Oral Interpretation Speech
Your next speech will be an oral interpretation
speech in which you choose two or more
literature selections (poem, essay, fiction
excerpt, non-fiction excerpt, lyrics, etc.) that
you will use to develop a speech around a
single theme. The literature you choose should
be of good quality and understandable to your
audience. We will begin these speeches on
______________________. The time limit is 2-4 minutes.
Preparing your speech:
1.
Begin by choosing a theme (subject) you feel interest in to begin your
search for literature. Here is a list of possible theme ideas:
Fear
laughter
humor
anger
joy
death
revenge
love
pets
shame
romance
being a
nerd
music
art
fairy
tales
war
military
pain
family
seasons
disputes
school
athletics
heroes
rape
crime
abortion
faith
hobbies strength
2.
Next, begin searching for pieces of literature you like that address the
common theme you have chosen. You must have at least two pieces of
literature, but you may have more if you like. Do not choose more than four.
The following are types of literature you may choose from:
poems
essays
Song lyrics
play monologues
short stories
play dialogues
novels
movie scripts
3.
When searching for your literature selections, look for ways the pieces
connect or fit together and how you might develop the theme using these pieces
of literature.
4.
Develop an introduction that gets the audience’s attention (capture line),
introduces the theme (assert line), piques your audience’s interest (motivate
line), and presents your ideas about the theme (preview line).
5.
Next, think transition. Think about the order in which you might present
the selections. Consider how you might transition from one selection to the
next, developing a transition between each that includes the title and author of
the selection and a brief introduction to each selection.
6.
Develop a conclusion where you transition from your selection to the
closing and one that draws together and reviews your main observations about
the topic and those of the authors you chose. Remember to link back to
something that you shared toward the beginning of your speech, and then end
with a BANG, a statement that will leave a strong, lasting impression.
7.
Complete the Oral Interpretation Outline. Outlines are due on
________________________.
8.
Practice reading your speech with feeling and expression. Bring the
literature to life. Practice enough so that you know the material well enough to
look at the audience about half the time during your speech. Read the Oral
Interpretation Rubric carefully so you know exactly how your presentation will
be graded. Practice your presentation in front of a mirror and also in front of a
parent or some other adult who can complete the practice sheet. Practice
sheets are due _______________________________.
Complete Oral Interpretation Outline
Title: School
I.
Intro
Capture (grab their attention): School, it’s the law! We are all obviously required
to attend school. A flow chart of a normal school year might go something like
this: learn the material, quiz, learn more material, quiz, test, period of
transition, forget past material, and start all over again. It’s a process that
seems to go on and on and on.
Assert (introduce your literature theme): I’ve chosen a collection of poems by
Kenn Nesbitt that show the DEEP and MEANINGFUL reason behind school
behaviors.
Motivate (pique your audience’s interest): You may want to look at your own
attitudes and ideas about school.
Preview (your ideas about the theme): In these selections, I’ll touch upon
First Main Point: teachers,
Second Main Point: students, and
Third Main Point: some of the tools of school.
Transition (includes title, author and brief introduction/information of how the selection
fits with the topic): Let’s begin by exploring what would happen without those helpful,
directive people – our teachers – in this poem by Kenn Nesbitt entitled “The Teachers
Jumped Out of the Window.”
II.
Body
A.
Selection one (copy and paste selection text here):
The teachers jumped out of the windows.
The principal ran for the door.
The nurse and librarian bolted.
They’re not coming back anymore.
The counselor, hollering madly,
Escaped out the door of the gym.
The coach and custodian shouted
And ran out the door after him.
The lunch ladies threw up their ladles,
Then fled from the kitchen in haste,
While all of the students looked puzzled,
As staff members scurried and raced.
We’d never seen anything like it.
But, still, it was pretty darned cool
To see all the staff so excited
To leave on the last day of school.
1.
2.
Explain Meaning: The teachers and the staff sure were excited to get out
of school on the last day.
Explain Relationship to the topic: Maybe you’ve never thought about how
you and your teachers might share the same attitude about school at
times.
Transition (includes title, author and brief introduction/information of how the selection
relates to first selection): Perhaps the teachers were so anxious to leave school because
of students like the one in the next Nesbitt poem, “At History, I’m Hopeless.”
B.
Selection two (copy and paste selection text here)
At history I’m hopeless.
At spelling I stink.
In music I’m useless.
From science I shrink.
At art I’m atrocious.
In sports I’m a klutz.
At reading I’m rotten.
And math makes me nuts.
At language I’m lousy
Computers? I’m cursed.
In drama I’m dreadful.
My writing’s the worst.
“I don’t understand it,”
my teacher exclaims.
I tell her they ought to teach
Video games.
1.
2.
Explain Meaning: The speaker in this poem doesn’t think he can do
anything well.
Explain Relationship to the topic: Everything about school seems to
drive him crazy.
Transition (includes title, author and brief introduction/information of how the selection
relates to first selection): The student even talks about math making him nuts. He’s
not the only one. The student in this last Nesbitt poem relied a little too much on his
calculator. Maybe you do too, even if math doesn’t drive you nuts.
C.
Selection two (copy and paste selection text here)
Calculator, calculator,
Help me with my math.
Help me do my homework
Or I’ll feel the teacher’s wrath.
Calculator, calculator,
Add these numbers quick.
Truly you’re a wizard
With this tough arithmetic.
Calculator, calculator,
Multiply, divide.
Decimals, percentages;
You solve them all with pride.
Calculator, calculator,
Don’t be such a jerk.
Thank you for the answers
But you have to show your work.
1.
2.
III.
Explain Meaning: I think this student was feeling a little stressed
about his schoolwork.
Explain Relationship to the topic: And work is one of the biggest
parts of school.
Conclusion
Transition: But as all of our selections have shown us, there are many dynamics
in school, like
Review:
First main point: teachers,
Second main point: students,
Third main point: and all of things we use in school.
Link Back: I hope these poems helped you reflect on your own attitude and
ideas about school. Yes, it is a necessary evil in the eyes of many, but it can be a
light-hearted one if you take the attitude of Kenn Nesbitt and
Bang! just HAVE FUN with it!
Complete Oral Interpretation Outline
I.
Title: ______________________________________________
Intro
Capture (grab their attention):
________________________________________________________________________
Assert (introduce your literature theme):
________________________________________________________________________
Motivate (pique your audience’s interest):
________________________________________________________________________
Preview (your ideas about the theme):
First Main Point ____________________________________________________
Second Main Point__________________________________________________
Third Main Point __________________________________________________
Transition (includes title, author and brief introduction/information of how the selection fits with the topic):
________________________________________________________________________
________________________________________________________________________
II.
Body
A.
Selection one (copy and paste selection text here)
1.
Explain Meaning______________________________________________
________________________________________________________________________
2.
Explain Relationship to the topic _________________________________
________________________________________________________________________
Transition (includes title, author and brief introduction/information of how the selection relates to first selection):
________________________________________________________________________
________________________________________________________________________
B.
Selection two (copy and paste selection text here)
1.
Explain Meaning _____________________________________________
________________________________________________________________________
2.
Explain Relationship to the topic _________________________________
________________________________________________________________________
III.
Conclusion
Transition_______________________________________________________________
Review:
First main point __________________________________________________
Second main point __________________________________________________
Third main point __________________________________________________
Link Back:______________________________________________________________
Bang! __________________________________________________________________
Oral Interpretation Speech Rubric
Introduction
A
The introduction is interesting and catchy.
It includes all 4 CAMP components. It
clearly introduces the theme and offers
meaningful, interesting commentary about
it. It provides a smooth transition into the
first selection, stating the author and title
of the selection. The introduction is fully
memorized and the speaker makes eye
contact with each person in the audience.
Selections
A
The selections are high quality literature,
chosen for their effect on the audience.
They illustrate the theme in a meaningful
way and fit together well.
Interpretation
A
The speaker brings the selections to life in
a way that clearly reflects the emotion
and/or meaning of the pieces.
Transitions
A
Transitions are skillfully written and help
the speaker move smoothly and cleverly
from one selection to the next. They
clearly introduce the title and the author
and make a meaningful comment about the
overall nature of the selections. The
transitions are memorized.
Delivery
A
The speaker’s posture is relaxed and
confident. Movements are smooth and
natural. S/he handles the script skillfully
and uses meaningful gestures that look
natural. S/he presents the material with
poise and confidence. The speaker
frequently looks up to connect with the
audience.
B
The introduction is interesting. It includes
all 4 CAMP components. It introduces
the theme and offers interesting
commentary about it. It provides a good
transition into the first selection, stating
the author and title of the selection. The
introduction is mostly memorized and the
speaker makes eye contact with most
people in the audience.
B
The selections are good literature. They
illustrate the theme and fit together.
C
The speech has an introduction. It states
the theme and makes a brief comment
about it. It provides a transition into the
first selection, stating the author and title
of the selection. The introduction is
partly memorized and the speaker makes
eye contact with some people in the
audience.
D/F
The speech has no introduction. It fails
to state the theme or comment about
it. It provides no transition into the
first selection. The introduction is
mostly read and the speaker makes
little if any eye contact with the people
in the audience.
C
The selections are adequate. They relate
to the theme and seem connected.
B
The speaker presents in such a way as to
make the pieces interesting.
C
The speaker’s interpretation of the
literature is adequate, but does not really
reflect the emotion or meaning.
C
The speech contains transitions, but they
seem mechanical. The speaker only
mentions the title and author of the
selections. The speaker makes a general
comment about each selection. The
transitions are somewhat memorized.
D/F
The selections are poor quality
literature or inappropriate. They do
not relate to the theme and/or are not
well connected.
D/F
The speaker’s interpretation is flat and
fails to breathe any life into the words
on the page.
D/F
The speech has few, if any, transitions.
The speaker fails to reveal the title or
author and does not make a comment
about each selection. The transitions
are mostly read.
B
Transitions are mostly well written and
provide a smooth avenue from one
selection to the next. They introduce the
title and the author and make a comment
about the overall nature of the selections.
The transitions are mostly memorized.
B
The speaker mostly looks relaxed and
confident. S/he avoids fidgeting and other
distracting movements. S/he handles the
script well and uses good gestures. S/he
presents the material well. The speaker
regularly looks up to connect with the
audience.
C
The speaker has moments of looking
confident. S/he occasionally fidgets or
makes distracting body movements. S/he
handles the script in a way that is not
distracting and uses only a few gestures.
S/he does an adequate job of presenting
the material. The speaker sometimes
looks at the audience.
D/F
The speaker looks uncomfortable
and/or fidgets nervously. S/he handles
the script in a way that is distracting
and/or uses no gestures. S/he does an
inadequate job of presenting the
material. The speaker seldom or never
looks at the audience while reading
the selection.
Vocal Quality
A
Speaker’s volume and speed is appropriate
and easy to listen to. Voice projects well.
S/he uses interesting vocal variety and
makes the selections highly interesting.
S/he is enthusiastic and expressive. S/he
articulates clearly and cleanly.
B
Speaker’s volume and speed is mostly
good, but could be improved in spots.
S/he sounds interested and uses variety in
speaking. S/he makes the selections
interesting. The voice is interesting to
listen to. S/he articulates well.
C
Speaker needs to increase volume or
adjust speed. S/he needs to sound more
enthusiastic. S/he reads the words well,
but there is only a little vocal inflection
and life in the presentation. Articulation
is adequate.
Nonverbal Messages A
The speaker looks at everyone in the
audience during the course of the speech.
Eye contact is evenly distributed. The
speaker looks pleasant and interested.
Weight is evenly distributed throughout the
speech.
Conclusion
A
The conclusion effectively draws together
the ideas in the speech by using all 4
components (TRLB). It leaves a strong
final impression. The conclusion is
memorized.
B
The speaker looks at mostly everyone in
the audience during most of the speech.
Mostly, s/he looks pleasant and
interested. The speaker sways or shifts
weight just a few times.
C
Speaker looks at the audience only a
little during the speech. S/he needs to
spread eye contact evenly. S/he needs to
look more pleasant and interested. The
speaker sways or shifts weight
occasionally.
C
The speech has a conclusion, but it fails
to give the speech a sense of finality or
leave a positive impression. The speech
does not include all 4 components
(TRLB). The conclusion is somewhat
memorized.
B
The conclusion clearly ends the speech
and attempts to draw the ideas together
by using all 4 components (TRLB). The
conclusion is mostly memorized.
Speech Presentation ____________________/40
chewing gum (-4)
Pre-Writing (outline) __________________/20
hair in eyes (-3)
Practice Sheet ___________________________/15
inadequate length (-4)
Self-Evaluation __________________________/10
Comments:
Total Grade: _____________________________/85
D/F
Speaker is too soft or too fast to
understand. S/he speaks with a
monotone voice and/or uses filler
words frequently. Presentation is flat
or lifeless. S/he needs to work on
articulating. Some parts are hard to
understand.
D/F
The speaker avoids eye contact with
the audience. S/he looks bored,
nervous or disinterested. Speaker
sways or shifts eight often.
D/F
The speech has no conclusion and/or
the conclusion is mostly read.
Oral Interpretation Practice Sheet for Parent/Adult
Speaker’s name: ______________________________________________________________
Evaluator’s name: ____________________________________________________________
Evaluator’s signature: _________________________________________________________
Length of the speech: _______________________ (is to be between 2-4 minutes)
Two of our main goals in preparing and performing an oral interpretation speech are to
increase our effectiveness in (1) transitions (connections) and (2) paralanguage (vocal and
facial expressions) in all of our speeches. Thank you for assisting this speaker and giving
constructive feedback and encouragement in these and the following areas:
Introduction: Is the introduction catchy? Is it fitting for the literature selection? Do you know
what theme and main points you’ll be hearing about?
Content: Is the literature selected interesting? Are the selections related well to the theme?
List the selections:
Transitions: Are effective connections made between the selections that link them and help the
audience move from one selection to the next?
Voice: Is the volume and speed appropriate? Does the speaker project well and display
enthusiasm? Does the speaker vary the tone and use expression?
Body Movements: Does the speaker sit or stand straight and look confident? Does the speaker
avoid fidgeting or other distracting movements? Does the speaker use appropriate and natural
gestures?
Eye Contact: Does the speaker make eye contact with everyone in the audience while looking
friendly and pleasant? Does the speaker look up and connect with the audience often during the
reading of the selections?
Conclusion: Does the conclusion effectively and creatively end the speech? Does it make a
strong, positive final impression?
List at least two things the speaker could do to improve this speech.