Swbat: brainstorm, research, draft, and present an individual (expository), speech
VIDEOTAPES/MEDIA CLIPS – Usage Tips - During Presentations
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- Part VIII: Practicing Your Speech DEFINITE “DO THIS” TIPS AND TRICKS
- DEFINITE “DON’T DO THIS” BLUNDERS AND MISCONCEPTIONS
- Part IX: Speech Day Eye Contact
- Articulation
- Posture Correct posture conveys confidence. Tone
- REMEMBER: HAVE FUN !
- As the great football legend Vince Lombardi once said
- Brainstorming Session
- Topic’s Area of Focus My Thoughts and Ideas
- Section Response Topic
- Specific Purpose Statement
- Main Point 1
- Main Point 3
- Topic
- Main Point 1
- Main Point 3
- STAPLE THIS SHEET TO THE FRONT OF YOUR QUESTIONNAIRE
- STAPLE THIS SHEET TO THE FRONT OF YOUR DATA ANALYSIS SURVEY/ESSAY RESPONSE
- KNOW W – What I WANT
- STAPLE THIS SHEET TO THE FRONT OF YOUR OUTLINE/MLA WORKS CITED
VIDEOTAPES/MEDIA CLIPS – Usage Tips - During Presentations: Explain what the purpose of the tape is before playing it. Show interest in the tape, and watch it enthusiastically. Summarize the main points after you have shown the tape. BOOKS If you are using training manuals, make sure each student has one. Make sure you have a few extra books with you in case extra students arrive. Make sure you frequently reference page numbers with your audience so they know where you are in the book. HANDOUTS For visual variety, provide handouts on yellow light blue paper. Distribute the handouts just prior to discussing the topics. Have extra handouts for unexpected participants. Part VIII: Practicing Your Speech DEFINITE “DO THIS” TIPS AND TRICKS Want to really perfect and polish your speech? Try these tips and tricks, and you’ll feel (and be) prepared in no time. Go to the room where you will give your presentation to get a feel for the environment/set-up. Practice in front of a friend or friends without stopping, just as you will want to give your presentation on speech day. Practice in front of a mirror (full length, if possible). Practice using visual aids, so you know how much time they will take up and how to incorporate them into your speech. Practice with background noise (e.g., turn on the television, radio, etc.) in order to practice with distractions. Practice with the actual speaking outline you will use in your presentation. Practice your speech dressed as you plan to be for your actual presentation so that you can feel comfortable and ready to speak. Time yourself. Make sure that you are consistently within your timeframe. Video tape you, if possible. This is the best way for you to be able to see what your mistakes, are so that you can fix them before you give your presentation. Practice becoming aware of your posture and mannerisms as you speak. If you are going to use movement on speech day, you need to practice moving; keep it controlled and natural. Eliminate any distracting mannerisms you may have. Distracting mannerisms include (but are not limited to) many nervous habits you might have (i.e. playing with a ring or necklace, tucking hair behind your ear, playing with a pen, cracking knuckles, etc.). You can easily avoid these actions if you are aware of them. Take off your jewelry; tie your hair back or moose it down; get rid of the pen, etc. DEFINITE “DON’T DO THIS” BLUNDERS AND MISCONCEPTIONS Speakers often do things that drive their audiences crazy. Do an honest self-inventory, and try to work on not making these bad public speaking habits one of yours on the day of your speech. Never have change or keys in your pockets. You do not want to have the sound of objects competing with your voice. Never wear a hat, unless it is part of your presentation. Dress appropriately any time you give a presentation. It is better to make a credible first impression by looking as if you are interested in giving a good speech. Do not use distracting mannerisms. This includes many nervous habits you might have (i.e., playing with a ring or necklace, tucking hair behind your ear, playing with a pen; cracking knuckles, etc.). These are actions you can easily avoid doing, if you are aware of them. Take off your jewelry; tie your hair back or moose it down; get rid of the pen, etc. Do not stand with your arms crossed or your hands in your pockets. This type of posture prevents you from gesturing and may even make your audience uncomfortable. Never apologize if you make a mistake while giving a speech. Simply correct the mistake and move on. You never want to draw light to an error; chances are, most people will miss it, anyway. Along these same lines, never make faces when you make a mistake. It is better to just keep going. Don't put your visual aids up in front of the class before you explain them. Rather introduce them as you are speaking. Also, don't keep visual aids up after you are no longer referring to them. Use Visual Cues on your speaking outline to easily avoid these blunders. Don't practice your speech holding on to your speaking outline. When you are practicing, put your outline on something, like a music stand, a box, a high counter, or anything to simulate the lectern that you will be presenting with. Part IX: Speech Day Eye Contact Using natural, direct eye contact helps your audience feel connected to you. Gestures Gestures can help you paint pictures with words, but make sure they don't get in the way, and they are natural. Enthusiasm Be enthusiastic. If you don't care, why should your audience? Your enthusiasm builds your audience's enthusiasm. Articulation Articulate your words clearly so the members of your audience will understand you. Breathe Breathing helps you control nervousness. It also gives you time to gather your thoughts. Remember that a pause can be used to provide emphasis. Posture Correct posture conveys confidence. Tone The tone of your voice can create or change a mood. Dress Dress for success. Be neat and professional. Don't wear loud accessories that will distract members of the audience. Language Use proper language and be careful not to use non-words and fillers such as "um" and "uh" too often. Smile A smile will not only make you look and feel better, but also make your audience more receptive. REMEMBER: HAVE FUN! Whether this is your first speech or hundredth, public speaking is not easy! This is a great learning curve for speaking to groups in the real world as well as in a post-secondary academic setting. Take pride in your work, and put forth 100% of your efforts. As the great football legend Vince Lombardi once said, “The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack of will.” BE A RESEARCHING AND PUBLIC SPEAKING ROCKSTAR! Name _______________________________________________________ Date _______________ Period ________ College Research and Writing & Public Speaking Select Topic Worksheet SWBAT: Brainstorm, ascertain, and discuss a school-appropriate topic to conduct research on for an expository speech. CCSS: W.11-12.5, SL.11-12.1 Directions: Using the unit packet, skim through the list of recommended expository speech categories/topics. You may select a topic from this list or use it as a guide to brainstorm a topic that is completely unique to you. Once you have decided on a topic, please record it on the space provided below. Then, begin a one-on-one brainstorming session with a classmate by completing the following information (remember, this is EXPOSITORY writing—your opinion on the topic is irrelevant; you are simply explaining something about the topic to the audience): MY SELECTED, EXPOSITORY-BASED TOPIC: _____________________________________________________ Brainstorming Session Using the chart below, organize your thoughts and ideas about your selected topic.
Name _______________________________________________________ Date _______________ Period ________ College Research and Writing & Public Speaking Specific Purpose Statement Worksheet SWBAT: Organize and draft a working purpose statement/thesis for an expository speech. CCSS: W.11-12.4, W.11-12.5, W.11-12.8 Directions: Using the information your selected topic brainstorming worksheet as well as the criteria outlined within the unit packet, organize and draft a working purpose statement by completing the sections below (it is advised and encouraged that you request peer feedback from a trusted classmate):
OUTLINED EXAMPLE FROM THE UNIT PACKET/MINI LESSON Topic: Hula dancing. Specific Purpose Statement: I will inform my audience about the two major forms of hula. Thesis Statement/Central Idea: "The two major forms of hula that have played an important role in Hawaiian history and have developed into unique dances are the Kahiko and 'Auana." Main Point #1: "The ancient hula or Kahiko is a unique form of hula." Main Point #2: "The Kahiko plays an important role in the history of Hawaii." Main Point #3: "The 'Auana or modern hula has played an important role in Hawaiian history." Main Point #4: "The 'Auana has developed into a unique form of dance and storytelling." STAPLE THIS SHEET TO THE FRONT OF YOUR QUESTIONNAIRE College Research and Writing & Public Speaking Audience Analysis Questionnaire (10 Q’s) Worksheet SWBAT: Create an audience analysis questionnaire of 10 topic-related questions of various types (fixed alternative, scale-based, and open-ended) to serve as a primary source of research/data for an informative speech. CCSS: W.11-12.4, W.11-12.7, SL.11-12.1 Directions: On a separate sheet of white, composition-lined paper, construct 10 questions pertaining to your selected informational speech topic. Your questions should include the following types: five (5) fixed alternative (e.g., “yes/no” questions) three (3) scale-based (e.g., strongly disagree-disagree-neutral-agree-strongly agree questions; scale 1-5 questions) two (2) open-ended (e.g., questions that force the individual being surveyed to explain something in detail/cannot just answer ‘yes or no’ to the question) Include a few demographic questions as well as a brief-but-concise opening and closing. Should you have any further questions, please refer to the unit packet for a detailed example/explanation. STAPLE THIS SHEET TO THE FRONT OF YOUR QUESTIONNAIRE College Research and Writing & Public Speaking Audience Analysis Questionnaire (10 Q’s) Worksheet SWBAT: Create an audience analysis questionnaire of 10 topic-related questions of various types (fixed alternative, scale-based, and open-ended) to serve as a primary source of research/data for an informative speech. CCSS: W.11-12.4, W.11-12.7, SL.11-12.1 Directions: On a separate sheet of white, composition-lined paper, construct 10 questions pertaining to your selected informational speech topic. Your questions should include the following types: five (5) fixed alternative (e.g., “yes/no” questions) three (3) scale-based (e.g., strongly disagree-disagree-neutral-agree-strongly agree questions; scale 1-5 questions) two (2) open-ended (e.g., questions that force the individual being surveyed to explain something in detail/cannot just answer ‘yes or no’ to the question) Include a few demographic questions as well as a brief-but-concise opening and closing. Should you have any further questions, please refer to the unit packet for a detailed example/explanation. STAPLE THIS SHEET TO THE FRONT OF YOUR DATA ANALYSIS SURVEY/ESSAY RESPONSE College Research and Writing & Public Speaking Data Analysis Survey/Essay Response (information taken from Audience Analysis Questionnaire) SWBAT: Demonstrate assessment and drawn inferences to collected data by drafting a brief, analytical survey/essay response. CCSS: W.11-12.2, W.11.12.7, W.11-12.8, W.11-12.9 Directions: Examine the results of your Audience Analysis Questionnaire. Informally chart/organize your data and construct a brief 250-words-or-less data analysis survey/essay response that answers the following questions and/or addresses the following areas: What trends do I see in my data? Do most of my individuals tend to favor a particular point of view/answer? How can I use this data in my speech? Remember, this is informative writing—no opinions, only facts. How can I use this data to help me in the research process? How much does my audience seem to know about my topic? What type of audience am I speaking to? How do the data/demographics of my audience’s background focus how I will present my topic? STAPLE THIS SHEET TO THE FRONT OF YOUR DATA ANALYSIS SURVEY/ESSAY RESPONSE College Research and Writing & Public Speaking Data Analysis Survey/Essay Response (information taken from Audience Analysis Questionnaire) SWBAT: Demonstrate assessment and drawn inferences to collected data by drafting a brief, analytical survey/essay response. CCSS: W.11-12.2, W.11.12.7, W.11-12.8, W.11-12.9 Directions: Examine the results of your Audience Analysis Questionnaire. Informally chart/organize your data and construct a brief 250-words-or-less data analysis survey/essay response that answers the following questions and/or addresses the following areas: What trends do I see in my data? Do most of my individuals tend to favor a particular point of view/answer? How can I use this data in my speech? Remember, this is informative writing—no opinions, only facts. How can I use this data to help me in the research process? How much does my audience seem to know about my topic? What type of audience am I speaking to? How do the data/demographics of my audience’s background focus how I will present my topic? Name _______________________________________________________ Date _______________ Period ________ College Research and Writing & Public Speaking Media Center Mini Lesson KWL Worksheet Lesson Notes SWBAT: Self-assess, preview, and record information pertinent to MLA and research-based topics. CCSS: W.11-12.5, SL.11-12.1 Directions: Prior to the mini lesson, please bullet point any and all information that you know about each category under the “K” column. Then, bullet point a minimum three things you would like to learn about each category under the “W” column. During the mini lesson, bullet point a minimum five things you learned about each category under the “L” column.
Name ____________________________________________________________ Date ____________ Period ______ STAPLE THIS SHEET TO THE FRONT OF YOUR OUTLINE/MLA WORKS CITED College Research and Writing & Public Speaking Speech Outline with MLA Works Cited SWBAT: Organize information/sources by creating a comprehensive outline with an MLA Works Cited page for the utilization of an expository speech. CCSS: W.11-12.4, W.11-12.5, W.11-12.10 Directions: Utilizing one of the provided outlines found within your unit packet, draft a one-page TYPED speech outline that observes all of the following rubric-based criteria. On a separate page, draft a TYPED MLA Works Cited page, including all of the sources used within your speech (minimum nonfictional sources). Download 223.85 Kb. Share with your friends:
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