Delivery of the Demonstration Speech

Delivery Of Demonstration Speech 
25 pts - Proof of Brainstorming / Outline / notecards (script)
25 pts - Performance of the DEMO


TIME LIMIT : 3 minutes (per person)

Think about the time limit of the public speaking assignment.

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Apply these NINE public speaking speech tips for delivering your demonstration speech topics:

1. Visual aids, like objects, actual items, models or drawings can help you. Do bring them in. For large object, ask your teacher of course how to handle ...

2. Include personal stories and examples to illustrate your topics for a demonstrative speech.

3. Provide each audience member the proper materials and ingredients to practice with if needed.

4. Insure everyone is participating - keep eye contact, laugh and make some funny remarks in between the lines.

5. Look around you and see if your audience is following you. If not, repeat some. There are always people who do not understand at once, but are to shy to admit in public, assist them to jump over the hump.

6. Ask if someone in the audience would assist you with your demonstration. Stay patient and polite and help if needed. Do not make a fool of that volunteer: praise her or his efforts in loud and clear supporting terms. You can do it!

7. Close your speech with a memorable summary, a cool fact, a funny quick thought or joke, or even with a sharply defined call to action.

8. Ask if there are any questions about your demo speech topic ideas. And leave a photocopied handout of the explored information for people who want to know more.

9. THANK THE AUDIENCE FOR LISTENING!!!

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RUBRIC/Proficiency scale

DEMO learning Goal: Students will know the steps and how to use all of the materials needed to write and perform an effective Demonstration with visual aid.

Proficiency scale for delivering DEMO speeches

(A+) – student demonstrates a mastery in preparing a 2 minute (minimum) Demo centered around a valuable skill.  They prepare a series of logical steps and some form of visual aid to help the students in the class clearly understand the skill and how it is done. The student effectively engages the whole audience with an excellence in volume, clarity, audience scanning and attempting eye contact. The speaker has a clear “voice” in the piece – opinions are expressed.  Student has an excellent control of the outlined speech and uses quotes, visual aid, finds valuable info about the history or origin to share, writes solid intros, uses smooth transitions between topics, and has a complete and well thought out conclusion that ultimately thanks the audience for their time.  

(B+) – student demonstrates a proficiency in preparing a 2 minute (minimum) Demo centered around a valuable skill.  They prepare a series of clear steps and some form of visual aid to help the students in the class understand the skill and how it is done. The student engages most of the audience with an excellence in volume, clarity, audience scanning and attempting eye contact. The speaker has some opinions expressed.  Student has outlined the speech and scripts it using visual aid, some info about the history, intros,  transitions between topics, and has a conclusion that ultimately thanks the audience for their time.

(B and C+) - student demonstrates understanding of how to prepare a 2 minute (minimum) Demo centered around a skill.  They prepare a series of steps and use visual aid to help the students in the class understand the skill and how it is done. The student engages some of the audience with appropriate volume, clarity, and energy. The student scans the audience and attempts to make some eye contact. The speaker expresses few opinions of their own if any.  Student has roughly outlined the speech and loosely scripts it for the performance.  The student does use some visual aid, has an intro, some transitions between topics, and a some conclusion.

(C and D) - student shows limited ability (with assistance) in preparing a 2 minute DEMO.  The topic is an appropriate subject but lacks any real message or value for the intended audience. The student isn’t always engaging the audience.  Script needs to be drafted and the speaker should be using peer edits to help evolve their writing. Student isn’t using an effective process and should return to the traditional outlined speech format to gain better control at the podium. The speaker is still discovering the power of solid intros, smooth transitioning between topics and how to wrap up a speech. Speaker needs to practice alone more, and should try and read through their script out loud at least 15 times before presenting.

0 (F) – Student can not complete the assignment, even with assistance.