Ideally the assignment that you get from your teacher will have criteria that include expectations regarding what you include in your speech. If your teacher doesn't provide guidance in those areas, use these suggestions to help you with your presentation.

Preparing your Information

Before you begin to prepare your speech, you should ask yourself two important questions:
Who is my audience?
What's my purpose in giving this presentation?

There are four areas to consider when preparing an oral report.
Ideas and Content: Communicate knowledge of the topic, including relevant examples, facts, anecdotes and details.
Organization: Structure information in logical sequence, making connections and transitions among ideas, sentences and paragraphs.
Language: Select functional, precise and descriptive words appropriate for audience and purpose.
Delivery: Choose verbal and nonverbal techniques that enhance the message.

Ask yourself these questions to help you prepare your speech.
Is my information clear and logically organized?
Do I support my information with sound explanations?
What props could I use to make my speech more interesting?
What graphics, posters, diagrams would enhance my speech?
Do my note cards have only relevant words?
Is the text on my note cards large enough?

Delivering your Report

When presenting your report, remember these important points.
DON'T READ your note cards.
Keep your head up and make eye contact with your audience.
Use gestures to emphasize important points.
Vary your voice in volume and pacing.
Speak loudly enough for the people in the back of the room to hear your voice.
Refer to your props and graphics at the appropriate time.

Examples of Rubrics

San Diego City Schools Oral Presentation Rubric

North Caroline State University Presentation Rubric

Defining

Locating

Selecting

Organizing

Presenting

Evaluating

Please send comments or questions to the 4J Web Team.
Eugene School District 4J
200 North Monroe Street, Eugene, Oregon 97402
Phone: 541.687.3123 [TTD 541.687.3447]

Last modified: October, 2003 by Steinke, Ague, Feuerhelm, Maxwell, and Warburg