem in your ability to talk in front of others.
My Expectations for Your Behavior and Performance
1. You will come to class prepared every day with a notebook and pen/pencil.
2. You will always be on your best behavior.
3. You will show respect to your teacher and classmates.
4. You will see me before or after school only to discuss make-up work and personal issues.
5. You will always produce your own, best work, with serious penalty for cheating or plagiarism.
Required Reading
Public Speaking does not have a required textbook. Your instructor will distribute handouts related to class, and you will learn how to research information on your own.
In your past English classes, the focus has been on reading and writing, but this class will focus
on speaking and listening. Through class discussions, you will learn what makes a successful
speech, the different kinds of speeches, how to write and give a speech, how to listen critically
and evaluate speeches, and the common fears about public speaking. Class participation is an
essential component to this class.
Notebooks
You will be required to maintain a notebook during this class. If you think you might lose your notebook, you may request to have it stored in our classroom for your daily use. Your notebook will be your life-line; most quizzes and tests will allow you to use your notebook as an answer resource. I will perform periodic notebook checks which will count towards your grade as well. It will be clear when you will need to take notes and do classwork in your notebook. Either a spiral-bound notebook or three-ring binder will be sufficient.
Our Class Website
In order to facilitate the development of students’ technology skills, I have set up a website for each academy. On the site, you will find information and assignments which you will be asked to read and complete. My goal this year is to limit the amount of paper I collect from you. Therefore, most of your classwork and homework assignments will be completed on-line. If you do not have a computer at home, there are many computers throughout the high school which you may use. On a first-come-first-served basis, you may use my laptop as well during your lunch period and/or before school. The addresses for the class websites is http://publicspeakingatohs.blogspot.com.
It is highly recommended you visit our class website once a day for information and assignments.
Grading
I calculate grades on a point system. The more points you earn for successfully completing your work, the higher your grade. Daily classwork is worth approximately 10-20 points; quizzes are worth 30-40 points; tests are worth 100 - 200 points; and larger projects are worth 200+ points. Cumulative grades are calculated on a weekly basis, and you will always have access to your grade in this class; please ask to see it anytime. I use the following formula to determine your grade:
Total Points Earned by Student / Total Possible Points x 100% = Student’s % Grade
Example: John earns 800 points / John could have earned 1000 possible points
X 100% = 80% (B)
Contact Information
I encourage you and your parents to speak with me at any time throughout the year about your performance and behavior, as well as ask questions about our reading and projects. I am available every day before school at 7:30 a.m., after school until 3:15 p.m., by phone at (215) 581-5507, and by email at ms.kingsbury@verizon.net.
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