readwritethink oral presentation

Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization

• Resources & Preparation
• Instructional Plan
• Related Resources

Students begin this lesson by discussing what makes a good, vivid story and creating a working checklist of the criteria for a good story. They explore background information about the Mercury Theatre production of The War of the Worlds from October 30, 1938. They read the broadcast script from the show and compare its characteristics to those listed in the checklist they created. They then listen to audio of the production and compare it to the script version. Next, students create their own audio dramatization of a text they have read, following a process that takes them from preproduction activities, such as outlining, through postproduction activities, such as editing and publishing their work. During the process, they analyze how The War of the Worlds script conveys emotion and feeling. Finally, students share their broadcasts with the class and use a checklist to assess each other's work.

Featured Resources

War of the Worlds Travelogue : Students can use this online tool to explore background information about the 1938 radio broadcast of The War of the Worlds .

Plot Diagram Tool : This online tool allows students to graphically map the events in a story.

ReadWriteThink Notetaker : This online tool allows students to organize up to five levels of information in outline form, choosing bullets, Roman numerals, or letters.

From Theory to Practice

Lou Orfanlla explains, "Radio has the power to individualize its presentation within the mind of each and every listener. There is an intimacy and shared vision that it creates" (55). In an early example of the power of radio, Orson Welles "accidentally terrorized many Americans, young and old, with [his] updated Halloween-night version of H. G. Wells' War of the Worlds- proving the power of radio in a remarkable way" (Bianculli 39 in Orfanella). To explore these connections between listeners and those who compose audio media, this lesson asks students to make personal connections and to consider the connections that others make. Based on this understanding, students then compose their own audio stories, in order to investigate more fully how audio composers connect with their listeners.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Real Audio  
• Broadcast script  
• CD from bnpublishing.com (2005) or from Radio Spirits (2000)  
• Assorted texts or class textbooks  
• H. G. Wells' War of the Worlds (optional)
• War of the Worlds Worksheet  
• Audio Dramatization Rubric  
• Audio Dramatization Process  

Preparation

• Gather audio recording equipment-cassette tape recorders and blank cassette tapes, a computer with audio recording software and a microphone, or an MP3 player (e.g., an iPod) with a microphone. Playback equipment is also necessary, in order to share finished dramatizations as well as to listen to the Mercury Theatre version of The War of the Worlds .  
• Create a specific list of stories from students' textbooks that they may choose among.  
• Allow students to choose any short story from their class texts, whether you have read it as a class or not.  
• Ask students to choose any event from a novel they have recently read. You might use this option with books recently read in literature circles as a way for groups to share their reading with one another.  
• Have students reflect on the short stories and/or novels they have read over the term and choose a story or passage from the list. This option can provide a nice review of readings at the end of a term or year.  
• Use the activity as a book report alternative, with individual students dramatizing short passages from the books that they have read.  
• As an alternative, students can use picture books as the inspiration for their dramatizations. Picture books will result in well-focused stories, allowing students to avoid any struggle with narrowing to a suitable excerpt.  
• Make copies or overhead transparencies of the handouts: War of the Worlds Worksheet (if desired), Audio Dramatization Rubric , and Audio Dramatization Process .  
• Be sure to review any music download sites that you will share with students to ensure that they are appropriate for your particular classroom. Some include advertisements. Sites may also include language that is not appropriate for the classroom.  
• Review the resources listed in the  Websites section for basic information about the Mercury Theatre broadcast.  
• Test the War of the Worlds Travelogue , Plot Diagram Tool , and CD/DVD Cover Creator on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.  

Student Objectives

Students will

• listen to (and read) an audio broadcast.  
• explore the historical and cultural context of an audio broadcast.  
• establish criteria for effective audio storytelling and dramatizations.  
• compose a dramatization of a scene from a recent reading.  

Session One

• What makes a story entertaining?  
• What makes characters in a story strong and interesting?  
• How does a conflict or problem influence whether a story is vivid and interesting?  
• What are the important qualities of the resolution to the conflict?  
• What makes a setting appropriate?  
• How is the underlying code of behavior best communicated in a story?  
• What are ways to connect to the history of a place or people that make work well in a story?
• To summarize the discussion, ask students to create a working checklist of the criteria for a good story, based on their responses so far. Record the information on chart paper or an overhead transparency.  
• Review the items and, with students, phrase the criteria in yes/no questions.  
• Explain that the class will explore the Mercury Theatre production of The War of the Worlds from October 30, 1938.  
• Students may already be familiar with the story and events of that production. Ask them to share any information they know about the famous broadcast.  
• Share additional general background information from the resources listed in the  Websites section.   
• Working individually or in small groups, have students explore the Web resources included in the War of the Worlds Travelogue . Alternatively, you can use the War of the Worlds Worksheet . If time is short or computer resources limited, students can work in groups, with each group exploring only one of the three sites listed.  
• After students have spent time researching the sites, gather the class and ask volunteers to share their findings. Draw connections to the class checklist for a good story.  
• For homework, ask students to read The War of the Worlds broadcast script .  
• If desired, type the class checklist for a good story before the next session, and make copies for each student.  

Session Two

• If you prepared copies of the class checklist for a good story, pass copies out to students. Otherwise, draw attention to the posted list from the previous session.  
• Ask students to share any immediate responses to the broadcast script , especially in light of the information they read on the Websites during the previous session.  
• Have students compare the characteristics of the story to the class checklist for a good story, taking notes on their observations on the board or on chart paper. Be sure to label the observations so that it's clear that they are for the script only.  
• Access one of the audio recordings of the Mercury Theatre production of The War of the Worlds ( Real Audio or MP3 ), and listen to all or part of the recording in class (depending upon the time available for the session).  
• As they listen, students can follow along in the broadcast script , noting any features of the recording that surprise or interest them.  
• For homework, ask students to return to the  broadcast script and, if desired the Real Audio or MP3 recording, and compare the characteristics of the two versions (script versus audio). Ask them in particular to consider how the audio recording compares to the class checklist for a good story.

Session Three

• Ask students to share their homework comparisons of the script and audio recording of Mercury Theatre production of The War of the Worlds. Encourage concrete connections to the class checklist for a good story.  
• After students have shared their immediate responses, have them review the class checklist for a good story and ask them to consider how the list would change if the checklist were focused on the qualities that make the audio recording of a story or an oral story vivid. Record their responses on the board or on chart paper, adjusting the class checklist as necessary.  
• Explain that students will complete audio dramatizations of short stories or short passages from longer works, much as the Mercury Theatre created a dramatization of H. G. Welles' The War of the Worlds.  
• Pass out the Audio Dramatization Rubric , and compare students' checklist with the requirements for the project.  
• Explain the option for choosing excerpts from short stories or novels that you have chosen (see the Preparation section).  
• Outline (and if desired, demonstrate) the technical equipment that students have available to them as they work on this project (e.g., cassette recorders, computer software).  
• If you choose to share the finished pieces through podcasts and students are unfamiliar with how podcasts work, review " Podcasting Power for the People " from NewsHour with Jim Lehrer to provide some basic background. Alternatively, you might ask students to read this piece for homework and discuss it briefly during a later session.  
• Answer any questions that students have about the project or the rubric.  
• If students will work in small groups, arrange the groups at this point.  
• Allow students the rest of the class session to choose their stories and begin planning their dramatizations. To encourage students to choose their story or passage in a timely manner, you may require that they choose by the end of the session or by the beginning of the next session.  
• Ask students to turn in a brief freewrite that explains what story they have chosen and why they chose it. Review the choices, and provide feedback and support. Be sure to confirm that students have chosen passages that are a reasonable length for the project. If necessary, help them expand or narrow their focus individually.

Session Four

Preproduction   Outline the story   Identify key scenes and characters   Compose script   Choose any sound effects   Practice the script   Production   Set up equipment (including anything needed for sound effects)   Record the segment in short segments   If working online, save often!   Postproduction   Edit the audio as necessary   If working online, add any additional music or sound effects   Review the completed recording   Publish or share the final piece  

• To begin the process of outlining the story, ask students to identify the key points of the story structure for the Mercury Theatre production of The War of the Worlds . If desired, use the Plot Diagram Tool to record the events and establish their place in the narrative structure.  
• Working from the diagram of the plot, begin work on an outline of the significant events in the Mercury Theatre production of War of the Worlds . If desired, use the ReadWriteThink Notetaker to compose and organize the outline. There is no need to outline the entire story. Simply record enough detail for students understand how to gather information for the stories that they have chosen.  
• Once students understand these two tasks, ask them to create a plot diagram and outline for the stories that they have chosen to dramatize. If desired, students can use the Plot Diagram Tool and the ReadWriteThink Notetaker to record their work.  
• Spot-check diagrams and outlines to ensure that students have identified the necessary information for a successful dramatization.  
• When they complete the diagrams and outlines, ask students to begin the work of composing their scripts by identifying the events and actions that are important to their dramatization. Allow this work to move smoothly, based on students' work, rather than waiting for everyone to finish each step.  
• As they review their diagrams and outlines, ask students to consider the characteristics of a good story and the rubric for the project. These two lists of criteria should shape the choices for their scripts.  
• If time remains, ask students to begin gathering notes from the original source, such as existing dialogue, that can be used in their dramatizations. If time is short, students can begin this process as a homework activity.

Session Five

• Review the work students have done so far and the rubric for the project. Answer any questions. Allow students to share excitement or challenges. Provide any problem-solving help as needed.  
• As a class, look closely at a short excerpt from the the Mercury Theatre production of The War of the Worlds.  
• What details in the script communicate the settings for the story?  
• How can you tell what emotions the characters feel?  
• How do you know what is happening in the story?
• As you review students' responses, stress that the only way to tell what is going on in a well-written play is by what is heard. Characters rarely explain their emotions; rather, they communicate them through such features as tone of voice, word choice, and pace of conversation.  
• Have students identify a sample passage from the War of the Worlds script that demonstrates how emotions are communicated.  
• Ask students to identify how techniques other than words communicate information in the War of the Worlds broadcast. Encourage them to choose specific features from the text to demonstrate such techniques as sound effects and background sounds.  
• Common Content: Catalog  
• Creative Commons  
• Dave's Imaginary Sound Space: Podsafe Music Resources  
• Freesound  
• Use with caution: GarageBand.com: Genres of Music ---This site is sponsored by the Budweiser Company and includes information that may not be appropriate for your classroom.
• Ask students to return to the process of composing their scripts, modeled on the techniques in the Mercury Theatre script. Remind them to keep in mind the discussion of how information is communicated to listeners in an audio broadcast.  
• As students work, circulate through the classroom, providing support and feedback. Encourage students to try out short excerpts from their script for you.  
• Allow as many additional sessions as necessary for students to complete their scripts and finalize their plans for their audio dramatization.  
• Ask students to come to the next session ready to begin production of their dramatizations.

Sessions Six to Nine

• Explain that students will record their dramatizations during the next four sessions.  
• Remind students of any technical details regarding the equipment that is available for their productions.  
• Encourage students to record in small segments and, if working online, save often. It's easier to rerecord a short segment if something goes wrong than it is to have to rerecord the entire production. Working in small pieces allows students to save their work often (so that they avoid losing any data is there is a technical problem).  
• Discuss any options for editing the recorded audio files (e.g., how to splice smaller segments together, how to add background music if working online).  
• Answer any questions and allow students to work freely on their dramatizations during these periods.  
• Provide support and feedback during the session. If students run into any challenges that cannot be easily resolved, explain that they can modify the script as necessary.  
• At the end of the last session, students should have a broadcast that is ready to share with the rest of the class. If students have created online files, ask that all are published on your network or given to you on a CD or floppy disk before the next session.

Session Ten

• Set up the technical equipment necessary for students to share their productions (e.g., computers, iPod and speakers, computers).  
• Give groups a few minutes to make any last minute preparations.  
• Ask individuals or groups to describe their production briefly as an introduction.  
• Play the related recording. Encourage audience response.  
• Rotate through the class until all broadcasts have been played.  
• Ask students to return to the class checklist and assess the work of other groups.Which stories were particularly vivid and compelling? Why were they vivid and memorable?  
• How did the process of creating an audio dramatization of a printed text influence your understanding of the original?  
• What was the most interesting thing about your dramatization of the text, and why?  
• Choose the dramatization of another group or student, and reflect on what made that story particularly vivid.  
• If you were to dramatize another passage, what would you do differently and why? Imagine that you have whatever technical equipment you need to complete your task.
• Students can compare passages from H. G. Wells' War of the Worlds to those from Mercury Theatre production of The War of the Worlds . As they compare the works, ask students to consider how the changes that Orson Welles and the other members of the Mercury Theatre group made lead to a good story. Have students use the class checklist for good stories as they compare the texts.  
• Have students publish their dramatizations on CDs and use the CD/DVD Cover Creator to create covers for their finished work.

Student Assessment / Reflections

• Focus on observation and anecdotal note taking as students work on their projects to provide ongoing assessment of their progress.  
• Use the Audio Dramatization Rubric to assess students’ recordings.
• Calendar Activities
• Strategy Guides
• Student Interactives

This Strategy Guide describes the processes involved in composing and producing audio files that are published online as podcasts.

The Plot Diagram is an organizational tool focusing on a pyramid or triangular shape, which is used to map the events in a story. This mapping of plot structure allows readers and writers to visualize the key features of stories.

The CD/DVD Cover Creator allows users to type and illustrate CD and DVD covers and related booklets for liner notes and other information. Students can use the tool to create covers for books, music, and films that they explored as well as to create covers for media they compose individually or as a class.

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• Kindergarten K

Oral Presentation Skills: Showcase Workshop

• 6 Features of Effective Presentations
• Organization
• Support & Elaboration
• Conventions
• Presentation Skills
• Bad Examples

There are lots of sample rubrics out there, and your professor my also have shared theirs with you, but it can be good to see how much they have in common:

• ReadWriteThink.org's Oral Presentation Rubric
• SUNY-New Paltz's  Presentation Skills Rubric
• Purdue University's College of Science, Oral Presentation Rubric
• Coastal Caroline University's Rubric for Judging Oral Presentations
• ReadWriteThink.org's Group Oral Presentation Rubric

Again...this is just a sample. But note what comes up again and again, note that there could be disciplinary / program specific concerns that you may need to look out for, note ways that you (and/or your group) need to improve your plan, slides, or skills to succeed in your next oral presentation. 

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24 Oral Presentations

Many academic courses require students to present information to their peers and teachers in a classroom setting. This is usually in the form of a short talk, often, but not always, accompanied by visual aids such as a power point. Students often become nervous at the idea of speaking in front of a group.

This chapter is divided under five headings to establish a quick reference guide for oral presentations.

A beginner, who may have little or no experience, should read each section in full.

For the intermediate learner, who has some experience with oral presentations, review the sections you feel you need work on.

The Purpose of an Oral Presentation

Generally, oral presentation is public speaking, either individually or as a group, the aim of which is to provide information, entertain, persuade the audience, or educate. In an academic setting, oral presentations are often assessable tasks with a marking criteria. Therefore, students are being evaluated on their capacity to speak and deliver relevant information within a set timeframe. An oral presentation differs from a speech in that it usually has visual aids and may involve audience interaction; ideas are both shown and explained . A speech, on the other hand, is a formal verbal discourse addressing an audience, without visual aids and audience participation.

Types of Oral Presentations

Individual presentation.

• Breathe and remember that everyone gets nervous when speaking in public. You are in control. You’ve got this!
• Know your content. The number one way to have a smooth presentation is to know what you want to say and how you want to say it. Write it down and rehearse it until you feel relaxed and confident and do not have to rely heavily on notes while speaking.
• Eliminate ‘umms’ and ‘ahhs’ from your oral presentation vocabulary. Speak slowly and clearly and pause when you need to. It is not a contest to see who can race through their presentation the fastest or fit the most content within the time limit. The average person speaks at a rate of 125 words per minute. Therefore, if you are required to speak for 10 minutes, you will need to write and practice 1250 words for speaking. Ensure you time yourself and get it right.
• Ensure you meet the requirements of the marking criteria, including non-verbal communication skills. Make good eye contact with the audience; watch your posture; don’t fidget.
• Know the language requirements. Check if you are permitted to use a more casual, conversational tone and first-person pronouns, or do you need to keep a more formal, academic tone?

Group Presentation

• All of the above applies, however you are working as part of a group. So how should you approach group work?
• Firstly, if you are not assigned to a group by your lecturer/tutor, choose people based on their availability and accessibility. If you cannot meet face-to-face you may schedule online meetings.
• Get to know each other. It’s easier to work with friends than strangers.
• Also consider everyone’s strengths and weaknesses. This will involve a discussion that will often lead to task or role allocations within the group, however, everyone should be carrying an equal level of the workload.
• Some group members may be more focused on getting the script written, with a different section for each team member to say. Others may be more experienced with the presentation software and skilled in editing and refining power point slides so they are appropriate for the presentation. Use one visual aid (one set of power point slides) for the whole group. Take turns presenting information and ideas.
• Be patient and tolerant with each other’s learning style and personality. Do not judge people in your group based on their personal appearance, sexual orientation, gender, age, or cultural background.
• Rehearse as a group, more than once. Keep rehearsing until you have seamless transitions between speakers. Ensure you thank the previous speaker and introduce the one following you. If you are rehearsing online, but have to present in-person, try to schedule some face-to-face time that will allow you to physically practice using the technology and classroom space of the campus.
• For further information on working as a group see:

Working as a group – my.UQ – University of Queensland

Writing Your Presentation

Approach the oral presentation task just as you would any other assignment. Review the available topics, do some background reading and research to ensure you can talk about the topic for the appropriate length of time and in an informed manner. Break the question down as demonstrated in Chapter 17 Breaking Down an Assignment. Where it differs from writing an essay is that the information in the written speech must align with the visual aid. Therefore, with each idea, concept or new information you write, think about how this might be visually displayed through minimal text and the occasional use of images. Proceed to write your ideas in full, but consider that not all information will end up on a power point slide. After all, it is you who are doing the presenting , not the power point. Your presentation skills are being evaluated; this may include a small percentage for the actual visual aid. This is also why it is important that EVERYONE has a turn at speaking during the presentation, as each person receives their own individual grade.

Using Visual Aids

A whole chapter could be written about the visual aids alone, therefore I will simply refer to the key points as noted by my.UQ

To keep your audience engaged and help them to remember what you have to say, you may want to use visual aids, such as slides.

When designing slides for your presentation, make sure:

• any text is brief, grammatically correct and easy to read. Use dot points and space between lines, plus large font size (18-20 point).
• Resist the temptation to use dark slides with a light-coloured font; it is hard on the eyes
• if images and graphs are used to support your main points, they should be non-intrusive on the written work

Images and Graphs

• Your audience will respond better to slides that deliver information quickly – images and graphs are a good way to do this. However, they are not always appropriate or necessary.

When choosing images, it’s important to find images that:

• support your presentation and aren’t just decorative
• are high quality, however, using large HD picture files can make the power point file too large overall for submission via Turnitin
• you have permission to use (Creative Commons license, royalty-free, own images, or purchased)
• suggested sites for free-to-use images: Openclipart – Clipping Culture ; Beautiful Free Images & Pictures | Unsplash ; Pxfuel – Royalty free stock photos free download ; When we share, everyone wins – Creative Commons

This is a general guide. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you’re unsure how to meet them.

Using Visual Aids Effectively

Too often, students make an impressive power point though do not understand how to use it effectively to enhance their presentation.

• Rehearse with the power point.
• Keep the slides synchronized with your presentation; change them at the appropriate time.
• Refer to the information on the slides. Point out details; comment on images; note facts such as data.
• Don’t let the power point just be something happening in the background while you speak.
• Write notes in your script to indicate when to change slides or which slide number the information applies to.
• Pace yourself so you are not spending a disproportionate amount of time on slides at the beginning of the presentation and racing through them at the end.
• Practice, practice, practice.

Nonverbal Communication

It is clear by the name that nonverbal communication are the ways that we communicate without speaking. Many people are already aware of this, however here are a few tips that relate specifically to oral presentations.

Being confident and looking confident are two different things. Fake it until you make it.

• Avoid slouching or leaning – standing up straight instantly gives you an air of confidence.
• Move! When you’re glued to one spot as a presenter, you’re not perceived as either confident or dynamic. Use the available space effectively, though do not exaggerate your natural movements so you look ridiculous.
• If you’re someone who “speaks with their hands”, resist the urge to constantly wave them around. They detract from your message. Occasional gestures are fine.
• Be animated, but don’t fidget. Ask someone to watch you rehearse and identify if you have any nervous, repetitive habits you may be unaware of, for example, constantly touching or ‘finger-combing’ your hair, rubbing your face.
• Avoid ‘voice fidgets’ also. If you needs to cough or clear your throat, do so once then take a drink of water.
• Avoid distractions. No phone turned on. Water available but off to one side.
• Keep your distance. Don’t hover over front-row audience members; this can be intimidating.
• Have a cheerful demeaner. You do not need to grin like a Cheshire cat throughout the presentation, yet your facial expression should be relaxed and welcoming.
• Maintain an engaging TONE in your voice. Sometimes it’s not what you’re saying that is putting your audience to sleep, it’s your monotonous tone. Vary your tone and pace.
• Don’t read your presentation – PRESENT it! Internalize your script so you can speak with confidence and only occasionally refer to your notes if needed.
• Lastly, make good eye contact with your audience members so they know you are talking with them, not at them. You’re having a conversation. Watch the link below for some great speaking tips, including eye contact.

Below is a video of some great tips about public speaking from Amy Wolff at TEDx Portland [1]

• Wolff. A. [The Oregonion]. (2016, April 9). 5 public speaking tips from TEDxPortland speaker coach [Video]. YouTube. https://www.youtube.com/watch?v=JNOXZumCXNM&ab_channel=TheOregonian ↵

communication of thought by word

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Pointed Presentation Skills: Showcase Workshop

• 6 Features the Effective Presentations
• Organization
• Support & Elaboration
• Conventions
• Presentation Skills
• Bad Examples

There be lots of sample rubrics out there, and your professor my also had shared theirs with you, but it can exist good into see how very they have in common:

• ReadWriteThink.org's Oral Presentation Rubric
• SUNY-New Paltz's  View Skills Article
• Purdue University's College of Science, Oral Presentation Rubric
• Coastal Caroline University's Rubric for Judging Oral Presentations
• ReadWriteThink.org's Group Oral Presentation Rubric

Again...this is just one pattern. But note what comes up new and again, note that there could be disciplinary / run specific your that you may need to look out for, note how ensure you (and/or your group) need to improve your plan, slides, or skills to succeed include your next oral presentation.  ReadWriteThink Oral presentation rubric | Presentation rubric, Rubrics, Presentation

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• Last Updated: Jul 6, 2020 4:21 PM
• URL: https://auto.storage/SSpresenting2016

Oral Presentation Rubric - ReadWriteThink

Oral Presentation Rubric TRAIT 4321 NONVERBALSKILLS EYE CONTACT Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes.

Oral Presentation Rubric TRAIT 4 3 2 1 NONVERBAL SKILLS EYE CONTACT Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye ...

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Transcription of Oral Presentation Rubric - ReadWriteThink

1 Oral Presentation Rubric TRAIT 4321 NONVERBALSKILLS EYE CONTACT Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes.

2 Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes. BODY LANGUAGE Movements seem fluid and help the audience visualize. Made movements or gestures that enhances articulation. Very little movement or descriptive gestures. No movement or descriptive gestures. POISE Student displays relaxed, self-confident nature about self, with no mistakes. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Displays mild tension; has trouble recovering from mistakes. Tension and nervousness is obvious; has trouble recovering from mistakes. COMMENTS: VERBAL SKILLS ENTHUSIASM Demonstrates a strong, positive feeling about topic during entire Presentation .

3 Occasionally shows positive feelings about topic. Shows some negativity toward topic presented. Shows absolutely no interest in topic presented. ELOCUTION Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear Presentation . Student s voice is clear. Student pronounces most words correctly. Most audience members can hear Presentation . Student s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing Presentation . Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear. COMMENTS: CONTENT SUBJECT KNOWLEDGE Student demonstrates full knowledge by answering all class questions with explanations and elaboration.

4 Student is at ease with expected answers to all questions, without elaboration. Student is uncomfortable with information and is able to answer only rudimentary questions. Student does not have grasp of information; student cannot answer questions about subject. ORGANIZATION Student presents informationin logical, interesting sequence which audience can follow. Student presents information in logical sequence which audience can follow. Audience has difficulty following Presentation because student jumps around. Audience cannot understand Presentation because there is no sequence of information. MECHANICS Presentation has no misspellings or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors.

5 Presentation has three misspellings and/or grammatical errors. Student s Presentation has four or more spelling and/or grammatical errors. COMMENTS.

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Creating a Board Game - readwritethink.org

Rubric: Creating a Board Game 10 points 8 points 6 points 4 points 2 points Design & Creativity Everything is neatly created and directions were followed

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Sample Character Descriptions - ReadWriteThink.org

Sample Character Descriptions From Harry Potter and the Sorcerer’s Stone by J. K. Rowling (Scholastic, 1998) • He was a big, beefy man with hardly any neck, although he did have a very large mustache.

  Samples , Descriptions , Readwritethink , Character , Sample character descriptions

Creating a Power Point Slide - ReadWriteThink.org

Creating a PowerPoint Slide Step 1: Open Microsoft PowerPoint . Step 2: Go to File at the top of the screen and click New. A box that says “New

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Defining Characterization - ReadWriteThink

Defining Characterization Characterization is the process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization . Direct Characterization tells the audience what the personality of the character is. Example: “The patient boy and quiet …

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Rubric for a Narrative Writing Piece - ReadWriteThink

Rubric for a Narrative Writing Piece FEATURES 6 5 4 3 2 1 FOCUS •Subject and unifying event clear and maintained •Theme/unifying theme …

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My Picture Dictionary - ReadWriteThink.org

read write.think International Reading marcopolo . Title: My Author: Kaylee Olney Created Date: 3/29/2006 3:19:18 PM

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Dystopias: Definition and Characteristics - …

Dystopias: Definition and Characteristics Utopia: A place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions. Dystopia: A futuristic, imagined universe in which oppressive societal control and

Children's Picture Books: Considering Multiple …

Children's Picture Books: Considering Multiple Perspectives Bradby, M. (1995). More than anything else. Pictures by C. K. Soentpiet. New York: Orchard Books. Young Booker T. Washington is the narrator. The book offers so many opportunities to take

  Perspective , Multiple , Book , Children , Pictures , Considering , Children s picture books , Considering multiple , Considering multiple perspectives

Whose Mouse Are You - ReadWriteThink.org

Sample Letter to Parents Whose Mouse Are You ? Dear Parents: Whose Mouse Are You ? by Robert Kraus is a comical book about the …

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LIST OF CHARACTER TRAITS - ReadWriteThink

LIST OF CHARACTER TRAITS active adventurous affectionate alert ambitious bold bright brave calm cheerful clever confident cool cooperative courageous courteous curious

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VFC Public Clinic CPT Code CVX NDC PRESENTATION ...

Oct 12, 2021  · CPT Code CVX NDC PRESENTATION DESCRIPTION BRAND NAME VFC COVERED? 317 Adults Covered? Public Clinic "Billables"? 90686. 150 33332-0321-01. 0.5 mL 10 pre-filled syringes seasonal influenza, quadrivalent, preservative free. 90688 158. 33332-0421-10 multi-dose vial, 5 mL (0.5 mL dose) seasonal influenza, quadrivalent, with

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How to Give a Good Presentation - Princeton University

1. Be neat 2. Avoid trying to cram too much into one slide yDon’t be a slave to your slides. 3. Be brief yuse keywords rather than long sentences 4. Avoid covering up slides 5. Use a large font

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USPS Future Business Model

McKinsey & Company 4| Volume declines have been worse than expected when the current legal and regulatory framework was established 240 230 220 210

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RISC-V Instruction Formats - University of California ...

•opcode (7): partially specifies operation –e.g. R-types have opcode = 0b0110011, SB (branch) types have opcode = 0b1100011 •funct7+funct3 (10): combined with opcode, these two fields describe what operation to

409A – FAQ on 10 vs 12 months pay - IRS tax forms

Notice 2008-62 Interim Guidance on 10 vs. 12 months pay Example: August 1, 2008 - May 31, 2009 school year (10 months) - Teacher earns $186,000 per year

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