D2L Corporation
2014-06-16T17:37:28-04:00
2014-06-16T11:29:04-04:00
D2L Corporation
Forensics II Curriculum Framework
Forensics II is a two-semester course which will provide students with an opportunity to demonstrate communication skills at an intermediate level. Students will cultivate effective vocal delivery, emphasizing articulation, projection, and inflection. They will cultivate appropriate movement and gesture to accentuate meaning. These communication skills, which will serve students well throughout their lives, will be embedded throughout the course. Students will acquire skills necessary to make aesthetic choices in the selection, preparation, and presentation of literature from a wide variety of genres. Students will practice persuasive techniques in both extemporaneous and prepared formats.
2014-06-12
2012
Arkansas Department of Education
Strand
Oral Interpretation
1.
Content Standard
Students will demonstrate competency in literary performance by creating varied oral interpretation presentations.
OI.1.FII.1
Select appropriate tales for storytelling:<ul><li>audience-centered content</li><li>exhibition of literary merit</li><li>fitting for the occasion</li></ul>
OI.1.FII.2
Appraise varied genres of literature to find stories
(e.g., adventure, biographical story, children's stories, fairy tale, fantasy, historical accounts, modern short story, mythology)
OI.1.FII.3
Demonstrate how vocal variety alters characterization
OI.1.FII.4
Identify the important elements of a story or poem
OI.1.FII.5
Organize a story for varied public presentations
OI.1.FII.6
Evaluate information from a variety of sources
OI.1.FII.7
Analyze the role of movement and gesture in performing oral readings
OI.1.FII.8
Determine appropriate movement for presentation:<ul><li>heightened movement</li><li>movement to delineate character, time, place, and/or mood</li><li>simplified movement</li></ul>
OI.1.FII.9
Practice the use of paralanguage in oral presentations to match emotion:<ul><li>dramatic pause</li><li>inflection</li><li>oral punctuation</li><li>pitch variation</li><li>stress</li><li>tempo</li><li>volume</li></ul>
OI.1.FII.10
Investigate criteria for determining correct pronunciation
(e.g., acceptance, education, limitations, locale, regional similarity)
OI.1.FII.11
Weigh words that carry emphasis in comparison to subordinate words
OI.1.FII.12
Coordinate reading rate with content and intent
OI.1.FII.13
Revise presentations based on audience feedback
OI.1.FII.14
Compile a portfolio for oral interpretation:<ul><li>culturally diverse literature</li><li>dramatic literature</li><li>humorous literature</li><li>poetry</li><li>prose</li><li>social issues</li></ul>
OI.1.FII.15
Select literature to be performed based on teacher-selected criteria
OI.1.FII.16
Conduct an audience analysis
OI.1.FII.17
Complete an analysis of characters in the selection
OI.1.FII.18
Examine the historical impact of literature selected for oral interpretation
OI.1.FII.19
Determine appropriate delivery method for diverse audiences
OI.1.FII.20
Experiment with various introductory methods
(e.g., author biography, excerpt/exposition, humor, narrative, related anecdote, startling statement, teasers)
OI.1.FII.21
Collaborate to perform in a group presentation
(e.g., Choral Reading, Readers Theater, Words and Music)
OI.1.FII.22
Participate in group evaluations
OI.1.FII.23
Examine the social impact of a literary selection
OI.1.FII.24
Score a script
OI.1.FII.25
Compare multiple interpretations of a selection
OI.1.FII.26
Compare first and third person point-of-view
OI.1.FII.27
Contrast performances of fiction and nonfiction
Strand
Dramatic Literature
2.
Content Standard
Students will demonstrate competency in dramatic performance by presenting a variety of dramatic literature.
DL.2.FII.1
Compare dramatic literature for specific performance settings
DL.2.FII.2
Identify the theme of the literature
DL.2.FII.3
Analyze why an audience would want to hear the chosen selection
DL.2.FII.4
Analyze the imagery within the dramatic literature
DL.2.FII.5
Prepare performances of dramatic cuttings
(e.g., dramatic duo, duet, monologue, solo)
DL.2.FII.6
Cut a dramatic piece of literature down to a 4-6 minute performance selection
DL.2.FII.7
Identify basic stage movement principles
(e.g., adjusting to other characters, delineating character, heightening or simplifying movement, maintaining pleasing stage pictures, motivating or justifying movement, opening to the audience)
DL.2.FII.8
Utilize stage direction terms
(e.g., above, backstage, below, countercross, downstage, full back, full front, give a scene, offstage, onstage, profile, share a scene, stage left, stage right, take a scene, three-quarter, upstage, wings)
DL.2.FII.9
Block a dramatic performance
DL.2.FII.10
Employ offstage focus
DL.2.FII.11
Analyze pivotal moments in dramatic literature
DL.2.FII.12
Create a storyline for a mime performance
DL.2.FII.13
Prepare storylines for improvised duet acting
DL.2.FII.14
Perform improvised duet acting
DL.2.FII.15
Evaluate the blocking of peer performers
DL.2.FII.16
Perform selections for audiences outside the classroom
(e.g., civic organizations, classroom showcases of performance work, community events, elementary school classroom performances, parent nights, school assemblies)
DL.2.FII.17
Research the historical context of dramatic literature
DL.2.FII.18
Investigate the playwright's intended meaning
DL.2.FII.19
Examine the social impact of the play or scene
DL.2.FII.20
Research culturally diverse dramatic literature
DL.2.FII.21
Delineate characters using various techniques
(e.g., body posture, consistent mannerisms, large gestures, nonverbal facial expressions, vocal delivery)
DL.2.FII.22
Evaluate a cutting from dramatic literature to determine its ability to stand alone as a performance piece
(e.g., beginning and end, complications that build, self-contained events)
DL.2.FII.23
Predict audience responses
DL.2.FII.24
Construct scenes that highlight personal performance strengths to enhance the believability of characters in the literature
DL.2.FII.25
Reflect on emotions evoked when performing the literature
DL.2.FII.26
Analyze how characters evolve throughout a performance
DL.2.FII.27
Create introductions that capture the audience
(e.g., dramatic, intriguing, shocking, tantalizing, unique)
DL.2.FII.28
Collaborate to create performance criteria
DL.2.FII.29
Collaborate to share critical analysis of dramatic literature
DL.2.FII.30
Collaborate to improve performances
DL.2.FII.31
Discuss motivation as it relates to dialogue
Strand
Persuasion
3.
Content Standard
Students will synthesize information to create persuasive presentations.
P.3.FII.1
Discuss persuasion as a strategic activity
P.3.FII.2
Discuss the educational values of argumentation and debate
P.3.FII.3
Examine how source credibility plays a role in a persuasive argument
P.3.FII.4
Examine criteria for speech topics
(e.g., age appropriateness, creative angle, interesting to both genders, personal connection, sound documentation, speech type, uniqueness, universal appeal)
P.3.FII.5
Measure effectiveness of speaker's delivery
P.3.FII.6
Create levels of varied intensity
P.3.FII.7
Develop persuasive tone in delivery
P.3.FII.8
Assess the pace of delivery
P.3.FII.9
Utilize transitions as strategic connections
P.3.FII.10
Defend selected methods of reasoning
P.3.FII.11
Provide new interpretations or insights into already known information
P.3.FII.12
Question author biases or prejudices in informational texts
P.3.FII.13
Practice the ability to "think clearly on one's feet"
(e.g., extemporaneous speaking, varied argumentation formats)
P.3.FII.14
Identify the role ethics play in debate and/or argumentation
P.3.FII.15
Analyze the effectiveness of presentations conducted by oneself and peers
P.3.FII.16
Formulate a properly worded proposition of fact, value, and policy
P.3.FII.17
Explain the requirements of a prima facie argument
P.3.FII.18
Explain the Toulmin Model of argumentation
P.3.FII.19
Explain the different kinds of argumentation
(e.g., argument by generalization, argument from analogy, argument from authority, argument from expertise, argument from precedent, argument from sign, causal argument, causal chain of reasoning)
P.3.FII.20
Create arguments to support a claim
P.3.FII.21
Explain the guidelines for ethics in research
P.3.FII.22
Contrast empirical evidence and opinion evidence
P.3.FII.23
Discuss various persuasive formats
P.3.FII.24
Define specialized vocabulary
P.3.FII.25
Differentiate among types of inherency arguments:<ul><li>attitudinal</li><li>existential</li><li>gap</li><li>structural</li></ul>
P.3.FII.26
Discuss the concept of non sequitur in persuasive arguments
P.3.FII.27
Discuss how to detect fallacies in value arguments
P.3.FII.28
Construct three types of definitions:<ul><li>definition by authority</li><li>definition by examples</li><li>definition by operations</li></ul>
P.3.FII.29
Draft an affirmative position using a specific format
P.3.FII.30
Use knowledge to derive warrants
P.3.FII.31
Use evidence to develop basic arguments
P.3.FII.32
Draw conclusions that are defensible
P.3.FII.33
Practice the process of inquiry in the following order:<ul><li>examine data</li><li>ask questions based on data</li><li>re-examine data</li><li>try to answer the questions</li><li>data that supports our answer = evidence</li></ul>
P.3.FII.34
Select organizational structure based on terms of proposition
P.3.FII.35
Argue a defense of the status quo
P.3.FII.36
Develop indictments of an affirmative position
P.3.FII.37
Explain why alternate causality is a key issue
P.3.FII.38
Construct an alternate causality objection
P.3.FII.39
Construct a counterplan or counter warrant
P.3.FII.40
Discuss the differences between statements of fact, value, and policy
P.3.FII.41
Contrast the types of reasoning:<ul><li>analogy</li><li>causal</li><li>deductive</li><li>inductive</li></ul>
P.3.FII.42
Investigate current issues of controversy
Strand
Intermediate Communication Skills
4.
Content Standard
Students will demonstrate communication skills at an intermediate level.
ICS.4.FII.1
Demonstrate the use of varied sentence structure to create emphasis
ICS.4.FII.2
Work collaboratively to generate ideas and solve complex problems
ICS.4.FII.3
Participate in discussions for varied purposes
ICS.4.FII.4
Use vocal variety to establish mood, feelings, and attitude
ICS.4.FII.5
Identify components of the speech process:<ul><li>articulators</li><li>diaphragm</li><li>larynx</li><li>lungs</li><li>pharynx</li><li>resonators</li><li>trachea</li></ul>
ICS.4.FII.6
Control breathing to increase volume and resonance:<ul><li>diaphragmatic breathing</li><li>timing of inhalation and exhalation</li></ul>
ICS.4.FII.7
Demonstrate appropriate articulation:<ul><li>dialect</li><li>enunciation</li><li>pronunciation</li></ul>
ICS.4.FII.8
Demonstrate audible speech/vocal flexibility
ICS.4.FII.9
Demonstrate increased fluency
ICS.4.FII.10
Display appropriate social etiquette
ICS.4.FII.11
Demonstrate vocal projection to a specific target
ICS.4.FII.12
Adjust vocal projection based on the following:<ul><li>level of noise in environment</li><li>size of audience</li><li>size of room</li></ul>