In completing this assignment, each student will:
Demonstrate knowledge of material largely unfamiliar to others
Analyze an audience's interest in, and knowledge of, a particular topic
Relate new material directly to a particular audience
Understand the basic fundamentals of speech preparation
Create a full sentence outline of the speech material.
Research Questions Learnzillion Lesson 5 Exit Ticket:
Extension Task Instructions
My Research Disease or Condition _________________________
Analyze the Prompt
Select a disease from the list generated by your teacher and research the following:
1. The history of the disease or condition.
2. Changing theories surrounding the disease/condition (e.g., causes, cures)
3. Innovators who’ve made a difference in its diagnosis, treatment, cure, or eradication.
4. How the disease or condition has impacted humanity (e.g. political, cultural, or economic) and/or stories of people who have
suffered with the disease.
5.Underline the information that must be included in your project.
6.Where will you look for information?
7. What is/are the available mode(s) for reporting your findings?
8. What is/are the possible modes for my presentation?
Extension Task Prompt:
Create a brief written proposal for investigating and presenting information about the disease. Thoroughly research
that disease and report your findings, along with citations, to your teacher and/or classmates using technology. Then
use technology to produce and publish your presentation, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
Click on the link above for a sample informative speech outline you may follow to write your informative speech.
The speech to inform provides a clear understanding of the speaker's ideas upon a subject. It also arouses interest in the subject because the material which is presented is relevant to the lives of those who hear it. It is incumbent upon the speaker to provide the relevant material with its accompanying interest in order to inform intelligently. To accomplish the ends of informative speaking, one is obliged to select a subject of interest to the speaker and the listener. You must include SEVERAL sources (minimum of 5 online or text-based sources) in your speech.
For information about the MLA Style Guide and writing help for your MLA Research Papers and Speech topics, visit the OWL at Purdue site, and search the left sidebar menu for the topic you need.
Common Core State Standards Addressed in this Unit:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Student Standards for English Language Arts: Grades 9 – 10
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Guiding Questions:
1.Why do you need supporting materials in your speeches?
2.What are the three kinds of examples discussed in this chapter?
How might you use each kind to support your ideas?
3.What are five tips for using examples in your speeches?
4.Why is it so easy to lie with statistics?
What three questions should you ask to judge the reliability of statistics?
5.What are six tips for using statistics in your speeches?
6.What is testimony?
Explain the difference between expert testimony and peer testimony.
7.What are four tips for using testimony in your speeches?
Summary: Good speeches are not composed of hot air and unfounded assertions. They need strong supporting materials to bolster the speaker's point of view. In fact, the skillful use of supporting materials often makes the difference between a good speech and a poor one. The three basic types of supporting materials are examples, statistics, and testimony.
In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed. Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective, though, they should be vivid and richly textured.
Statistics can be extremely helpful in conveying your message as long as you use them sparingly and explain them so that they are meaningful to your audience. Above all, you should understand your statistics and use them fairly. Numbers can easily be manipulated and distorted. Make sure your figures are representative of what they claim to measure, that you use statistical measures correctly, and that you take statistics only from reliable sources.
Testimony is especially helpful for student speakers because students are seldom recognized as experts on their speech topics. Citing the views of people who are experts is a good way to make your ideas more credible. When you include testimony in a speech, you can either quote someone verbatim or paraphrase his or her words. As with statistics, there are guidelines for using testimony. Be sure to quote or paraphrase accurately and to cite qualified, unbiased sources. If the source is not generally known to your audience, be certain to establish his or her credentials.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)