Minidoka County Joint School District #331

-Ensuring academic excellence, ethical behavior, and personal responsibility

2003 Curriculum Revision

Speech
Debate
Drama
Acknowledgements:
Catie Smith - Minico High School
Scott Coats - Minico High School
John Fennell - Curriculum Director
Speech, Debate, Drama Benchmarks Page 2 of 13
Approved: 17 March 2003

12.1 Level: 9-12 Standard # 1 Listening for Understanding

Listen for information and understanding.
Benchmarks (Grades 9 - 12):
12.1.1 Acquire, interpret, and apply information from a variety of electronic or live sources
12.1.2 Use listening skills to gain enrichment and information about various cultures
12.1.3 Demonstrate effective interpersonal listening skills
Learning Objectives
Speech Debate/Competitive Speech
‰ 1.a Demonstrate understanding of spoken directions, ‰ 1.a Demonstrate understanding of spoken directions,
speeches, advertising, lectures, audio tapes, video tapes, and speeches, advertising, lectures, audio and video tapes, and
personal conversations find information using internet as well as live sources
‰ 2.a Listen to the differences of gestures of various cultures ‰ 2.a Listen to and identify various cultural differences in voice
‰ 3.a Practice effective listening skills such as paraphrasing, and accent and respond properly
summarizing, repeating and explaining ‰ 3.a Practice listening skills by taking notes and asking
questions that are appropriate and lead the discussion towards
a resolution
Speech, Debate, Drama Benchmarks Page 3 of 13
Approved: 17 March 2003

12.2 Level: 9-12 Standard # 2 Listening for Literary Response and Expression
Listen for literary response and expression.
Benchmarks (Grades 9 - 12):
12.2.1 Interpret and respond to a variety of oral presentations
12.2.2 Compare and contrast a variety of presentations
Learning Objectives
Speech Debate/Competitive Speech
‰ 1.a Interpret oral presentations of stories, and poems ‰ 1.a Participate in oral presentations in a small group or duo
‰ 1.b Evaluate a stage play ‰ 2.a Evaluate and compare oral presentations and critic them
‰ 2.a Compare and contrast audio, video, and different live orally as well as in written form
presentations
Speech, Debate, Drama Benchmarks Page 4 of 13
Approved: 17 March 2003

12.3 Level: 9-12 Standard # 3 Listening for Critical Analysis and Evaluation
Listen for critical analysis and evaluation.
Benchmarks (Grades 9 - 12):
12.3.1 Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal
cues
Learning Objectives
Speech Debate/Competitive Speech
‰ 1.a Evaluate videoed and live speeches in relation to body ‰ 1.a Evaluate videoed and live speeches in relation to body
language, diction, and tone language, diction, and tone
Speech, Debate, Drama Benchmarks Page 5 of 13
Approved: 17 March 2003

12.4 Level: 9-12 Standard # 4 Speaking to Share Understanding of Information

Speak to share understanding of information.
Benchmarks (Grades 9 - 12):
12.4.1 Adjust oral language to audience: Appropriately apply rules of standard English
12.4.2 Create oral presentations that include the following: Transitions; organization; support of main ideas; examples; response to
questions and feedback; and, visual aids and appropriate technology.
12.4.3 Use oral communication for various purposes and audiences including which appropriately incorporate the following: Word
choice; pronunciation; inflection/modulation; physical gestures; eye contact; and, posture.
Learning Objectives
Speech Debate/Competitive Speech
‰ 1.a Prepare and present a presentation that is suitable for a ‰ 1.a Prepare and present a presentation that is suitable for a
group of children group of children
‰ 1.b Prepare and present a variety of speeches for a group of ‰ 1.b Prepare and present a variety of speeches for a group of
peers peers
‰ 2.a Prepare and deliver an informative speech that ‰ 2.a Prepare and deliver an informative speech that
incorporates an introduction, body-which includes supportive incorporates an introduction, body-which includes supportive
materials (statistics, personal anecdotes, rhetorical devices, materials (statistics, personal anecdotes, rhetorical devices,
and/or other examples), and a conclusion and/or other examples), and a conclusion
‰ 2.b Prepare and deliver a demonstration speech including ‰ 2.b Prepare and deliver a demonstration speech including
visual aids and other supportive materials visual aids and other supportive materials
‰ 3.a Solve problems within groups ‰ 3.a Solve problems within groups
‰ 3.b Present videotaped mini-speech ‰ 3.b Present videotaped mini-speech
‰ 3.c Memorize and present an oral interpretation of a poem ‰ 3.c Memorize and present an oral interpretation of a poem
and a children’s story, monologue, and/or dramatic scene and a children’s story, monologue, and/or dramatic scene
Speech, Debate, Drama Benchmarks Page 6 of 13
Approved: 17 March 2003

12.5 Level: 9-12 Standard # 5 Speaking for Literary Response and Expression
Speak for literary response and expression.
Benchmarks (Grades 9 - 12):
12.5.1 Share interpretations of personal or literary works through oral interpretation, memorization, presentation, and dramatic
readings
Learning Objectives
Speech Debate/Competitive Speech
‰ 1.a Participate in a book discussion ‰ 1.a Present an oral interpretation to the class and or other
‰ 1.b Present a summary of a magazine article to an audience audience
‰ 2.a Share a poem with an audience
Speech, Debate, Drama Benchmarks Page 7 of 13
Approved: 17 March 2003

12.6 Level: 9-12 Standard # 6 Speaking for Critical Analysis and Evaluation
Speak for critical analysis and evaluation.
Benchmarks (Grades 9 - 12):
12.6.1 Clearly express opinions and judgments
12.6.2 Encourage other’s participation, while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen
well and verify understanding; avoid monopolizing conversations; raise pertinent questions; and, exhibit cultural sensitivity
Learning Objectives
Speech Debate/Competitive Speech
‰ 1.a Debate an issue with political or cultural relevance ‰ 1.a Debate an issue with political or social relevance
‰ 2.a Conduct an interview and present an introduction ‰ 2.a Participate in a round of Panel Discussion and
‰ 2.b Participate in a group discussion to brainstorm or solve a demonstrate the above qualities
problem
‰ 2.c Demonstrate the ability to be a good listener-show
courtesy, attentiveness, and other appropriate listening
behaviors
Speech, Debate, Drama Benchmarks Page 8 of 13
Approved: 17 March 2003

12.1 Level: 9-12 Standard # 1 Writing Scripts

Demonstrate competence in writing scripts.
Benchmarks (Grades 9 - 12):
12.1.1 Construct imaginative scripts that convey story and meaning to an audience
12.1.2 Improvise, write, and refine scripts based on personal experience and heritage, imagination, literature, and history
Learning Objectives
Drama
‰ 1.a Write a fictional, original script that follows a story line and ends with a moral
‰ 2.a Write a script that, while fictional, reflects the author's experience and heritage
Speech, Debate, Drama Benchmarks Page 9 of 13
Approved: 17 March 2003

12.2 Level: 9-12 Standard # 2 Acting Skills

Use acting skills.
Benchmarks (Grades 9 - 12):
12.2.1 Understand the physical, emotional, and social dimensions of characters found in dramas
12.2.2 Know various classical and contemporary acting techniques and methods
12.2.3 Develop, communicate, and sustain characters that communicate with audiences in various informal or formal productions
Learning Objectives
Drama
‰ 1.a Portray various characters through improvisation and acting exercises
‰ 2.a Compare and contrast acting styles and techniques by observing video presentations
‰ 3.a Perform a variety of scenes for classmates as well as for traditional audiences
Speech, Debate, Drama Benchmarks Page 10 of 13
Approved: 17 March 2003

12.3 Level: 9-12 Standard # 3 Formal and Informal Productions

Design and produce informal and formal productions.
Benchmarks (Grades 9 - 12):
12.3.1 Understand the basic physical and chemical properties of the technical aspects of theatre (e.g., color, electricity, paint,
makeup)
12.3.2 Understand production requirements for a variety of dramatic texts from cultural and historical perspectives
12.3.3 Develop designs that use visual and aural elements to convey environments (e.g., place, time, atmosphere/mood) that clearly
support the text
12.3.4 Create functional scenery, properties, lighting, sound, costumes, and makeup
12.3.5 Conceptualize and realize artistic interpretations for informal and formal productions
12.3.6 Design coherent stage management, promotional, and business plans
Learning Objectives
Drama
‰ 1.a Identify how color is used in theatre through light, paint and make-up
‰ 2.a Read a play and identify the physical elements needed for production
‰ 3.a Design the set for a play using renderings, floor plans and models
‰ 4.a Produce or secure scenery, props, lighting, sound, costumes, and make-up for a play
‰ 5.a Present and justify choices made for the technical aspects of a play
‰ 6.a Produce a staff chart showing what needs to be done and who will do it for the technical aspects of a show, including stage
management, promotion, and business plan
Speech, Debate, Drama Benchmarks Page 11 of 13
Approved: 17 March 2003

12.4 Level: 9-12 Standard # 4 Directing

Direct scenes and productions.
Benchmarks (Grades 9 - 12):
12.4.1 Develop multiple interpretations and visual and aural production choices for scripts and production ideas
12.4.2 Justify selections of text, interpretations, and visual and aural artistic choices (e.g., situations, action, direction, design)
12.4.3 Communicate directorial choices for improvised or scripted scenes
12.4.4 Organize and conduct rehearsals for informal or formal productions
Learning Objectives
Drama
‰ 1.a Present from the same script, various productions using different interpretations
‰ 2.a Critique and analyze the different interpretations of the same scene
‰ 3.a Analyze and decide upon directorial choices and discuss selections with the cast
‰ 4.a Direct rehearsals for scenes to be presented for the class and other audiences
Speech, Debate, Drama Benchmarks Page 12 of 13
Approved: 17 March 2003

12.5 Level: 9-12 Standard # 5 Productions Create and Communicate Meaning

Understand how informal and formal theatre, film, television, and electronic media productions create and communicate
meaning.
Benchmarks (Grades 9 - 12):
12.5.1 Understand how social meanings (aural, oral, and visual symbols with personal and/or social significance) communicated in
informal productions, formal productions, and personal performances of different cultures and historical periods can relate to
current personal, national, and international issues
12.5.2 Articulate and justify personal aesthetic criteria for comparing perceived artistic intent with the final aesthetic achievement
12.5.3 Understand how the context in which a dramatic performance is set can enhance or hinder its effectiveness
12.5.4 Understand how varying collaborative efforts and artistic choices can affect the performance of informal and formal
productions
12.5.5 Identify and research cultural, historical, and symbolic clues in dramatic texts
12.5.6 Understand the validity and practicality of cultural, historical, and symbolic information used in making artistic choices for
informal and formal productions
Learning Objectives
Drama
‰ 1.a Analyze the effect of popular media on popular culture
‰ 1.b Analyze the effect of cultural and historical media on historical and current culture
‰ 2.a Critically examine actual productions while taking into account the director's intent
‰ 3.a Compare and contrast a production set in different contextual times and places
‰ 4.a Describe how a group, working towards a common goal and the choices made by that group, can affect the end result
‰ 5.a Cite examples of cultural, historical and symbolical clues in a script
‰ 6.a Explain how artistic choices can be used to affect the message presented in the production
Speech, Debate, Drama Benchmarks Page 13 of 13
Approved: 17 March 2003

12.6 Level: 9-12 Standard # 6 The Context of Performances Today and in the Past
Understand the context in which theatre, film, television, and electronic media are performed today and in the past.
Benchmarks (Grades 9 - 12):
12.6.1 Understand how similar themes are treated in drama from various cultures and historical periods
12.6.2 Understand ways in which theatre can reveal universal concepts
12.6.3 Understand similarities and differences among the lives, works, and influence of representative theatre artists in various
cultures and historical periods
12.6.4 Understand cultural and historical influences on American theater and musical theatre
12.6.5 Understand ways in which personal and cultural experiences can affect an artist’s dramatic work
Learning Objectives
Drama
‰ 1.a Identify similar themes from various cultures and historical periods
‰ 2.a Identify common themes present in dramatic productions and apply these themes to reveal universal concepts
‰ 3.a Identify the works of theatrical artists in regards to various cultural and historical contexts
‰ 4.a Learn basic American theatre history defined by basic periods in American history
‰ 5.a Identify how the different experiences of different authors and artists affect their work