Creative and Critical Thinking

Introduction

Creative Thinking involves...

1. Novelty and value
2. Generating ideas
3. Developing ideas

Critical Thinking involves...

1. Analyze and Critique
2. Question and Investigate
3. Develop and Design

Consider all of these elements as you work through the assignments in this section.

Summary Explanation of Assignments

Here is a quick overview of the assignments for this unit.  However, be sure you read over the specific assignment instructions that follow for each one.  Review the marking rubrics for the assignments before you start.

ASSIGNMENT 1:  A Starting Point:  Self Reflection

     What do you hope to achieve in this course?  Consider how you will assess your growth as a speaker and writer.  This is why we examine the starting point.

ASSIGNMENT 2:  What is Oral Language?

     Develop a top 10 tip list for writing good speeches based on the provided article in the assignment after a brief discussion of what constitutes the spoken language.

ASSIGNMENT 3:  What Makes a Great Speech?

     Use your top 10 list to critique 3 really famous speeches.

ASSIGNMENT 4:  Monologue

     Now do the same critique for a video monologue from a famous Canadian.

ASSIGNMENT  5:  Mark Antony's Speech

    Consider the strategy behind a good speech.  What figurative devices and rhetorical devices have the most impact?  Discuss this famous oration from one of Shakespeare's plays.  Practice your expository writing.

ASSIGNMENT  6:  Making Inferences

     Learn the difference between literal meaning and inferential meaning.  Practice your narrative writing.

ASSIGNMENT 7:  Response FORUM

In this first response forum, provide a link to a TED talk that interests you.  Watch it and then explain (expository style) why you chose that topic.  Was the speech what you expected?  What rhetorical strategies did you notice the speaker using?  Did the speaker use any figurative devices?  What was the message?  What gave the speech power?  Who was the audience?

ASSIGNMENT 8:  PROJECT:  Writing and Performing a Monologue or Speech

    Develop a monologue or a speech on a topic that interests you.  You might consider this an opportunity to prepare for a dramatic role and develop a monologue for the stage. Incorporate the public speaking techniques you've learned about in this unit including the art of persuasive writing.

ASSIGNMENT 1: A Starting Point: Self Reflection

Task:

Let's figure out where we are.  In this first assignment, please introduce your interest in spoken language.  Your goal here is to identify where you are starting from and where you want to end up.  What do you hope to accomplish in this module?  The following is a list of questions you can use to guide your response.  Be very thorough and clear in this personal response.

1. What interests you about spoken language?  Why did you choose this module of work?
2. What are your experiences?  Have you spoken much in front of crowds? 
3. What are your experiences in creating audio files, podcasts, videos?  What programs or applications have you used?
4. What medium do you most enjoy?  public speaking, oral storytelling, slam poetry, reader's theatre, dramas, debate, speeches
5. Do you prefer face-to-face spoken language or would you prefer to record in an audio or video medium?
6. What are your strengths in spoken language?
7. Where do you get your ideas or your courage? 
8. What would you tell someone who is hesitant to speak in front of people?
9. What do you need from your teacher to advance your spoken language skills?

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. Answers show evidence of careful thought in a thorough personal response. 

Submission

Use the "1.1 A Starting Point: Self Reflection" link on the main page of this section of the course to upload your assignment to your teacher for marking.

ASSIGNMENT 2: What is Oral Language?

Oral Language is the system through which we use spoken words to express knowledge, ideas, and feelings.  There are many features we use to make our spoken language more effective.

These include: 

• rhetorical question – ask a question which doesn’t need to be answered to get your audience thinking about their own opinions
• hyperbole – is an exaggeration often used to add humour or emphasis
• imperative – a command word used to grab attention
• listing – of examples and words to support an idea
• alliteration – using words starting with the same letter to make it memorable.
• repetition - used to emphasize important points

Oral language uses a variety of voice techniques, as well. The following list shows you how and why you can vary your voice:

• pace – fast to show excitement, slow to show importance
• pitch – high to show excitement, low to show importance and authority
• intonation – the rise and fall of your voice when you speak
• inflection – when your voice goes up at the end of the sentence as if you were asking a question
• >tone – feeling needs to suit the words said
• volume – loud to show excitement, soft to show fear
• pause – a planned rest in your speaking to emphasize an idea.

Source:  http://www.studyit.org.nz/subjects/english/english2/5/subjectcontent/orallanguage/

ok then.....What makes a great speech or oral presentation?

Task:

Your assignment is to read the article published in Forbes.com on how to give a great speech and then summarize the main ideas.  Use one of the graphic organizers (concept map would work) at the top of the course as you read.  Then organize your reading notes into a final list of tips for potential speech givers.  Submit both in your final assignment.  

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective.  Student demonstrates exemplary active reading skills to comprehend and respond to text in personal, creative, and critical ways.  All activities are complete. Ideas generated are thoughtful and unique.

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission: 

Use the "1.2 What is Oral Language?" link on the main page of this section of the course to upload your assignment to your teacher for marking.

ASSIGNMENT 3: What Makes a Great Speech?

ASSIGNMENT 4: Monologue

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective.  Monologue is thoroughly assessed and use of humour and satire is accurately identified.  Ideas generated are thoughtful and unique.

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission: 

Use the "1.4 Monologue" link on the main page of this section of the course to upload your assignment to your teacher for marking.

ASSIGNMENT 5: Mark Antony's Speech

Shakespeare uses speech/oration as a powerful weapon and resource in his plays. Read this famous speech from his play, Julius Caesar, where Mark Antony speaks in front of the Roman Senate in response to the death of Julius Caesar.

Handout: Mark Antony's Oration from Julius Caesar

Task:  Consider the following questions and take notes as you listen/read.

1. What gives this speech power?
2. What figurative devices are used to empower the message of the speaker? Pick 1 or 2.
3. What rhetorical devices are being used? Pick 1 or 2.
4. What is the message of the speech? Consider doing some outside research.
5. How does Antony develop his point?

You are not expected to know all of these figurative devices and rhetorical devices at this point in the course. The idea here to develop your overall knowledge of the strategies writers use to convey their ideas. Do your best.

Write one expository paragraph that answers all 5 of the questions. Try to link your sentences so you aren't just answering questions. Your writing must flow. Read the next page on expository writing that EXPLAINS how to write an expository paragraph.

Use the topic sentence below to start your paragraph.

"Mark Antony's oration from Julius Caesar is a powerful speech for many reasons."

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. Paragraph thoroughly discusses the devices used to create a powerful speech.  Ideas generated are thoughtful and unique. 

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission: 

Use the "1.5 Mark Antony's Speech" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Expository Writing

Definition	Expository writing will inform, explain, clarify, define, or instruct.
Characteristics	clear main topic logical supporting facts details, explanations, and examples precise organization and logical structure clarity unity and coherence smooth transitions
Sample Topics	Describe the cause and effects of global warming. Narrow your topic to one contributor to global warming. Explain the process of making a pot of coffee. Write a story about your chosen superhero power.
Additional Websites	Web English Teacher - Expository Writing

ASSIGNMENT 6: Making Inferences

Writers use inference in their text to make their writing more interesting.  It's not necessary to tell the reader every detail.  Good readers make inferences, or conclusions, as they read.  It's an important skill for understanding text, as authors often imply themes and ideas, without stating them outright.  Instead, writers let readers draw their own conclusions about what is happening.

Look at the picture below.  Who is this woman?  What has happened to her? 

Task:

Write a narrative paragraph telling a story of what is happening in the picture.  You need to infer what is happening in the picture and form your own conclusion.  Make sure you read the next page that summarizes narrative writing.  Your paragraph should follow a standard plot outline that includes an introduction, rising action, climax, falling action, and conclusion (denouement).  This is just a paragraph remember, so the story will be brief. 

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective.  Paragraph tells a story inferred from the picture, including all parts of the plot. 

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission: 

"1.6 Making Inferences" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Narrative Writing

ASSIGNMENT 7: Response Forum

Task:

In this first response forum, provide a link to a TED talk that interests you.  Watch it and then explain (expository style) why you chose that topic.  Was the speech what you expected?  What rhetorical strategies did you notice the speaker using?  Did the speaker use any figurative devices?  What was the message?  What gave the speech power?  Who was the audience?

There are TWO activities in a FORUM:

1. Go to the main page of the course and click on 1.7 Response Forum.  Start a new discussion topic by clicking on Add a New Discussion Topic.
2. Reply/Respond to someone else's discussion topic by clicking on their topic and selecting Reply.  Your response should provide an analysis of the discussion in the post and some original ideas. Try using the following prompts to guide your response to another post.  "I wonder…"  "I know…"  "I can…"  Don't just agree or disagree.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective.  Ideas generated are thoughtful and unique.   Content contributes to the central idea and applies appropriate strategies to comprehend oral text. Student demonstrates exemplary ability to think critically, creatively, and reflectively to explore ideas with, between, and beyond texts.  

Response/Reply:  Exemplary (6/6):  The response/reply is thoughtful, insightful and respectfully exchanges ideas and viewpoints.  Student demonstrates an exceptional level of understanding and communication of shared information. 

Submission:

Use the "1.7 Response Forum" link on the main page of this section of the course to post your forum response to your teacher for marking.

ASSIGNMENT 8: PROJECT - Writing and Performing a Monologue or Speech

Podcast