Speaking and Listening Standards

Lesson Plans for Speaking and Listening

Common Core Standards for Speaking and Listening

SL.9-10.1  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  • Explanation: Students should be able to speak intelligently about what they read, current topics, and hot issues. They need to be able to do this without sounding like an idiot and saying ‘um,’ ‘like,’ ‘you know, and other annoying expressions of the indigenous species known as high school students.

SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

  • Explanation: This would be the “do your homework” standard. Good luck! I suppose students are more likely to do their homework if they’re held accountable. Heck, it’s one of the Common Core Standards now, which means certain assignments heretofore reserved as formative can now be classified as summative.

SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

  • Explanation: Let students set the rules for discussions, or at least let them think they set the rules. This makes punishing students who break the rules so much fun.

SL.9-10.1c  Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

  • Explanation: This deals with the quality of class discussion and gives the teacher something to strive for. No longer is the recitation of facts acceptable. These facts must be thoughtful and contextual. Hide all sharp objects!

SL.9-10.2  Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

  • Explanation: Back in the day we made posters for visual aides while giving a speech. Now kids have these things called computers. Cool!

SL.9-10.3   Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

  • Explanation: The speaker being evaluated can be a classmate or it can be someone famous.

SL.9-10.4  Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9-10.6  Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See L.9-10.1 and L.9-10.3 for specific expectations.)

  • Explanation: These last three involve the dreaded class presentation. These standards establish a benchmark other than standing up in front of the classroom without soiling yourself.

Last Updated on March 5, 2014 by Trenton Lorcher

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