Name: Jeff Boren



Name: (print) _____________________________________________Date:_______________Period:_____ #_____ Do not write in this space:Score:AGENDA INSTRUCTOR’S GUIDEE. 28 Deliver presentations to a groupYou Want ME to Make a Presentation?PREPARATION: copy agendas JAG COMPETENCY: E.28 Deliver presentations to a groupOBJECTIVES: Upon completion of this module, students will be able to deliver an effective presentation to a group.KEY QUESTIONS: What should you consider when preparing a presentation?CAREER ASSOCIATION: Quote for the Board: It’s better to keep your mouth shut and give the impression that you’re stupid than to open it and remove all doubt. Rami BelsonFirst ?: CHECK-IN: Use complete sentences for all responses in this section. (REFLECTION)In your Binder, write the quote on the board.How are you?Second ?: REVIEW ASSESSMENT (REVIEW)What was the most memorable thing you learned about being a team leader or a team member?Third ?: TODAY’S TOPIC (FORWARD—TODAY’S TOPIC)Write a tip on “how not to be nervous when delivering a presentation to a group.”Video (4:53) How to: Public Speaking TO ORDER: Chair: (tap gavel two times) “This meeting is called to order.”REVIEW OF FIRST NOTES: First ?: Chair: “______________________, please tell us how you are today and read the quote on the board.” Student responds.Second ?: Chair: “______________________, please share your responses to the second note.” Student responds.Third ?: Chair: “______________________, please share your responses to the third note.” Student responds.BASIC SKILLS DEVELOPMENT: (Listening, Reading, Writing, Speaking & Math)D.21 Listening: Word for the Day and Quote for the DayCCSS.ELA-Literacy.SL.11-12.4?Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal SS.ELA-Literacy.SL.11-12.6?Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3?here?for specific expectations.)Chair: “Next on the agenda is Basic Skills Development. We’ll start with D.21 Listening. Please write the following “word for the day” and quotes for the day:”. . .(read definition & quote).”“Quote for the Day:Ira Hayes: No one ever complains about a speech being too short! Claudius: Say not always what you know, but always know what you say.D.24 Speaking: CCSS.ELA-Literacy.SL.11-12.1?Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and SS.ELA-Literacy.SL.11-12.1b?Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.Chair: “Next on the agenda is Speaking. ____________________ please rise and read the excerpt for the day.” Why Study Communication?The effect of speech upon the condition of the mind is comparable to the power of drugs over the condition of the body. Just as different drugs dispel different secretions from the body, and some bring an end to disease and others to life, so to in the case of speeches; some distress, others delight, some cause fear, others make the listeners bold, and some drug and bewitch the soul with a kind of evil persuasion. (Gorgias.375BCD. The Encomium of Helen.)D.22 Reading: CCSS.ELA-RA.R.1?Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the SS.ELA-Literacy.RI.11-12.1?Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.READ THE FOLLOWING:10 Tips for Public Speaking, from Toastmasters InternationalFeeling some nervousness before giving a speech is natural and even beneficial, but too much nervousness can be detrimental. Here are some proven tips on how to control your butterflies and give better presentations:?1. Know your material. Pick a topic you are interested in. Know more about it than you include in your speech. Use humor, personal stories and conversational language – that way you won’t easily forget what to say.2. Practice. Practice. Practice! Rehearse out loud with all equipment you plan on using. Revise as necessary. Work to control filler words; Practice, pause and breathe. Practice with a timer and allow time for the unexpected.3. Know the audience. Greet some of the audience members as they arrive. It’s easier to speak to a group of friends than to strangers.4. Know the room. Arrive early, walk around the speaking area and practice using the microphone and any visual aids.5. Relax. Begin by addressing the audience. It buys you time and calms your nerves. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm.6. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and confident. Visualize the audience clapping – it will boost your confidence.7. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative and entertaining. They’re rooting for you.8. Don’t apologize for any nervousness or problem – the audience probably never noticed it.9. Concentrate on the message – not the medium. Focus your attention away from your own anxieties and concentrate on your message and your audience.10. Gain experience. Mainly, your speech should represent you — as an authority and as a person. Experience builds confidence, which is the key to effective speaking. A Toastmasters club can provide the experience you need in a safe and friendly environment. D.23 Writing: College and Career Readiness Anchor Writing Power Standard . . .W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose, and SS.ELA-Literacy.W.11-12.4?Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)WRITE ABOUT IT: (Using complete sentences, write about the reading assignment above.)We have talked a lot about the importance of communication. It is interesting that public speaking causes so much fear in so many people. After all, we all know how to talk. Why do we fear getting up in front of others to speak? What do you think are the reasons people fear public speaking? Write about it:D.25 Math Imagine you are the chairman of a community organization. A guest has been invited to speak for twenty minutes to the club at the next meeting. The meetings always start at 6:00 p.m. and last for 60 minutes. The guest speaker will be the last think on the agenda. It usually takes about 5 minutes to close the meetings. What time should you plan for the guest speaker to begin their presentation?Answer: 6:35Chair: I’ll now turn the floor over to Mr. DuBuisson.Brain TrainingAsk someone to set a beat = 60 (a second, as in seconds of a minute).BUSINESS—ANNOUNCEMENTSCold Call: Someone to read their written response to the reading exercise.Cold Call: Ask for answer to math problem. Discuss if necessary.LESSON &/or ACTIVITY E.28 Deliver a presentation to a groupThe ability deliver a presentation is an important work and life skill. Nearly everyone, in every walk of life, will at some time need to speak in front of a group. It may be a small group such as a chef in a restaurant, describing his cooking style to a table of customers or the president of the United States speaking to the world.Notes:For student handout, create a guided outline of the numbered items below.Ask students to answer questions before you give the info. Socratic Method.Public Speaking Considerations:What should you know about the audienceNumber attendingWhy they are attending—who are they?Background of audienceAge levelTopics to avoidAre there members who can be of assistanceWhat arrangements need to be made at the facility? Who is responsible for them?Number attendingFree of distractionsAccessibilityArrangements that need to be made—gavel & sound block, temperature, mic checkWhat are the four popular types of audience arrangements?TheaterRound tables with chairsConference roomClassroomWhat are some items the presenter might need?AgendaPodiumMicrophoneMediaWaterHow do you prepare your presentation?OutlineUse bullet pointsUse a highlighterUnderlineShort wordsDouble space8 ? x ll paper or note cardsPowerPointPRACTICESuggestions for introducing a topicGNAPReview purpose of presentationAsk a “rhetorical question”Ask for a show of handsAsk a series of questionsFamous quote(s)Relate to previous topicsPersonal experienceReal life experiencesCartoonMake a provocative statementGive a unique demonstrationConduct a role playActivity: Cold Call someone to speak spontaneously on a random topic of their choice; or you select. ASSESSMENT/REVIEW (REFLECTION / FEEDBACK)Name two things you should know about your audience:Name two types of audience arrangements:Name two things you can use in preparing a presentation:Name two ways you can introduce your topic:FINAL ?: CHECK-OUTWHAT WAS IT: What was the main point of today’s lesson?RATE IT: How important to your future do you feel today’s lesson was?RATE THE TEACHER: What was good--bad?RATE YOU: How well did you “listen”?How are you feeling now (inspired, thoughtful, happy, sleepy, other)?, return you binders to the bookshelf. Put them in numeric order. ................
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