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Public Speaking Rubric – Grades 7 & 8

Elements Visuals 1 Significantly Below Standard  Does not enhance or add clarity to the overall presentation  does not have a visual  Visual is lacking in either graphics or text  not organized  technology not consistently used/ parts of the visual are handwritten 2 Slightly Below Standard  Enhances and adds clarity to the overall presentation Visually lacking in either graphics or text Fairly well organized technology was used/ but a small amount of the text is handwritten 3 On Standard  Enhances and adds clarity to the overall presentation visually appealing (using both graphics and text) well organized evidence of technology/ computer usage (word processing, etc.) 4 Outstanding, exceeds the standard

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Enhances and adds clarity to the overall presentation Extends understanding of the presentation visually appealing (using both graphics and text) well organized evidence of technology/ computer usage (word processing, etc.) engages the audience & holds their attention throughout (shocking statement/ statistics, interesting questions/ examples, incorporation of visuals, etc.) clear introduction that includes the purpose and background information of the

Content

does not engage the audience weak introduction that may omit either: the purpose or background information of the experiment/ project gives few or no examples and facts, relevant to the topic (support is weak) weak use, if any,

engages audience interest somewhat, but does not hold their attention introduction that includes the purpose and some background information of the experiment/ project gives general examples and facts, relevant to the topic (support is weak in that it

engages the audience at the beginning and holds audience interest for the most part obvious introduction that includes the purpose and background information of the experiment/ project gives a few specific examples, facts, and/or

strong evidence of higher order thinking (Bloom’s Taxonomy: analysis. facts. synthesis. some evidence of higher order thinking (Bloom’s Taxonomy: analysis. evaluation) obvious closure references 2 or more sources    gives a plethora of examples. few errors • correct pronunciation of words and terminology correct grammar • • • • .of scientific terminology   no connections made (how to apply theory to the world around us) incomplete summary/ explanation of experiment/ project and facts weak or lacking in closure no sources referenced is non-specific) occasional use of scientific terminology attempts to make connections (how to apply theory to the world around us) completely summarizes/ explains experiment/ project and facts obvious closure references only 1 source statistics relevant to the topic experiment/ project   uses correct scientific terminology (& can define terms) ability to make connections (how to apply theory to the world around us) knowledge goes beyond summarizing of facts. evaluation) obvious closure references multiple sources (more than 2) correct pronunciation of words and terminology correct grammar              Diction • Often in-correct pronunciation of words and terminology often incorrect • Generally correct pronunciation of words and terminology. and/or statistics relevant to the topic uses correct scientific terminology (& can explain/ illustrate terms) ability to make connections (how to apply theory to the world around us) knowledge goes beyond summarizing of facts. synthesis.

etc. stands up straight. etc. uh. er.) rate (generally appropriate.stands up straight . not too slow) • • • attire meets the standard (noted in the overview) excellent posture stands up straight does not shift from side to side facial and hand gestures are appropriate (there is a minimum of nervous mannerisms. such • attire meets the standard (noted in the overview) • excellent posture . uh. er. monotone evident some of the time • • • • • • • • • • • • Demeanor • • attire only partially meets the standard (noted in the overview) • good posture is not evident (ie. stands up straight. er. monotone evident much of the time filler words utilized often (umm. uh.) rate (appropriate not too fast. doesn’t shift from side to side facial and hand gestures are • filler words utilized sometimes (umm.• • grammar usage evident poor articulation and annunciation of words (words are mumbled) in-appropriate volume poor voice inflection/ modulation.) • rate varies sometimes too fast or too slow) • attire only partially meets the standard (noted in the overview) • good posture is attempted but sporadic (ie. uh.) rate often is too fast or too slow • Some incorrect grammar usage evident Fair articulation and annunciation of words (occasionally words are mumbled) Varying appropriateness of volume varying voice inflection/ modulation. sometimes too fast or too slow) • • • • • usage clear articulation and annunciation of words appropriate volume throughout the entire presentation engaging voice inflection/ modulation throughout the entire piece filler words omitted (umm. er. etc. doesn’t shift from side to side facial and hand usage clear articulation and annunciation of words appropriate volume throughout most of the presentation engaging voice inflection/ modulation occasionally little to no filler words utilized (umm.does not shift from side to side • facial and hand gestures enhance the conveying of information and add to the effectiveness of . etc.

etc. hands by the mouth.) throughout the presentation • eye contact with the audience is attempted but not sustained • student reads directly from the notes often • makes an effort and attempts to answer judges questions • as.) • makes little to no eye contact with the audience • reads from notes exclusively Impromptu • does not attempt or make an effort to answer the judges questions correctly answers 25% or less of the 4 judges’ questions gestures detract slightly from the presentation (there is evidence of several nervous mannerisms. such as. shifting weight from side to side. etc.) makes eye contact with the audience at appropriate intervals uses notes as a reference point. hands by the mouth. does not read verbatim from the notes • • • • • • answers at least 50% of the 4 questions with a viable response • • exhibits poise and confidence during question/ answer time answers 100% of the judges questions correctly the presenter’s answers and explanations extend the understanding of the subject of the presentation • . generally does not read verbatim from the notes (unless quoting a source) exhibits poise and confidence during question/ answer time answers at least 75% of the 4 judges questions correctly • the presentation eye contact with the audience develops a rapport and ranges to all areas of the audience uses notes as a reference point. hands by the mouth. etc.appropriate (there is a minimum of nervous mannerisms. such as. shifting weight from side to side. shifting weight from side to side.

however reading from the note-cards verbatim is discouraged. You will find a brief synopsis of each category listed below. Please go over with your students the definitions and explanations of each of the five categories that the judges will evaluate their presentations on.Public Speaking Criteria Overview for Grade 7 & 8 Students will be scored according to the rubric on the attached sheets. shoes tied. Demeanor – This category reflects the caliber of a students’ appearance and decorum (from attire to posture to eye contact). It is necessary for students to know and understand the public speaking rubric and know their strengths and weaknesses in order for them to compete successfully. shoes tied. It is essential that these aids serve to compliment the presentation and not serve as mere art pieces. Visuals – In quality public speaking speakers often utilize visual aids to enhance their presentations. appropriate skirt length (if wearing a skirt). It is suggested that students practice public speaking of their projects and critique one another using the attached rubric. hair well groomed GIRLS – shirts tucked in. NO gum chewing BOYS – shirts tucked in. Diction – This category generally covers the students’ ability to speak clearly and is evidenced in the overall auditory quality of the presentation. Content – The ability of the student to present a clear and well structured demonstration of their experiment/ project. • Standard for Attire: ALL – clean and pressed school uniform. * Note-cards may be used. hair well groomed .

The students’ ability to field these questions in an articulate.) . knowledgeable fashion will determine the points earned in this category.Judges will ask students approximately 4 impromptu questions.Impromptu . (The students’ ability to answer these questions is indicative of their content mastery and internalization of the subject matter. based upon their topic and presentations.