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Oral Interpretation can be very useful in the classroom. This website will show resources with evidence as to why oral interpretation is important to us as teachers, as well as our students. Here are some useful resources I have found.

Lesson Plans Reading Performance Understanding Fluency

Research [|An Old Technique]

Other Resources Unit Overview Teaching Oral Communication Skills

Videos media type="youtube" key="Y-dorjJOOeY" height="345" width="420" media type="youtube" key="8CyvO2GYs_w" height="345" width="420" media type="youtube" key="-CpTkVazbMI" height="345" width="420" media type="youtube" key="WXbl_AYX2f0" height="345" width="420" All of these videos would be used as examples of oral interpretation for students. Response to Chapter 1: Each and every day, we interpret others. Whether that is a conversation, a movie, a literary work, a poem, a song, or something else, we are interpreting another person's meaning through their words, verbal, and non-verbal expressions. Humans are programmed to identify with language and to connect through it. Studying oral interpretation to better understand human communication will benefit ourselves and our students. Children increase their vocabulary by adults reading to them. Children also learn by example, or through modeling. Young children become interpreters immediately. They identify their parent's meaning by watching facial expressions, tone, inflections, and body language. Eventually children build off of this knowledge and begin to speak and use these same sorts of expression. Teachers need to know how to perform for their students. Instructors not only interpret their students meanings, or texts, but they also are models to their students who are still learning communication skills. To strengthen our teaching skills, we must be able to talk in front of a large group of students, peers, supervisors, parents, and others. We must also hone our skills in regards to recieving and interpreting messages from other sources, such as people. This will help us communicate more effectively. Many jobs in today's world require some form of public speaking and working with people and groups. It is important as educators that we teach our students at a young age how to deal with performance anxiety and turn negative stress into positive stress. We teach them how to communicate properly with other peers, supervisors (adults), and many other people. This part of oral interpretation is a vital life skill. Oral interpretation is not only about communicating with other people, but about giving life to a literary work. This is also important to our students because it makes literature and stories come alive for them. This makes reading fun for them, which helps build their love of reading and can help them enjoy school more fully. It will expand their vocabulary and brain function, as well as thinking skills. When students read more, they also are developing their writing skills. We may be teaching future authors! Students also enjoy choice. When teaching forms of oral interpretation to students they are given a choice on a literary work to perform. They find some sort of connection to this piece that "speaks" to them, or that they can relate to. This helps students see alternative points of view. These are the many advantages to teaching students oral interpretation and learning it ourselves, as teachers. Resources Chapter 1: __Identifying universality, individuality, and suggestion__: Students will select one piece (for each) in which they find universality, individuality, and suggestion is strong for the student. Ex. __Romeo and Juliet__ by William Shakespeare- Love (universality) Chapter 1: pages 12 and 13; concepts: Universality, Individuality, Suggestion This activity would help students identify these components as well as further understand them in a more intimate way. Students search their textbooks, library, and/or internet for literary pieces. Each of these will relate strongly to one of these three key terms. Students will then identify what term they are highlighting and will give a brief description as to why they chose this piece with regards to universality, individuality, or suggestion. They must find three seperate pieces. This will allow them more practice and to expose themselves to more than one literary work. __Developing Universality, individuality, and suggestion__: Students will select one piece of literature to analyze then they will identify what themes are universal, the individuality, and the suggestions within the piece in at least a 5 paragraph essay. This will provide a more holistic approach in which students realize and recognize that these three key terms appear in all works and they are what we are looking for in order to identify a worthwhile piece of literature for performance. Chapter 1: pages 12 and 13; concepts: Universality, Individuality, Suggestion media type="youtube" key="Eyx9AMi3_8g" height="315" width="560" //Chapter 01 Jane Eyre by Charlotte Bronte// (n.d.). [Motion Picture]. [] media type="youtube" key="s_ZQSbQChWU" height="315" width="560" //Chapter 20 Dracula by Bram Stoker// (n.d.). [Motion Picture].

[] These videos demonstrates a reading in which students can read and follow along with the video to read chapter one of this particular piece. Students can then identify universality, individuality, and suggestion in this first chapter of the novel (Chapter 1 universality, individuality, suggestion)