Advanced Listening and Speaking Team Chapter Presentations
Textbook Reference:
Ashby, W. (2012). What makes America tick? A multiskill approach to English through U.S. culture
and history (2nd ed.). Ann Arbor, MI: Michigan.
Your teaching team will be assigned a chapter from What Makes America Tick? The task of your team
is to present the key concepts and ideas from the chapter to the class for understanding and discussion.
In taking an active role in the classroom education, your team will essentially be the classroom
instructors for that chapter. Be creative, think of ways to involve your fellow students in the learning
process and discussion, and have fun if you have concerns or questions you may contact me
(vandersteen@mc.edu)
Assignment Components
 A visual component
o Power Point slides: The core chapter concepts must be explained and discussed.
1. Net Surfers: Choose 5 search Phrases to include in your PPT
 Define and give its significance in the past.
 Answer: How has this concept affected the U.S. today?
2. Presidential: Choose at least 2 Presidents
 Give dates in office
 Significant legislation while in office
 Significant events
o Answer: How did this President react?
o Answer: What are the effects of their decisions?
3. Media: Choose 3 Media to highlight (Music Box, T.V., Movie)
 Describe the media and give its significance to the past.
4. Vocabulary: Teach 3-5 new words
 Define
 Give Part of Speech
 Use it in a sentence
5. Discussion questions to lead your classmates in an extended discussion
of the material
6. Assign Class work: Choose one of the post-reading activities for classmates to
complete (excludes “Language Focus” and “Link to Today”)
o Teams must create a related activity: A higher grade will incorporate textbook concepts
into activities, exercises, discussion and bring in related information and materials
linked to the chapter from outside sources.



Your team presentation should last AT LEAST 40 minutes, with the likelihood of good
discussion/activities perhaps carrying over to another class period.
Participation by every member of the team (recorded and turned in on the day of presentation)
Demonstration of effective professional speaking skills by all team members.
Chapter/Topic Presentation
Name ____________________________ #
Point Sheet
Date ___________________________________
___
Title: ____________________________________________________________________________________
Self
Instructor
Pts.
Assessment Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
12.
14.
Time
Subject Knowledge/Content
Style
Speaks Clearly / Grammar
Preparedness
Posture & Eye Contact
Key Points
Effective Teaching / Engages Class
Dress
Visual Aids / Resources /Activities
Mechanics
Reflection Questions
HV
5
10
5
5
10
10
10
10
5
10
5
5
____
90
_____
Assessment Criteria Rubric
Category
1. Time
2.
2. Subject
Knowledge
3. Style
4. Speak Clearly /
Grammar
5. Preparedness
6. Posture and
Eye Contact
Good (4)
Fair (3)
Poor (2)
Stayed within the allotted
timeframe.
Shows a full understanding
of the topic
Excellent (5)
Stayed within 5 minutes of
the allotted timeframe.
Shows a good understanding
of the topic
Stayed within 10 minutes of
the allotted timeframe.
Shows a good understanding
of parts of the topic.
Time was at least 11+
minutes over or under time
Does not seem to understand
the topic very well
Level of presentation is
appropriate for audience.
Presentation is a planned
conversation, paced for
audience understanding. It
is NOT reading a paper.
Speaker is clearly
comfortable in front of the
group and can be heard by
all.
Speaks clearly and
distinctly, and uses Standard
English, and distinctly all
(100-95%) the time, and
mispronounces no words
Student is completely
prepared and has obviously
rehearsed.
Level of presentation is
generally appropriate.
Pacing is sometimes too fast
or slow. The presenter
seems slightly
uncomfortable at times, and
the audience occasionally
has trouble hearing him/her.
Aspects of presentation are
too elementary or too
sophisticated for audience.
Presenter seems
uncomfortable and can be
heard only if listener is very
attentive. Much of the
information is read.
Presentation consistently is
too elementary or too
sophisticated for the
audience. Information is
read to audience. Presenter
is obviously anxious and/or
cannot be heard.
Speaks clearly and
distinctly, and uses Standard
English, and distinctly all
(100-95%) the time, but
mispronounces one word
Student seems pretty
prepared but might have
needed a few more
rehearsals.
Stands up straight and
establishes eye contact with
everyone in the room during
the presentation
Speaks clearly and
distinctly, and uses Standard
English most (94-85%) of
the time. Mispronounces no
more than one word
The student is somewhat
prepared, but it is clear that
rehearsal was lacking.
Often mumbles or can not be
understood OR
mispronounces more than
one word. Does not use
Standard English
Student does not seem at all
prepared to present.
Sometimes stands up straight
and establishes eye contact.
Slouches and/or does not
look at people during the
presentation.
Stands up straight, looks
relaxed and confident.
Establishes eye contact with
everyone in the room during
the presentation.
7. Key Points
Student accurately identifies
key points of topic and
covers each thoroughly.
Student accurately identifies
key points and covers them
adequately.
Student accurately identifies
most key points and covers
them adequately.
8.
The presenter helps class
members bridge the facets,
understand and make sense
of the process and helps
them connect various aspects
of teaching and learning
through their presentation.
Presenter(s)’ attire was very
conducive to learning—
didn’t detract from learning
Visual aids and/or other
resources enhance the
presentation. They are
prepared in a professional
manner. Visuals can be
easily read by all.
Information is organized to
maximize audience
understanding. Details are
minimized so that main
points stand out.
Opportunity is provided for
class members to actively
participate in the process,
which includes having
ownership in both the
process and the product of
learning. The presentation
engages class members in
learning activities. The
presentation includes the 6
topic headings from the
book.
Presentation, handouts, and
all supporting materials have
no misspellings or
grammatical errors.
Reflections questions
included
The presenter models
effective teaching skills.
The presenter sometimes
models effective teaching
skills.
Presenter(s)’ attire was
conducive to learning—
didn’t detract from learning
Visual aids and/or other
resources contribute to the
quality of the presentation.
Visuals can be read.
Appropriate information is
included. Some material is
not supported by visual aids.
Activities are included, but
the quality of
appropriateness could be
better. The presentation
includes only 4-5 topic
headings from the book.
Presenter(s)’ attire
somewhat detracted from
the learning
Visual aids and/or other
resources are poorly
prepared or used
inappropriately. Font may
be too small. Colors may be
unreadable. Too much
information may be
included. Unimportant
material may be highlighted.
Listeners may be confused.
Activities are somewhat
weak or inappropriate. The
presentation includes only 23 topic headings from the
book.
Presenter(s)’ attire very
much detracted from the
learning
Visual aids and/or other
communication aids are not
used, or they are so poorly
prepared that they detract
from the presentation.
Activities are not provided
for are weak and/or
inappropriate. The
presentation includes 0-1
topic heading from the book.
Presentation, handouts, or
supporting materials have 12 misspellings and/or
grammatical errors.
Presentation, handouts, or
supporting materials have 34 misspellings and/or
grammatical errors.
Presentation, handouts, or
supporting materials have 5
or more spelling errors
and/or grammatical errors.
Reflections questions not
included
Effective
Teaching /
Engages Class
9. Dress
10. Visual Aids /
Resources /
Activities
12. Mechanics
14. Reflections
Student fails to identify
several key concepts and/or
fails to cover them
adequately.
The presenter, for the most
part, fails to model effective
teaching skills.
Chapter/Topic Presentation
FAQs
Chapter/Topic
What chapter/topic(s) do I present?
Can I change my chapter/topic?
Do I have to follow the textbook for my topic
presentation?
- Each team will be assigned a chapter
- Select some topics from the 6 topic headings above
No.
Yes, but you will also use other resources.
Time
How long is the presentation?
What if I’m working with a partner/group?
- Approximately 40 minutes
Divide your time evenly
Chapter Assessment
How do I present this information?
How am I scored—individually or as a group?
What if there are “challenges” working with my
partner or group?
When do I hand in my point sheet?
When will I know my score on my presentation?
See Topic Presentation rubric.
- Scoring depends on the size of the group
- You will self-evaluate your part of the presentation
- You may evaluate others in your group (if applicable).
- Each participant may/may not receive the same score.
- If there are “challenges” in planning—they need to be settled
prior to the presentation.
- Cooperation and “pulling your own weight” is important.
- If Mrs. Vandersteen needs to be involved—bring an alternate
plan to her. If she approves it there will be no penalties for anyone.
Otherwise, there may be points deducted.
- Don’t wait until the last minute.
- After the presentation.
- Be sure to self-evaluate.
Before the next class meeting, you will know your score.
Activities
What about the activities?
What if I need some supplies?
- Activities should be relevant and enhance your topic.
- They should not take up most of your presentation time.
- Be sure to bring them.
- I can supply markers, scissors, glue, rulers, and scrap construction
paper.
Reflections Questions
Where do I get the questions?
How do I present the questions?
Use your textbook to get inspiration.
- At the beginning go over the list
- At the end decide how the class will respond to some or all
of the questions.
Handouts
What kind of handouts do I need?
Include information to enhance your topic(s) presentation.
How many handouts do I need?
- At least (1) for each class member.
- Make copies ahead of time.
- Quantity doesn’t always mean quality. (Be conservative with
paper.)
Team Grade--Some items to consider:

Ten (10) points of this project are based upon your individual effort as a team member. Your
individual grade sheets are due the day of the presentation at the start of class. Eightyfive (90) points of this assignment is your individual grade based upon your classroom
presentation. You must attend at every team presentation.

In case a team member does not show during the team presentation, the team as a whole must
step in and cover the missing student’s material in such a manner that the audience would not
know that a member of the team is missing. In other words, all team members must be
prepared to cover all aspects of the team’s material. I will not entertain the fact that a team
member did not show as justification for a poor team presentation.

Conflicts may arise amongst the team during preparation for the presentation. This is a normal
part of team development and is a part of the learning process. Handle your conflicts in an
adult manner. It is the responsibility of the team to handle these conflicts and to not allow them
to influence the team’s performance.

Remember to engage your audience in the learning process; while you may present ideas for
discussion, try to avoid an hour of lecture (I could have easily lectured for an hour on the
chapter---and how fun is that?). YOU CANNOT READ OFF OF A PIECE OF PAPER THAT
COVERS YOUR MATERIAL! This is not a manuscript speech!!!

It is very likely that your team will need to meet several times outside of class to complete this
assignment. If your team focuses on the task at hand, the number of meetings outside of class
can be minimized.

Contact me with any other concerns or ideas (vandersteen@mc.edu)
Your chapter is_____________ and your presentation will begin on___________________.
Your fellow team members are:
Name:
Contact Information:
Dates for meeting (You must meet at least two times before your presentation!):
Individual Team Grade Form for Team Chapter Presentation (Due on Day of Presentation)
Name:_________________
Class____________ Chapter_____________
Self Assessment:
I missed _____ team meetings.
I was late or left early to ________team meetings.
On a scale of 1-10 (1 low, 10 high) I feel that my contribution to the team was a _________ and I believe
that my team role was ____________ .
As a team member, I was responsible for:
Assessment of Other Team Members
Number Number of
Name of Team
of
Meetings
Member
Meetings Late/Left
Missed
Early
Contribution to the
Team on a Scale of
1 (low)-10 (high)
Responsible for the
Following Items
Teacher
Comments