North Paulding High School

Presentation Skills Instruction

For Introduction to Business and
Technology, Business and Technology,
and Business Communications
Presentation Skills Instruction - Activity 1: The former 2013 FBLA President Muhammad Janjooa and
Treasurer Bobby Hutchings are coming to speak to my classes about the feedback they received from
competitive event judges as public speaking competitors in FBLA. They are also going to bring college
assignments and feedback from their Speech class to discuss with High School Students.
Standards:
BMA-IBT-1, BMA-BT-1, BMA-BC-1: Demonstrate employability skills required by business and industry.
1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.
1.6 Present a professional image through appearance, behavior, and language.

Presentation Skills Instruction Activity 2: Before my Business Communications class gave their
informative and persuasive speeches and my Introduction to Business and Technology classes performed
their workforce unethical behavior skits, we went over rubrics that would be used for public speaking
mainly for persuasive and informative speeches. I asked the students to watch for pros and cons when
listening to guest speakers based on the criteria mentioned on the rubric. All students must critique each
guest speaker by writing a page response in their journal.
Persuasive Speech Rubric:
Persuasive Speech Rubric
Evaluator: ______________________________
Speaker _____________________________
Score ____________________
Criteria

Topic _________________________________

Effectively Accomplished

Partially accomplished

3
5
Attention
Getter

Not accomplished

Effective use of attention getting

strategy (quote, statistic, question,
story, etc.) to capture listeners

Use of relevant attention

getting strategy, but did
not seem to adequately

No attention getting
strategy was evident. No
clear or relevant connection

attention and to introduce topic.

Attention getter is relevant and
meaningful and seemed to gain the
desired response from audience.

capture audience attention

and/or lead to desire
outcome.

to topic and/or speech

purpose.

Thesis
Statement

Speaker clearly formulated and stated

thesis statement during the speech
introduction. Thesis statement
identifies topic and
encompasses/previews main points.

Thesis is clearly implied,

although not explicitly
stated. Topic is clearly
identified, but main points
are not clearly previewed.

No thesis statement
(implied nor explicit). Main
points are not clearly
identified, audience unsure
of direction of the message.

Connection
w/Audience

Clearly stated the relevance of topic to

audience needs and interests.
Thoughtful audience analysis reflected
through choice of topic and supporting
evidence.

Topic seems somewhat

relevant to audience, but
not explicitly stated. Vague
reference to audience
needs and/or interests.

Topic seems irrelevant to

audience needs and
interests. No attempt made
to connect topic to targeted
audience.

Subject
Knowledge

Depth of content reflects knowledge

and understanding of topic. Main points
adequately substantiated with timely,
relevant and sufficient support.
Provided accurate explanation of key
concepts.

Provides some support for

main points, but needed to
elaborate further with
explanations, examples,
descriptions, etc. Support is
relevant, but not timely.

Provides irrelevant or no
support. Explanations of
concepts are inaccurate or
incomplete. Listeners gain
little knowledge form
presentation.

Organization

Uses effective organizational pattern for

speech purpose. Main points are clearly
distinguished from supporting details.
Signposts are effectively used for
smooth and coherent transitions.

General
structure/organization
seems adequate but some
blurring between main
points and supporting
details. Logical flow, but no
clear signposts for smooth
transitions.

Lack of structure. Ideas are

not coherent and transitions
are forced or blurred.
Difficult to identify
introduction, body, and
conclusion.

Logical
appeal

Presents sound arguments to support

major claim. Arguments are supported
with sufficient, relevant and valid
evidence. Reasoning is free of fallacies.

Some arguments are

sufficiently supported but
some unsupported
assertions are also present.
Minor reasoning fallacies.

Arguments lack relevant and

valid evidence. Information
is incorrect and/or
outdated. Many fallacies are
present in the reasoning.

Emotional
appeal

Effectively and ethically appeals to

audience emotions (anger, fear,
compassion, etc.) to achieve the
persuasive goal. Vivid and emotive

Appeals to audience
emotions (anger, fear,
compassion, etc.) to
achieve the persuasive

Fails to appeal to audience

emotions. No attempt to
use vivid or descriptive

language effectively used to create

imagery to engage audience
emotionally.

goal, but fails to observe

ethical responsibilities.
Creates some effective
imagery through language.

language to capture
audience emotions.

Credibility

Sources of information are clearly

identified and properly cited. Establishes
credibility and authority of sources
presented. Balances a variety of
perspectives and recognizes opposing
views.

Most sources are clearly

cited, but fails to effectively
establish credibility and
authority of sources
presented. Seems fair, but
fails to acknowledge
opposing perspectives.

Fails to identify and cite

sources. No attempt is made
to establish credibility and
authority of sources
presented. One-sided
argument, no other
perspectives are considered.
Some identifiable bias.

Eye contact

Consistently and effectively used eye

contact to establish rapport with
audience. Inconspicuous use of speaker
notes and effective use of scanning to
established an expanded zone of
interaction.

Conspicuous use of speaker

notes. Seems disengaged
from audience for
noticeable periods of time.

Reads speech from

notes/manuscript. Avoids
eye contact with audience.
Only occasional and
sporadic glances.

Body
language

Expressive, dynamic, and natural use of

gestures, posture and facial expressions
to reinforce and enhance meaning. Body
language reflects comfort interacting
with audience.

Stiff or unnatural use of

nonverbal behaviors. Body
language reflects some
discomfort interacting with
audience. Limited use of
gestures to reinforce verbal
message.

Body language reflects a

reluctance to interact with
audience. Distracting
movement and/or use of
self-adaptive behaviors.

Voice

Natural variation of vocal characteristics

(rate, pitch, volume, tone) in Standard
English to heighten interest and match
message appropriately.

Limited variation of vocal

characteristics. Use of rate,
pitch, volume and tone
seemed inconsistent at
times.

Monotone or inappropriate
variation of vocal
characteristics. Inconsistent
with verbal message.

Fluency

Appropriate pronunciation, enunciation,

and articulation. Lack of noticeable
vocalized fillers.

Few noticeable errors in

pronunciation, enunciation
and articulation. Minimal
use of vocalized fillers.

Excessive fluency errors

interfered with message
comprehension. Excessive
use of vocalized fillers.

Total Score _______________________

Informative Speech Rubric:

Informative Speech Grading Rubric

Objective/Criteria

Opens with Impact

Thesis Statement

Connection with
Audience

Organization &
Subject Knowledge

Credibility

Delivery: Eye Contact

Delivery: Body
Language

Effectively
Accomplished
Effective use of
attention-getting
strategy (quote,
statistic, question,
story, etc.) to capture
listeners attention and
to introduce topic (5)
Speaker clearly
formulated and stated
thesis statement to
identify topic and
encompass main points
of presentation (5)
Thoughtful audience
analysis reflected
through choice of topic
and supporting
evidence (5)
Main points are clearly
distinguished from
supporting details;
depth of content
reflects knowledge and
understanding of topic;
main points adequately
substantiated with
timely, relevant and
sufficient support (15)
Sources of information
are clearly identified
and establish credibility
(5)
Consistently and
effectively used eye
contact to establish
rapport with audience;
inconspicuous use of
notes and effective
scanning (5)
Expressive, dynamic
and natural use of

Performance Indicators
Partially Accomplished

Not Accomplished

Attention-getting strategy
used but did not seem to
adequately capture
audience attention and/or
lead to desired outcome (3)

No attention-getting
strategy was evident (0)

Thesis was clearly implied

but not explicitly stated (3)

General
structure/organization
seems adequate but some
blurring between main and
supporting details; logical
flow but no clear
transitions; further
explanations needed to
support content (10)

No thesis statement;
main points are not
clearly identified and
audience is unsure of
the direction of the
message (0)
Topic seems irrelevant
to audience needs and
interests; no attempt
made to connect topic
to audience (1)
Lack of structure; ideas
not coherent and
transitions are forced or
blurred; difficult to
identify beginning,
middle, end; no support
for ideas; little
knowledge gained by
audience (5)

Most sources are identified

but fail to effectively
establish credibility (3)

Failed to identify
sources; no attempt to
establish credibility (0)

Conspicuous use of notes;

seemed disengaged from
audience for noticeable
periods of time (3)

Read speech from notes;

avoids eye contact; only
occasional sporadic
glances (1)

Stiff or unnatural use of

nonverbal behaviors; body

Body language reflects a

reluctance to interact

Topic seems somewhat

relevant to audience; vague
reference to audience needs
and/or interests (3)

Delivery: Vocals

Closing/Summary

Props (if used)

gestures, posture and

facial expressions; body
language reflects
comfort (5)
Natural variation of
vocal characteristics
(rate, pitch, volume,
tone); appropriate use
of English language,
pronunciation,
enunciation, and
articulation; lack of
fillers (ums, uh, ah, you
know, etc.) (5)
Effectively summarizes
main ideas; closing is
relevant, memorable,
and meaningful to
audience (5)
Adequately enhanced
presentation (2)

language reflects some

discomfort; limited use of
gestures to reinforce verbal
message (3)
Limited variation of vocal
characteristics; few
noticeable errors in
pronunciation, enunciation,
or articulation; minimal use
of fillers (3)

with audience;
distracting movement or
other behaviors (1)

Ineffectively summarizes
main ideas; closing did not
seem to adequately capture
audience attention (3)

Did not summarize main

ideas; no memorable
conclusion (1)

Did little to enhance

presentation (1)

Props were inadequate

or inappropriate and
interfered with the
message (0)

Inappropriate variation
of vocal characteristics;
excessive fluency errors
interfered with message
comprehension;
excessive use of fillers
(1)

Total Points (55 pts.)

Name: ____________________________________________________ Speech Rubric (55 pts.) _________

Topic: ____________________________________________________ Typed Outline (15 pts.) _________

Comments:

Sources (10 pts.)

_________

Timeframe (10 pts.)

_________

Presented on Time (10 pts.)

_________

TOTAL (100 pts.)

_________

Standards:
BMA-IBT-1, BMA-BT-1, BMA-BC-1: Demonstrate employability skills required by business and industry.
1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.

1.6 Present a professional image through appearance, behavior, and language.

Students in all three classes of the Business and Technology pathway have to give an informative
speech using PowerPoint as one of their visual aids on the following subjects:
Introduction to Business and Technology An unethical behavior in the workforce presentation
Business and Technology Technology in the 21st Century
Business Communications Each student picks a different country and presents an informative
speech on International Business between his/her choice and the United States.
Business Communications students also have to perform persuasive speeches, how-to speeches,
and impromptu speeches.