Informative Speech Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Lauren Vincenti
May 7, 2010
Unit Objectives
This Informative Speaking Unit will cover the third Minnesota Standard for grades 9,
10, 11, and 12. More specifically this unit will satisfy benchmarks 1, 2, and 7 under
Minnesota Standard III.
III. Speaking, Listening and Viewing Standard:
“The Student Will demonstrate understanding and communicate effectively
through listening and speaking.”
1. Distinguish between speaker’s opinion and verifiable facts and analyze
the credibility of the presentation.
2. Deliver a speech in a logical manner using grammatically correct
language, including vocabulary appropriate to the topic, audience and
purpose.
7. Apply assessment criteria to self-evaluation of oral presentations.
Unit Standards Grid
Benchmark Standard
Knowledge
1
Students will gain
knowledge during days 6
and 7 of the unit.
2
Students will gain
knowledge throughout the
unit.
3
Students will gain
knowledge of assessment
criteria on day 2 of the unit.
Application
Students will apply gained
knowledge on research days
given in class (days 5,7,8,
and 13) and will be assessed
by teacher discrepancy.
Students will apply gained
knowledge when they
present their speeches on
days 15-18 of this unit.
Students will also apply
gained knowledge on their
unit exams.
Students will apply
knowledge via a selfassessment given to them
on day 15 of the unit.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day One:
Informative Speaking Unit Introduction
Monday November 3, 2010
Objective:
Students will be able to discuss the different types of informative
speeches during class discussion and the in-class activity.
Introduction
 Remind students that they will be receiving their Media Literacy (the
previous unit) exams and grades tomorrow. If there are questions come after
class or after school for discussion regarding the exam.
 Attention getter: Hold up a pencil in front of the class. Explain to the students
that it is a pencil however, its’ functions are different from what they know.
Explain that this pencil should be kept close to the ground; that if you water
the pencil daily it will bloom; and that after the pencil blooms and withers,
you can light it and it will give off beautiful fragrances.
 After this explanation of a pencil, inform the students that the class will be
discussing what this pencil has to do with the lesson today.
 Inform the students that this unit is the Informative Speech Unit and at the
end of the unit, each student will be able to give a more in depth and more
informed informative speech. Today’s lesson will be discussing the different
types of informative speeches.
Body
 What is an informative speech?
o To inform means to “communicate knowledge”.
o The goal of informative speaking is to increase the audience’s
awareness and understanding by communicating knowledge.
 Tie in the attention getter
o An informative speech should inform the audience about new
information, new insights, or new ways to think about a certain topic.
 Different Types of informative speeches:
o Objects or Phenomena
 Explore things that aren’t human
 Can be animate (something living that isn’t a person) or
inanimate (skis or skates)
 Examples: Digital Cameras, Comparison of Weight-loss diets,
tornado wind patterns, the difference between reptiles and
mammals



Ask students for other examples of this type of informative
speech.
o People
 Historically significant individuals or groups
 Made a contribution to society (positively or negatively) or just
led a compelling life
 Examples: athletes, authors, inventors, political leaders,
soldiers, etc…
 Ask students for other examples of this type of informative
speech.
o Events
 Past and present noteworthy occurrences
 Examples: High School Football state championships, Battle of
Gettysburg, The Chicago Fire, 9-11, etc…
 Ask students for other examples of this type of informative
speech.
o Process
 A series of steps that lead to a finished product or end result.
 How something is done, made, or how something works
 Either explain how something works or develops or teach
audience the process to reach the end product
 Examples: The mating process of penguins, how lightning
forms, how to make a PB&J sandwich, etc…
 Ask students for other examples of this type of informative
speech.
o Issues
 A problem or matter in dispute.
 Provide an overview or a report of problems to increase
understanding and awareness
 ***be careful not to turn an informative issue speech into a
persuasive speech
 Examples: Alternative theories to evolution, climate change,
legislation of No Child Left Behind, etc…
 Ask students for other examples of this type of informative
speech.
o Concept
 Focus on abstract ideas or theories and attempt to make them
concrete and understandable to the audience
 Examples: Artificial Intelligence, nanotechnology, Einstein’s
theory of relativity.
 Ask students for other examples of this type of informative
speech.
Ask for Questions
Activity: In pairs or teams (groups of 3), students will create a short
informative speech similar to the attention getter at the beginning of class.
Each pair or team will receive a different type of informative speech. These
speeches may and should be creative (i.e.: not true, or exaggerated). Student
will have 5 minutes to come up with a topic and three main points regarding
the topic.
o After each team or group presents, ask the class which type of
informative speech they had.
Conclusion
 Ask students to tell the 6 different types of informative speeches learned in
class. Have someone explain a little about each type of informative speech.
 Inform students that they should begin thinking about what they would like
to do their informative speech on. Topics must be chosen at the end of class
on Wednesday after the topic research day.
 Tomorrow (Tuesday) each student needs to have at least 2 topic ideas
written down.
 Tomorrow’s class will be a “housekeeping” day because of the shortened
period. We will be handing back assignments from the previous unit
including the exam. Students will have an opportunity to “fight for your right”
if they feel a question was confusing or difficultly worded. Bring other
assignments to work on; either make-up work for this class or something
from another one. All students must be working on something.
 Goodbye!
Resources Needed
 Student Handout for notes
 Students must have writing utensils and paper for class activity
Bibliography
O'Hair, Dan, Robert A. Stewart, and Hannah Rubenstein. Speaker's Guidebook: Text and
Reference. New York, NY: Bedford/St. Martins, 2010. Print.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Two:
Informative Speaking Unit Introduction
Tuesday November 4, 2010
Shortened Schedule- 20 Minutes
Today
 Make sure each student has at least 2 topics
 Hand back assignments and exams
 “Fight for your Right”
 Discuss the informative speech assignment
 Work on various assignments
Tomorrow
 Topic research day
 Meet in the classroom, we will leave together and return to the classroom at
the end of class.
 Students will be making sure they can find enough information for a certain
topic before it is finalized.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Three:
Informative Speaking Unit- Topic Research
Wednesday November 5, 2010
Objective:
Students will use the media center to research their chosen topics. At
the end of the class each student should know that their topic would have
enough information for their informative speeches.
Introduction
 Attention getter: Ask students how many of them have narrowed down their
topic ideas.
 Remind students that they received the informative speech assignment
yesterday. If any student wasn’t here, make sure they receive the assignment
sheet
 Review from Monday:
o Ask students to name the different types of informative speeches:
objects or phenomena, people, events, process, issues, concept.
o Ask students to explain what each type entails.
Body
 Remind the students that today will be used for research in order to find out
if there will be enough information on their topic. Their topics should be
something that they are knowledgeable about so that they can inform their
classmates.
o Topic ideas should be creative and fun for the student to talk about.
 While in the media center, students will be able to ask me questions
regarding their topic and I will be walking around making sure each student
is on track.
 Towards the end of the period, call over each student to have him or her get
his or her topic approved.
Conclusion
 After each student has gotten their topic approved and has left the media
center how they found it, return to the classroom.
 Thank students for acting appropriately in the media center (or remind them
they need better behavior for next time)
 Tomorrow we will be discussing the different types of outlines students can
use to write their speeches.
Resources needed:
 Media center
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Four:
Informative Speaking Unit- Types of Outlines
Thursday November 6, 2010
Objective:
Students will be able to identify three different types of outlines:
topical, chronological and spatial outlines.
Introduction
 Review the six types of informative speeches: Objects or Phenomena, People,
Events, Process, Issues, Concepts. Have students tell you what each type of
speech consists of.
 Remind students that they all should have picked a topic
 Introduce the days topic: Types of Outlines
o Topical
o Chronological
o Spatial
 Attention Getter: Have the class arrange themselves in alphabetical order
according to first name, then middle name or second name, and finally by last
name. Explain that this is similar to the way outlines work, it is a way to
make chaos into order!
Body
 What is the purpose of an outline and what is it?
o Outlining is a process of deciding how to order speech points
 Topical Outlines (categorical pattern)
o Divides into natural themes
o Allows points to be moved around for emphasis according to interests
or importance
o Gives greatest freedom for structure
o Example:
 Ancient Egyptian Living (Thesis Statement)
o Papyrus and Scribes
o The Nile
o Pyramids and mummification
 A Morning To-Do List (Thesis Statement)
o Make my bed
o Shower
o Brush teeth
o Eat breakfast

Chronological Outlines
o Follows a natural order of main points
 Important: if the order gets mixed up, points may get confusing
o Usually describe a pattern such as events in time, or series of actions
or tasks.
o Example:
 The Life of Abraham Lincoln (Thesis Statement)
o Born in 1809
o Married in 1842
o President for four years from 1861-1865
o Dies in 1865
 The Cubs Win the World Series (Thesis Statement)
o 1907 World Series
o 1908 World Series
o 2010 World Series
o Activity:
 Have students get up and arrange themselves in order of their
birthdays
 Spatial Pattern Arrangement
o Arranges topics in order of physical proximity
o Usually used in essays or speeches when describing or explaining the
physical arrangement of
 Places
 Scenes
 Or an object
o Example:
 Historic Sites on the Oregon Trail (Thesis Statement)
o Independence, Missouri
o Courthouse Rock
o Independence Rock
o Soda Springs
o Oregon City
 United States Time Zones
o Pacific
o Mountain
o Central
o Eastern
o Activity:
 Have students arrange themselves as to where they live in
relation to school. (The center desk is school!)
Main Activity
In groups of two make a sample outline to share with the class. There will be
categories or with the options shown on the PowerPoint slide but encourage
students to be as creative as possible! The students’ outlines must be one of the
three that was covered in the class time. Use colored paper and crayons to make
more fun! Students must have a thesis statement or idea and at least four main
points.
Conclusion
o Review
 Ask students to name each of the three types of outlines discussed in
class. After each type is given, ask another student to tell when to use
that specific type of outline. (Do this for all three types)
o Assignment and Tomorrow Preview
 Remind the students that that they should have already picked their
topics and started thinking about what they would like to discuss in
their speech. Tomorrow we will continue to become familiar with
other forms of outlines. The class should be thinking about the way
they would like to organize their speeches.
 There will be a short quiz at the beginning of tomorrow’s class about
the 6 types of outlines discussed on Monday and the 3 main outline
forms discussed today.
Resources Needed:
1. Students will need their notebooks and a writing utensil for notes
2. PowerPoint Presentation
3. Colored paper and crayons or markers
Bibliography
O'Hair, Dan, Robert A. Stewart, and Hannah Rubenstein. Speaker's Guidebook: Text
and Reference. New York, NY: Bedford/St. Martins, 2010. Print.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Five:
Informative Speaking Unit- Types of Outlines Continued
Friday November 7, 2010
Objective:
Students will be able to identify the three main types of outlines:
topical, chronological and spatial outlines as well as be able to work through
an outline for an informative speech in the class activity.
Introduction
 Distribute a short 5 point quiz to students
 Review: This week we have discussed the different types of informative
speeches as well as the three main types of outlines. Each of the students
should have this information stored in their beautiful minds. As a class go
over the quiz which will review the weeks lessons.
 Attention getter: Remind the students how they arranged themselves in
different orders. On the chalkboard write out three ice-cream categories:
chocolate, vanilla, and strawberry. Ask students to come up to the board and
write their names under one of the categories, it should be their favorite ice
cream flavor.
o Ask students to tell you first what kind of outline are the ice cream
flavors? (Topical)
o What do students think their names are?
 Lesson Preview: Inform students that in this lesson, they will find out what
their names would be in a topical outline. Today we will be talking about how
to use an outline to organize your speech and your research.
 There are 3 different ways to create an outline: a sentence outline format, a
phrase outline format, and a key-word outline format. Today we will be
discussing all three as well as working through an outline together as a class
and individually
Body
 Why do we outline?



o Creating an outline is a way to brainstorm ideas. It is also a blueprint
for the presentation that each of you will be giving. An outline shows
an order of importance between both main points and sub points.
While preparing your speech, you should essentially be making two separate
outlines: a working outline and a speaking outline. (examples on powerpoint)
o Working outline – (preparation outline) a tool in which you use to
refine purpose and thesis statement, organize main points, and
develop supporting points.
o Speaking outline- (delivery outline) the final outline that has all the
ideas of the working outline in a more condensed format.
There are three different types of outline formats: sentence outline, phrase
outline, and key-word outline.
o Sentence outline:
 Represents the full “script” of text of the speech.
 Each main and supporting point is stated in sentence form.
Often times, the points, transitions, introduction, and
conclusion are written out in the way that the speaker wishes
to state them in his or her speech.
 Used for working outlines, not speaking outlines
 Only use in delivery when:
 Precise wording is essential to make a point as clear as
possible
 Information is highly technical and exact wording is
critical to an accurate representation of the material
 When material relies on quotes and facts and must have
exact wording
 Example shown on PowerPoint
o Phrase outline:
 Partial construction of a sentence to form a point
 These outlines are used when the speaker is so familiar with
the points that the ideas that glancing at a few words will
trigger exact wording.
 Used for speaking outline
 Examples shown on PowerPoint
o Key-Word outline
 The briefest form of outline.
 It uses the smallest possible units of understanding to outline
main and supporting points.
 Used for speaking outline
 Examples shown on PowerPoint
Ask for questions
Activity
Show the class the examples of an outline narrowed down from a sentence
outline to a phrase outline and finally to a key-word outline. Have students get in
groups according to their favorite ice-cream flavor (on the board); each group
should have one person that likes each flavor (one chocolate, one vanilla, one
strawberry). Give groups a topic in which they will write out a sentence outline, a
phrase outline and a key-word outline. These outlines should only be a main point
and two or three sub-points. Students will have the remainder of the class to work
on the outlines. Groups will turn in their outlines at the end of the period. I will be
walking around to check understanding and progress as well as answer any
questions students might have
Conclusion
 Ask students to define the difference between a working outline and a
speaking outline.
 Ask for the three different formats of outlines
 On Monday, students will get their quizzes back that they took today. We will
be discussing research and types of evidence.
 Homework: Students should begin a working outline this weekend with
some ideas they would like to include in their speeches. These can be handwritten or typed but will be turned in on Monday at the beginning of class.
Resources Needed
 PowerPoint
 Activity Worksheet
Bibliography
O'Hair, Dan, Robert A. Stewart, and Hannah Rubenstein. Speaker's Guidebook: Text and
Reference. New York, NY: Bedford/St. Martins, 2010. Print.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Six and Seven:
Informative Speaking Unit- Research/ Types of Evidence
Monday November 10, 2010
&
Tuesday November 11, 2010
Objective
Students will have an understanding of research and different types of
evidence used in an effective informative speech. They will use and show this
understanding by playing “evidence bingo” and while gathering information
for their speeches on Day 7 and 8 of this unit.
Introduction
 Pass back quizzes that students took on Friday. Ask for questions.
 Ask to see students working outlines.
 Review: Last week we covered types of informative speeches, the three main
types of outlines, three outline formats, working outline and a speaking
outline.
 Lesson Preview: Today we will be talking about different types of evidence
for when you do your research. Now, everyone has researched before so
everyone knows how to use the media center to look for facts on their topics.
 Attention getter: While I was studying to become a teacher, I came across an
interesting statistic. It stated that, “1 out of every 10 people in high school
believe that students who are academically dishonest never get caught”.
o Who believes that statistic?
o Well, I made it up but statistics are one type of evidence that you may
use in your informative speeches. We will be discussing a few
different types of evidence today.
 Inform students that today they should pay extra close attention to key terms
and definitions for the activity.
Body
 Supporting Material
o How a topic is supported
o The information a person provides to develop and/or justify an idea
that is offered for a listener's consideration.
o Good speeches are made up of accurate, relevant, and interesting
supporting material
o General Guidelines:
 The information should be relevant to the point it is supporting
 There should be a variety of types of evidence (to be discussed
later)
 There should be enough but not too much
 Supporting material should be developed so that the audience
understands it and it isn’t too complicated.
 The information should be appropriate.
 Examples
o Brief Example
 Offers a single illustration of a point
o Extended Example
 Offers multifaceted illustrations of the idea, item, or event
being described
o Hypothetical Example
 A point about something that could happen in the future if
certain things occurred.
 Stories (narrative)
 Tell tales both real and imaginary
 Fairytales, legends, parables (short moral lessons), biblical
narratives, and myths
 Can be brief and simple or dawn-out accounts
 Personal experience can be the basis for powerful stories
o Anecdotes
 Brief stories of interesting and often humorous incidents based
on real life
 Testimony
 Includes firsthand findings, eyewitness accounts, and opinions
by people both expert and non-expert
o Expert Testimony
 A testimony by a professional who is trained to evaluate or
report on a given topic.
o Lay Testimony
 A testimony by a non-expert
 Facts and Statistics
o Facts
A documented occurrence, including actual events, dates,
times, people involved and places.
o Statistics
 Quantified evidence that summarize, compare, and predict
things.
 Used to clarify complex information and help make abstract
concepts for listeners.

Activity
 Evidence Bingo! With what we discussed in today’s lesson, students will
create their own bingo card with the different terms presented. Once the
cards are complete, I will read the definitions or examples of each term
presented. Bingo rules apply. Prizes will be given (extra credit points)!
Conclusion
 Review: There are different types of supporting material (evidence) which
can consist of examples, stories, testimonies, facts and statistics
 Have students save their bingo card for Tuesday. (Bingo will be played if time
allows on Monday and at the beginning of class on Tuesday as a review)
 For Tuesday, we will be finishing up today’s lesson as well as beginning
research for your speeches. Meet in the classroom and we will go to the
media center together!
Resources Needed
 Square paper for student’s bingo cards
 PowerPoint
Bibliography
Kumu, Ka Leo. "Supporting Materials." University of Hawaii System. 16 Jan. 2002.
Web. 07 May 2010.
<http://www.hawaii.edu/mauispeech/html/supporting_materials.html>.
O'Hair, Dan, Robert A. Stewart, and Hannah Rubenstein. Speaker's Guidebook: Text
and Reference. New York, NY: Bedford/St. Martins, 2010. Print.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Seven and Eight:
Informative Speaking Unit- Evidence Bingo & Research Day
Tuesday November 11, 2010
&
Wednesday November 12, 2010
Objective
Students will have an understanding of research and different types of
evidence used in an effective informative speech. They will use and show this
understanding while gathering information for their speeches on Day 7 and 8
of this unit.
Introduction
 Preview: Today we will be finishing yesterdays lesson and we will review by
playing a few rounds of “Evidence Bingo”. After that, we will be going into the
media center to research for the body of your speeches. Each of you should
have your working outlines from Monday.

 Review: There are different types of supporting material (evidence), which
can consist of examples, stories, testimonies, facts and statistics. Have
students explain each one.
o Play a few rounds of “Evidence Bingo”
 Attention getter: “Does everyone have their “Evidence Bingo” game cards?
Body
 Activity: Play a few rounds of “Evidence Bingo” (20 min).
 Hand out extra credit prizes for winners.
 Everyone to the media center with his or her working outlines, we will be
dismissed from the media center.

I will be walking around to answer questions and make sure everyone is on
track with their research
Conclusion
 At the end of the period, hold a small review of last week and Monday’s
lesson.
 Tomorrow we will meet in the media center so that everyone can get right to
work researching for his or her speech. Have students bring the working
outlines they have been adding to for tomorrow’s class.
 No assignment for tonight.
Resources Needed
 Media Center for research
 Students need bingo cards and markers
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Eight:
Informative Speaking Unit- Research Day
Wednesday November 12, 2010
Objective
Students will have an understanding of research and different types of
evidence used in an effective informative speech. They will use and show this
understanding while gathering information for their speeches on Day 7 and 8
of this unit.
Introduction
 Attention getter: while students are making their way into the media center,
ask each student a different review question in order to get in.
 Once all students have entered the media center, have them continue their
research from the day before.
Body
 I will walk around so students can ask questions. I will also be checking on
their working outlines
Conclusion
 At the end of class, inform the students that we will be talking about
Introductions and Conclusions.
 The students’ basic outlines should be close to completed by Thursday.
Students will be handing in a typed copy of their outlines on Friday.
Resources Needed

Media Center for research
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Nine:
Informative Speaking Unit- Introductions and Conclusions
Thursday November 13, 2010
Objective
Students will have an understanding on how to begin and conclude a
speech and will be able to demonstrate this understanding through class
demonstrations (or activities).
Introduction
 Review: There are different types of supporting material (evidence), which
can consist of examples, stories, testimonies, facts and statistics. Have
students give examples
 Attention getter: “Think left and think right and think low and think high. Oh,
the things you can think up if only you try!” –Dr. Seuss
o This is an example of how one might start a speech about inventions.
 Today’s lesson will discuss different types of introductions and conclusions.
Body
 Introductions
o Use the introduction to capture the audience’s attention
 Lead with a quotation
 Tell a story
 Pose a question


 Say something startling
 Bring in humor
 Refer to the occasion
 Establish common ground
o Alert the audience to your speech topic and purpose
 Declare what the speech is about and what you hope to
accomplish
o Preview main points
 Help listeners organize the speech by informing them of the
main points in the order in which they will be presented
o Establish Credibility
 Briefly state your qualifications for speaking on the topic
 Emphasize an experience, knowledge, or perspective you have
that is different than what your audience is aware of
Conclusions
o Alert the audience to the conclusion of your speech
 Use transitional words or phrases
 Indicate that the speech is coming to the end
 Once a conclusion is in sight, finish your speech promptly
o Summarize key speech points
 Thoughtfully repeat/ rediscover the main points of the speech
 Remind audience of your topic and purpose of the speech
o Employ attention getting devices
 Quotes, stories, rhetorical questions
Preparation of Introductions and Conclusions
o The introduction and conclusion should both be written after you
have completed the body of the speech
o Keep both the introduction and the conclusion brief.
o Carefully consider the language used.
Activity
In teams, students will receive an example of a working outline. They are to
practice creating introductions and conclusions. When they have completed the
introductions and conclusions, each team will read what they have come up with.
Conclusion
 Once each team has presented their introductions and conclusions, the
students will have the remainder of the class time to work on their specific
introductions and conclusions
 Review: Ask students to name different attention getters. Discuss what
should be included in an introduction and a conclusion
 Tomorrow, we will be discussing verbal and non-verbal deliveries.
 Students can come to my class after school so I can review their outlines.
Each student’s outline with introduction and conclusion should be turned in
no later than Monday November 17, 2010.
Resources Needed
 Example outlines for activity
 PowerPoint
Bibliography
O'Hair, Dan, Robert A. Stewart, and Hannah Rubenstein. Speaker's Guidebook: Text
and Reference. New York, NY: Bedford/St. Martins, 2010. Print.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Ten:
Informative Speaking Unit- Verbal and Nonverbal Delivery
Friday November 14, 2010
Objective
Students will comprehend the proper ways to deliver a speech, both
verbally and nonverbally.
Introduction
 Review: Ask students to name different attention getters. Discuss what
should be included in an introduction and a conclusion. Make sure that
everyone knows the key elements for both ends of the speech.
 Attention getter: While informing the class of what will be covered in
class today, hunch over, speak monotone, and act disinterested. Then do
it standing straight with vocal variety and enthused about today’s lesson.
o Ask students which introduction seemed more appropriate.
 Inform students that today’s lesson will provide them with different
examples of verbal and nonverbal communication and the appropriate
ways to use these deliveries in a speech.
Body
 Methods of Delivery
o Effective delivery
The skillful application of natural conversational behavior in a
way that is relaxed, enthusiastic, and direct.
o Strive for naturalness, show enthusiasm, project a sense of confidence,
be direct
 Voice in Delivery
o Volume- the relative loudness of a speaker’s voice while giving a
speech. **The proper volume for a speech is somewhat louder than a
normal conversation**
o Pitch- range of sounds (high and low). Can convey a mood.
o Intonation- distinguishes a question from a statement.
o Speaking rate- the pace at which you convey your speech.
o Vocal fillers- “ums” “uhs” “ahs” “you know” “like” “anyways” “I mean”
(not a good thing)
o Pauses- a strategic element in a speech. Enhances meaning by
providing a type of punctuation, emphasizing a point, drawing
attention to a key thought, or just allowing listeners a moment to
contemplate what is being said.
o Vocal variety- the varying of the previous elements: volume, pitch,
rate, and pauses
o Pronunciation- the correct formation of word sounds
o Articulation- the clarity and forcefulness with which sounds are made.
 Body in Delivery
o Animate your facial expressions in appropriate ways
 For example, smile to develop rapport with your audience but
don’t use facial expressions that are out of character for you.
o Maintain eye contact with your audience
 Shows recognition and respect
 Scan the room, don’t affix your eyes to just one listener
o Use natural and appropriate gestures
 To clarify message
 Avoid exaggerated gestures, but make them broad enough to
be visible
o Be aware of your posture
Activity
Have students get into pairs. Give them strips of paper with appropriate and
inappropriate ways to deliver a speech. Each piece of paper should vary in “method
of delivery”, “voice in delivery”, and “body in delivery” examples. Students should be
able to demonstrate and point out what is “good” and what is “bad” with each
example.

Conclusion
 Review: Have students discuss a few main points from today’s lesson.
Make sure “method of delivery”, “voice in delivery”, and “body in
delivery” get covered in the review.
 If there is extra time in the class, have students work on their outlines.


Homework: Outlines are due on Monday November 17, 2010.
On Monday we will be discussing visual aids.
Resources Needed
 A note sheet for this lesson so that students can follow along more easily.
 Examples for activity
Bibliography
O'Hair, Dan, Robert A. Stewart, and Hannah Rubenstein. Speaker's Guidebook: Text
and Reference. New York, NY: Bedford/St. Martins, 2010. Print.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Eleven:
Informative Speaking Unit- Use of Visual Aids
Monday November 17, 2010
Objective
Students will learn how to properly use appropriate visual aids and
demonstrate this knowledge in their informative speech.
Introduction
 Collect students’ outlines.
 Ask for any questions regarding the outlines, their introductions or
conclusions, or questions about Friday’s lesson.
 Review Friday’s lesson. Have students discuss a few main points from today’s
lesson. Make sure “method of delivery”, “voice in delivery”, and “body in
delivery” get covered in the review.
 Attention getter: Ask students if they have ever felt like they understood
something better because they could associate a picture or something visual
along with it. Ask the students if it is better if a teacher just talks at them or
shows them what they are talking about.

Inform the students that today’s lesson will cover the appropriate use of
visual aids.
Body
 Why use visual aids?
o They increase understanding and retention
o They can concisely express complex ideas
 Things to think about when deciding to use and constructing visual aids
o Props and Models
 Used to solidify descriptions
 A prop can be any live or inanimate object (no pets or animals
please!)
 A model is a three-dimensional, scale size representation of an
object
o Pictures
 This can mean photographs, drawings, diagrams, maps and/ or
posters and transparencies.
o Graphs and charts
 Show trends and demonstrate relationships
 These include: line graph, bar graph, pie graph, pictogram,
flowchart, organizational chart, and table
o Audio and Visual
 Should illustrate ideas or bring humor
 Designing the Visual Aid
o Only present one major idea per aid
o Aids should be large enough for the audience to see
o Must be appropriate and relevant to the idea being discussed
o Make sure aids don’t take away from your presentations
 Ask for questions regarding the material covered today.
Activity
Show students examples of good and bad visual aids. With the information
given in the day’s lesson, students should be able to acknowledge the difference
between a good visual aid and a poor one. Also, make sure students know what type
of visual aid is being presented.
Conclusion
 Review: Why do we use visual aids? What are the different types of visual
aids that can be used? What is the one thing that I do not want in my
classroom? (Pets!!)
 Remind students that presentations begin on Friday and that when the
presentations are done, there will be an exam which will most likely fall on
the following Friday. Also, tell them that all of their research should have
been completed this past weekend.




Tomorrow we will be discussing Oral Citations.
Every student needs to bring in their Works Cited or Bibliography papers so
that they can work on oral citations in class.
Homework: If students haven’t already completed their Works Cited or
Bibliography papers, they must do so for tomorrow’s class.
If there is extra time at the end of this lesson, students should use it to
improve their speeches or ask questions
Resources Needed
 PowerPoint
 Visual Aid examples
Bibliography
O'Hair, Dan, Robert A. Stewart, and Hannah Rubenstein. Speaker's Guidebook: Text
and Reference. New York, NY: Bedford/St. Martins, 2010. Print.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Twelve:
Informative Speaking Unit- Oral Citations
Tuesday November 18, 2010
Objective
Students will learn how to give oral citations for their informative
speeches and will be able to effectively create oral citations based on their
research at the end of the lesson.
This lesson meets benchmark 1 of the Minnesota Standards for Public
Speaking in grades 9,10, 11, 12: “Distinguish between speaker’s opinion and
verifiable facts and analyze the credibility of the presentation”.
Introduction
 Attention getter: Have one student in the class draw a picture of a cat.
 Have each student hold up their research or their “works cited” pages so that
they can participate in the lesson’s activity.



Review: Why do we use visual aids? What are the different types of visual
aids that can be used? What is the one thing that I do not want in my
classroom? (Pets!!)
Attention getter continued: Once the student is finished drawing the cat
picture, hold it up in front of the class and tell them that it is yours. Ask the
class what you just did.
Preview: Tell the students that today we will be learning about how to give
credit to the creators of the information they will be including in their
informative speeches.
Body
 Why should we give an oral citation in a speech?
o “Oral citations demonstrate the presenter has conducted research. It
also allows the audience to evaluate the credibility and timeliness of
the information
 Citations should be included in your outlines
 A full oral citation includes:
o The author(s)
o The publication
o The specific publication date and year
o Other information that is valuable to the citation
 Not all information will be available, but the oral citations for your speeches
must be as close to full as possible
 Examples of what a full oral citation should look and sound like (visuals on
PowerPoint):
o Magazine Article
 According to an article by P.J. Talksalot in the October 15th,
2010 issue of Where the Air Goes, people can expect a change in
the atmosphere’s wind speed. Talksalot states, “…”.
o Newspaper Article
 In an article about the birthrate of inchworms which appeared
in the April 17th edition of Raintown Tribune, author Amy
Hawkeye reports “…”.
o Website
 According to information posted on www.wishingwells.org, the
official non-for profit wishing well corporation, in a section
entitled “How Many Pennies?” the website explains that “…”.
o Journal Article
 A 2009 study conducted by Dr. Ale concluded that the amount
of sunlight needed to grow a fern is simultaneously connected
with the amount of water the plant receives. In Dr. Ale’s study
published in Journal of Fern-ology, he reports that “…”
o Book
 Kelsey Molle, an expert Marshmallow Eater and a gold medalist
in the Marshmallow Championships, states in her book The
Dangers of Mallows published in 2008 that, “…”.

o T.V. Program
 Mike Rowe, on his Discovery Channel show, Dirty Jobs, that
aired on May 6, 2010 explained that “…”.
o Interview
 In a personal interview I conducted on March 22, 2010 with
Peggy Gymteacher, the volleyball coach and winner of five
state championships, I asked her to explain the proper
techniques of serving a ball. She told me that, “…”.
Ask for questions
Activity
Students will first have a chance to get into pairs and cite each other. They
should completely write out an oral citation with the following information: the
author(s), the publication, the specific publication date and year, other information
that is valuable to the citation. These citations will be given to the class so that
students can have practice with speaking an oral citation.
After this activity, students will have the remainder of the class to work on
writing out oral citations for their speeches. Each student must have at least two full
oral citations given in their speech.
Conclusion
 Review: What are the most important parts to include in an oral citation?
 Tomorrow will be our final in-class workday. Students will be allowed to
bring all the material they need in order to work on their speeches. Students
will have time to ask questions
 Remind students that presentations being on Friday of this week.
Resources Needed
 PowerPoint
Bibliography
Katz, Laura. "Tips for Oral Citations." Docstoc – Documents, Templates, Forms,
Ebooks, Papers & Presentations. 17 Jan. 2009. Web. 07 May 2010.
<http://www.docstoc.com/docs/3639223/Tips-for-Oral-Citations/>.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Thirteen:
Informative Speaking Unit- In-class Workday
Wednesday November 19, 2010
Introduction
 Review: Ask students what the most important aspects of an oral citation are.
 Remind students that on Friday, seven students will be giving their
presentations. Students can volunteer or I will pick names on Thursday for
Friday’s presentations. All students should have their informative speeches
ready before tomorrow.
Body
 Students will have the class time to work on their speeches.

During this time, students should be making sure they have included
everything in their speeches according to the grading rubric.
 If they believe they have everything included, have students make
improvements to their speeches.
 If need be, students may go to the media center.
Conclusion
 Tomorrow we will be discussing communication apprehension and ways to
remain calm for a speech.
 Homework: Oral Citations should be in your speeches. Speeches should be
completed by Thursday. Speeches will be given on Friday!
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Fourteen:
Informative Speaking Unit- Communication Apprehension
Thursday November 20, 2010
Objective
Students will learn and practice how to relieve stress and know ways to
be mentally prepared to give a speech.
Introduction
 Review: Ask students what the most important aspects of an oral citation are.
Give them a few minuets to make one up in pairs.


Attention getter: Ask students if any of them is getting nervous to present
their speech. Inform them that you also get a little uneasy when you have to
be infront of a large group of people
Preview: Inform the students that today’s lesson will be about how to
prepare mentally and physically for their speeches.
Body
(All these tips are directly quoted from the University of Hawaii website,
http://www.hawaii.edu/gened/oc/oc.htm#ca_manage)
 Prepare thoroughly.
o Outline the presentation and practice it several times before delivering
the presentation to an audience.
 Speak about a familiar topic.
o It is much easier to speak on topics that we already know about,
rather than trying to tackle unfamiliar territory. Students sometimes
choose topics because they know they can find a great deal of
information on that topic. However, it is best to stick with topics that
interest you and that are familiar.
 Realize that you are not alone.
o Most people are apprehensive about speaking in public and just as
nervous as everyone else about giving a class presentation.
 Focus on getting the message across to the audience
o Realize that you feel more nervous than you actually look. The
audience is focused on listening to your message, not on how nervous
you look.
 Use positive visualization.
o It is helpful to imagine yourself giving a successful presentation to an
appreciative audience. Negative thoughts and doubts increase anxiety,
whereas positive visualization makes you feel more comfortable and
confident.
 Practice relaxation techniques.
o It is helpful to manage speaking anxiety by using techniques such as
deep-breathing, exercise, meditation, or yoga.
o Students may want to take a walk across campus before a
presentation, for example.
 Use visual aids in your presentation.
o Students report that using visual aids is helpful in managing anxiety.
This is because the attention is diverted from the speaker to the visual
aids and also because visual aids give the speaker something to work
with while they speak. This gives the speaker something to do with
their hands and helps to channel nervous energy.
 Practice.
o The more a speaker practices, the more familiar he/she is with the
information and the more comfortable he/she will be during the
actual presentation. The value of practice cannot be emphasized
enough when it comes to giving class presentations.
Activity
Have students practice breathing exercises. If students have their outlines,
have them practice their speeches for a classmate.
Conclusion
 Review: Ask students for a few things they can do so as to not be nervous for
tomorrow’s speeches.
 Preview: Ask if there is anyone who would like to volunteer to go tomorrow.
There must be 7 people ready to give their speech tomorrow. If there are no
volunteers, have someone pick a number and match the number to the
names on the class list to pick the 7 people who will be giving their speech
 Pass out the study guide for the exam that will be on Friday November 28,
2010. Tell students to start studying for it as soon as possible.
Resources
 Breathing activities and other relaxation tools
 PowerPoint
Bibliography
General Education Office. "Oral Communication Focus at University of Hawaii at
Manoa." University of Hawaii System. 2008. Web. 07 May 2010.
<http://www.hawaii.edu/gened/oc/oc.htm>.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Days Fifteen, Sixteen, Seventeen and Eighteen:
Informative Speaking Unit- Presentations of Informative Speeches
Friday November 21, 2010
Through
Wednesday November 26, 2010
Objective
Students will apply their knowledge through a 6-8 minute informative
speech. These days meet the second benchmark of the Minnesota State
Standards entitled “ Speaking, Listening and Viewing” for grades 9, 10, 11, and
12. This benchmark states that students “Deliver a speech in a logical manner
using grammatically correct language, including vocabulary appropriate to
the topic, audience and purpose”.
Students will also be required to evaluate their own speeches based on
their knowledge. This meets the seventh benchmark of the Minnesota State
Standards entitled “ Speaking, Listening and Viewing” for grades 9, 10, 11, and
12. This benchmark states that students, “Apply assessment criteria to selfevaluation of oral presentations”
Introduction
 Attention getter: Ask students who will be presenting today if they have any
last minute questions and if they have all the materials they need for their
speeches.
 Preview: remind the students that today will be speech day and that
everyone listening to the speeches must provide the student speaking with
their undivided attention.
Body:
 Hand out self- evaluations to all students.
 Hand out study guide (if it hasn’t been handed out already).
 Listen to presentations
Conclusion
 Review: Thank all students who gave their informative speech today.
 Preview: Remind students that the exam will be on Friday November 28,
2010.
 Tomorrow: Ask for volunteers or pick names for speeches given the next day.
 On Wednesday November 26, 2010 remind students that Thursday
November 27, 2010 will be a review day. They should all bring any questions
they have as well as notes and all their information from the unit.
 Students’ self-evaluations can be turned in throughout the week but all are
due on Thursday November 27, 2010 and will be collected at the beginning of
class.
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Nineteen:
Informative Speaking Unit- Unit Review
Thursday November 27, 2010
Objective
Students will compile and discuss their knowledge from the unit during
an in-class review session.
Introduction



Collect each student’s self- evaluation.
Review and Attention getter: Congratulate everyone for completing and
doing a wonderful job on their speeches.
Preview: Today’s lesson will be a review of the unit. We will be addressing
any questions you have as well as go through the study guide.
Body
 Ask students for any questions.
 Go through the study guide with students
Activity
The review will be in the form of Jeopardy. I will tell student vocabulary
words and they must give me the definition or visa-versa. Students will be split into
5 teams consisting of 5 students each if everyone is present. If time allows we can
also play a round of evidence bingo and create a few oral citations.
Conclusion
 Preview: Remind students that the test will be multiple choice, short answer,
fill in the blank and will have an essay. All the information on the test comes
from the study guide and the unit notes. After the tests are graded, student
will have a chance to “fight for their Right”, so remind them if they think a
question is unfair or confusing to put a note next to it so they can remember
to address it when they have the opportunity to “fight for their Right”.
 Tomorrow will be the exam.
 Review: if there are any questions I will be available after class, after school
and before school tomorrow. Please feel free to stop by and ask me your
questions!
Informative Speaking Unit
10th Grade
60- Minute Periods
25 Students
20 Days
Day Twenty:
Informative Speaking Unit- Unit Exam
Friday November 28, 2010
Objective
Students will be able to apply and demonstrate their knowledge
through the unit exam.
Introduction
 Ask for any last minute questions.
 Attention getter: ask students if they are ready for the exam!
 Preview: As everyone should know, this is an examination of your own
knowledge, not your neighbors’ knowledge or your friends’ knowledge.
Please take this exam on your own. If you feel that you need to look at
someone else’s exam, I will feel the need to throw yours out. Please remain
true to academic honesty.
Body
 Pass out exam.
 If students complete their exam early, take a nap or read a book silently. Be
patient for everyone to complete his or her exams.
Conclusion
 Review: Thank students for being polite test-takers.
 Preview: Inform students that the next unit will be on Oral Interpretation.
 Students will get their exams back no later than next Tuesday
 Have a Great Weekend! No Homework (unless a student didn’t finish one of
the assignments for the unit)
Handouts
Informative Speech Notes
Name: _______________________________________
Date: _________________
To inform means ___________________.
The goal of an informative speech is ______________________________________
An informative speech should inform audience about
1. __________________________________
2. __________________________________
3. __________________________________
Different Types of Informative Speeches:

Objects or Phenomena
Examples:

People
Examples:

Events
Examples:

Process
Examples:

Issues
Examples:

Concept
Examples:
Informative Speech Assignment Sheet
Due: Friday, May 21
At the end of this unit, each student will be expected to give a 6-8 minute
informative speech. During this speech you will knowledgably inform your
classmates of the appropriate topic that you have chosen.
Each speech should contain the following:
Intro

Attention getter

Preview to speech
Body

Three main points

Evidence to back your points

Three complete oral citations from credible source
Conclusion

Summary/ wrap-up
During the next few weeks, we will be discussing more in depth as to what will be
included in your speeches. You will also be receiving a rubric that goes into detail
about what you should be including into your speech. This is just a basic outline to
get you started!
Point Breakdown for the Informative Speech Unit
Total Points= 120
45 points for in class work, quizzes, homework
40 points for the Informative Speech
35 points for the Unit Exam
Evidence BINGO!!!!!
Name: ________________________________
In the space provided in the boxes, write in vocabulary from our Evidence or
Supporting Material lesson.
FREE
SPACE
Verbal and Nonverbal Delivery Notes
Name: _____________________________________
Methods of Delivery
Date: ___________________

Effective Delivery
Voice in Delivery

Volume

Pitch

Intonation

Speaking rate

Vocal fillers

Pauses

Vocal variety

Pronunciation

Articulation
Body in Delivery
Informative Speech Checklist
Name: __________________________________
Please use this checklist as you work through your informative speech. In order to
earn full points for each category, every item must be present and demonstrated to
your best ability in your speech. Each category will be worth a different amount of
points, however, when each category is combined your speech will have a total of 40
possible points.
Introduction (5 points)

Attention getter

Is the topic and purpose addressed?

Credibility in introduction

A preview to the speech
Organization and Content (17 points)

Overt main points in speech (must have at least 3)

Transitions

Clear and easy to follow

Supporting material or evidence is organized
Delivery (6 points)

Voice in Delivery (refer to your notes)

Body in delivery
Oral Citations (4 points)

Must have at least 2 full oral citations

Credit must be given to the author who wrote it
Visual Aids (3 points)

Used properly

Effective / enhanced speech

Designed to meet the needs of the class and the presentation
Conclusion (5 points)

Did you alert your audience to the conclusion?

Main points summarized

Attention getting device for impact
Informative Speaking Unit Study Guide
Unit Exam will be:
Friday November 28, 2010
Name: __________________________________________
Be familiar and be able to go into more depth with each of the following terms and
ideas from the unit:






















6 Different Types of Informative Speeches
3 Main Types of Outlines
Outline formats: Sentence, phrase, and key word
o Working outline
o Speaking outline
Supporting Material
Examples
o Brief Example
o Extended Example
o Hypothetical Example
Stories (narratives)
o Anecdotes
Testimony
o Expert Testimony
o Lay Testimony
Fact
Statistic
Attention getters (be able to list examples)
Be able to demonstrate what should be included in introductions and
conclusions
Be able to discuss the appropriate verbal and nonverbal expectations with:
o Methods of Delivery
o Voice in Delivery
o Body in Delivery
Effective Delivery
Volume
Pitch
Intonation
Speaking rate
Vocal fillers
Pauses
Vocal variety
Pronunciation
Articulation




Visual Aids
o Props and Models
o Pictures
o Graphs and Charts
If given information, be able to write out an oral citation
Know what should be included in an oral citation
Be able to expand on the following relaxation techniques:
o Preparation
o Familiar topic
o Not alone
o Focus on getting the message to the audience
o Positive visualization
o Practice relaxation techniques
o Visual aids
o Practice!
Quizzes & Assignments
A Short Verification of Your Knowledge!
(5 points)
Name: ______________________________________
Date___________________
Please answer each question to the best of your ability.
1. What is the goal of an informative speech?
2. There are SIX different types or topics for informative speeches. Please name
THREE of them, tell me what the type or topic involves and give an example.
3. Outlining is a process of deciding _________________________________________.
4. Please list the THREE main types of outlines.
5. What is the difference between a working outline and a speaking outline?
Informative Speech Self Evaluation Form
( 15 points)
Name: _______________________________________
Date: ______________________
Please provide thoughtful and realistic comments on how you perceived your
speech went. Please tell me one thing that you did well in each category and one
thing that you need to work on. Your evaluations should be in complete sentences. I
have provided you with another rubric to base your thoughts off of.
Introduction (5 points)




Attention getter
Is the topic and purpose addressed?
Credibility in introduction
A preview to the speech
Organization and Content (17 points)




Overt main points in speech (must have at least 3)
Transitions
Clear and easy to follow
Supporting material or evidence is organized
Delivery (6 points)


Voice in Delivery (refer to your notes)
Body in delivery
Oral Citations (4 points)


Must have at least 2 full oral citations
Credit must be given to the author who wrote it
Visual Aids (3 points)



Used properly
Effective / enhanced speech
Designed to meet the needs of the class and the presentation
Conclusion (5 points)



Did you alert your audience to the conclusion?
Main points summarized
Attention getting device for impact
Please use the following space to write about your speech as a whole.
For example, tell me about your research process. Were there any problems you ran
into in creating your speech? What are your thoughts on creating outlines?
Your complete speech reflection should be based off of what we covered throughout
the unit.
Speech Evaluation
&
Unit Exam
Informative Speech Evaluation Sheet
(40 Possible Points)
Name: __________________________
Topic: _____________________________
Introduction (5 points)

Attention getter

Is the topic and purpose addressed?

Credibility in introduction

A preview to the speech
Organization and Content (17 points)

Overt main points in speech (must have at least 3)

Transitions

Clear and easy to follow

Supporting material or evidence is organized
Delivery (6 points)

Voice in Delivery (refer to your notes)

Body in delivery
Oral Citations (4 points)

Must have at least 2 full oral citations

Credit must be given to the author who wrote it
Visual Aids (3 points)

Used properly

Effective / enhanced speech

Designed to meet the needs of the class and the
presentation
Conclusion (5 points)

Did you alert your audience to the conclusion?

Main points summarized

Attention getting device for impact
TEACHER COMMENTS
Rating Scale: 1- needs tremendous improvements; 2- some improvements should be
made; 3- item is correct; 4- great work; 5- excellent/ no improvements necessary
Informative Speech Unit
Examination of Your Knowledge!!!
(Score: ______/35 Total Points)
Name: ________________________________
Date: ___________________
Please answer the following questions to the best of your ability. As always, you will
have a chance to “fight for your Right” after you receive a grade for your exam.
Multiple Guess Questions
Make sure your answer is clearly circled.
1. All of the following can be used as a visual aid except ___________________.
a. Some pictures related to the topic presented
b. A clearly labeled graph
c. My chocolate Labrador Retriever, Drake
d. A model of the Pentagon
2. While giving an informative speech, a speaker would generally use a/an
______________________ outline.
a. Speaking
b. Functioning
c. Working
d. Complete
3. Different types of examples that may be used in an informative speech
include:
a. A brief example
b. A hypothetical example
c. An extended example
d. All of the above are types of examples that may be used.
4. Which of the following can be used as supporting material in a speech?
a. A support beam
b. An expert testimony
c. Your newborn sister if your topic is professional baseball
d. A friend
5. The following are all types of outline formats except:
a. Sentence outline
b. Double spaced outline
c. Phrase outline
d. Key word outline
Matching:
Use the words in the word bank and match them to their appropriate definition.
Each word will only be used once.
Volume
Pitch
Intonation
Speaking Rate
Vocal Fillers
Pauses
Vocal Variety
Pronunciation
Articulation
6. “Um”, “You know”, and “anyways…” are examples of _______________________.
7. ___________________ refers to the relative loudness of a speakers’ voice.
8. Including _________________ in a speech allows listeners a moment to
contemplate what is being said.
9. The correct formation of word sounds is called ________________________.
10. The __________________ of a person’s voice distinguishes a question from a
statement.
Short Answer
Answer each question fully.
11. During this unit, we discussed the benefits of using an attention getter
in both an introduction and a conclusion. Please list four attention
getters.
12. What should be included in an introduction? (I am looking for four
main points)
13. With as much information as possible, please describe what is expected
in terms of nonverbal delivery with the body. (In other words, the
appropriate nonverbal “body in delivery” expectations.)
14. In class we talked about eight ways to relax or ease stress before and
during a speech. Please list AND describe SIX of those techniques in as
much detail as possible.
15. Given the following information, please write out an oral citation as if
you were speaking it aloud.
Book: The Fundamentals of Camera Shots and Angles
Quote used in speech: “ A birds eye angle provides the viewer with a topdown view of a scene.” (Page 42)
Author: Lynne Aperture- Professional Photographer and Artist
Publication: 2007 by Tate Publishing
Chapter: “A View from Above”
Informative Speech Unit
Examination of Your Knowledge!!!
(Score: ______/35 Total Points)
Name: ____ANSWER KEY!!!!___
Date: ___________________
Please answer the following questions to the best of your ability. As always, you will
have a chance to “fight for your Right” after you receive a grade for your exam.
Multiple Guess Questions
Make sure your answer is clearly circled.
16. All of the following can be used as a visual aid except ___________________.
a. Some pictures related to the topic presented
b. A clearly labeled graph
c. My chocolate Labrador Retriever, Drake
d. A model of the Pentagon
17. While giving an informative speech, a speaker would generally use a/an
______________________ outline.
a. Speaking
b. Functioning
c. Working
d. Complete
18. Different types of examples that may be used in an informative speech
include:
a. A brief example
b. A hypothetical example
c. An extended example
d. All of the above are types of examples that may be used.
19. Which of the following can be used as supporting material in a speech?
a. A support beam
b. An expert testimony
c. Your newborn sister if your topic is professional baseball
d. A friend
20. The following are all types of outline formats except:
a. Sentence outline
b. Double spaced outline
c. Phrase outline
d. Key word outline
Matching:
Use the words in the word bank and match them to their appropriate definition.
Each word will only be used once.
6. “Um”, “You know”, and “anyways…” are examples of __VOCAL FILLERS__.
7. __VOLUME_ refers to the relative loudness of a speakers’ voice.
8. Including __PAUSES___ in a speech allows listeners a moment to
contemplate what is being said.
9. The correct formation of word sounds is called _ATICULATION___.
10. The __INTONATION _ of a person’s voice distinguishes a question from a
statement.
Short Answer
Answer each question fully.
11. During this unit, we discussed the benefits of using an attention getter
in both an introduction and a conclusion. Please list four attention
getters.
Acceptable answers: Lead with a quotation, tell a story, pose a question,
say something startling, bring in humor, refer to the occasion,
establish common ground
12. What should be included in an introduction? (I am looking for four
main points)
Acceptable answers:
 Capture the audiences’ attention
 Alert audience to speech topic and purpose
 Preview main points
 Establish credibility
13. With as much information as possible, please describe what is expected
in terms of nonverbal delivery with the body. (In other words, the
appropriate nonverbal “body in delivery” expectations.)
Acceptable answers:
o Animate your facial expressions in appropriate ways
 For example, smile to develop rapport with your audience
but don’t use facial expressions that are out of character
for you.
o Maintain eye contact with your audience
 Shows recognition and respect
 Scan the room, don’t affix your eyes to just one listener
o Use natural and appropriate gestures
 To clarify message
 Avoid exaggerated gestures, but make them broad enough
to be visible
o Be aware of your posture
14. In class we talked about eight ways to relax or ease stress before and
during a speech. Please list AND describe SIX of those techniques in as
much detail as possible.
Acceptable answers (descriptions at teacher discrepancy):
 Prepare thoroughly.
 Speak about a familiar topic.
 Realize that you are not alone.
 Focus on getting the message across to the audience
 Use positive visualization.
 Practice relaxation techniques.
 Use visual aids in your presentation.
 Practice.
15. Given the following information, please write out an oral citation as if
you were speaking it aloud.
Book: The Fundamentals of Camera Shots and Angles
Quote used in speech: “ A birds eye angle provides the viewer with a topdown view of a scene.” (Page 42)
Author: Lynne Aperture- Professional Photographer and Artist
Publication: 2007 by Tate Publishing
Chapter: “A View from Above”
(Each answer for question 15 will be at the discrepancy of the teacher)