About This Chapter
Standard: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.) (CCSS.ELA-Literacy.SL.11-12.6)
About This Chapter
After your students get a better concept of communicating through the use of multiple contexts, they will begin to understand the importance of the words they use and how they use those words. Your students will also develop a social awareness concerning how to distinguish if certain types of speech are appropriate and respectful for different situations. These lessons will assist your students to recognize and perform the following:
- Be an adaptive and self-aware communicator
- Use empathy when communicating
- Apply cultural and social context to make appropriate comments
- Develop relationships with the audience via writing
- Establish the proper use of voice and tone
- Choose the most pertinent words for writing
- Employ the use of nondiscriminatory language in professional writing
- Utilize active voice and active verbs in business documents
You will know the moment that your students possess a deeper understanding of the standard when they are capable of mastering and applying the techniques used for discerning the deeper meaning of statements apart from the actual words. Combining these lessons with the standard could be of great value to your students, especially for those who wish to enter into such communication-based professions as journalism, television, public relations, human resources, or law.
How to Use These Lessons in Your Classroom
The three suggestions below could be added to your present lesson plans as an additional way to fulfill Common Core standards.
Create 1-2 double-spaced paragraphs filled with biased language, improper uses of voice and tone, incorrect word usage, and socially insensitive phrases. After going through the lessons about these topics, ask your students to read through the paragraph(s) and identify the four types of problems. Tell students that they must circle biased language, underline improper uses of voice and tone, place brackets around incorrect word usage, and cross out socially insensitive phrases. After they mark-up the paragraph(s), they must rewrite the paragraph(s) in a way that conveys the necessary message to an agreed-upon audience, but without making any of the four types of errors.
What Are They Saying?
Show your students the 'Being an Empathic Communicator' lesson. Next, have your students number-off as 1s and 2s, and then have the 1s go to one side of the room and the 2s to the other side. Give each student a prepared statement about a controversial topic. The 1s will have one perspective on the controversial topic, and the 2s will have a fairly different perspective. Instruct students to pair up within their own groups first to discuss their perspectives. Then have students go into mixed pairs, (a 1 paired with a 2), to discuss their differing perspectives on the same controversial topic. Afterwards, assign students the project of writing about the controversial topic, their assigned perspective, and the other side's perspective. To test each student's ability to empathize with the opposition, ask them to include three reasons that explain why the other side's perspective presents a valid argument.
After allowing your students to view the 'Selecting the Best Words for Your Message' lesson, have your class break up into teams. The point of Word Feud is to suggest the best words to complete a statement. The catch is that there are many words that could complete any one statement. Similar to the Family Feud game, each team will be given a statement with a missing word, and each member of the team must offer a word to complete the statement. After three strikes, they lose their turn and it goes to the next team. Unlike Family Feud, the correct words are not based on a survey, and instead you as the teacher have final judgment, allowing you to explain why a word may or may not work for the statement. Award points to teams for correct answers and determine a prize for the winners.
1. Connecting With Your Audience Through Writing
Connecting with your audience through writing is a necessity in the work place in order to garner the needed response. Investigating the audience's background and enabling certain steps will position your message to deliver the greatest impact.
2. Understanding the Tone and Voice of Your Message
Understanding the tone and voice of your message is critical to the overall presentation of your written communication. In business, the overall tone should be professional and courteous regardless of whether the message is positive or negative.
3. Selecting the Best Words for Your Message
Workplace communication depends upon delivering messages effectively through the use of professional writing. It is critical to understand how to select the best words for your message.
4. Using Nondiscriminatory Language in Business Communication
In this lesson, you'll learn the importance of avoiding discriminatory language in business communication. We will look at why it is essential to use the correct word choices when discussing gender, age, disability, ethnicity and sexual orientation.
5. Using Active Verbs and Active Voice in Business Communication
The use of active verbs and an active voice in business writing will allow you to create communication that is clear, direct and easy to understand. Passive voice should be avoided as it can cause confusion and misunderstanding in your messages.
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Other chapters within the Common Core ELA - Speaking and Listening Grades 11-12: Standards course
- Participate in Discussion: CCSS.ELA-Literacy.SL.11-12.1
- Groups, Goals and Roles: CCSS.ELA-Literacy.SL.11-12.1
- Use Multiple Sources of Information: CCSS.ELA-Literacy.SL.11-12.2
- Evaluate Point of View: CCSS.ELA-Literacy.SL.11-12.3
- Style of a Speech: CCSS.ELA-Literacy.SL.11-12.4
- Presenting to an Audience: CCSS.ELA-Literacy.SL.11-12.4
- Supporting Material: CCSS.ELA-Literacy.SL.11-12.4
- Organization of a Speech: CCSS.ELA-Literacy.SL.11-12.4
- Developing a Speech: CCSS.ELA-Literacy.SL.11-12.4
- Use Digital Media: CCSS.ELA-Literacy.SL.11-12.5