ELD Levels 1-8, Grades 7-12 Speaking Performance Task Quarter 3, SY 2014-15 STUDENT EXAM

ELD All Levels

Quarter 3 Argumentative Oral Presentation
Speaking Performance Task
Student Directions
Part 1a. ELD all levels, Grades 7-12

Your assignment: Write a persuasive speech about a problem faced by your community. Your community may be your
school, your neighborhood, or a culture with whom you closely identify.

In this speech you will: clearly identifying a problem, explain the problem and how it affects the community, citing evidence
(facts, statistics, anecdotes, etc.) and propose the best solution(s), explaining why. Use rhetorical devices to speak in a
persuasive manner, calling your audience to action to solve the problem with the solutions you propose.

Sample Options for Delivering your Speech:

 Your teacher may choose to help the class identify a few situations that may be considered a problem to some,
but not to others, and then structure a formal debate about the pros and cons of the problem.
 Your teacher may recommend that everyone write a “Letter to the Editor” that identifies a problem and proposes
solutions then deliver their letter as a speech that may be filmed or recorded.
 Your teacher may assign the class to create a Public Service Announcement (PSA) addressing a problem
using multi-media wherein your speech is a narrative imbedded in the PSA.

ELD1/2 Resources ELD 3/4 Resources ELD 5/6 Resources ELD 7/8 Resources
Teacher’s Resource Book: Teacher’s Resource Book: Teacher’s Resource Book: Teacher’s Resource Book:
Pages:5,18 and 19 Pages:5,18 and 19 Pages:5,18 and 19 Pages:5,18 and 19
Milestones, Level Intro Milestones, Level A Milestones, Level B Milestones, Level C
Unit 7 Chapter 1 Unit 2 Apply & Extend: Unit 3 Apply & Extend: Unit 5 Chapter 2
Pages: Pages: Pages: Pages:
 430-441  121-124  190-195  318-337, 342,
 460-461  178-179  56-57 “Speech”  349: Project 2, and
 470-471  246-249  390-391 and 399  352-353

Your oral presentation should be in English, between 1 to 3 minutes, and you need to use gestures, media, and/or visual
aids to enhance your argument delivery to your audience. You will use the third-person formal when referencing the
community and modals (should, could, may, might) to suggest solutions. Do not use the first-person (I, me, my) form or
the tag words that indicate opinion: “I believe,” “I think.” Do use the more formal forms of address: “One might think
that . . .” “A person could consider this problem . . . ” “The community needs . . .,” and “ A citizen could believe that . . . .”

Steps you will be following:

In order to plan and compose your persuasive argument, you will do all of the following:

1. Research the problem you identify and read what others have to say regarding this problem. Take notes, and
choose quotes carefully. Be careful to avoid plagiarizing. Your argument must be yours alone.
2. Select a style and tone to take when writing your speech: funny, serious, etc. and think of words that
help convey these feelings to your audience. Use descriptive language that conveys the experience
so that your audience can “see” and “hear” what happened as if they were there and makes them
want to solve the problem.
3. Answer (oral and written) four constructed response questions about the experience.
a. Discuss your responses with a partner. Think of examples, details and how you will explain the event to
your audience and inform them of the interesting aspects of the event and why you are sharing it with
them.
4. Read the Oral Presentation Rubric.
5. Plan and write your oral presentation: speech. Practice your speech with a partner or small group.
6. Edit your speech for tone, language that is persuasive, and for rhetorical devices.

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 ELD Levels 1-8, Grades 7-12 Speaking Performance Task Quarter 3, SY 2014-15 STUDENT EXAM

Directions for beginning:

Constructed-Response Questions
Answer the questions below. Your answers to these questions will be listened to by a partner. Also, they will help
you think about the details you want to share, which should help you write your oral presentation. You may refer
back to your notes and your interviews when you think it would be helpful. Answer the questions in the spaces
provided below them.

1. What is the problem and why would anyone consider it to be a problem? Use a word web to
help you brainstorm details about the situation, problem and solution.

2. Where and When is this problem occurring? Who is being most affected and how?
What do you want your audience to think and feel when listening to your argument? Explain: Use
a word web to help you brainstorm
3. What are community people saying about this problem? Write down good quotes and cite who
said them and why the audience should listen or pay attention to that person(credibility). Use a
graphic organizer to quote and cite and explain the credibility of the person whom you quote

4. What are the best solutions and why? What are possible problems with the solutions you propose?

Use a graphic organizer to identify problems and solutions and counterarguments.

Part 1b. Oral Presentation: Speech and Skills to Practice with a Partner

You will now review your notes and sources, plan, draft, and revise your oral presentation. You may also refer to the
answers you wrote to the questions in part 1. Now read your assignment and the information about how your oral
presentation will be scored, then begin your work.

Your Assignment

Write a persuasive speech about a problem faced by your community. Your community may be your school, your
neighborhood, or a culture with whom you closely identify.

In this speech you will: clearly identifying a problem, explain the problem and how it affects the community, citing evidence
(facts, statistics, anecdotes, etc.) and propose the best solution(s), explaining why. Use rhetorical devices to speak in a
persuasive manner, calling your audience to action to solve the problem with the solutions you propose.

Three Types of Rhetorical Devices adapted from:

http://www.mrmediatraining.com/2011/03/15/nine-rhetorical-devices-for-your-next-speech/

A complete reference guide online to download: http://www1.dcsdk12.org/secondary/dchs/docs/648997.pdf

Repetition is a powerful
technique used in other
ways as well: words,
phrases or ideas may be
repeated for rhetorical
effect.
There are devices which involve
sounds e.g. alliteration, assonance,
onomatopoeia.
Edit word choices for the way things
sound and flow.
Let us go forth to lead the land we love .
There are devices which change the usual
meaning of words
 e.g. metaphors, similes.
My love is like a red, red rose - Robert Burns
Here is an example with three devices:
alliteration (“r’ is repeated), repetition(red,red)
AND simile—a comparison using like or as.

Repetition is commonly . . - J. F. Kennedy

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 ELD Levels 1-8, Grades 7-12 Speaking Performance Task Quarter 3, SY 2014-15 STUDENT EXAM
used for emphasis. The “l” sound is repeated: alliteration. Think of what you compare the problem to—is it
an image that the audience can see in their
mind?

How your oral presentation will be scored: The people scoring your product will be assigning scores for :

1. Presentation:
o Statement of purpose/focus – how well you clearly state your claim on the topic without notes, maintain
your focus and eye contact with the audience, and address the theme of change as it relates to your
experience;
o Elaboration of details– how well you provide details and descriptive language to narrate a story that has
a clear beginning, middle, and end, and use media, visuals and gestures to convey your experience to
your audience.

2. Speaking Mechanics:
o Language and Vocabulary – how well you effectively orally narrate a story using precise language,
dialogue, pronunciation, pacing and tone that is appropriate for your audience and purpose;
o Organization – how well your ideas logically flow from the introduction to conclusion of your oral
presentation using effective transitions, formal register, and English, and how well you stay on topic
throughout the oral presentation;

3. Content:
o Your narrative speech has a clear beginning, middle, and end.
o Your spoken grammar and word choice make the presentation easy to understand;
o Your central idea is clearly understood and completely supported with details and examples about your
experience.
o Dialogue is used to enhance the story.

4. Visual/Graphics:
o Written Conventions - how well you follow the rules of usage, grammar, spelling, capitalization, etc.
in any media or visual aids you use in your oral presentation.
o How well your use of gestures, facial expressions, media, visuals and graphics completely and
accurately support and enhance the oral presentation.

Now begin work on your product. Manage your time carefully so that you can:
 plan your oral presentation
 write your oral presentation
 revise and edit for a final draft
 practice speaking, enunciating and pronouncing, and using appropriate gestures for your oral presentation
 chose and integrate media and visual aids, as appropriate
 use appropriate eye contact and good facial expressions.
 speak in an extremely confident manner and be prepared.
 fully engage all members of the audience by memorizing as much as you can and use visual aids and gestures to
enhance or add to your speech.

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 ELD Levels 1-8, Grades 7-12 Speaking Performance Task Quarter 3, SY 2014-15 STUDENT EXAM
Part 2.

You will independently deliver your speech to the teacher and a small group or to the teacher and the whole class.

The teacher will score your oral presentation using the rubric that you and your partner used for practicing your speech.

Remember :

10 Tips for Public Speaking

1. Know your material. Pick a topic you are interested in. Know more about it than you include in your speech. Use humor,
personal stories and conversational language – that way you won’t easily forget what to say.

2. Practice. Practice. Practice! Rehearse out loud; Practice, pause and breathe. Practice with a timer and allow time for
the unexpected. Speak loudly enough to be heard by everyone in the room!

3. Know the audience. Smile! It’s easier to speak to a group of friends than to strangers.

4. Know the room. Practice using any visual aids where you will be standing for your speech.

5. Relax. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-
thousand. Pause. Begin.) Transform nervous energy into enthusiasm. Be excited to deliver your speech.

6. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and confident. Visualize the
audience clapping – it will boost your confidence.

7. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative and
entertaining. Everyone has to deliver a speech—so remember that everyone is also nervous! Support eachother  .

8. Don’t apologize for any nervousness or problem – the audience probably never noticed it. Do not giggle, laugh, or say
things that are not in your speech.

9. Concentrate on the message. Focus on your message and your audience. Be confident. You will do a great job!

10. Gain experience. Your speech should represent you — as an authority and as a person. Experience builds confidence.

Redacted from : http://www.toastmasters.org/tips.asp Accessed: 20 August 2013.

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 Argumentative Oral Presentation Rubric Grades 7-12 All Levels ELD
CRITERIA 4 points Mastery
PRESENTATION  Appropriate eye contact
and good facial
expressions.
 Extremely confident and
prepared.
 Fully engages all
members of the
audience.
 Effectively uses notes
while presenting.
SPEAKING  Volume and tone are
MECHANICS always appropriate.
 Speaker clearly conveys
his/her message fairly.
 Message is presented
with appropriate pauses
and contributes to overall
presentation’s flow.
CONTENT  Complete and accurate
language throughout.
 Grammar and word
choice make the
presentation easy to
understand.
 Argument is clearly
understood and
completely supported
with convincing and
logical evidence and
examples.
VISUALS/GRAPHICS  Visuals and graphics
completely and
accurately support and
enhance the
presentation.
3 points Proficient 2 points Development
 Usually makes eye
contact.
 Confident and
prepared.
 Adequately engages
the audience.
 Few instances of staring
at notes, just enough to
guide presentation.
 Volume and tone are
appropriate.
 Speaker conveys
his/her message in a
controlled manner.
 Message is presented
with some appropriate
pauses.
 Only one or two
language errors in the
opening and closing.
 Few errors in grammar
and word choice overall
 Argument is
understood and
supported with
sufficient logical
evidence and examples.
 Visuals and graphics
adequately support the
presentation.
1 point Inadequate
 Some but inadequate eye
contact
 Lacking some confidence and
somewhat prepared.
 Holds together despite nerves
and engages the audience.
 Constantly looking at notes in a
way that interrupts flow of
presentation.
 Volumes and tone are
sometimes appropriate.
 Speaker is difficult to hear and
the listener must interpret the
message or overly emotional.
 Speech is choppy and hard to
follow.
 Some language errors in the
opening and closing.
 Occasional errors in grammar
and word choice.
 Argument is not fully
developed. Insufficient
evidence to be convincing to
audience. Evidence may not be
logical(anecdotal or emotional
appeal)
 Visuals and graphics provide
limited support of
presentation.
 Never or rarely makes eye
contact.
 Lacking confidence and not
prepared.
 No audience engagement.
 Reading directly from
notes.
 Volume and tone are
inappropriate.
 Presentation is clearly
based on emotional appeal.
 Difficult to hear, barely
comprehensible.
 Many language errors in
opening or closing.
 Grammar and word choice
make the presentation
hard to understand.
 Argument is not clear. Both
sides may be presented
equally.
 Argument is purely
emotional or personal
opinion, lacking any logic or
real evidence.
 No visuals or graphics.
 Visuals and graphics
unrelated to topic.