3. SPEECH GUIDELINES
1. DELIVERY - VISUAL Elements (55% rate visual as most important for speech effectiveness)
- neutral hands or natural gestures
- 5-second eye contact with different parts of the audience
- facial expressions
- grounded feet
- appropriate dress
- energy -feeling, enthusiasm, expression
2. DELIVERY - VOCAL Elements
- volume
- tone
- rate (speed)
- clarity of speech
- word emphasis
- inflection
- absence of non-words (um, like, …)
3. CONTENT
- focused, purposeful
- significant
- comprehensive but concise
4. DEVELOPMENT (Amplification)
- facts, statistics
- examples, demonstrations
- recommendations
- stories, anecdotes, personal experiences
- audio-visual aids
5. ORGANIZATION
- structured
- meaningful order
- movement, transitions from point to point
- "Rule of Three's" - divide topic into three main points
- INTRODUCTION
- Attention Step - captures and focuses audience's attention (tell a story; ask a question)
- Need Step - provides audience's motivation to listen; WIIFM: What's In It For Me
- Orientation Step - provides any background or identifications; explains any terms
- BODY - see "CONTENT"
- CONCLUSION - review or summarize key points; end with a memorable statement
6. AUDIENCE AWARENESS
- analyze prospective audience
- react to audience and audience reactions
2. DEBATE: a Public Speaking, Research, and Argument Writing Strategy
Debate requires students to learn and utilize public speaking skills. Public speaking is a vital component in presenting debate arguments.
Debate also is an effective practice to introduce argument writing. In teams, students can prepare one side of an argument and prepare for the rebuttal (counterarguments). After presenting a formal debate, students can individually choose one side to write, using or improving upon claims and evidence presented by the teams.
I have worked with students on debates in ELA (any topics) and co-facilitated in science classes where debates focused on topics they were studying in the curriculum, such as solar energy, wind energy, 5G technology, and immunotherapy for treating cancer.
Below is information for explaining debate elements, the speeches, and evidence requirements, and the timing I used for our formal debates.
Debate is also a research strategy as all evidence needs to be cited and from credible sources.
Debate requires students to learn and utilize public speaking skills. Public speaking is a vital component in presenting debate arguments.
Debate also is an effective practice to introduce argument writing. In teams, students can prepare one side of an argument and prepare for the rebuttal (counterarguments). After presenting a formal debate, students can individually choose one side to write, using or improving upon claims and evidence presented by the teams.
I have worked with students on debates in ELA (any topics) and co-facilitated in science classes where debates focused on topics they were studying in the curriculum, such as solar energy, wind energy, 5G technology, and immunotherapy for treating cancer.
Below is information for explaining debate elements, the speeches, and evidence requirements, and the timing I used for our formal debates.
Debate is also a research strategy as all evidence needs to be cited and from credible sources.
1. CHORAL READING TECHNIQUES: Using Speech to Convey Meaning
1. To demonstrate techniques, the teacher marks up a short narrative poem for the class to try reading aloud, explaining why a certain techniques was chosen to as effective for a specific line. To begin simply, the teacher may want to introduce limited options, such as Line Around and Unison.
Then a second time (or another poem), adding more techniques.
Example:
3. Later techniques of tempo, volume, pitch, and tone can be introduced.
ACTIVITY:
Then a second time (or another poem), adding more techniques.
Example:
- Jack (BOYS in UNISON) and Jill (GIRLS in UNISON) went up the hill (class in UNISON)
- (Phrase around) To fetch (Left Side of Room) a pail of water (Right Side of Room).
- Jack fell down (ROWS 1, 3, 5) and broke his crown (ROWS 2, 4, 6)
- And Jill came tumbling after. (UNISON Rows 1,2,3; ECHO by Rows 4,5,6)
3. Later techniques of tempo, volume, pitch, and tone can be introduced.
ACTIVITY:
- In groups, students choose a poem or a speech.
- Group members choose the techniques that most effectively communicate different lines or parts of the text
- Readers mark up the text.
- Groups practice, adding choreographed movements.
- Each group presents their poem or speech to the class.
