For our unit on speeches, you will prepare, practice, and deliver one 4-6 minute speech. You may choose either an informative or demonstration speech.
Informative Speech - You are free to select the topic for this assignment keeping in mind two guidelines. (1) Select a topic in which you already are interested or already know something about and (2) select a topic which you can demonstrate relevance/significance to your audience.
Your
goal is to provide new information or understanding to your classmates.
Demonstration Speech Demonstration speeches should actually show the audience how to do something, not just tell them how something is done. For example, you may wish to demonstrate how to make a fruit salad, how to properly wax a snowboard, or how to tune a guitar. You are required to use some type of visual aid. Your visual aid must be completed before you come to class.
1. 4-6 minutes in length.
2. You are required to research your topic. Therefore, you will include in your speech supporting materials that you may draw from the following: (1) library/computer resources and (2) interviews with experts. You will mention (cite) at least two separate sources in the delivery of your speech.
3. You need to turn in a typed outline and works cited list with at least three sources of information. We will use EASYBIB.COM to make your works cited lists. See Mr. Cleary s web page for more instructions.
4. When presenting you speech, you will be able to use your outline; you should not write out your entire speech and read it word-for-word from a script. Follow the presentation guidelines covered in class.
Your grade will be based on your development of the following:
1. Clear, identifiable introduction, body, and conclusion.
2. Introduction that includes getting your audience's attention, involving the audience, establishing your credibility and providing a thesis statement and preview. Take your audience into account explain/show why your topic is relevant to them.
3. Body organized with main points and clear transitions.
4. Cited supporting materials that relate to the topic and your audience.
5. Conclusion that restates your main points and takes your audience into account.
6. Delivery reinforces what you are saying with emphasis on direct eye contact, vocal variety, careful pronunciation, and purposeful movement.
Outline 50 points | Speech 100 points
See the rubric on back and the sample outline

Welcome! All of you are here today because you have found a golden ticket in your Chilly Chonka
Chocolate bar, which means that you get to go on the Delicious Chilly Chonka Chocolate tour. While you are  getting over your excitement of winning, I would like to give you a sneak preview of the Delicious Chilly Chonka
Chocolate tour: We will first melt our way into the history of chocolate, secondly we will get a taste of the three  main types of chocolate, and finally we will dip into the chemical composition of chocolate.
I.  The history of chocolate
A.  Chocolate comes from the seed of the cacao tree
B.  The cacao tree dates back more than 3000 years ago by the Maya, Toltec, and the Aztecs.
C.  In the year 1502, Christopher Columbus brought cacao beans to Spain,  and chocolate slowly spread throughout the world.
Transition:  Now that we have melted our way into the history of chocolate I'd like to take us to taste the three  main types of chocolate: Milk, white, and dark chocolate.
II. These are the three main types of chocolate. (According to completechocolate.com)
A.  Milk chocolate.
1.  Milk chocolate is made up of 10% chocolate liquor and 12% milk solids,combined with
B.
2.  sugar, cocoa butter, and vanilla.
Milk chocolate is the most common chocolate in most sweet candies.
White chocolate.
1.  White chocolate does not contain chocolate liquor at all. Its ingredients include cocoa
2.  butter, sugar, milk solids, and vanilla.
There has been some debate as to whether or not white chocolate is "real chocolate"  because it doesn't contain chocolate liquor.
C.  Dark chocolate.
1.  Dark chocolate is made from 15­35% if chocolate liquor, sugar, cocoa butter and vanilla.
2.  Dark chocolate is also referred to as sweet and semisweet chocolate, it got its name  dark chocolate because it was darker than the milk and white chocolate.
Transition:  So now that we have had a taste of the 3 main types of chocolate: milk, white, and dark chocolate,  let's go take a dip into the chemical composition of chocolate.
III. These are the chemical compositions of chocolate according to  John Glenn Benner, author of the book
The Emperors of Chocolate.)
A.  Chemicals in chocolate include:
1.
2.
3.
4.
Serotonin: transmits calmness to brain.
Phenoylthylamine: a chemical released in our brain when we fall in love.
Endorphins: transmit high level energy and euphoria to our brain cells.
Theobromine: a substance similar to caffeine, it affects brain function by increasing  alertness, concentration and cognitive functioning.

B.  The tree that chocolate comes from, means "food for the gods,"  according to Sara S. Berry
C.  author of the book Cocoa, Custom, and Socioeconomic Change in Rural Western Nigeria.
Chocolate has a blend of over five hundred flavors (2.5 times more than any other food.)
Conclusion:
Our tour has now come full circle.  When all of you indulged in the chocolate I gave you, you may not have  been aware that the chocolate in itself contained milk, white, and dark chocolate. But now you are aware of  where chocolate comes from, the main types of chocolate and finally now you should understand why your  body reacted to the chocolate the way it did since we just freshly dipped ourselves into the chemical  composition.

Introduction is sufficient in length. There is an effective attention grabber, a clear thesis statement, and an effective brief preview of the main points.
Conclusion is sufficient in length. There is an effective, brief restatement of the main points and a creative closing.
Contains three or more main points.
Excellent, well- detailed content.
Contains at least three main points.
Good content detail.
Follows format of sample outline, including transitions. If there is a one, there is a two; if there is an A, there is a B, etc.
Works cited list is properly formatted and contains at least three or more entries.
Introduction length is acceptable, but could use more content. There is an attention grabber, a clear thesis statement, and a brief preview of the main points.
Conclusion length is acceptable.
There is a brief restatement of the main points.
An acceptable, fitting closing is given.
Mostly follows format of sample outline, including transitions, but may lack one or two formatting elements. If there is a one, there is a two; if there is an A, there is a B, etc.
Two or three elements of formatting may be missing. List contains three or more entries.
Introduction lacks sufficient content.
There may be an attention grabber, a thesis statement, and a brief preview of the main points, but some items may be missing.
Introduction is insufficient in length. An attention grabber, a clear thesis statement, and an effective brief preview of the main points are not present.
Conclusion lacks sufficient content.
There may be a brief restatement of some main points. An attempt at a closing lacks effectiveness.
Contains two or three main points.
Inadequate content detail.
Somewhat follows format of sample outline, including transitions, but may lack several formatting elements.
Conclusion length is insufficient.
There is no brief restatement of the main points.
A closing attempt is not present.
Contains two or fewer main points; content is severely lacking or not present.
Does not follow format of sample outline, including transitions. Ideas and points appear without organization.
More than three elements of formatting are missing. List contains two entries.
Improper formatting for one entry, or no works cited submitted.
Comments: