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Non-Fiction Book Talks

Non-Fiction Book Talks

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Non-Fiction Book Talks

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  1. Non-Fiction Book Talks A Cross-Curricular Activity Analynne Killingbeck Legacy Junior High Layton, UT

  2. Common Core StandardListening and Speaking • Students present claims and findings that are focused with facts, details, and examples; • Students need to use appropriate eye contact, adequate volume, and clear pronunciation.

  3. Lessen the Stress! • The students were made aware that the grade they received in their English Class for this project was just for the presentation of the book.

  4. Rubrics • I reviewed several Rubrics and found one that covered the presentation skills I wanted the students to practice. • Eye Contact • Voice • Enthusiasm • Posture • Preparedness

  5. Presentation Rubric Oral Presentation Volume & Articulation 4— Volume is loud enough to be heard by all audience members throughout the presentation. Speaks clearly and distinctly all (100-95%) the time and doesn’t mispronounces any words. 3— Volume is loud enough to be heard by all audience members at least 90% of the time. Speaks clearly and distinctly all (100-95%) the time and/or mispronounces a few words. 2— Volume is loud enough to be heard by all audience members at least 75% of the time. Speaks clearly and distinctly most ( 94-85%) of the time and/or mispronounces several words. 1— Volume too soft to be heard by all audience members. Often mumbles or cannot be understood and/or mispronounces many words. Posture 4— Stands up straight, looks relaxed and confident throughout the presentation. 3— Stands up straight, looks fairly relaxed and fairly confident throughout the presentation. 2— Slouches or leans, looks slightly nervous and lacks confidence throughout the presentation. 1— Slouches or leans, looks extremely nervous and has no confidence throughout the presentation. Eye Contact 4— Establishes eye contact with the audience throughout the entire presentation. 3— Establishes eye contact with the audience during most of the presentation. 2— Establishes eye contact with some of the audience during parts of the presentation. 1— Does not establish eye contact during the presentation. Enthusiasm 4— Facial expressions & body language generate a strong interest & enthusiasm about the topic in others. 3— Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. 2— Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. 1— Very little use of facial expressions or body language Student did not generate much interest in topic being presented. Preparedness 4— Student is completely prepared, has needed materials, and has obviously rehearsed. 3—Student seems pretty prepared, has needed materials, but might have needed a couple more rehearsals. 2— The student is somewhat prepared, is missing one material, but it is clear that rehearsal was lacking 1— Student does not seem at all prepared to present and lacks two or more materials.

  6. Prop • To help students with their eye contact, they were to bring a “prop” – from their book which would give them an opportunity to tell the class about the item. The prop could be a picture or the real item.

  7. Grading • As students presented, I sat at the back and used the rubric to grade the presentation. • Since this was their first “presentation” opportunity, if they made an attempt at eye contact, they got some points. • A microphone was available if students chose.

  8. Looking Back What I learned and would do differently

  9. Practice • I would have had the students get with a partner and give their presentations to each other. • Yes, at the same time!  • I would have their partner give them suggestions to improve – especially about eye contact.

  10. How to End • “Um, Yeah.” • Voice Inflection to anchor the end instead of feeling like a “cliff hanger.”

  11. Would I do it again? • YES!