Speaking to InformIn completing this assignment, each student will:
Informative Speech ResourcesResearch Questions Learnzillion Lesson 5 Exit Ticket:
Extension Task Instructions My Research Disease or Condition _________________________ Analyze the Prompt Select a disease from the list generated by your teacher and research the following: 1. The history of the disease or condition. 2. Changing theories surrounding the disease/condition (e.g., causes, cures) 3. Innovators who’ve made a difference in its diagnosis, treatment, cure, or eradication. 4. How the disease or condition has impacted humanity (e.g. political, cultural, or economic) and/or stories of people who have suffered with the disease. 5.Underline the information that must be included in your project. 6.Where will you look for information? 7. What is/are the available mode(s) for reporting your findings? 8. What is/are the possible modes for my presentation? Extension Task Prompt: Create a brief written proposal for investigating and presenting information about the disease. Thoroughly research that disease and report your findings, along with citations, to your teacher and/or classmates using technology. Then use technology to produce and publish your presentation, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Click on the link above for a sample informative speech outline you may follow to write your informative speech.
Common Core State Standards Addressed in this Unit:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Student Standards for English Language Arts: Grades 9 – 10 b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Guiding Questions:
1.Why do you need supporting materials in your speeches? 2.What are the three kinds of examples discussed in this chapter? How might you use each kind to support your ideas? 3.What are five tips for using examples in your speeches? 4.Why is it so easy to lie with statistics? What three questions should you ask to judge the reliability of statistics? 5.What are six tips for using statistics in your speeches? 6.What is testimony? Explain the difference between expert testimony and peer testimony. 7.What are four tips for using testimony in your speeches? Summary: Good speeches are not composed of hot air and unfounded assertions. They need strong supporting materials to bolster the speaker's point of view. In fact, the skillful use of supporting materials often makes the difference between a good speech and a poor one. The three basic types of supporting materials are examples, statistics, and testimony.
In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed. Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective, though, they should be vivid and richly textured. Statistics can be extremely helpful in conveying your message as long as you use them sparingly and explain them so that they are meaningful to your audience. Above all, you should understand your statistics and use them fairly. Numbers can easily be manipulated and distorted. Make sure your figures are representative of what they claim to measure, that you use statistical measures correctly, and that you take statistics only from reliable sources. Testimony is especially helpful for student speakers because students are seldom recognized as experts on their speech topics. Citing the views of people who are experts is a good way to make your ideas more credible. When you include testimony in a speech, you can either quote someone verbatim or paraphrase his or her words. As with statistics, there are guidelines for using testimony. Be sure to quote or paraphrase accurately and to cite qualified, unbiased sources. If the source is not generally known to your audience, be certain to establish his or her credentials.
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