SECTION 4
Presentation
· Board Presentation Tips
· Presentation Task Analysis
· Speech practice verification form
· Classroom Presentation Critique & Rubric
· Board Presentation Rubric
Graduation Board Presentation Tips
Ø The final speech delivered at Graduation Boards is a formal presentation. Students will deliver a full presentation, including all evidence of their projects, in proper attire.
Ø Students should be well-prepared, which will add to their confidence level.
Ø Because this is a formal presentation, students must think carefully about proper attire. The judges are professional adults who will have formed an image of the presenting students from reviewing their Portfolios. Think of the presentation like a job or college interview; first impressions are extremely important. Avoid skimpy, provocative, gaudy, or unusual clothing. In some cases, a specific uniform or costume may enhance the presentation.
Ø Use numbered note cards developed from the Presentation Task Analysis to practice and revise the final speech.
Ø The day, room, and time of each student’s Graduation Project Presentation should be posted on his/her calendar.
Ø Students should practice their speeches so that they are not reading and are able to make confident eye contact.
Ø Make note cards with key words and phrases of the speech; number the cards.
Ø Anticipate judge's questions and plan a response.
Ø Avoid slang in the presentation; practice using Standard English.
Ø If using handouts, make sure they are ready ahead of time.
Ø Check that the A.V. equipment needed for the presentation is available in the scheduled presentation room. Stop by the room and be familiar with the arrangement of the room and placement of equipment.
Ø Arrange work and personal schedules so that the evening before the presentation can be relaxing with time for adequate sleep.
Ø Transportation will not be provided for students on Senior Boards day (May 23, 2014). Make arrangements to be at the Senior High School 15 minutes prior to the time of your scheduled presentation.
TAKE TIME NOW TO WRITE THANK-YOU NOTES TO ALL THE PEOPLE WHO HELPED YOU COMPLETE THIS PROCESS
Presentation Task Analysis
Name Date
Outline of Presentation: The outline can be used to practice the presentation and to develop note cards.
I. Introduction: Write the introduction in full sentence outline or complete paragraph format. Remember: an introduction needs to capture the attention of the audience, state the purpose or focus of the presentation, and preview major points that will be covered.
Write your introduction here:
II. Body: Use a topic outline format to organize the body of the presentation. The body should include at least three main points. Use descriptive, explanatory, or analytical information to support each main point. Be sure to include information about both the research and project components, including their relationship.
Begin topic outline here:
III. Conclusion: Write the conclusion in full sentence outline or complete paragraph format. A conclusion should summarize the main points, re-emphasize and/or extend the purpose, and leave a memorable impression.
Write your conclusion here:
Presentation Task Analysis Assessment= 45 Points
Introduction: _____/10 points
Focus
Preview of speech
Interest level (attention getter)
Paragraph or full sentence outline form
Error free (spelling and grammar)
Body: _____/25 points
3+ main points
Well developed/supported
Includes information about project components
Topic outline form
Error free (spelling and grammar)
Conclusion: _____/10 points
Summarizes speech
Paragraph or full sentence outline form
Memorable impression
Error free (spelling and grammar)
Board Presentation Speech Practice Verification
This form must be completed and turned in on the day of the student’s classroom rehearsal. Any student without this completed form will forfeit his/her classroom rehearsal and will have to reschedule the presentation outside of normal class time at the teacher’s convenience.
Classroom Presentation Critique & Rubric
Students must complete a well-rehearsed classroom presentation that includes full content and evidence of both paper and project components and meets the time requirements in order to be eligible to complete Graduation Boards.
Name ______Pd______Topic ______
Content / _____/15Body of speech shows balance between project and personal growth / _____/5
Discusses verification of project and relationship with mentor/use of mentor’s guidance / _____/5
Discusses reasons for choice of general area of study and project topic / _____/5
Comments:
Organization / _____/20
Introduction engages audience, delivers a purpose statement, and previews major points of speech / _____/5
Smooth and effective transitions between major and minor points of speech / _____/5
Conclusion reiterates major points of speech succinctly and leaves lasting impression on audience / _____/5
Speech reflects preparedness of material and integration of visual aid / _____/5
Comments:
Speaking and Verbal Skills / _____/20
Speaks with Standard English (free of slang terms or casual/generic phrases) / _____/5
Utilizes mature vocabulary, appropriate for task and audience / _____/5
Speech is free of verbal stops (uh, um, like) / _____/5
Appropriate volume, rate of speech and tone of voice / _____/5
Comments:
Classroom Presentation Critique & Rubric
Non-Verbal Skills / _____/15Maintains eye contact with audience; pleasant facial expressions / _____/5
Controlled body movements/posture; natural gesturing enhances speech / _____/5
Formal dress and tidy appearance / _____/5
Comments:
Q/A Session / _____/15
Responds to questions knowledgably and thoroughly / _____/5
Responds to questions with confidence and poise / _____/5
Responds to questions with appropriate language and respect to audience member(s) / _____/5
Comments:
Time: ______Total Score: _____/85
Progress Recommendation:
______The student included all necessary content and evidence, and met time requirements, and is eligible to complete Graduation Boards.
______The student did not include necessary content and evidence and/or meet time requirements and must re-schedule.
______The student did not present on his or her scheduled day, and therefore must
re-schedule. Fifteen (15) points will be deducted from the total earned score as a penalty.*
*(Note: If a student is not prepared on the second scheduled day, an additional 15 points will be deducted. This process will be followed each time a student re-schedules without presenting a speech.)
Additional Comments:
SVSHS Graduation Project Board Presentation Assessment
If a student is late for presentation, please deduct 3 points from score.
PRESENTATION : / TOTALSIntroduction/Conclusion / 4 / 3 / 2 / 1 / 0
Assessing development and effectiveness of intro including clear purpose statement.
Assessing effectiveness of conclusion including summary/restatement and leaving memorable impression. / Excellent introduction and conclusion / Commendable introduction and conclusion / Adequate introduction and conclusion / Limited introduction and/or conclusion / Missing introduction and/or conclusion
Body of Presentation / 4 / 3 / 2 / 1 / 0
Assessing organization, quality, and support of main ideas and transitions between main points. Content balanced among project and self-growth / Clear and effective organization with smooth transitions. Insightful ideas supported by excellent details/examples / Clear organization with transitions. Well thought out main points/ideas supported with details/examples. / Adequate organization and/or transitions. Limited main points/ideas supported by few or no details/examples. / Limited or unclear organization. Vague main points/ideas supported with little or no details/examples. / No organization developed. Points made are random with no clear support.
Vocabulary/Standard Usage / 4 / 3 / 2 / 1 / 0
Assessing level of vocabulary and standard spoken English. Smooth transitions and effective word choice. / Excellent vocabulary, no noticeable usage and/or grammatical errors. / Appropriate vocabulary, few usage and/or grammatical errors. / Limited vocabulary, some usage and/or grammatical errors. / Poor vocabulary, nonstandard usage and/or grammatical errors evident. / No attention given to standard English.
DELIVERY:
Nonverbal Techniques / 4 / 3 / 2 / 1 / 0
Assessing eye contact, natural gesturing, facial expressions, poise, dress, and use of audiovisual component (if applicable). / Excellent nonverbal techniques. / Commendable nonverbal techniques. / Adequate nonverbal techniques. / Limited to poor nonverbal techniques. / Nonverbal techniques are distracting.
Verbal Techniques / 4 / 3 / 2 / 1 / 0
Assessing voice, volume, pitch, projection, enunciation, and rate of delivery. / Excellent verbal techniques. / Commendable verbal techniques. / Adequate verbal techniques. / Limited to poor verbal techniques. / Difficult to hear and/or understand.
TIME: / 4 / 2 0
Assessing 8 minute time requirement. / Speaks for minimum of 8 minutes. / Speaks for more than 10 minutes before questions. / Speaks for less than 8 minutes.
Q/A PERIOD:
Answers directly / 4 / 3 / 2 / 1 / 0
Assessing ability to answer question asked in a knowledgeable manner. / Answers directly and confidently. / Answers appropriately. / Some hesitation when answering. / No clear response to several questions. / Cannot answer reasonable questions.
Quality / 4 / 3 / 2 / 1 / 0
Assessing quality and level of knowledge in responses. / Answers demonstrate exceptional level of knowledge. / Answers demonstrate knowledge of subject. / Answers demonstrate some knowledge of subject. / Answers demonstrate vague knowledge of subject. / Cannot answer reasonable questions.
TOTAL:
32 = 100% 26 = 90% 20 = 80% 14 = 70% COMMENTS:
31 = 98% 25 = 88% 19 = 78% 13 = 68%
30 = 97% 24 = 87% 18 = 77% 12 = 67%
29 = 95% 23 = 85% 17 = 75% 11 = 65%
28 = 93% 22 = 83% 16 = 73%
27 = 92% 21 = 82% 15 = 72%
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