1st Progress - Setting a Baseline and Goals for the Semester (end first 6 weeks)

How to Know What You Need To Fix So That People Will Listen To You...

We use the first 6 weeks to run through a series of exercises to give the student a small sample of performance to use to find weaknesses in their apporach to public speaking.

Self Critique/Setting a Baseline/Setting GOALS: 
(100 pts for the whole exercise)

Your reason for speaking is defeated when your listeners begin to pay less attention to what you are saying and more attention to how you are saying it. 
Main Objective: Students should be to Keep the audiences attention by showing self confidence, high energy, and retaining credibility in your topic.

***********************************************************************
FIRST SPEECH THEY CRITIQUE
***********************************************************************

Introduction Speechhttp://wgspeechanddebate.blogspot.com/p/unit-2-introduction-speech.html
1.) Talk about themselves (2minutes)
2.) Solo at the podium
3.) On Video with whole class watching
4.) Scan audience while speaking (look up an appropriate amount)
5.) Use a microphone
6.) Must have a script to speak

Activity : Students watched a video of their performance AT A LINK PROVIDED IN THE GRADEBOOK PORTAL: *(only posted for one week after the assignment in order to allow enough time for everyone to complete their self critiques) *We ask that the videos remain a part of the classroom exercise for the individual students in the class
PLEASE DO NOT COPY - or share the files for entertainment purposes.

The self critique of the Introduction Speech is largely based on:

An instructional video the students viewed and took notes with a set of skills taught by Julian Treasure NOTE: his tool box of terms and H.A.I.L. at : https://www.youtube.com/watch?v=eIho2S0ZahI

AND
  
I.     Identify and eliminate distracting characteristics of your vocal delivery.

Vocal mannerisms - (Vocal fillers/ticks/disruptions/"Uh" and "Ah"
Voice quality - (use the adjectives)
Articulation - (diction/clarity- each and every part of the word)
Pauses - (intentional or unintentional) 
Fillers - physical things you may do without knowing)
Repetitious patterns of inflection
Prosody/Dynamics - variance in delivery/changing it up
         
II.           Speak so that you can be heard and understood

Volume (loudness/softness)
Pace/Rate (tempo/speed)
Pitch (high and low notes)
Register -  (Placement - one of three zones- head, throat, chest)

MUST SUBMIT YOUR FINDINGS:
A.) Each student spends on hour in the lab with each video - watching multiple times
B.) Each student completes a written review of their work, typed, and filed as a "Baseline" packet. This can include a rubric they make, a scale, a scoring guide..etc. They are to pull out the distractions and areas of the performance thay wish to correct. 
C.) The students who miss class must view and critique from any computer and turn the work in ASAP.


***********************************************************************
SECOND SPEECH THEY CRITIQUE
***********************************************************************

Group Symposium: http://wgspeechanddebate.blogspot.com/p/the-rules-of-impromptu.html
1.) On one topic
2.) With a small group (3 or 4 people) / discussion on the topic
3.) Notes taken - turned into 3 pt outline
3.) Recorded on video with a memeber of another team filming
4.) Somewhere without distractions
5.) Look into the camera

Activity : Students watched a video of their performance AT A LINK PROVIDED IN THE GRADEBOOK PORTAL: *(only posted for one week after the assignment in order to allow enough time for everyone to complete their self critiques) *We ask that the videos remain a part of the classroom exercise for the individual students in the class
PLEASE DO NOT COPY - or share the files for entertainment purposes.

MUST SUBMIT YOUR FINDINGS:
A.) Each student spends on hour in the lab with each video - watching multiple times
B.) Each student answers the prompts below about their work, they type it, and file it when completed. 

*************************************************************************
FORMAL CRITQUE WORKSHEETS
*************************************************************************

Self -Critique sheet

Your Name___________________________          

Performance________________________

Answer the following in complete sentences

Did they introduce the material before hopping into the topic?

Was it entertaining?

What struck you as being the best part of the speech?

How did the performer handle the material/topic?

Did they back up any findings with facts? (did they cite the sources?)

Were the moods and ideas presented clearly/passionately?

Was the material organized to help the audience follow the message and point?
(ie. the flow)

Was their a conclusion that gave the audience  something they'll remember or think about?

***********************************************************************
Speaking Behaviors Checklist           

My Name:________________
                                                     
Listen to the oral presentation then use this checklist to rate the speaking behaviors according to the following: (1 through 5 ) With a 5 being most accomplished

Volume—loudness or softness of the spoken words

_____1. I could hear the presentation at all times.
_____2. I could hear most of the presentation.
_____3. I could hear little of the presentation and wish the speaker had talked louder.

Stress—used for emphasis, can include repetition, loudness, questioning, etc.

____1. The speaker used stress to add importance or create interest several times.
____2. The speaker used stress to add importance or create interest only once or twice.
____3. The speaker never used stress but he should have in order to add importance or create interest.

Pacing—rate of speaking, staying within the allowed time frame

_____1. The speaker used pacing appropriately.
_____2. The speaker used pacing sometimes but spoke too quickly or slowly sometimes.
_____3. The speaker didn’t pace the presentation well so it was hard to understand and was much too short.

Pronunciation—saying words carefully so the listener understands them

_____1. I could understand every word the speaker used.
_____2. I could understand most of the words the speaker used.
_____3. There were several words I couldn’t understand.
  
Remember, no matter how good the written speech is, the delivery must also be effective or no one pays attention!!!!

****************************************************************
NOW MAKE A LIST OF YOUR GOALS AS A SPEAKER THAT YOU WANT TO ACCOMPLISH THIS SEMESTER

Objective: Students wil be able to identify their top goals that they would like to try and accopmplish over the remaining 2 progress periods of the semester in Public Speaking and Debate.

Activity: Students will write a list of 7 things they want to fix or correct when they get in front of an audience and have to deliver any kind of speech. Type them, print them, attach them to your packet and file it!

Compete the list of 7 goals

1.) 
2.) 
3.) 
4.) 
5.) 
6.) 
7.) 

No comments:

Post a Comment