S1+Hersom,+Abigail

=Stage 1 - Identify Desired Results= Content Area: English Language Arts Grade Level: Grade 11-12 Domain: Speaking and Listening Standard: Comprehension and Collaboration ||
 * **Establish Goals (MLR):** **(G)** ||
 * Common Core State Standards

//What understandings are desired?//
•writers and speakers create voice through word choice, points of emphasis, and tone •the background, culture, and biases of the speaker create their unique voice ||
 * **//Students will understand that://** **(U)** ||
 * •each piece of writing or speech has its own unique voice and that this voice has a purpose

//What essential questions will be considered?//
•How does the speaker's voice, stance, hand motions, and dress add to and/or create this unique voice? •How does the speaker's background, point of view, and personal beliefs affect their voice as well as their reliability? ||
 * **Essential Questions:** **(Q)** ||
 * •Why are those specific words/tones used to create this individual speaker's voice?

//What key knowledge and skills will students acquire as a result of this unit?//
•Critical Details: how to create voice, how to public speak, how to enhance voice through performance skills •Key factual information: time period of the piece, the speaker's background, intended audience || •describe how voice contributes to a piece •evaluate how the tone as well as the speaker's stage presence emphasize their voice •use word choice, emphasis, and tone to create their own voice •analyze a speaker's word choice and reflect on how this creates the speaker's voice •consider how the speaker's background and beliefs affect their voice •recognize their own backgrounds and biases and how this may affect their own voice ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Terminology: voice, tone, bias, audience, perspective, satire, spoken word poetry, persuasive speech


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**