• write a proposal for a speech.
• prepare appropriate visuals for use in the proposed speech.
• produce one or more graphs that summarize the results from the experimentation.
• deliver an effective speech in a large-group setting.

• Checklist of Requirements
• List of Suggested Resources
• Great American Speeches Web site
• Information on the scientific method
• Elements of Effective Speeches handout
• Project Rubric-Long Version
• Project Rubric-Short Version
• Brochure handout
• PowerPoint handout
• Speech Proposal Instructions
• Speech Proposal Rubric
• Speech Rubric
• Folders or binders for work accumulated through the unit
• ReadWriteThink Printing Press
• Persuasion Map

• The activities in this lesson continue from sessions presented in Analyzing Nonfiction and Inventing Solutions and Effective Speeches and Building the Invention. Teachers should review those lessons before continuing with Part 3.]
  
  
• Test the ReadWriteThink Printing Press and Persuasion Map on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
  
  
• Schedule class time for students to prepare their presentations. They will need access to computers for drafting, producing graphs, brochures and other visuals, and using presentation software. They will also need time to practice and critique speeches in small groups. It is especially helpful if the language arts and science teachers provide preparation time on the same days so that they can act as facilitators.
  
  
• Create and publish a list of assigned dates and class periods for student speeches. Students should have this list a few weeks before the speeches begin. This lead time gives fair notice to everyone and allows time to catch and accommodate legitimate conflicts. Schedule no more than six speeches per forty-minute class period to allow for questions and set-up between speeches.
  
  
• Send invitations to principals, counselors, parents, school board members, etc., if you like.
  
  

1. Distribute and discuss the Speech Proposal Instructions and the Speech Proposal Rubric. Remind students that they should refer to these and to their notes on good speeches as they plan and write their own speeches.
2. Explain again the scenarios that are available to students. Examples were handed out at the beginning of the unit on the Checklist of Requirements.
3. Remind students that they should also refer to their science rubrics for the speech when they plan the content part of their proposals.
4. Emphasize that students are not to write their speeches at this point. The paper that is due is a proposal, so they must carefully consider what they want to accomplish with their speeches and how they should plan that.
5. Have students select a scenario and begin to plan their proposal paper.

1. Distribute and discuss the Speech Rubric.
2. If you have done similar speech units in the past, watch videotaped speeches given by students in previous years. Have students use the rubric for the speech to critique and discuss what they see and hear.
3. Introduce the Persuasion Map, and use the tool to demonstrate how students can gather supporting details for their persuasive speeches. Remind them of the importance of printing their notes to preserve their work. Allow time for students to use the tool in class or as a homework activity.
4. Students should continue to draft their proposals.

1. Students draft, exchange, revise, and type their proposals. The teacher can act as facilitator, arranging for computer access and possible last-minute trips to the science teacher or the library, and consulting on technique. (This works most smoothly if the science teacher is providing workshop time concurrently.)
2. Check each student’s proposal during drafting so that major problems can be caught before the proposal is turned in for a grade.
3. Students print two copies of their proposals, one to turn one in for a grade and the other to use as they work on their speeches.

1. Parallel to discussions in English class on effective persuasive speeches, have whole-class discussions on the need for good audiovisuals in a speech and a persuasive sales brochure.
2. Over the next few days, students generate PowerPoint slides and create their Sales Brochures for the final presentation.
3. As an alternative to working in a word processor, demonstrate the ReadWriteThink Printing Press, which students can use to publish their brochures. Allow time in class to complete work with the tool.

1. Remind students of the details of the presentation periods and discuss the logistics of the schedule.
2. Over the next few days, students review and practice their speeches promoting the inventions they created. If the students will be using PowerPoint in their presentations, they should practice with the equipment. If the students will be using other kinds of audiovisuals, make sure that the materials are large enough and clear enough for their audience to see.

1. Have speakers bring their materials to one of the classrooms before school unless they can be safely stored in the large-group room or auditorium.
2. All speakers should take their materials to the large-group room the first time they go there on the day they are scheduled to speak.
3. Follow the schedule for speakers as posted, adjusting for absences.
4. Remind students about the characteristics of a good audience and a good listener. Remind them of the items on the rubric that relate to being a good audience.
5. Students present their speeches.
6. Hold a public display of inventions, your Invention Convention!

• Project Rubric-Long Version
• Project Rubric-Short Version
• Speech Proposal Rubric
• Speech Rubric
• PowerPoint Rubric
• Sales Brochure Rubric

NCTE/IRA Standards

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

7 - Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).