Book Project-Biography Speech
After reading a biography, you will be required to deliver a 7-10 minute speech on the person you read about for
your outside-reading book. You will be required to use 1 visual aid to show during your presentation. You will also
be required to write and use these flashcards to outline the major points of your speech.
Visual Aid: You must use 1 visual aid with your presentations. Options will be discussed in class.
4 Step Outline
1) Introduce yourself? Why did you choose to read about this person? Why are you interested in this topic? Explain.
(1-2 flashcards)
2) Briefly summarize the biography/autobiography in your own words. At what point in this person’s life does the
biography start? Why was this biography written? (3-5 flashcards)
Examples of questions you can ask yourself about your biography.
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

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When did this person live? Where did the person grow up?
Describe his or her family life.
What did this person do that was significant?
If you read a memoir, describe the time period in his or her (the subject of the memoir) life
3) What challenges did this person face? Describe the conflict. How did this person overcome these challenges?
What did he or she learn? How did he or she change? Explain. (2-4 flashcards)
4) Finally, what did you learn from this person’s life? What wisdom did you take away from this person? Would you
recommend this book to your peers? (2-3 flashcards)
* You must have a minimum of 10 flashcards for your presentation
* We will discuss expectations and standards of formal speech presentations
Book Project-Biography Speech
After reading a biography, you will be required to deliver a 7-10 minute speech on the person you read about for
your outside-reading book. You will be required to use 1 visual aid to show during your presentation. You will also
be required to write and use these flashcards to outline the major points of your speech.
Visual Aid: You must use 1 visual aid with your presentations. Options will be discussed in class.
4 Step Outline
1) Introduce yourself? Why did you choose to read about this person? Why are you interested in this topic? Explain.
(1-2 flashcards)
2) Briefly summarize the biography/autobiography in your own words. At what point in this person’s life does the
biography start? Why was this biography written? (3-5 flashcards)
Examples of questions you can ask yourself about your biography.




When did this person live? Where did the person grow up?
Describe his or her family life.
What did this person do that was significant?
If you read a memoir, describe the time period in his or her (the subject of the memoir) life
3) What challenges did this person face? Describe the conflict. How did this person overcome these challenges?
What did he or she learn? How did he or she change? Explain. (2-4 flashcards)
4) Finally, what did you learn from this person’s life? What wisdom did you take away from this person? Would you
recommend this book to your peers? (2-3 flashcards)
* You must have a minimum of 10 flashcards for your presentation
* We will discuss expectations and standards of formal speech presentations
Rubric
Flashcards _________/__________
Visual Aid ____________/___________ (make sure it is creative, clear, and organized)
Content:
IntroductionBodyConclusionVerbal Effectiveness: (paste )
Timing- 7minutes __________/_________
Verbal Effectiveness
Advanced (5)
A. Ideas are clearly organized,
developed, and supported to achieve
a purpose; the purpose is clear.
B. The introduction gets the
attention of the audience.
C. Main points are clear and
organized effectively.
D. Supporting material is
original, logical, and relevant
(facts, examples, etc.).
E. Smooth transitions are used.
F. The conclusion is satisfying.
G. Language choices are vivid
and precise.
H. Material is developed for an
oral rather than a written
presentation.
Nonverbal Effectiveness
The nonverbal message supports and
is consistent with the verbal message.
Advanced (5) Developing (3)
Emerging (1)
Oral
Presenter
A. The delivery is natural,
confident, and enhances
the message — posture,
eye contact, smooth
gestures, facial
expressions, volume, pace,
etc. indicate confidence, a
commitment to the topic,
and a willingness to
communicate.
B. The vocal tone, delivery
style, and clothing are
consistent with the
message.
C. Limited filler words
(“ums”) are used.
D. Clear articulation and
pronunciation are used.
A. The delivery generally seems
effective— however, effective
use of volume, eye contact,
vocal control, etc. may not be
consistent; some hesitancy
may be observed.
B. Vocal tone, facial
expressions, clothing and
other nonverbal expressions
do not detract significantly
from the message.
C. Filler words are not
distracting.
D. Generally, articulation and
pronunciation are clear.
E. Over dependence on notes
may be observed.
A. The delivery detracts from
the message; eye contact may
be very limited; the presenter
may tend to look at the floor,
mumble, speak inaudibly,
fidget, or read most or all of
the speech; gestures and
movements may be jerky or
excessive.
B. The delivery may appear
inconsistent with the
message.
C. Filler words (“ums,”) are
used excessively.
D. Articulation and
pronunciation tend to be
sloppy.
E. Over dependence on
Developing (3)
A. The main idea is evident,
but the organizational
structure may need to be
strengthened; ideas may not
always flow smoothly.
B. The introduction may not
be well-developed.
C. Main points are not always
clear.
D. Supporting material may
lack in originality or
adequate development.
E. Transitions may be
awkward.
F. The conclusion may need
additional development.
G. Language is appropriate,
but word choices are not
particularly vivid or precise.
Emerging (1)
A. Idea “seeds” have not yet
germinated; ideas may not be
focused or developed; the
main purpose is not clear.
B. The introduction is
undeveloped or irrelevant.
C. Main points are difficult to
identify.
D. Inaccurate, generalized, or
inappropriate supporting
material may be used.
E. Transitions may be needed.
F. The conclusion is abrupt or
limited.
G. Language choices may be
limited, peppered with slang
or jargon, too complex, or too
dull.