TABLE OF CONTENTS

Overview

..3
Instructional Goal

..3
Audience

..3
Length

.4
Delivery Approach

..5
Lesson & Assessment Discussion
.
5-7
Instructional Material

...7-8
Physical Resource List

...7-8
Instructional Plan of Instruction Instructional & Lesson Summary.
.8-9
Lesson Plans
Workshop One

..10
Workshop Two

12
Workshop Three

..14

1
Workshop
Four
..16
Workshop Five

..18
Workshop Six

21
Workshop Seven

23
Resources Appendix A H
..
.25-41
References

42-43

WEBSITE PUBLICATION
This instructional manual can be located at the following internet address:
www.shannonrogers.weebly.com

OVERVIEW OF INSTRUCTIONAL UNIT

This instructors manual is intended to provide an overview of the material to be
covered in the 4-H media presentation workshop series. At the end of the
document, you will find a complete description of the instruction for each workshop.
A full list of instructional materials, resources, media links, and handouts is
provided.
INSTRUCTIONAL GOAL
Instructional goal: The learners will present their multimedia project with 100%
accuracy.
Participants will be able to apply the skills and techniques to develop an appropriate
media presentation to present to the judges and audiences at the project contests.
The learners will be able to choose an appropriate topic, create an outline, choose
appropriate images, modify the images, and create and deliver a complete media
presentation to the judges and live audience.
AUDIENCE
The audience for this instructional unit will be a small group of six students. All
students are 4-H members and have chosen to participate in a multimedia
presentation contest. Five of the participants are female and age in range from 15
17 years. The sixth participant is male and is 16 years old. All students are A, AB
honor roll students in their various high schools. The students attend four different
schools in three different school districts. One of the students is home schooled
through an accredited online public school. They have an extremely high level of
motivation due to the scholarship awards that are made to the winners of the
presentation contests at the state level. Creation and delivery of a multimedia

presentation will be necessary to successfully compete in the contests. Content

areas would include technology and speaker/presentation skills.
LENGTH
There are seven workshops in the series. All of the workshops are 50 minutes in
length, with the exception of the fifth workshop. The fifth workshop is intended to
be held on a Saturday and is 120 minutes in length.
DELIVERY APPROACH
All workshop sessions will be taught through direct instruction, with the exception
being the final workshop. The final workshop serves as the summative assessment
and no new material will be taught. All sessions, except the final summative
assessment session, follow the same basic format. This allows the workshop series
to be easily duplicated by others. All sessions begin with a pre-instructional activity.
During this time the learners are told the objective of the workshop, followed by a
brief activity. This period is followed by an instructional activity, during which time
the presenter introduces and presents the information and skills that will be focused
on. Direct instruction is utilized during this period. Individual, small group, whole
group and peer review activities are utilized during and following the instructional
activity. There is an assessment activity following each of the instructional
activities. A post assessment/wrap up activity provides reiteration of the lesson
objective.
Learners will utilize laptop computers with Microsoft PowerPoint software.
Presentations and images will be saved onto individual flash drives. Learners have
the option to use a laptop computer that may be checked out to them for the
duration of the workshops from the extension office, or they may provide their own

laptop. Instructor presentations will be made using an extension office laptop and
computer projector. Discussions are held throughout each of the workshops and
informal assessment is ongoing through observation and learner response and
demonstration.
INSTRUCTIONAL SEQUENCE
The workshops each focus on a component of the final product. Each session
moves sequentially through the steps necessary for the learner to: recognize the
parts of a presentation, choose an appropriate topic, create an outline, recognize
the characteristics of an effective PowerPoint presentation, become familiar with the
judging score card and factors to be judged, design effective PowerPoint slides,
analyze and recognize vocabulary, tone, and body language that are appropriate to
audiences and answer judges questions appropriately. The workshops culminate
with each learner presenting their full media presentation to their peers who serve
as reviewers. This activity serves as the summative assessment.
A2 & A3 LESSON AND ASSESSMENT DISCUSSION
WORKSHOP ONE OBJECTIVE: Given a copy of a judges score card, the

learners will list four factors or traits that are judged with 100% accuracy.
The first workshop begins by familiarizing the learner with the different parts of the
4-H presentation. A brief video shown in the pre-instructional stage activates prior
learning, enhances engagement and interest and sets the upbeat tone for the
instructional component. Direct instruction is utilized as the learners go through the
different stages of a presentation and answer questions from the handout, Your 4-H
presentation related to topic choice. A group activity provides an opportunity for
learners to discuss topic selection and give/receive peer input. An assessment
activity is provided through learner response and topic selection.

5
WORKSHOP TWO OBJECTIVE: Given a basic template, learners will complete a

basic outline of their presentation with 100% completion before the end of
the workshop.
The second workshop extends topic selection by focusing on the learner creating an
outline. A pre-instructional activity utilizes the handout Presentation by activating
knowledge from the previous workshop. Direct Instruction is utilized as the 4-H
Presentation handout is reviewed and questions are answered. Learners will utilize
their laptops and Word programs to create outlines based on their topic choices.
The presenter will monitor learners and answer questions during this stage.
Assessment is provided by the presenter reviewing the learners outline.
WORKSHOP THREE OBJECTIVE: When shown different examples of

PowerPoint slides, learners will correctly identify the characteristics of

effective slides by providing a thumbs up or thumbs down signal with
100% accuracy.
The third workshop focuses on the effective characteristics of a PowerPoint
Presentation. The pre-assessment activity activates prior knowledge as the learners
are asked to brainstorm over past presentations that they have seen. Learners will
create a list of three characteristics that they consider necessary for an effective
presentation and three characteristics that they think make a presentation
ineffective. Their results will be discussed. Direct instruction: Learners will view
several short presentations with the presenter pointing out different aspects of the
various presentations. Group discussion will be utilized as learners compare and
contrast different slides and discuss whether they believe the presentations to be
effective or not, along with the characteristics that caused their reactions.
Assessment is provided at the conclusion of the lesson as the learners view
additional slides and indicate whether the slide is effective or ineffective by showing
a thumbs up or a thumbs down.

6
WORKSHOP FOUR OBJECTIVE: Given the task of developing a power point

presentation, the learner will complete the steps for creating a power
point slide with 100% accuracy.
The fourth workshop will utilize the official 4-H Presentation Judging Form. Direct
Instruction takes place as the presenter introduces and explains the different areas
of the form. Learners will achieve familiarity with the judging process and
characteristics that the judges are looking for by examining and discussing the
contest judging form and scoring sheet. By gaining this information, learners will be
able to design an effective presentation that is targeted to meet each of the contest
requirements. Assessment is accomplished through learners listing traits and areas
from the judges form. Learners will elaborate on the areas that they believe will be
the most difficult to score in.
WORKSHOP FIVE OBJECTIVE: Given different image choices, learners will

choose topic appropriate images and insert them into their presentation
slides. Learners will demonstrate image insertion into an existing
PowerPoint slide with 100% accuracy.
Workshop five is an extended session that is intended to take place on a weekend
day. This session is intended to be 120 minutes in length. A similar method of
instruction will be utilized. The presenter will use direct instruction to familiarize
learners with the Pics4Learning website. Direct instruction will also be utilized to
familiarize learners with the Paint Shop Pro image editing software. Learners will
view and choose images from the Pics4Learning website to enhance their
presentation. Photo editing software, Paint Shop Pro, will be utilized to modify and
customize the images. Assessment takes place through presenter observation as
the learners peer review each others image choices and make suggestions.
WORKSHOP SIX OBJECTIVE: Given the task of making a presentation, the

learner will demonstrate: appropriate body posture, inappropriate body

posture, correct speech tone, incorrect speech tone, proper and improper
vocabulary with 100% accuracy.

Workshop six focuses on learners developing familiarity with the differences in tone,
vocabulary and body language that are appropriate for public speaking. Direct
instruction will be utilized as the presenter covers and expands on the information
provided in the different handouts: Body Language Hints, Voice Hints, Verbal
Effectiveness and Verbal Ineffectiveness hints, Appropriateness hints sheet and
the Rubric for Public Speaking handout. Assessment takes place through
observation as each learner demonstrates an appropriate and inappropriate tone,
posture, or word use.
WORKSHOP SEVEN OBJECTIVE: Given the task of judging a peers

presentation, the learner will complete the judges scorecard with

appropriate justification for each area, with 100% accuracy.
The final Workshop is a summative assessment. Learners will practice giving their
4-H presentations. Peers will review each presentation and utilize the official 4-H
Judging Form. The reviews will focus on evaluation and will provide both positive
and constructive criticism. The presenters role is that of an observer and
moderator. Though the presenter should choose make constructive comments, no
new information should be introduced at this time.
INSTRUCTIONAL MATERIALS LIST

Your 4-H Presentation booklet handouts, Appendix A

Educational Presentation Judging Form, handouts, Appendix B
Preparation handout, Appendix C
PowerPoint General Guidelines handout, Appendix D
Body Language Hints handout, Appendix E
Voice Hints handout, Appendix F
Verbal Effectiveness handout, Appendix G
Rubric For Public Speaking handout, Appendix H

PHYSICAL RESOURCE LIST

Presenter computer

Computer projector
Laptop computer (1 per learner)
Flash drive (1 instructor, 1 per learner)
Internet access
Tables
Chairs
Pens & pencils (1 each per learner)
Power strips
Power cords
Projection screen

PLAN OF INSTRUCTION INSTRUCTIONAL & LESSON SUMMARY

The series of workshop lesson plans utilize the cognitive learning theory. Gagnes
Nine Events of Instruction were referred to during development of the series. Each
lesson was designed to activate and build upon prior knowledge. With the
exception of the final workshop, all sessions are taught through direct instruction
and follow a logical sequence and same basic format. This allows the workshop
series to be easily duplicated by others.
Individual, partner, small group, whole group and peer review activities are
utilized. Activities were designed to include all learning modalities. The presenter
works with learners as a group and individually. This allows learners the opportunity
to ask questions that are directly related to their specific presentation while allowing
the presenter an opportunity to review their progress and check for understanding.
Discussions are held throughout each of the workshops and informal assessment is
ongoing through observation and learner response and demonstration.
Instructor presentations are made using a laptop and computer projector.
Learners will utilize laptop computers with Microsoft PowerPoint software.
Presentations and images will be saved onto individual flash drives. Web based
videos and blogs are used to provide examples and to activate and build on prior

knowledge. PowerPoint and Paint Shop Pro programs are used in both instruction
and by the participants in the presentation design process. The Pics4Learning
website provides high quality, copy right free images for use within the learners
presentations. Learners utilize their private Facebook accounts to network with, and
gain information from other 4-H members who have participated in this type of
contest.
The series of workshops is designed for 4-H members who want to compete
in the 4-H educational presentation project and contests using a multimedia
presentation. The workshop series begins by familiarizing learners with the project
and requirements. An overview of the educational presentation project and judging
criteria are given. Learners select a topic and create an outline. Next, learners are
taught effective PowerPoint presentation design techniques. Learners design
PowerPoint slides and choose appropriate images that correspond with their outline.
Public speaking skills are addressed through a video and handouts. Learners have
the opportunity to identify dos and donts related to speech, tone, pace and
grammar. Learners are encouraged to network with other 4-H members through
Facebook to gain specific information related to the judging process and question
and answer phase that follow. Specific judging criteria and expectations are
addressed. Discussions are held throughout each of the workshops and informal
assessment is ongoing through observation and learner response and
demonstration. The workshop culminates with each learner presenting their
completed presentation to their peers for review. This activity serves as a
summative assessment and a rubric is utilized to provide feedback.

10

Workshop One
Recognizing parts of a 4-H presentation and topic selection.
Lesson Overview: Learners will achieve familiarity with the different parts of a 4-H
multimedia presentation and gain information on how to select an appropriate topic. By
gaining this information the learners will understand the different areas of a presentation
and be able to narrow down their topic choices. At the conclusion of the lesson, learners will
be able to choose an appropriate topic for their presentation.
Objective: Given a copy of a judges score card, the learners will list four factors
or traits that are judged with 100% accuracy.
Materials & Resources: Copies of Your 4-H Presentation booklet, writing pens or pencils,
laptop, internet access, computer projector, projection screen
Websites Utilized: https://www.youtube.com/watch?v=WTytHTCkv8c
Lesson Objective: The learner will state their topic choice and give two reasons, (from the
presentation manual) that support their choice with 100% accuracy.
Time: 45 minutes
Step One: Pre-instructional Activity (10 minutes)

1. Learners will be told the objective for the lesson.

2. Learners will view the video: Its Showtime! How to Demonstrate the 4-H
Way at:

https://www.youtube.com/watch?v=WTytHTCkv8c

Step Two: Instructional Activity (30 minutes)

Resources Used: Your 4-H Presentation booklet, pens
1. Learners will be given copies of the Your 4-H Presentation booklet and given 5
minutes to look over the material. They will be told to pay particular attention to the
topic selection section.
2. The presenter will go over the material on the first page, reiterating that the
presentations should be a show and tell, or demonstrate how to do something.
3. The presenter will read the eight questions given on page one of the booklet that
learners should ask themselves in order to help narrow and choose an appropriate
topic.
4. Learners will be asked about their current and past projects. The presenter will
encourage the learners to relate the project information to the eight questions.
5. Learners will be given 10 minutes to answer the topic focus questions on page one.
The presenter will move from learner to learner to answer questions and clarify.
6. Group Activity: 15 minutes

11
Learners will discuss their answers and possible topic selections with other members
of the group. The presenter will continue to answer questions and move within the
group.
If learners complete this section with additional time, they should be encouraged to
begin considering a title and making notes in their presentation manual over main
points of their presentation.

Step Three: Assessment Activity: (5 minutes)

1. The presenter will call on each learner. The learner will state their topic choice and
give two reasons, (from the presentation manual) that support their choice.

Step Four: Wrap Up Activity (5 minutes)

Presenter will reiterate the objective. Learners will be asked if they believe that the
objective has been met. Learners will be asked to give their opinion on which area of the
presentation that they believe will be the most difficult to accomplish.

*The presenter should pick up the presentation booklets and keep them for the next lesson.

12

Workshop Two

Extending the chosen topic; creating an outline.

Lesson Overview: Learners will review the Preparation handouts. Topic selection,
sections of a presentation, basic outline and helpful hints will be discussed. At the
conclusion of the lesson the learners will create a rough outline of their main points.
Objective: Given a basic template, learners will complete a basic outline of their
presentation with 100% completion before the end of the workshop.
Materials Needed: Preparation handouts (1 per learner), 4-H Presentation booklets
(from the previous lesson), pens, laptop computers (1 per learner), tables, chairs, power
cords, power strips
Lesson Objective: The learner will complete the outline template with 100% accuracy.
Time: 50 minutes
Step One: Pre-Instructional Activity (5 minutes)
Resources Used: Presentation handout, pens
1. Learners will be told the objective for the lesson.
2. Learners will be given copies of the Presentation handout and allowed time
to look over the form
3. Learners will be given pens and asked to write notes on their handout
indicating areas that they have questions about, or are particularly unclear on.

Step Two: Instructional Activity (10 minutes)

Resources Used: Your 4-H Presentation booklet, Presentation handout, pens
1. Learners will be given their 4-H presentation booklets from the previous lesson.
The parts of a presentation will be reviewed.
2. Presenter will read through the Presentation handout. Learners will be asked to
relate and compare and contrast the information from the booklet to the
information on the handout.
3. Notes and questions will be addressed.

Step Three: Assessment Activity (40 minutes)

Resources Used: Your 4-H Presentation booklet, Presentation handout, pens, laptop
computer (1 per learner), individual flash drives, power strips and power cords for each
computer, tables, chairs

13
1. Learners will utilize the Word program on their laptop computers.
2. Learners will use their notes, along with their copies of the 4-H Presentation
booklet and the Presentation handout to create a rough outline consisting
of a brief introduction, eight to ten main points that they will include in their
presentation, and a brief summary.
3. Learners will partner with a buddy and discuss their outlines. Presenter will
move from group to group to check for understanding and answer any
questions.
4. Learners should back up and save their outlines on both their laptop
computers and flash drives.

Step Four: Wrap Up Activity (5 minutes)

Presenter will reiterate the objective. Learners will be asked if they believe that the
objective has been met. Learners will be asked to verbally list three things that they
believe will be the most important for their presentation success.
**Presenter will save all outlines on a single flash drive that is to be kept in their
possession.

14

Workshop Three

Recognizing the characteristics of an effective PowerPoint presentation.

Lesson Overview: Learners will activate prior knowledge by brainstorming about different
presentations that they have seen. They will create a list of three characteristics that they
consider necessary for an effective presentation and three characteristics that they think
make a presentation ineffective. Their results will be discussed. Learners will view several
short presentations and discuss whether they believe the presentations to be effective or
not, and the characteristics that caused their reactions. At the conclusion of the lesson the
learners will view additional slides and indicate whether the slide is effective or ineffective
by showing a thumbs up or a thumbs down.
Objective: When shown different examples of PowerPoint slides, learners will
correctly identify the characteristics of effective slides by providing a thumbs up
or thumbs down signal with 100% accuracy.
Materials Needed: Laptop, computer projector, internet access, and projection screen
Websites Utilized:
1. http://www.slideshare.net/sudarsansahu/powerpoint-do-dont?related=1
2. http://www.slideshare.net/covs/ppt-dos-and-donts?related=2
3. http://blog.hubspot.com/blog/tabid/6307/bid/6012/17-Examples-of-GreatPresentation-Design.aspx

Lesson Objective: When shown different examples, learners will be able to correctly
identify the characteristics of effective slides by providing a thumbs up or thumbs down
signal with 100% accuracy.
Time: 50 minutes
Step One: Pre-Instructional Activity (5 minutes)
1. Learners will be told the objective for the lesson.
2. Learners will brainstorm about different presentations that they have seen,
whether it has been in school, church or 4-H. They will discuss those
presentations that stick out in their thoughts as being great/effective/interesting.
Then they will discuss those presentations that stick out in their thoughts as
having been bad/boring/uninteresting.

Step Two: Instructional Activity (30 minutes)

15
Resources Used: computer, computer projector, projection screen
4. Learners will view the PowerPoint presentation at:
http://www.slideshare.net/sudarsansahu/powerpoint-do-dont?related=1
5. Presenter will read the highlights on each slide and will point out the pertinent
characteristics
6. Learners will view the PowerPoint presentation PowerPoint Presentation Dos and
Donts at: http://www.slideshare.net/covs/ppt-dos-and-donts?related=2
7. Learners will discuss whether they agree or disagree with the information
presented on the various slides and will contribute ideas as to how a slides
content could be improved.

Step Three: Assessment Activity (10 minutes)

1. Learners will view various slides located at:
http://blog.hubspot.com/blog/tabid/6307/bid/6012/17-Examples-of-GreatPresentation-Design.aspx
2. Learners will view different slides and indicate whether the slide content is well
presented or could be improved. Learners will indicate this by either showing a
thumbs up or thumbs down to signify their answer.

Step Four: Wrap Up Activity (5 minutes)

Presenter will reiterate the objective. Learners will be asked if they believe that the
objective has been met. Learners will be asked to give a quick summary of the three
things that they learned that they consider to be the most important to create an
effective slide.

16

Workshop Four

Recognizing the areas of the judging score card and factors to be judged.
Lesson Overview: Learners will achieve familiarity with the judging process and
characteristics that the judges are looking for by examining and discussing the contest
judging form and scoring sheet. By gaining this information, learners will be able to design
an effective presentation that is targeted to meet each of the contest requirements. At the
conclusion of the lesson, learners will be able to list traits and areas that the judges will be
scoring.
Objective: Learners will list four traits that the judges will be scoring with 100%
accuracy.
Materials Needed: Copies of official judging forms, Score Sheet for Educational
Presentations (Appendix A), blank copy paper, writing pens, laptop computers, individual
flash drives with saved outlines and individual Facebook accounts
Time: 50 minutes
Step One: Pre-Instructional Activity (5 minutes)
Resources Used: Official Judging Forms (1 per learner)
1. Learners will be told the objective for the lesson.
2. Learners will be given copies of the official judging forms and allowed time to
look over the form
3. Learners will be given pens and asked to write notes on their form indicating
areas that they have questions about, or are particularly unclear on.

Step Two: Instructional Activity (30 minutes)

Resources Used: Official Judging Forms (1 per learner), individual laptops, flash drives with
saved outlines, power cords, power strips
1. The presenter will start at the first area to be judged and discuss the factors
for judging beginning with the first section.
For Example: The first item listed is appearance. Proper attire will be
discussed.

17
1. Dress shirt, (pressed), slacks, (pressed and starched), and a tie for
boys. Girls may choose to wear either a dress or slacks.
2. Hair must be neat. Girls need to be sure that it is out of their eyes.
3. Shoes/boots must be clean.
2. At the end of each section, learners will be encouraged to ask questions or for
clarification.
3. Learners will open their existing outlines on their laptops. They will modify
their outlines and make notes based on the areas that are emphasized in the
judging process.

Step Three: Assessment Activity (5 minutes)

1. Learners will be given blank pieces of copy paper and asked to list four
categories that they believe will be the most challenging to them,
personally.
2. Answers will be discussed with an emphasis on positive thinking.

Step Four: Wrap Up Activity (5 minutes)

1. Presenter will reiterate the objective. Learners will be asked if they believe that
the objective has been met. Learners will be asked to give a quick summary of
the three things that they learned that they consider to be the most important.

Extension Activity (5 Minutes)

Presenter will discuss the importance of networking with other 4-H

members who have participated in this type of contest. Learners will be
encouraged to connect with former contestants through the use of
Facebook. Learners will be charged with gathering information from
former contestants regarding helpful hints and questions that they were
asked by the judges. This information will be shared in an upcoming
lesson.

Homework Activity
In preparation for the next lesson, learners should choose an appropriate PowerPoint scheme
for their presentation and create a slide with text for each of their main points.

18

Workshop Five

Designing slides for a media presentation

Lesson Overview: Learners will view and choose images from the Pics4Learning website to
enhance their presentation. Photo editing software will be utilized to modify and customize
the images. At the conclusion of the lesson, the learners will have inserted the images on to
an appropriate slide.
Objective: Given a basic template, learners will complete a basic outline of their
presentation with 100% completion before the end of the workshop.
Materials Needed:

Copies of PowerPoint Guidelines (1 copy per learner)

laptop computers
individual flash drives with completed homework presentations,
power cords, power strips, tables, chairs
internet access, presenter computer, computer projector, projection screen

Websites Utilized:
1. http://www.pics4learning.com/
2. http://download.cnet.com/Corel-PaintShop-Pro/3000-2192_4-10001995.html
Time: 120 minutes

Step One: Pre-Instructional Activity (10 minutes)

Resources Used: Copies of PowerPoint Guidelines (1 per learner), laptop computers,
individual flash drives, power strips, power cords
1. Learners will be told the objective for the lesson
2. Hand out the PowerPoint Guidelines copies. Learners will be given 3 minutes to
review the material.

19
3. The presenter will lead the discussion over the hints on the PowerPoint Guidelines.
Prior knowledge gained from previous lessons should be brought into the discussion.
4. Learners will review their presentations that they completed as homework and apply
the information from the PowerPoints Guidelines handout.
5. Learners will be broken into two groups. One group will show members of the other
group the PowerPoint scheme and outline slides they completed as homework. After
ten minutes, the groups will swap, allowing the other learners to show their
presentation.
The presenter should view each of the presentations and color schemes. Suggestions
should be made regarding color, visibility, font choice, etc. Also, the presenter should
save a copy of each presentation on the mast flash drive during this step.
6. Learners will be told the objective for the main lesson.

Step Two: Instructional Activity (90 minutes)

Resources Used: internet access, presenter laptop, computer projector, individual laptops,
power cords, power strips, individual flash drives
Websites Utilized:
http://www.pics4learning.com/
http://download.cnet.com/Corel-PaintShop-Pro/3000-2192_4-10001995.html
1. The presenter will open her laptop and access http://www.pics4learning.com/ . The
presenter will give an overview of the website and the way that the collections are
searched and accessed.
2. The presenter will demonstrate out how to right click, download and save images to
individual flash drives.
3. The presenter will go to http://download.cnet.com/Corel-PaintShop-Pro/3000-2192_410001995.html and demonstrate the software. The presenter will use an image
saved from http://www.pics4learning.com. Learners will be shown how to open the
image using the photo editing software. The presenter will demonstrate how to add
borders, clarify the image, crop, rotate and resize images. Learners will be reminded
to save the modified images on their individual flash drives.
4. Learners will download the free software onto their individual laptops.
5. Learners will be told to use the website, http://pics4learning.com/ to locate at least
one related image for each of the slides that they created for their presentation.
Learners will be instructed to utilize the Paint Shop Pro software to modify or
customize the images.
6. The presenter will move from learner to learner to assist and answer questions.
Step Three: Assessment Activity (15 minutes)
1. Learners will leave their presentations up on their laptops. They will gather around
each individuals laptop in turn, while the individual quickly shows their presentation
slides. The object is for each learners slides, text and images to be viewed. There
should not be an accompanying speech at this point.

20
2. Learners will evaluate their peers presentation slides. They should each give at least
one positive trait, and one constructive suggestion.

**Presenters should save a copy of each presentation on the master flash drive at the
conclusion of each learners turn.

Step Four: Wrap Up Activity (5 minutes)

2. Presenter will reiterate the objective. Learners will be asked if they believe that
the objective has been met. Learners will be asked to choose a skill that they
learned or improved that they consider to be important for their presentation to
be a success.

Homework: Learners should bring their completed speech outline with them for the next
session.

21

Workshop Six
Analyzing and recognizing differences in tone, vocabulary and body language that are
appropriate to different audiences.
Lesson Overview: Learners will achieve familiarity with the differences in tone, vocabulary
and body language that are appropriate for public speaking.
Objective: Given the task of making a presentation, the learner will demonstrate:
appropriate body posture, inappropriate body posture, correct speech tone,
incorrect speech tone, proper and improper vocabulary with 100% accuracy.
Materials & Resources:

Copy of: Body Language Hints sheet (1 per learner)

Copy of: Voice Hints sheet (1 per learner)
Verbal Effectiveness and Verbal Ineffectiveness hints sheets (1 per learner)
Copy of Appropriateness hints sheet (1 per learner)

Copy of: Rubric for Public Speaking (5 per learner)

Pencils and pens (1 per learner)

Individual learners completed speech note cards
Presenter computer, computer projector, projection screen, internet access

Websites Utilized: https://www.youtube.com/watch?v=dEDcc0aCjaA

Time: 50 minutes
Step One: Pre-instructional Activity (10 minutes)
Resources Used: presenter computer, computer projector, projection screen
Website Utilized: https://www.youtube.com/watch?v=dEDcc0aCjaA

22
1. Learners will be told the objective of the lesson
2. Learners will watch, How to Do a Presentation Five Killer Openings
3. The five hints from the video will be summarized by the presenter.
Step Two: Instructional Activity (30 minutes)
Resources Used:

Copy of: Body Language Hints sheet (1 per learner)

Copy of: Voice Hints sheet (1 per learner)
Verbal Effectiveness and Verbal Ineffectiveness hints sheets (1 per learner)
Copy of Appropriateness hints sheet (1 per learner)
Copy of: Rubric for Public Speaking (5 per learner)

Pencils and pens (1 per learner)

1.
2. Learners will be given copies of the Body Language Hints and Voice Hints sheets
and given 5 minutes to look over the material.
3. The presenter will go over the material answering questions and clarifying.
4. Learners will be given copies of the Verbal Effectiveness and Verbal
Ineffectiveness sheets and given 5 minutes to look over the material.
5. The presenter will go over the material answering questions and clarifying. The
presenter should provide examples as clarification.
6. Learners will be given copies of the Rubric for Public Speaking and given 5 minutes
to look over the material.
7. The presenter will point out that the number correlate to the numbers on the Verbal
Effectiveness and Verbal Ineffectiveness sheets.
8. Learners will take turns giving their speech while their peers use the Rubric for
Public Speaking to evaluate them.
a. Learners will write at least one positive comment for both the top and bottom
sections, along with one constructive suggestion for each section.
b. The presenter will take up all of the rubrics for each presenter up. These will
be given to each individual following the assessment activity.
c. Learners should be given at least 2 minutes between presentations in order to
have time to write their comments.
d. Learners will be encouraged to write their own notes on their own papers inbetween presentations.
Step Three: Assessment Activity: (5 minutes)
2. The presenter will call on each learner. The learner will demonstrate both a positive
and negative example from one of the hint sheets used during that period.
Step Four: Wrap Up Activity (5 minutes)
Presenter will reiterate the objective. Learners will be asked if they believe that the
objective has been met. Learners will be asked to give their opinion on which area of the
areas that they believe will be the most challenging for them while giving their presentation.
Homework: Learners should come to the next workshop prepared to present their full
media presentation and speech. Learners should bring their laptops and flash drives with

23
their completed media presentations on them. Learners should also bring complete sets of
notes or flash cards for the speech portion. Learners will compile the information that they
have gained through networking with other 4-H contestants on Facebook. Each learner
should make a list sharing at least five helpful hints that they gained through their Facebook
network.

Lesson Plan Seven

Full media presentation practice and responding appropriately to judges questions.
Lesson Overview: Learners will practice giving their 4-H presentations. Peers will review
each presentation and utilize the official 4-H Judging Form. Learners will come to the
workshop prepared, having compiled information that they received from other 4-H
Presentation contestants through networking on Facebook regarding judges feedback,
helpful hints and judges questions.
Objective: Given the task of judging a peers presentation, the learner will
complete the judges scorecard with appropriate justification for each area, with
100% accuracy.
Materials & Resources:

Copies of Rubric For Public Speaking (1 copy for each evaluator x number of
presenters)
writing pens or pencils
Individual learners flash drives
Individual learners laptops
computer projector, projection screen
Information gathered from Facebook networking

Time: 50 minutes
Step One: Pre-instructional Activity (10 minutes)
Materials & Resources: Information gathered from networking through Facebook

1. Learners will be told the objective for the lesson.

2. Group activity: learners will take turns sharing at least five helpful hints
that they gained through their Facebook network.
3. Learners will compare and discuss the information.
Step Two: Instructional Activity (30 minutes)
Materials & Resources:

24

Copies of Rubric For Public Speaking (1 copy for each evaluator x number of
presenters)
writing pens or pencils
Individual learners flash drives
Individual learners laptops
computer projector, projection screen

1. Learners will draw numbers to determine the order they will go in to present their
full media presentation and speech. Each presentation will be loaded on the
presenters computer and will be projected onto the projection screen through the
use of the computer projector.
2. Peer learners will utilize the Rubric for Public Speaking to review each
presentation.
3. At the conclusion of each presentation, peer reviewers will ask each presenter two
questions. The questions will be based on the information gained from
networking with other 4-H presenters through Facebook.
4. The presenter will encourage the learners to include comments on the judging
sheet.
5. The presenter will be responsible for gathering each of the judging sheets and
holding them until after all presentations have been given.
6. Following the final presentation, the learners will review their judging sheets and
comments. The learners will discuss their results as a group with an emphasis on
positive feedback.

Step Three: Assessment Activity: (5 minutes)

1. The presenter will call on each learner. The learner will state two questions
that they formulated due to their networking through Facebook.

Step Four: Wrap Up Activity (5 minutes)

Presenter will reiterate the objective. Learners will be asked if they believe that the
objective has been met. Learners will be asked to give their opinion on whether or not they
found the Facebook networking helpful in preparation for answering the judges questions
during the contests.

Final Assessment: Project leader will assess each leaners presentation and speech at the
final workshop, prior to the first competition.

25

Appendix A

YOUR 4-H PRESENTATION

A 4-H Presentation is a show and tell presentation using visuals that teaches others
something about your project area. When giving a
presentation, 4-Hers actually show, or tell how (step by
step) by talking and showing charts, drawings, models
or pictures.
SELECTING A TOPIC: To begin preparing your
Presentation, you must first select a topic. The project
area you have chosen is a broad area in which many
different topics fit under. You must first narrow down a
single topic for your speech. Your topic should not be so
broad that you cannot go into depth.
For example. If your project area is Dog Care and
Training, you need to pick one aspect to talk about such
as: types of food and nutritional value of each, importance of exercise, training, grooming, or
health problems. Your presentation should not include all these topics even though they are
all included in your project area.
To help narrow down a topic, ask yourself the following questions:

Do I already know something about this topic?

Am I really interested in it?
Can I find enough information about the topic?
Can I get excited about it?

26

Is it worth learning about?

Can I complete it in a reasonable length of time?
Does this topic help me explore a career I am interested in?
Is this topic a hot topic now?

Notes:

__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________
PARTS OF A PRESENTATION
A presentation consist of a title and three main parts: Introduction, Body and Conclusion or
Summary.
The TITLE sets the

tone of your presentation.

Hint: Sometimes it is easier to choose a title after you have finished writing your speech.
Your title should be catchy and make the audience curious. It can be a play on words, funny
or a simple statement or question. Select a single, simple idea on which to build your
demonstration
Plan the body of the demonstration
Plan the conclusion, include handling questions
Then plan your introduction and select the title

This approach sounds like is in reverse order, but it works! Try it! Many people try to select
a title, then plan the body of their talk and so forth. Bad idea!

27
In your INTRODUCTION, you should make the

subject and your purpose clear.

Your introduction should be original and brief. Explain
what you are going to talk about and why you chose
the subject.
The introduction should capture the audiences
attention. You could use a startling statistic, a believe
it or not statement, a personal experience, a quote
by a famous person, ask a question or throw out a
challenge.
Your introduction should also include your title. Your introduction should make the audience
feel your subject is important, practical and interesting.

The bulk of your presentation time should be spent on the BODY. This is the most important
part of your presentation.
When researching your topic, gather more information than you will need. Then narrow it
down to the main points you want to discuss. If you are demonstrating how to do something,
tell what is being done, and what this method is being used. It is advisable to have samples
of materials in various stages to help illustrate each step of the process.
Take nothing for granted. Assume the audience knows nothing about your topic.
Always use your own words. This will help in your presentation score because its coming
from you, not from how someone else expressed their interest. Short quotes are fine to use
but give the author credit.
The CONCLUSION is as important as the introduction.
Summarize the ideas you want remembered the longest.
Be original and avoid using such phrases as in conclusion. A good conclusion will let the
audience know you are finished without telling them.
Your conclusion should:
provide a natural stopping place
leave the main idea in everyones mind
create a desire for the audience to find out more
linked or tied to the introduction.
Hint - Do not end your presentation by saying; Thank you for listening to my presentation.
Instead, stop and wait for a count of three before saying, I will be happy to answer any
questions you may have at this time.

28
PLANNING YOUR PRESENTATION
Now that you know what a presentation is and have
selected your topic, you should take the time to create
an outline before going any further. An outline will help
you stay focused. It will also make writing your speech
and determining what visuals to use a lot easier.
The most important aspect of outlining your
presentation is determining the main points you will
cover.
Hint- you should plan to cover five to eight main
points. Each one of these points will have to be
proved or explained.

Presentation Hints
Use notes sparingly, if at all. Your speech should not be written word for word, only an
outline. Use as many cards as you need instead of trying to cram it all on 2-3 cards. Number
each card at the top right hand corner. Note Cards should not be larger than 4 X 6 inches.
Rehearse alone and out loud in front of a mirror the first few times. When you feel
comfortable, practice in front of others. Practice in front of a table and with all visuals you
will be using at DPA. Be careful of umms , ahhs, and okays to fill in thinking space.
Eye Contact: Dont forget to smile and make eye contact with the judges and the audience.
Use hand gestures when appropriate but dont over use. Stand up straight and dont lean on
the table.
MISTAKES? Hopefully with enough practice, all of the rough spots in your demonstration
will be ironed out. But, what if the
unthinkable happens . . . you forget what
you are talking about, your note cards get
out of order? Just relax and regain your
composure, it is not a big deal. Correct the
problem and continue on. Turn a negative
into a positive. The judges will be
impressed if you handle a mistake properly.
Do not make a joke of a mistake or even
acknowledge it. Truth is, many mistakes will
not be noticed in the room unless you do
something to point them out.
FEAR? It is normal to have butterflies
in your stomach. Even guest speakers
get nervous before their
presentations. A good way to calm
down before a speech is too take ten
deep breaths. This may sound silly,

29
but when we get nervous we tend to hold our breath. Taking deep breaths gets
oxygen to our brain and muscles and helps us calm down.

Appendix B

Educational Presentation
NAME(S)

__________________________________________________________________________

PRESENTATION TITLE: _________________________________________________________________

AGE CATEGORY:

Junior

Intermediate

Senior

MAX TIME 12 MINUTES: Starting Time: Ending Time:

TYPE OF PRESENTA-

Elapsed Time:

Method Demonstration Illustrated Talk Public Speech

Each person evaluation an education presentation is to score all items in divisions I, II, III (see reverse
side). It is important that each item be scored and additions be checked for accuracy. The scoring team

30
should compare scores and arrive at a combined sore for each presenter.

FINAL SCORE
Texas 4-H and Youth Development Program

Revised: 9/2007

POINTS TO CONSIDER IN SCORING

I. The 4-H Member (20 points)
Appearance - Neat, appropriate dress, good posture. Is the 4-Her well groomed?
(5 points)

31
Voice - Distinct, forceful, yet natural. Does the 4-Her have a clear, reasonably strong voice
with distinct enunciation? Is he/she enthusiastic?
(5 points)
Poise - Calm, pleasant, confident. Does the 4-Her keep his/ her composure even when something
appears to go wrong or does go wrong? Does he/she have self-assurance, yet a pleasant
manner?
(5 points)
Grammar - Correct, well chosen words. Does he/she use correct grammar and choose words
that make the meaning clear?
(5 points)
II. Presentation (35 points)
A.
Introduction - Effective, interesting. This is an explanation of the presentation, not an
introduction of the 4-Her. Does it get the attention of the audience?
(5 points)
B.
Method - Did the 4-Her demonstrate when the illustrated talk would have enabled
him/her to do a better job or vice versa?
(5 points)
Verbal Presentation Is the presentation well-coordinated? Has the 4-H organized the
presentation to create a smooth flow of information? If the 4-H member is doing a
demonstration, does the explanation match the process? If information is given is it to fill
time during the process; is it related to what is being shown? (5 points)
Teaching Aids - Posters, Equipment, illustrative aids, and supplies effective and well
arranged. Did the 4-Her choose the teaching aids that would best tell the story? Were they
neat, concise and appropriate? (5 points)
Organization - Presentation well organized, clear and logical, not memorized. Is evidence
shown that the 4-Her has planned the presentation?
(5 points)
Audience Appeal Did the 4-Her maintain the attention of the audience? If using visuals
were they readable throughout the room? If they gave a speech, did they interact with the
audience, use voice inflection, etc to keep interest? Was it something of interest?
(5 points)
Summary - Are key points summarized?
points)

(5

III. Subject Matter (45 points)

Selection of Subject
Reason for Choice - Why did the 4-Her choose this particular subject? This can
implied in talk. (5 points)

(15 points)
be

32
One Basic Theme - Is the presentation confined to one theme or is it so broad in scope that it
cannot be covered in the allotted time?
(5 points)
Practical - Is the subject important to the project area and to the 4-Her?
(5 points)
Information Presented
points)

(20

Accurate - Is it the information correct?

points)

(5

Up-to-Date - Is it the most current information to which the 4-Her would have
or is obsolete information given?
(5 points)

access

Complete - Are all the steps in the process shown? Is given information adequate to cover
the topic? (5 points)
Appropriate for Experience - Is the presentation appropriate to the experience of the 4-Her?
(5 points)
Knowledge of the Subject
points)

(10

Principles - Did the 4-Her understand principles and practices presented?

(3 points)
Application - Did the 4-Her understand application of information presented?
(2points)
Judges Questions - Did the 4-Her understand and answer questions correctly
(5 points)
Acceptable forms of presentations - (1) Illustrated Talk, (2) Method Demonstration, or (3) Speech with no
props or illustrations.

33

Appendix C

PREPARATION
The will to win is important,
but the will to prepare is vital.
~Joe Paterno

Content
Know your purpose.
Know your audience.
Be sure to check your facts.
Have more than a superficial knowledge of content.
Give the audience something of value.

Organization

34
Introduction

Body

Conclusion

Develop no more than three

points.
GRAB THE

Use logical order.

AUDIENCES

Create smooth transitions.

ATTENTION

Do not digress.
Anticipate time limits in writing
your presentation.

Be clear about what

the audience should
take away from your
speech: the last
thing you say may be
what they remember.

Practice
Prepare in advance.
Prepare your script in a large font and with markings (Appendix I).
Have your speech timed.
Practice where you will give the presentation with the equipment to be used. Be
ready for questions.

Appendix D

PowerPoint GENERAL GUIDELINES

"PowerPoint is like having a loaded AK-47 on the table.
You can do very bad things with it."
~Peter Norvig

Design
Use colors sparingly; two to three at the most. Be consistent
from slide to slide.
Light backgrounds work. White can be too bright depending
on competing light levels in the room. Light browns and
blues work well. Lettering could be black, dark blue, dark
purple or dark green.

35

Dark backgrounds work, too. The most effective background

colors are blue, turquoise, purple, magenta, teal, etc.
Lettering could be white, yellow, cyan, pink and lighter
versions of most other colors.
Dont use red in any fonts or backgrounds.
Graduated backgrounds are more interesting than plain
ones.
A note about photographs: when importing pictures, be sure
they are no larger than 2 megabytes and are in a .jpg
format. Larger files can slow down your show.
Experiment with animating the transition between slides as
well as animating the content with the slide.

36

Wording

Abbreviate your message. Dont use complete sentences.

Outline the thought to provide a memory trigger
7-7 rule. Create up to seven words across, seven lines down.
The more you break this rule, the less the audience will see.
Use only two font styles per page.
Upper and lower case lettering is more readable than all capital
letters.
In bullet point lines, capitalize the first word and no other words
unless they normally appear capped.

General Hints

If using a laser pointer, dont move it too fast. For example, if

circling a number on the slide, do it slowly.
Dont point the laser at the audience.
Look at the audience, not at the slides, whenever possible.
Run spell check on your show when finished.
Elaborate on the wording of your PowerPoint instead of simply
reading your bulleted points.

37
Appendix E

BODY LANGUAGE HINTS

The body is an instrument, the mind its function
the witness and reward of its operation.
~George Santayana

Be familiar enough with your text to make eye

contact.

Eye Contact

Move your eyes appropriately around the room.

Focus on several points around the room.
Find several friends in the audience, imagining
that you are talking to them.

Posture and
Movement

Stand up straight and look confident but not stiff.

Do not distract the audience by pacing or
swaying.
Keep hand gestures and facial expressions
appropriate to your message.

Mannerisms

Eliminate distracting mannerisms like chewing

gum, playing with your hair, tapping your fingers
or feet, or leaning heavily on the podium.
Formal presentations require conservative attire
such as professional dress or uniform.

Dress

Dramatic presentations may include an

appropriate costume.
Hair should not fall in your face during the
presentation.

38
Appendix F

VOICE HINTS
Good communication is as stimulating as black
coffee, and just as hard to sleep after.
~Anne Morrow Lindbergh

Enunciation

Projection

Be sure to speak clearly

and look up the
pronunciation of unfamiliar
words.

Be sure the person at the

back can hear you as well as
the person in the front row.

Tone

Volume

Your tone should reflect your

material (e.g. happy, sad,
funny, serious).

Vary your volume for

emphasis.

Pace

Word Choice

Be sure your pace is neither

too slow nor too fast.
Anticipate audience
response (e.g. laughter,
applause, apprehension).

Avoid using filler words

such as like, umm, you know,
you guys, and uh. Avoid
using slang or off-color
expressions.

Pitch

Enthusiasm and
Personality

Vary your pitch with attention

to stressing important words
or phrases.

Let your knowledge and

enjoyment of the topic shine
through.

39
Appendix G

Verbal

Effectiveness
Idea development, use of language, and the organization of ideas
are effectively used to achieve a purpose.
Advanced (5)

Developing (3)

Emerging (1)

Ideas are clearly

organized, developed,
and supported to
achieve a purpose; the
purpose is clear.

The main idea is

evident, but the
organizational structure
may need to be
strengthened; ideas
may not always flow
smoothly.

Idea seeds have not

yet germinated; ideas
may not be focused or
developed; the main
purpose is not clear.

The introduction gets

the attention of the
audience.
Main points are clear
and organized
effectively.

The introduction may

not be well-developed.
Main points are not
always clear.

Supporting material
is original, logical, and
relevant (facts,
examples, etc.).

Supporting material
may lack in originality
or adequate
development.

Smooth transitions
are used.

Transitions may be
awkward.

The conclusion is

The conclusion may

The introduction is
undeveloped or
irrelevant.
Main points are
difficult to identify
Inaccurate,
generalized, or
inappropriate.
Supporting material
may be used.
Transitions may be
needed.
The conclusion is

40

satisfying.
Language choices are
vivid and precise.
Material is developed
for an oral rather than
a written presentation.

need additional
development.
Language is
appropriate, but word
choices are not
particularly vivid or
precise.

abrupt or limited.
Language choices
may be limited,
peppered with slang or
jargon, too complex, or
too dull.

Nonverbal Effectiveness
The nonverbal message supports and is consistent with the verbal
message.

Advanced (5)

Development (3)

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.

The delivery generally

seems effective
however, effective use of
volume, eye contact,
vocal control, etc. may
not be consistent; some
hesitancy may be
observed.

The vocal tone, delivery

style, and clothing are
consistent with the
message
Limited filler words

Emerging (1)

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
Vocal tone, facial
movements may be
expressions, clothing and
jerky or excessive.
other nonverbal
expressions do not
The delivery may appear
detract significantly from inconsistent with the
the message.
message.
Filler words are not
distracting.

Filler words (ums) are

used excessively.

41

(ums) are used.

Clear articulation and
pronunciation are
used.

Generally, articulation
and pronunciation are
clear.

Articulation and
pronunciation tend to
be sloppy.

Over dependence on
notes may be observed.

Appropriateness
Idea development, use of language, and the organization of ideas
for a specific audience, setting, and occasion are appropriate.
Communication is respectful.

Advanced (5)

Developing (3)

Emerging (1)

Language is familiar to
the audience,
appropriate for the
setting, and free of bias;
the presenter may
code-switch (use a
different language form)
when appropriate

Language used is not

disrespectful or
offensive.

Language is
questionable or
inappropriate for a
particular audience,
occasion, or setting.
Some biased or unclear
language may be used.

Topic selection and

examples are interesting
and relevant for the
audience and occasion

Topic selection and

examples are not
inappropriate for the
audience, occasion, or
setting; some effort to
make the material
relevant to audience
interests, the occasion,
or setting is evident.

Topic selection does

not relate to audience
needs and interests.
The delivery style may

42

Delivery style and

clothing choices suggest
an awareness of
expectations and norms.

The delivery style, tone

of voice, and clothing
choices do not seem outof-place or disrespectful
o the audience.

not match the particular

audience or occasion
the presenters tone of
voice or other
mannerisms may create
alienation from the
audience; clothing
choices may also convey
disrespect for the
audience.

Appendix H

Rubric for Public Speaking

Content

High

Average

States the purpose

Organizes the content

Supports ideas

Incorporates stories and examples

Summarizes the main idea(s)

Delivery

Hig
h

Average

Low

Low

43

Demonstrates awareness of listeners

needs

Speaks clearly with appropriate

vocabulary and information

Uses tone, speed, and volume as tools

Demonstrates complexity of vocabulary

and thought

Appears comfortable with audience

Average Score ______

References

Bodnar, K. (2010, May 26). 17 Examples of Great Presentation Design. Retrieved

May
26, 2015, from http://blog.hubspot.com/blog/tabid/6307/bid/6012/17Examples-of- Great-Presentation-Design.aspx

Coventree, K. (n.d.). Powerpoint Dos and Don'ts. Retrieved May 30, 2015, from
http://www.slideshare.net/covs/ppt-dos-and-donts?related=2

Creswell, J.W. (1998) Qualitative Inquiry and Research Design: Choosing Among Five
Traditions. Thousand Oaks, CA: Sage.
Facebook. (n.d.). Retrieved August 28, 2015, from https://www.facebook.com/

44

Farmerd, V. and Kahler, R., (n.d.). Public Speaking Guide 2011-2012. Retrieved May
30, 2015, from
http://webserver.sms.org/intranet/Library/Public%20Speaking%20Guide/Public
%20Speaking%2
0Guide%20Revised%202011%202012.doc

How to Do a Presentation Five Steps to a Killer Opener. (n.d.). Retrieved August 31,
2015, from
https://www.youtube.com/watch?v=dEDcc0aCjaA

Its Showtime! How to Demonstrate the 4-H Way. (n.d.). Retrieved May 30, 2015,
from
https://www.youtube.com/watch?v=WTytHTCkv8c

Kalich,I.(n.d.). 4-H Presentation Guide Public Method Demonstrations &

Presentations.
Retrieved April 28, 2015, from http://denton.agrilife.org/files/2011/09/methoddemonstration_11.pdf

(n.d.). Retrieved May 20, 2015, from

http://texas4h.tamu.edu/files/2011/12/publications_public_speaking_educatio
nal_presentation_score_sheet.pdf

Paint Shop Pro. (n.d.). Retrieved August 29, 2015, from

http://download.cnet.com/Corel-PaintShopPro/3000-2192_4-10001995.html

45

Pics4Learning.com. (n.d.). Retrieved August 28, 2015, from

http://www.pics4learning.com/

Sudar, S. (n.d.). Powerpoint Dos and Don'ts. Retrieved May 28, 2015, from
http://www.slideshare.net/sudarsansahu/powerpoint-do-dont?related=1

4-H Youth Development Research. (n.d.). Retrieved April 28, 2015, from
http://www.4-h.org/about/youth-development-research/