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TEACHERS GUIDE 2020/2021

NUBIAN TRIBES

English Literacy/ Speech Workshop Provided By Urban City Youth 2020/2021

TEACHERS GUIDE:

School _________________________________ DATE _______________

Teacher _______________

Student ______________________________________ Grade Level

__________________________________ (# of attempts to date?

Material requirements of Instructor

1. Highlighter markers 2. Scrap paper 3. One 60 second timer/buzzer.

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Introduction:

Within this guide are suggested ways to teach Nubian Tribes to grades K-5 within the standards of Georgia Department of Education (GADOE), English Language Arts Standards. Teachers may use their discretion to tailor GADOE Milestones (within) to their desired teaching style. Milestones addressed are English literacy, Writing, Speech/Public Speaking Workshops, Equality & Empowerment.

Teachers will assess where students are in their understanding of the Milestones (in accordance with GADOE standards) before, during and after. The objective is to strengthen every student in each area where weaknesses are obvious. Students will demonstrate their aptitude in each section to allow teachers to identify areas of improvement. Regardless of grade level, some repetition of GADOE standards learned in previous grades help students to become well-rounded in English literacy and public speaking. Instructors may elect to teach portions of this guide at their discretion.

Note: This is a fun exercise to inspire students learning interactively with each other while visualizing their own roadmap to success.

MILESTONES (composed of 3 modules) 1.Languge, English Literacy, Writing 2. Speech & Public Speaking Workshops 3. Equality & Empowerment (History/Social Studies) Module 1. English Literacy/writing Page 3 -11 In Module 1. students will demonstrate their understanding in identifying the 8 basic areas of English Literacy within Monologues in accordance with GADOE. Part 2 of this module is where teachers analyze writings in the workbook section. Here they check for sentence structure, punctuation, use of nouns, verbs, adverbs, adjectives, consonants and teacher requirements to write in responses in both print and cursive. Module 2. English Speech & Public Speaking Workshops Page 12 - 19 Module 2 is where students recite a spoken word monologue in front of peers. Before instruction teachers inform students that there is no wrong way to recite a monologue. There are only opportunities to identify areas to strengthen. Students have fun with this section as many are able to visualize themselves in the shoes of a legendary king or queen who looked like them; as they project themselves in that role. Module 3. Equality and Empowerment – Page 22 - 25 Allows instructors to discuss the definition, importance and social significance of Equality. As a question and answer session, discussion begins with similarities and/or differences of the U.S. Constitution Declaration of Independence, Civil Rights and the importance thereof. Discussion may continue with understanding and exploration of social justice, compassion, empathy compared to sympathy, inclusion, cultural bias, etc. Appendix A. Score Summary Page 26 - 28

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GOALS

• Strengthen English literacy for a through foundation in fundamentals. • Strengthen public speaking skills with interactive workshops. • Explore equality along with the definition and importance of civil rights. • Inspire students to visualize themselves in the shoes of legendary confident kings/queens. • Teach students to nurture and develop their communication strengths with 7 key values

(outlined in Nubian Tribes) Confidence, Determination, Excellence, Focus, Goals, Articulation, Believe.

MODULE 1. ENGLISH LITERACY & WRITING In this 1st exercise: Students demonstrate their knowledge of the 8 parts of speech in the English language utilizing the basics of phonetics – The study and classification of speech sounds. Prior to a student reading a Nubian Tribes story, classroom table reads are encouraged to identify, analyze and discuss the 8 parts of speech in the English language. Some students may need to sound out words within the stories. Within the Monologues identify and discuss Conventions of Standard English. The First part of this Module addresses ELAGSE1L1 – Note: Any portion of the GOADOE ELA can be applied to Nubian Tribes. Teachers are advised to use their discretion in how to apply the book to GADOE ELA standards. The following are examples that teachers can tailor to their desired teaching objective and style. We use the story of King Hannibal to illustrate teaching GADOE ELA sections (ELAGSE1L1 A-K). Refer to the story of King Hannibal for the following: ELAGSE1L1(a-k) – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE1L1b – Use common, proper and possessive nouns. Nouns – Person, place or thing. A word (other than a pronoun) used to identify any of a class of people, places or things (common noun) or to name a particular one of these (proper noun). ELAGSE1L1b Common nouns – names any person, place thing or idea. They are not capitalized unless they come at the beginning of a sentence. Read the monologue of King Hannibal and identify 3 common nouns.

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Key: Real estate Dime Puzzles Lion Brilliance Victory ELAGSE1L1b Proper Nouns – names of: specific people, cities, countries, days of the week, months, institutions, organizations. Read the monologue of King Hannibal and identify 3 Proper nouns. Key: King Hannibal Europe Italy Spain ELAGSE1L1b Possessive nouns - refer to thins or people as a unit - bunch, audience, flock, team, squad, flock, group, family, brand, village. Exercise 1: Pick a story and have students identify/circle nouns, common nouns, proper nouns, possessive nouns. ELAGSE1L1c – Use singular and plural nouns with matching verbs in basic sentence. Verbs – action words – a word used to describe an action, state or occurrence and forming the main part of a predicate in a sentence; Key: some underlined verbs in King Hannibal monologue Fear, Calculate, win, climbing…. Key: underlined verbs in other featured in stories Articulate - Queen Yaa Asantewaa Believe - Griot Calculate - King Mansa Musa, King Hannibal Dream – Griot Encourage, earn – Griot, King Mansa Musa Fear, freeze, fight – Queen Nefertiti Yaa Asantewaa

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Guard – Griot on Passion Other Verb Examples: articulate, accept, ache, acknowledge, act, add, admire, admit believe, become, back, babble, back, bake, balance, balk, ban, bondage calculate, correct, comment, consider, cajole, calculate, call, camp, care, carry, carve, concern dream, damage, dance, dare, deal, debate, defray encourage, earn, eat, echo, edit, educate, elope, embarrass, escape, entertain fear, freeze, fight, face, fade, fail, fall, falter, fasten guard, go, get, garden, gasp, gather, gaze, gel, get highlight, hail, hammer, hand, handle, hang, happen imagine, influence, invest, interest, improve, increase listen, laugh. Lecture ELAGSE1L1d – Use personal, possessive and indefinite pronouns. Pro-Noun – Is a word that takes the place of a noun. In a sentence Joe saw Jill, and he waived at her. The pronouns he and her take the place of Joe and Jill, respectively. I, me, he, she, herself, you, it, that, they, each, few, many, who, whoever, whose, someone, everybody. Read the monologue of King Hannibal and identify how many pronouns are within. Key I = 25 You = 6 My = 7 Me = 1 “My” expresses possession and is acting as an adjective because its modifying the noun “ability.” “My” is a pronoun also known as a possessive adjective. Count the pro-nouns. Are the above numbers accurate? Exercise 2: Pick another story and have students name/circle 7 pronouns. Exercise 3: Pick a story and have students name 7 verbs. ELAGSE1L1f Adjectives – a word or phrase naming an attribute, added to or grammatically related to a noun to modify or describe it. Words like blue, small, sharp, shiny, are all examples of adjectives because adjectives are used to identify or quantify individual people and unique things. They are usually positioned before the noun or pronoun that they modify.

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Exercise 4: Pick a story and have students name 7 Adjectives. Key: Aggressively Hungry Untested Might(y) Unimaginable Intense Adjectives in action within Monologues: “I am the fearless, courageous king Hannibal.” King Hannibal “I am beautiful and elegant yet highly intelligent.” Queen Nefertiti “I listened….as his magnificent rulings left me perplexed.” Queen Makeda Adverbs – a word or phrase that modifies or qualifies an adjective, verb, or other adverb or a group, expressing relation of place, time, circumstance, manner, cause, degree (gently, quiet, then, there) Key: Deeply brave Exercise 5: Pick a story and have students name 7 Adverbs. ELAGSE1L1g Conjunction – Connection words in a sentence. The seven coordinating conjunctions are; for, and, nor, but, or, yet and so. Key: “I aggressively pursue victory and I win every time.” “For I have conquered major portions of Europe especially Europe and Spain.” “For whenever underestimated, I win, and I win, and I win!!!” “I leave opponents confused and not knowing where to begin.” Exercise 6: Identify conjunctions in other stories; have students name 7 Conjunctions. Key – Queen Makeda Monologue: “So, I go to prove him with hard questions.” Queen Makeda ELAGSE1L1i Preposition – a word governing and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause as in the clause, as in “the man in the mirror,” “she arrived after lunch,” “what was the takeaway.”

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Exercise 7: Pick a story and have students name 7 Prepositions. Interjection – Express feeling or command attention, either alone or in a sentence. e.g., darn, hey, oh, wow, ahh, eek, eureka, alas, ha-ha, hmm, yikes, yippie, whoops, congratulations. Key: “Ahh, my mama Great Queen Nandi. Woman of high self-esteem.” King Shaka What is the difference between Aw, Awe and Ahh? Use them in a sentence. Awe = noun Ah = interjection Aw = interjection Exercise 8: Find 3 interjections in any story. Exercise 9: What are Vowels? How are they important to words? Discussion if applicable. What are Consonants? Discussion if applicable ELAGSE1L1a & ELAGSE1L1k Exercise 10: Allow students to write their responses to questions in print and sometime in cursive. Instruct on sentence structure, use of nouns, verbs, conjunctions, etc. Suggest that they have at least three from above then have them choose a different three from above to answer another question (always with a noun or pronoun). Feel free to allow students to practice writing answers (cursive or print) in the very back pages to practice getting it right before writing their answers in the book. Exercise 11: Ask students to qualify the following 7 key values as noun, pronoun, adjective, adverb, or conjunction: Courage Determination Excellence Focus Goals Articulate

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Believe Key to the 7 Keys Courage - Noun Determination Verb Excellence Noun Focus Noun or Verb Goals Noun Articulate Adjective meaning well spoken, Verb meaning express yourself clearly Believe Verb That Concludes Milestones/ suggested teachings for Language L - ELAGSE1L1 (a-k). Now let’s take a look at Milestones suggested teachings Reading Literacy ELAGSE4R

ELAGSE4R L1, L2, L3, L5, L6, L9, L10 for Grade 4, In this exercise we meet milestones of Georgia Department of Education, ELA, (Page 27 of 40)

Teachers Key in Green are viable comments questions and answers by teachers. (use your discretion; add to and/or change to your desired teaching style).

Reading Literacy

Key Ideas and Details ELAGSE4RL1 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

Key: Let’s look at the story of King Hannibal. 1. According to the author, what value did King Hannibal have?

Key: (Excellence)

2. Give me an example of excellence. i.e., Who is your favorite athlete? In your opinion what 3 things make him/her excellent? Key: (Student responds)

Let’s go back to King Hannibal’s monologue:

3. Choose a sentence in his monologue where he describes his excellence.

i.e., “I have committed time and knowledge to the management of men, for whenever underestimated I win, and I win, and I win!!! Key: (in this quote, he explains that excellence has requirements that must be met. Not only does it require you to be your best, but it also requires you to develop a good team around you. “When he said he

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committed time and knowledge to the management of men.” He thought very carefully about the management process, who he wanted to be on his team and what position he wanted that person to play. Just like a good basketball coach or football coach does in selecting players to play on his team. You guys do the same when you carefully choose good friends that don’t hurt or harm others. It’s like you are choosing a good team.)

ELAGSE4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Key: Create a summary of King Hannibal’s monologue. (Print it in the back of your book and title it King Hannibal summary)

Key: (i.e., King Hannibal was one of the greatest military strategists who ever lived. He was fearless and conquered many territories in Spain and Italy. He traveled over the Alps mountains with huge military elephants. According to the author, He won numerous battles. He achieved greatness by studying his craft, remaining humble and honoring his team mates accomplishments openly).

ELAGSE4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Key: Who did King Hannibal Conquer? What countries?

(Italy and Spain - and he almost defeated Rome. The real answer is he conquered portions of Europe that included portions of Italy and Spain. It is correct that he almost defeated Rome according to the author where King Hannibal said, “And my greatest desire??? …My efforts in the near defeat of the Roman Empire.” Keep in mind he said near defeat. What is a near defeat? Answer… it’s a loss. Keep in mind that the Romans at that time were ranked the #1 in military sophistication, they had several layers of military; many military layers like layers of an onion. King Hannibal had one big strong team who traveled to other territories). (questions? expound if necessary)

Craft and Structure ELAGSE4RL4 Determine the meaning of words and phrases as they are used in a text,

including those that allude to significant characters found in mythology (e.g., Herculean).

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ELAGSE4RL5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Key: So when reading the monologue of king Hannibal we can take a look at the flow of the words and notice a pattern. What pattern do you notice?

Key: (Rhyming words)

Key: (What types of stories are there? Drama, Comedy, Poetry? This is considered a poetic styled story, actually it’s Spoken Word, similar to rap music, because of rhyming words. Right now most spoken word doesn’t have a music background, it is usually performed A cappella by a person. Does anyone know what acapella means?)

Key: (A cappella – is without instrumental accompaniment.)

Key: So these stories rhyme similar to Dr. Seuss or rap music. Rap music are rhymes. People tend to remember rhymes.

Key: Can anybody point out another pattern?

Key: Verse and chorus structure. Just like a song, a chorus has a repetitive hook. What does repetitive mean? (something that repeats). That’s correct. Words that repeat are repetitive. So looking at King Hannibal’s spoken word monologue we see a repetitive pattern in a chorus like sentence where he states, “I am the master of my ability, deeply brave with intense agility.”

Key: How many times does he say this hook? (3)

Key: Why do you think the author put this in 3 times? (because repetition is good for memory. Most songs have a verse and a chorus where the chorus is repetitive, and it’s also called the hook in a song because good songs have hooks that are catchy, sticky and memorable).

Key: Can anyone recite the hook of a good song? (keep it in clean language)

Key: i.e., Chris Brown “Duces” Chorus line… “Duces! I told her I was leaving, so I’m going to say bye bye, say bye bye, say bye bye to her so I'm going to say say bye bye, say bye bye, say bye bye to her, Duces! His

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chorus repeats throughout the song. The song becomes more memorable because of repetition.

ELAGSE4RL6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

So in the beginning of the book when the narrator introduces himself and says, “I am your Griot.” is he talking in first, second or third person?

Key: 1st, “I” = first person singular (pronoun)

In the introduction of King Hannibal’s Monologue where the Griot says, “He is known by many historians as the greatest military General of all time.”

Key: “He” = third person- masculine singular. (pronoun)

Read the following text and identify Pronouns along with first person, second person, third person.

“It is important for you to know your history, particularly the highlights and strong points of your ancestors. Why? Because a famous quote has proven to be true, “Those who don’t learn the lessons of history are doomed to repeat it.”

You = Second person singular or plural. (pronoun)

Those = a demonstrative pronoun

Integration of Knowledge and Ideas ELAGSE4RL7 Make connections between the text of a story or drama and a visual or

oral presentation of the text identifying similarities and differences.

ELAGSE4RL8 (Not applicable to literature).

ELAGSE4RL9 Key: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Key: What stories, musicals or movies include poetry or rhyming?

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(How about Hamilton, some parts of Romeo and Juliet or Lion King) (why? Discuss)

Range of Reading and Level of Text Complexity ELAGSE4RL10 By the end of the year, read and comprehend literature, including stories,

dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key: (Speech Workshop Final: Each student performs their entire

spoken word monologue in front of class – They would have previously performed sections at least 3 separate times before their big debut – teachers/instructors will need to map out the performance schedule according to their mandates to meet per their individual school requirements).

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MODULE 2. WORKSHOPS - Speaking and Listening ELAGSE3SL1-SL6

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-0n one, in groups and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (i.e., gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments for the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in a diverse media and formats, including visually, quantitatively and orally.

ELAGSE3SL3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

ELAGSE3SL4 Report on a topic or text, tell a story, or recount experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

NOTE: Explore ELAGSE3SL 5, 6 and LANGUAGE section “Conventions of Standard English ELAGSE3SL1” before moving on to next in class WORKSHOP section.

SPEECH AND PUBLIC SPEAKING WORKSHOP

OBJECTIVES

• Conduct Speech literacy workshops in classroom settings (with peers). • Identify the three most important areas for improvement of each participating student.

Every student will have at least three lowest scores. An overall score of 100% = a score of 10 on at least 10 areas of measure. A student could score 100% yet have 3 areas (outside of 100%) that need work. This exercise is simply to identify areas to strengthen.

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Identified areas of concern will help educators prescribe recommendation for the three most needed areas of improvement. Students will pick their own spoken word monologue of a character to perform in front of class while the teacher instructs and rates each area on a scale of 1-10 (one being lowest and 10 being highest). Item number 1. Titled “Avoid Enunciation” will be a negative number or 0. The range is -1 to -10 since this is an area of weakness to be minimized. This number would need to be calculated (subtracted) at the very end of the total tally.

Note: Before recital session instructors should explain #1. AVOID Enunciation to show students how NOT to appear when reciting.

Teachers can allow as many recitals as necessary. Just be sure to constantly notate improvements and areas of improvements. i.e., Be sure to show gradual improvement on the Score Card from session to session.

Their first recital is best in front of class with feed-back from the teacher (per notes) while making recommendations for certain areas of improvement; for the whole class to learn from. The second recital can be a full run through with no teacher intervention, where the instructor takes notes and analyzes. Students will improve the more they are familiar with their material. Although the ideal score overall is 100% no students should score below 80%-70% overall. Feel free to give them future attempts when you coordinate the workshop again.

Feel free to offer extra to allow students a fourth try where they try a character they did not previously select.

Note: Any student who feels they should not participate in this exercise should be excluded from this exercise. It is up to the teacher to isolate those students for other assignments if they choose not to participate.

Before performance.. Now Lets’ Warm Up!

Effective Speech/Literacy Instruction

• Open your mouth wider as you talk to clearly pronounce words. • Articulate. • Speak up. • Speak with inflection. • Support from your diaphragm. • Stand up Straight, shoulders back. • Gradually increase speed while maintaining clear pronunciation of each sound as you

practice each exercise.

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WARMING UP

If students want to warm up before their recital can get their voice ready by practicing voice exercises for speaking clearly. Begin by going through your chosen exercise slowly to ensure you produce each sound clearly. Exercise before speaking may help to relax the tongue and engage your breathing and voice.

PRACTICE A TRILL

• Lightly place your tongue tip behind your upper teeth and exhale while vibrating your tongue tip in a trill. Hold the sound steady and keep the breathing connected.

• Now try to vary the pitch up and down a musical scale while trilling.

Key

Nubian Tribes is divided in two basic parts: 1. The narrator Griot) introduces the character in the upcoming story. 2. Monologue/Spoken Word Story.

Before performance of a monologue, instructors are encouraged to read the narrator/Griot introductions to the class, then read the monologue spoken word story. This will give students an idea of the characters. Next, direct students to pick their favorite character to perform. Next, allow them to get familiar with their character by reading their part to themselves.

When ready to perform they can warm up (see vocal warm up below) then the instructor can organize time slots for Monologue segments. The first presentation can simply be a table read where students sit at their desk and take turns reading through the monologues out loud to get familiar with the tongue twisty material. Their next attempt will be them standing in front of the class. Instructors may choose to have students attempt the first 4 to 8 sentences; for the second attempt with feedback from the instructor/and/or class.

Feedback is highly important for each of 16 score areas.

For the first attempt of full recital allow every student one minute to demonstrate their monologue recital of their favorite king or queen in front of instructors and peers.

Again, give every student an opportunity to choose the king or queen they would like to recite. Allow them one or two minutes to practice the text silently to themselves at their desk. Have them take the stage, face their audience and upon cue recite their name, grade level and king or queen they are reciting. For older students ask why they chose that character (20 second response).

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When the students is ready, turn the time clock/buzzer to one minute (as soon as they begin) then say Go! Instructors may have to stop from time to time during a recital to coach the student to relax, breath, speak up, faster or slower, avoid slouching posture, etc. then start the clock over again to begin again.

Allow bold students to recite first. Pick a portion of the work for them to recite or allow them to pick a portion. For remaining students pick straws if time permits or go down the roster by name in ascending or descending order.

As the students perform the instructor should jot down notes (to use in score section below). After the timer/buzzer sounds the teacher can give feedback of three things to work on and study for their next attempt. Move on to the next student and repeat process.

Note: Before recital session instructors should explain #1. AVOID Enunciation to show students how NOT to appear when reciting.

WORKSHOP – SPEECH & PUBLIC SPEAKING

1. Avoid Enunciation – Define

Enunciation is a manner of speaking where the sounds or words are under-articulated, slurred, or blended together. Adults with enunciation concerns tend to move their mouths less than the average person when speaking or speak at a faster rate than average. This can communicate to receivers a lack of confidence. Is the student timid? If so the techniques below will correct with action. Score _______ (this score will be negative or 0; to be calculated at the end in the total tally)

______________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. Character –

Does the student bring something special or unique to the character? If so, What?

Score _______

3. Charisma –

“A compelling attractiveness or charm that can inspire devotion in others.” Many U.S. Presidents are known to have actively practiced Charisma whenever in the public eye.

Score _______

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______________________________________________________________________________ ______________________________________________________________________________

4. Command – Does the student command attention! Does he/she command the room? Do people tend to pay attention in anticipation to see what he/she says next? Does he/she handle hecklers well?

Score _______

______________________________________________________________________________

5. Comfort Level- Does the student appear to be comfortable? Is he/she able to handle questions well?

Score _______

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______________________________________________________________________________

6. Confidence/Self Affirmation –

Does the student speak with conviction and confidence? Why or why not?

Score _______

______________________________________________________________________________

7. Energy – Does the student have just the right amount of energy to appear convincing or does he/she appear to have low energy. Is he/she too animated and over the top? More practice will usually yield more energy.

Score _______

8. Eye contact –

Good speakers make good occasional eye contact to their audience so as to appear engaged with them. Even though the student is reading, he/she should look up at audience at least 3 times during reciting and be able to flow with the reading as they easily find the text where they looked away and continue.

Score _______

9. Facial Expressions – Are the facial expressions warm and convincing or slightly awkward or offensive? Sometimes adding a smile at key points during the recital enhances charisma.

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

10. Phonetics?

Voice or voicing is a term used in phonetics and phonology to characterize speech sounds (usually consonants). ... Voicing can refer to the articulatory process in which the vocal folds vibrate, its primary use in phonetics to describe phones, which are particular speech sounds.

What is voicing in phonetics?

Phonetics is divided into three types according to the production (articulatory), transmission

(acoustic) and perception (auditive) of sounds. Three categories of sounds must be recognized at

the outset: phones (human sounds), phonemes (units which distinguish meaning in a language),

allophones (non-distinctive units).

Score _______

11. Posture / body language

Stand up straight, shoulders back, don’t slouch.

Score _______

______________________________________________________________________________ ______________________________________________________________________________

12. Smile pleasantly when appropriate –

No need to look mean unless that is what you are communicating.

Score _______

______________________________________________________________________________

13. Tone –

Fluctuations between Highs and Lows of vocal pitch. Are there any dynamic fluctuations in the voice to make it sound more convincing, or is the voice mono-tone, flat or just one robotic tone?

Score _______

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14. Voice Projection –

Mostly volume. Voice projection is the strength of speaking or singing whereby the voice is used

loudly and clearly. It is a technique employed to command respect and attention, as when a

teacher talks to a class, or simply to be heard clearly, as used by an actor in a theatre.

_____________________________________________________________________________

Correct, natural breathing is the foundation of a good voice. Failure to breathe properly is a leading cause of poor speaking volume.

Vocal or singing dynamics is the practice of controlling vocal volume. It goes beyond simply talking loud and quiet. Good projection will emphasize punctuation. It also includes saying vowels and phrases at the appropriate volume. Dynamics also include silences and rests, which singers shouldn't forget about. Score _______

15. Eye contact –

Make good occasional eye contact to your audience so as to appear engaged with them.

Score _______

16. Avoid stumble and bumbles:

______________________________________________________________________________ ______________________________________________________________________________

Ability to avoid stumbling over tongue twisty words. Did the recital flow smoothly? Was it pleasant and convincing?

Score _______

___________ TOTAL SCORE (add calculation of #1; a negative number)

Extra Credit: Have fun with this exercise! Use extra time to allow students to try it again with a slight foreign accent or by mimicking the voice of their favorite celebrity or perform a character they didn’t choose.

Other Possible Assignments for Module 2:

Assignment B. Add GADOE ELA terms

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Teachers may want to add an extra lesson of learning by adding select GADOE terms (form the English Language Arts Glossary of Terms) and that require students to write about how these terms apply to their reading, writing and/or recital of Nubian Tribes.

Assignment C. Answer questions from the Griot

Before the Nubian Tribes Recital Workshop, have students go through their books and answer select questions from the Griot in print or cursive. Review of their answers will give you a clear indication of their understanding.

Assignment D. RECALL

Have the students close their books. Show them pictures and ask them to name the partial strength related to that king/queen. (See Appendix A.) Also, have them take home and memorize to perform in class.

And/or

Have them recall each king/queen in the book and their corresponding strengths without showing pictures.

And/or

Ask questions about the constitution and its similarity or difference to the Declaration of Independence, Which one includes civil rights? What does Equality mean to you. Explain that if any student has interest in these subjects, they may want to investigate political science and law at the college level. Explain law school and the function of good attorney’s on practice of law and utilizing the constitution to interpret civil rights as related to their court case.

Assignment E. Debate

What King and/or queen in the book would you want to be and why?

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Writing Final Exam: After students have opportunities to perform spoken word monologues at least 3-4 times and have performed their final recital, have them write about their experience in print and cursive. Key: Writing instruction 1: Have students write in cursive two paragraphs about the character they recited:

1st Paragraph: What character did you perform? what did you like about him/her? what did you not like? Why? How was he/she a service to his/her people? What was his/her major strength? What part of Africa was he/she from? Did he/she live in B.C. or A.D.?

2nd Paragraph: If you were a king or queen who substituted in the position as the king

or queen described above and with the exact same strengths, what would you have done differently and why?

Key: Writing instruction 2: Have students write one paragraph in print what they liked about the assignment.

Key: Have students write one paragraph in cursive:

1. How they have improved in speech skill. 2. Area where they feel they still need to improve.

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MODULE 3. EQUALITY & EMPOWERMENT - 7 Key Values Lesson

The purpose of this exercise is for students to demonstrate their knowledge of the 7 Key Values and identify what it means for them and how is it important for their success.

Key

Teach how the values are related to the natural keys on the piano keyboard. You can easily remember them by beginning with middle C = Courage, D = Determination, E = Excellence, F = Focus, G = Goals, A = Articulate, B = Believe.

First we will study Equality and what it means regarding democracy, the Declaration of Independence and the U.S. Constitution.

I. Equality (mention this on the Griot’s first or second trip across the bridge of equality)

Teach the importance of equality, what it means and how the Griot travels across the bridge of equality to visit a king/queen. Equality is important because more understanding of other cultures give more respectful views of that culture which leads to less cultural bias and systematic racism. Many times equality is a result of perception where one in a position of power will deliver equal treatment if they have a respect for that culture/ lifestyle; that is, they lack cultural bias.

II. Democracy (mention the third trip across the bridge of equality) One mission of a democracy is to make the playing field equal, so everyone has an equal opportunity to life, liberty and the pursuit of happiness. Just like it states in the second paragraph of the first article of the Declaration of Independence.

Exercise 1.

Is there a difference between the Declaration of Independence and the Constitution or are they the same?

Name Similarities/ Differences: Write it in cursive in the back of the book:

The Declaration of Independence, which officially broke all political ties between the American colonies and Great Britain, set forth the ideas and principals behind a just and fair government, and the Constitution outlined how this government would function.

Though connected in spirit, the Constitution and the Declaration of Independence are separate, distinct documents. The Declaration of Independence was written in 1776... The Constitution was written and signed in 1787.

So which one includes civil rights? Constitution or Declaration of Independence?

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The overwhelming majority of court decisions that define American Civil liberties are based on the Bill of Rights, the first ten amendments added to the Constitution in 1791.... Civil Rights are also practiced by the Fourteenth Amendment, which protects violation of rights and liberties by state governments.

Exercise 2 – This can be a in class discussion, homework or in-class writing assignment.

Define the following terms:

Equality

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What does equality mean for your future?

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Courage

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How can you use courage to succeed

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Determination

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How important is Determination to your future and why?

Excellence

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How do you practice Excellence?

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Focus

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What does the “Law of Focus” mean to you?

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Goals

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What are your Goals getting to your desired profession?

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Articulation

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Who are your favorite Politicians/Celebrities who speak well and why?

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Believe

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Do you know that with study, practice, feedback, respect and responsibility you can be great!

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Exercise 2.

How are Courage, Determination, Excellence, Focus, Goals, Articulation and Belief related to

the keys on the piano? ___________________________________________________________

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Exercise 3. RECOGNITION – Instructors may want to deliver as an in-class exercise as a re-cap before exploring Module 3.

Name the following Kings & Queens and their values (hint: 7 Key Values).

Name? ___________________________________ Strength? _________________ Rank (1-7 w 7 being highest)

Name? ___________________________________ Strength? _________________ Rank (1-7 w 7 being highest)

Name? ___________________ Strength? _________________ Rank (1-7 w 7 being highest)

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Name? ___________________ Strength? _________________ Rank (1-7 w 7 being highest?) _____

What one kin/queen are you most like? Why?

Name? ___________________ Strength? _________________ Rank (1-7 w 7 being highest?) _____

Name? ___________________ Strength? _________________ Rank (1-7 w 7 being highest?) _____

Why? (write cursive)

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Name? ____________________________ Strength? _________________ Rank (1-7 w 7 being highest)

Name? __________________________________ Strength? _________________ Rank (1-7 w 7 being highest)

Name? ___________________________________ Strength? _________________ Rank (1-7 w 7 being highest)

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APPENDIX A: SCORE GUIDE

NUBIAN TRIBES SCORE SUMMARY

(Track Progress for Speech/Recital Workshops – Print one copy per student) Date __________________________________ Student ________________________________ Grade Level ______________________________ Teacher ________________________________ School __________________________________ Within this Score Summary, Instructors can summarize each student over the course of 4 recitals. The summary should show gradual improvement. Students can work as a team on one character or independent on their favorite character. It is up to the instructor. Most important are classroom discussions about characters and writing related to the readings. The book is designed for many mini-book reports. Empowerment is obvious when students become more confident and better spoken in reciting the Monologue of their favorite character. As they become more confident they will appear a bit ore taller as they focus on speech and English literacy while visualizing themselves standing in the shoes of a legendary ruler who looked like them.

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1st Presentation Score ___________ Date ________________ Character Performed ______________________________________ Top 3 improvements Needed? 2nd Presentation Score ___________ Date ________________ Character Performed _______________________________________ Improvements Needed? 3rd Presentation Score ___________ Date ________________ Character Performed ______________________________________ Improvements Needed? 4th Presentation Score ___________ Date ________________ Character Performed ______________________________________ Improvements Needed? Overall Improvements accomplished/implemented (refer to teachers manual)

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1. Notes Date___________________ 2. Notes Date___________________ 3. Notes Date___________________ 4. Notes Date___________________ Overall Improvements made? Compare 1-4th track progress: (refer to teachers manual for development area)