Organizing Effective Speeches Grade Seven

Transcription

1 Ohio Standards Connection Communication: Oral and Visual Benchmark D Select an organizational structure appropriate to the topic, audience, setting and purpose. Indicator 8 Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., causeeffect, comparecontrast, problemsolution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and e. draw from multiple sources and identify sources used. Lesson Summary: Giving great speeches takes organization, good delivery, strong content and interesting visual aids. Studying speech structure and delivery techniques through exemplary famous speeches prepares students to make strong speeches on their own. Estimated Duration: Seven 45-minute periods or up to six hours Commentary: The instructional tips on the intros and conclusions were very helpful particularly for a new teacher. I like that the topics could be cross-curricular. Pre-Assessment: Give Speech Organizational Structure Pre-Test, Attachment A, to individual students. In pairs, students who scored at the advanced or proficient level on the pretest need to write informational speeches on their favorite foods, sports, music, etc. The written speech should have a strong introduction, supporting detail and conclusion and follow a specific structure, such as causeeffect, problem-solution or compare-contrast. Students who are at the beginning level need to have direct instruction on speech structure (e.g. cause-effect, comparison-contrast, problem-solution, introductions, supporting detail and conclusion). Scoring Guidelines: The answer key for the pretest is as follows: 1. C, 2. B, 3. A, 4. B, 5. supporting detail, 6. introduction, 7. conclusion, 8. supporting detail, 9. supporting detail, 10. supporting detail. Students who receive 9-10 correct answers--advanced level 8-7 correct answers Proficient level 6 or fewer correct answers Beginning level Post-Assessment: Assign students to choose a topic for an informational speech. Students research, organize, write and make visuals for the speech. Students present speeches. Grade speeches with Informational Speech Rubric, Attachment B. 1

2 Ohio Standards Connection Benchmark C Vary language choice and use effective presentation techniques, including voice modulation and enunciation. Indicator 6 Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. Scoring Guidelines: Use rubric to grade organization, delivery, content and visuals of speech by using Informational Speech Rubric, Attachment B. Evaluate the product as advanced, basic or limited. Instructional Procedures: Day One 1. After students have completed the Pre-Assessment gather three famous speeches from the Internet or library. 2. Using one color of marker, copy the introductions from the three speeches on separate pieces of chart paper. Using another color marker, copy the conclusions from the three speeches on separate pieces of chart paper. 3. Post the introductions and conclusions in the front of the room. Discuss what makes good introductions and conclusions. Ask the students: What makes good introductions and conclusions in speeches? Why are these two parts of a speech so important? Instructional Tip: Make a transparency for an overhead projector and have the students take notes. Include the following: A good introduction should tell the thesis and main ideas of the speech, provide credibility for the speaker and get the audience s attention. Use a quotation to begin the speech, but most quotations require some context to introduce the topic. Other techniques to capture an audience s attention include an intriguing example, a puzzling scenario, a vivid and perhaps unexpected anecdote and/or a thought-provoking question. A good conclusion: restates, (but not repeats) main point; reinstates credibility; ties up loose ends; tells the audience what it should be taking away from the speech; leaves the audience with an interesting question or idea to ponder; and, if appropriate, asks the listeners to take action. 2

3 4. Guide the students in a discussion of what makes the three example introductions and conclusions strong. 5. Make a small list of specific examples from the three speeches of good points for introductions and good points for conclusions on the board, chart paper or transparency. After listing a few for each of the introductions and conclusions, allow students to brainstorm in pairs to come up with more. After five to 10 minutes, allow the pairs to add their ideas to the list on the board with different colored markers. 6. Assign students to continue to work in pairs and try to create either a good conclusion or a good introduction. Topics to write about include school lunch, school busing, extracurricular activities, amount of recess time or lack of it. 7. At the end of class, the pairs will share their introductions and conclusions. The class should discuss strengths and weaknesses of the introductions and conclusions. Day Two 8. Discuss what makes good supporting detail in the body of a speech. (e.g., Support the main idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes.) 9. Hand out copies of the teacher-selected speeches from Day One. 10. Make a list for each speech on the board. Write a few examples of good supporting detail from each speech. 11. Ask students to make individual lists (students also may be allowed to continue to work in pairs) of eight to 12 examples of good supporting detail. Request that students add to lists on the board after five to 10 minutes. Discuss completed lists. Tell students to turn in their lists. 12. Discuss how to express important ideas and impact audience response through adjusting volume, phrasing, enunciation, voice modulation and inflections in the speech. Instructional Tips: If students are not familiar with these vocal terms, prepare a transparency or handout of definitions for notes. Prepare one or more of the speeches on video or audio. Share these with the class. 13. Ask the class to look and/or listen for examples of adjusting volume, phrasing, enunciation, voice modulation and inflections in the speech. Ask the class: How did this make the speech more interesting? How did it make the information seem more important? 14. For homework, students need to select an informational speech topic for the next class period. Instructional Tip: Topics can be left to the student s imagination or students can select from a list of topics. This is a good time to integrate the lesson with another subject area, such as social studies or science. The teachers of those subject areas can help develop lists of topics. Day Three 16. Distribute Speech Organizational Outline, Attachment D, and Speech Rubric, Attachment B. 17. Discuss the two handouts. 3

4 18. Tell students to write their speech topics on the Speech Organizational Outline, Attachment D, and write a thesis statement for the speeches. Review terms on the Speech Rubric that may be unfamiliar to students. Day Four 19. Give time for research of the topic. Tell students to fill in the outline as they find information. Require three to five sources. Instructional Tip: Students can go to the library at this point for research. They can conduct research on the Internet or in books. Primary sources also may be used. Day Five 20. Students work on Speech Organization Outline Chart, Attachment D. If students complete their outlines, they may begin writing speeches. 21. Assign students to finish the outline for homework and begin writing their speeches. Day Six 22. Discuss what makes good multimedia aids. EXAMPLE: Use appropriate media materials: diagrams, charts, illustrations and available technology. They should be interesting, unusual, informative and memorable. Color and creativity count. Encourage the use of technology as a visual aid such at electronic slides, short video clips and computer-created graphs. Have available materials for students to use. If a computer lab with laptops is available, allow students to use computers as well. Instructional Tip: Provide sample visual aids during this discussion to raise the bar on the visual aids students make for their speeches. Allow students to work on multimedia aids. Day Seven 23. Assign students to write speeches from Speech Organizational Outline, Attachment D, and to make visual aids. 24. Tell students to transfer their speeches to note cards, writing only the main points of their speeches. Limit the number of words to help students avoid reading their speeches. 25. Assign students to practice their speeches in front of their parents, siblings or guardians. Practice can be completed in front of a mirror as well. Remind students to use the Speech Rubric, Attachment B, to evaluate their speeches, even in practice. Day Eight 26. Students present speeches. Evaluate speeches using rubric. Day Nine 27. For closure, assign students to reflect on the speech process. Write this prompt where all can see: 4

5 Write about the process, the presentation of the speech, and the evaluation. Be sure to discuss your organization, delivery, content and visuals. Discuss area of improvement for the next speech. 28. Rate the response as advanced, proficient or beginning. Post the rubric below so that all can see. Advanced: Reflection gives in-depth analysis about process, speech, and evaluation. Students write specifically how they can improve. Proficient: Reflection gives somewhat in-depth analysis about process, speech and evaluation. Students give some ideas on how they can improve. Beginning: Reflection gives few ideas about the students process, speech and evaluation. Students give little if any ideas on how they can improve. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). The Pre-Assessment includes differentiated instruction for students. Students work in pairs to create lists and write introductions and conclusions during instruction. Students having difficulty researching can work with a tutor. Students with different modalities of learning can choose different types of visual aids to create. Students with computer skills can make computer- generated slides. Students with artistic abilities can design artwork to along with their speeches. Extension: Students write speeches about important issues in their community and present them at meetings of community clubs and organizations. Home Connection: Students practice their speeches with their parents, siblings and/or guardians. Interdisciplinary Connections: Content Area: Social Studies Standard: Social Studies Skills and Methods, grades 4-5 Benchmark: A. Obtain information from a variety of primary and secondary sources using the component parts of the source. Students conduct research to prepare for their speech. Choose social studies topics for the students and require students to obtain information from a variety of sources. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not 5

6 endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: chart paper, markers, overhead, chalkboard, chalk For the students: paper, pencil and materials (tape, colored paper, markers, scissors, etc.) to make visual aid, video tape recorder, computer Vocabulary: anecdotes cause-effect compare-contrast conclusion enunciation inflections introduction phrasing problem-solution quotations relevant facts statistics voice modulation Technology Connections: Students use the Internet to research information Students can use technology to develop visual aids. Teacher can use audio player and video player for speeches. Research Connections: Arter, Judith and Jay McTighe. Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, CA: Corwin Press, Analytical rubrics address some of the limitations of the holistic rubric. They Judge complex performances involving several significant dimensions, Break performances into traits in order to more readily grasp the components of quality and Provide more specific feedback to students, parents and teachers. A general rubric can be used across similar performances. The same rubric can be used for all open-ended mathematics problems or all writing assignments. Task-specific rubrics can only be used for a single task. 6

7 Arter & McTighe include a metarubric or A Rubric for Rubrics summarizing the qualities of good, average and unacceptable rubrics. The qualities of the good rubrics are included here. Content/Coverage Content is based on the best thinking in the field. If counts of anything are included, the counts really do reflect quality. Definitions of terms are correct and reflect current thinking in the field. Number of points on the rating scale makes sense. Content is selective yet complete. The rubric is insightful; it helps students understand the nature of quality. Clarity Rubric s clarity assures different teachers would similarly rate the same product or performance. A single teacher can use the rubric to provide consistent ratings over time. Words are specific and accurate. Terms are defined and samples provided, if necessary. Rubric provides just enough descriptive detail. Basis for assigning ratings is clear. Practicality The rubric is manageable, including only enough traits to be easily remembered and internalized. Results translate clearly into instruction. When the skill is complex, the rubric is analytical rather than holistic. The rubric is usually general, rather than task specific. The rubric is broadly applicable to the content of interest. Task-specific rubrics are used only where justifiable (the task is sufficiently complex or the nature of the skill being assessed is complex). The rubric can be used by the students to revise their own work, plan their own learning and track their own progress. Technical Quality The rubric language is appropriate for the diversity of students found in typical classrooms. Wording is supportive of students it describes status of a performance rather than judgments of student worth. Daniels, Harvey and Marilyn Bizar. Methods that Matter: Six Structures for Best Practice Classrooms. Me: Stenhouse Publishers, Authentic experiences helps students develop real-world knowledge and skills and apply their learning in ways that prepare them for careers and lives beyond school. 7

8 Attachments: Attachment A, Speech Structure Pretest Attachment B, Speech Rubric Attachment C, Speech Discussion Guide Attachment D, Speech Organizational Outline 8

9 Attachment A Speech Structure Pre-Test Name Date Directions: Match the three types of speech structures with their corresponding examples. A. cause-effect B. compare-contrast C. problem-solution 1. Sunburns can lead to cancer. Yet, many people find a day at the beach fun and restful. One way to avoid those harmful rays and cancer is to wear sunscreen and sunglasses. 2. As Brad stood in front of the glass case staring at the delicious tubs of ice cream, he knew he could only afford one scoop. As he narrowed his choices to Moose Tracks and Vanilla Bean, he felt hungry. Both flavors use vanilla as the base ice cream. Moose Tracks, however, has gooey fudge, chocolate chunks and sometimes peanut butter filled chocolate pieces. Vanilla Bean has those delectable flecks of vanilla bean. If only he had enough money for two scoops. 3. Rain fell heavily for three days on already soggy ground. The water quickly rushed down the hills into the nearby creeks. The water quickly left its banks for nearby meadows, stranding livestock on little grassy islands in the newly created lakes. 4. Sandy s parents finally relented and allowed her to have a pet. Her choices were endless, but her two favorites are iguanas and kittens. The iguana would require a cage, and the kitten would require a litter box. The kitten would be cuddly, but the iguana would definitely be cool. Maybe her parents would allow her to get both. Directions: Below are sentences from a speech. Identify each sentence as part of a speech s Introduction (I), Supporting Details (SD) or Conclusion (C). 5. Necessary ingredients are flour, sugar, baking soda, salt, butter, eggs, vanilla and of course, chocolate chips. 6. Making chocolate chip cookies takes time, the right ingredients and a warm oven that will fill a kitchen with a most pleasing aroma. 7. After adding all of the ingredients, mixing, baking and cooling, you can pop a delicious homemade chocolate chip cookie in your mouth. Yum. 8. The master cookie chef needs to take out the following utensils before beginning: measuring cups, measuring spoons, mixing spoons, bowls, baking sheets and a spatula. 9. Of course you need a recipe. It can be the one on the back of the bag of chocolate chips or a secret family formula As an ingredient, nuts are a matter of preference. 9

10 Name Attachment B Informational Speech Rubric Organization Delivery Content Multimedia Aid Advanced The introduction, body and conclusion gained the audience s attention, contained supporting material and was clear and memorable. It used consistent, appropriate and logical organizational structure (e.g., cause-effect, compare-contrast, problem-solution). Basic The introduction, body and conclusion gained some of the audience s attention, contained some supporting material and was somewhat clear and memorable. Used somewhat consistent, appropriate and logical organizational structure (e.g., causeeffect, compare-contrast, problemsolution). Limited The introduction, body and conclusion gained little or none of the audience s attention, contained little or no supporting material and was not very clear or memorable. It lacked consistency and appropriate or logical organizational structure (e.g., cause-effect, compare-contrast, problemsolution). Eye contact, pace and volume were good. Voice modulation and inflection to express important ideas were good. Eye contact, pace and volume were adequate. Voice modulation and inflection to express important ideas were adequate. Eye contact, pace and volume were of low quality. Voice modulation and inflection to express important ideas were of low quality. Demonstrated an understanding of the topic. Supported ideas or thesis with relevant facts, details, examples, quotations, statistics, stories and/or anecdotes. Was accurate, interesting and indepth. Used and identified multiple sources Demonstrated some understanding of the topic. Supported ideas or thesis somewhat with relevant facts, details, examples quotations, statistics, stories and/or anecdotes. Was somewhat accurate, interesting and in-depth. Use and identified some sources Demonstrated little or no understanding of the topic. Supported ideas or thesis with few or no relevant facts, details, examples, quotations, statistics, stories and/or anecdotes Was weak in accuracy, interest and/or depth. Used and identified few sources. Used appropriate visual materials (e.g., diagrams, charts, illustrations, songs, skits and/or available technology). Used very interesting visual materials (e.g., unusual, informative, memorable). Used very appealing visual materials (e.g., neat, eye-catching, colorful). Used some appropriate visual materials (e.g., diagrams, charts, illustrations, songs, skits and/or available technology). Used some interesting visual materials (e.g., unusual, informative, memorable). Used some appealing visual materials (e.g., neat, eye-catching, colorful). Used few or no appropriate visual materials (e.g., diagrams, charts, illustrations, songs, skits and/or available technology). Lacked interesting visual materials (e.g., unusual, informative, memorable). Lacked appealing visual materials (e.g., neat, eye-catching, colorful). 10

11 Attachment C Speech Discussion Guide An effective INTRODUCTION should tell the thesis and main ideas of the speech, provide credibility for the speaker and get the audience s attention. An effective CONCLUSION restates main points not repeats them -- reinstates credibility, ties up loose ends, tells the audience what it should be taking away from the speech, leaves the audience with an interesting question or idea to ponder and, if appropriate, asks the audience to take action. AND A QUOTATION can be used to begin the speech, but most quotations require some context to introduce the topic. Other techniques to capture an audience s attention are An intriguing example A puzzling scenario A vivid and perhaps unexpected anecdote A thought-provoking question 11

12 Attachment D Speech Organizational Outline Name Date Directions: Fill in the organizational outline with information on your speech topic. Use this outline to write your speech. 1. Choose informational speech topic. 2. Choose speech organizational structure. (Circle One) Cause-effect problem-solution comparison-contrast 3. Write speech thesis statement 4. Introduction (Tell the thesis and/or main ideas of the speech, provide credibility for the speaker and get the audience s attention. Techniques to capture an audience s attention include an intriguing example, a puzzling scenario, a quotation, a vivid and perhaps unexpected anecdote and/or a thought-provoking question.) 5. Supporting Detail #1 (Support ideas or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes.) 6. Supporting Detail #2 (Support ideas or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes.) 7. Supporting Detail #3 (Support ideas or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes.) 12

13 Attachment D (Continued) Speech Organizational Outline 8. Conclusion (Restate main points -- not repeat them -- reinstate credibility, tie-up loose ends, tell the audience what it should take away from the speech, leave the audience with an interesting question or idea to ponder and/or, if appropriate, ask the audience to take action.) 9. List of Sources (List three to five sources.) 10. Visual Aid (Include a description of how it will aid the speech.) 13