Extemporaneous Speaking

 

As a brief overview, Extemporaneous Speaking is a tough event to teach students…however, it offers a great deal in return.  The gist of the event is this: students will research questions given in advance.  Eventually (the length of time is up to you, I’ve given some suggestions in my suggested schedule) students will give speeches over the questions.  At that point, they pick 3 questions randomly, choose one of them, and then prepare a speech in 30 minutes.  After that time is up, they go in front of the class and give a speech without the use of notes.  The goal is a 5-7 minute speech.  As I said, the event is intense.  Now that I’ve laid out the big picture, let’s go through each area – step-by-step.

 

To start Extemporaneous Speaking, I usually start with asking students to bring in an article from a newspaper/magazine that interests them.  It can be from anywhere – the point is to get students to look for an individual article and learn about the world around them a bit more.

 

During the discussion, you might ask a few questions:

 

1.  How do you know the information is true?

2.  How do you know the information is credible?  What is credibility?

3.  Why did the article interest you?

4.  Is it important to know what is going on?  Why or why not?

5.  What benefits do you have from knowing current events?

 

The introduction activity can lead into the heart of Extemporaneous Speaking and setup your unit.  In the unit, you will explore:

 

 

• Public speaking skills

• Raise knowledge of current events

• Improves analytical skills

• Enhances writing skills

• Increases organizational skills

• Produces a more informed citizen

 

 

The unit breaks down into two components: the research component and the speaking component.

 

 

The research component begins with questions regarding current events.For the Middle School level, the questions are given in advance from the coaches of the Middle School tournaments.The questions are usually provided a month ahead of the first tournament, for now, I will utilize last year’s questions.Here are the questions:

 

 

1. What is America’s report card on education?

 

2. What is in store for a post-Chaves Venezuela?

 

3. How can Republicans take back the Senate in 2014?

 

4. Which Democrat has the strongest position for the Democratic nomination in 2016?

 

5. How should US immigration policy be reformed?

 

6. Is the US economy back on track?

 

7. Should the US invest more heavily in wind power?

 

8. What issues should President Obama focus on in his second term?

 

9.Does the NRA have too much clout?

 

10. Should the federal minimum wage be raised?

 

11. How can the US better handle North Korea?

 

12. What should be done to protect the US from cyber-terrorism?

 

13. Should the US postal system be privatized?

 

14. Should the US be doing more about Syria?

 

 

Each question asks about a specific situation in the world today.The research component is based on finding evidence to help support an answer to the question.

 

In this case, there are 14 questions to choose from.Since you are in a classroom setting, assign the questions as you see fit.Ensure that every question has someone working on it, whether individually or in small groups.

 

The purpose of the research is to give students a glimpse of a world beyond the one they live in.The questions are typically broad, with multiple points of view.In order to start research, students should focus on the keywords of each topic.Start with a broad search and narrow as information is gathered.

 

To help with the research, limiting students resources is usually the best.Focus on quality sources, keeping in mind the reading level of the material you are recommending.A Google search won’t do – credible sources can be found that way, but it typically leads to far too many other sites and sifting through the information is difficult for students.

 

As such, I recommend limiting students to the following sources.The sources aren’t necessarily the only sources or the best – but they will give a well-rounded approach to researching the topics given.

 

 

 

PBS Newshour – www.pbs.org/newshour - A well-known source for students to start with, which also includes resources for teachers to dive into particular subject matters more in-depth with lesson plans and more.  The source also offers students videos and other related articles to help them understand the subject matter.

 

USA Today – www.usatoday.com – Another well-known source with educational resources available.  USA Today Education has a number of free resources for teachers, along with pay programs many will find interesting to incorporate into their teaching practices.  “Reading with USA Today” is one of the better examples for this unit, as well as for any English/Social Studies program.  For now, the free resources to back up your teaching/knowledge of different subject matters are what matter the most.

 

Christian Science Monitor – www.csmonitor.com – A well-known publication for those in Extemporaneous Speaking, the Christian Science Monitor offers many articles setup in the form of a question and explores the issue to find an answer.  The website often goes through many subject areas in-depth, much more so than other news sources.

 

New York Times – www.nytimes.com – The New York Times is well-known and offers coverage on a variety of issues.  The search function is especially useful, often tying into “Times Topic Areas,” which give teachers/students a great deal of articles focused on a particular subject matter.

 

 

 

If you find other sources useful or easy for students to read, feel free to utilize what you know.In the end, the sources themselves matter only so much as your own justification on why they are credible sources that can be believed.Stressing source credibility is important when conducting research and you should do your best to challenge students to maintain high standards when looking for information on their subject matter.

 

 

Organizing Research

 

Now that you have students finding evidence to help answer the questions, the next step is organizing the materials in a usable fashion.The intent of evidence is to have current and credible evidence to help answer the question.In order to ensure the evidence meets those standards, the following steps should be taken when organizing evidence:

 

Step 1: When a student finds an article that seems to offer a great deal of information, is current, and is from a credible source, the article needs to be saved.  You can either print the article off or save the article on a shared location, like Google Documents or Dropbox.  Regardless of your preferred method, make sure each article contains the following:

 

• Article Source (USA Today, New York Times, etc.)

• Author Name

• Date

• Full Article Content

 

Some websites have a “printer-friendly button” or offer some way of sharing the article.The intent is that you will have a locally stored copy of the entire article from this point forward.If you are comfortable with keeping everything on a computer because your school has easily accessibly computers, feel free to utilize your given resources.If you would prefer to have a hard copy to go through, just have students print the articles and place them in a manila folder.Either way works, so long as the information is located in one place.

 

Step 2: Once you have an article, the next step is to highlight or underline the important portions of the article.  Since you are likely breaking the class up and dividing the research duty among multiple students, each student needs to make sure their research is of the highest quality.  The information gathered will be shared by the entire group in the end: anyone not pulling their weight could affect each person individually.

 

One way to help out is to go through the article and highlight the important information.Students should highlight:

 

• Relevant background info

• Quotes from important people involved, including who they are

• Statistics or other factual information

 

By going through and highlighting or underlining the important information, other students will find the information easier to process.Now, anyone wanting to read about the subject can simply read the highlighted/underlined portions instead of the entire article.

 

Step 3: Now that the entire article is present with all relevant info highlighted, a little more organization is required.  This step can be tricky, although if done correctly, it can help make the preparation for speaking a breeze.  The final step in preparing research is subdividing the articles into relevant subcategories.  Possible subdivisions might include:

 

 

• Background information

• Definitions of key terms or individual history/background

• Relevant main points

 

The easy way to explain the process to students is just to tell them to organize information as they would when preparing to write a paper.The tricky part is knowing what categories to utilize because the process changes with each question.The important thing to remember is that you should only subdivide when you have enough evidence to make the subdivision worthwhile.Generally speaking, I would recommend having each subdivision contain no more than 3 articles on a given point.If you have more than 3, you can probably breakdown the topic into smaller sections.

 

Research Goals

 

There is no hard and fast rule as to how much evidence is enough or even when you have too much.I would probably recommend students look for articles they can read and understand before anything else.Articles are necessary and organizing the information thoroughly requires the student to find at least 6 – 8 articles per question to do a sufficient job.

 

In the end, your goal for research should be:

 

• Having information to answer all the given questions

• All articles are full text and include all relevant source information

• All articles have important information highlighted or underlined

• All articles are subdivided into relevant areas, for easier processing

 

Research is just one part of the process – however, proper research will provide the foundation to intelligent and well organized extemporaneous speeches.The process does take time and can seem tedious – but the end result will be better for the time and effort put forth in quality research.

 

 

Now that I’ve covered the extent of the research element of Extemporaneous Speaking, I will address the speaking aspect.The goal of the activity is to present oneself as an authority on the given subject matter, presenting a well organized speech to persuade or inform the judge or teacher on the subject.A number of elements are present in making a successful Extemporaneous Speech, including: organization, content, and delivery.

 

 

Thankfully, organization is something students have been taught for ages in any writing classes.The concept is not a new one, but there are some differences which stand out.When working, I usually recommend students focus on outlining the structure of the speech – not writing out everything word-for-word.When looking at each portion of the speech, here are some key items to focus on.

 

 

The introduction includes 3 parts:

 

• Attention-Getter

• Question / Answer

• Preview of Main Points

 

The attention-getter is just like with any paper you would right – some sort of startling statistic, quote, story, or other way of grabbing the attention of the teacher/judge/audience.

 

The next part replaces the traditional role of the thesis or purpose statement.In Extemporaneous Speaking, you state the question word-for-word and then provide your answer to the question.The thing most students forget is that no one else in the room knows what question they are going to talk about until the student tells them.Answering the question immediately is important – better to tell the audience your stance immediately and follow-up by explaining your reasoning in the body of the speech.Finally, a brief roadmap on what main points the student will cover.Just a quick overview, nothing too elaborate – and you are done.

 

A typical introduction should last anywhere from 30 seconds to 1 minute.The goal is a brief introduction that gives enough info to understand what issue is going to be discussed.

 

 

Just as with any paper, the body portion should be where the bulk of the information and content is explained during the speech.

 

Unlike in a paper, it is important to clearly and verbally outline the portions of the speech so an audience knows what point you are talking about.By giving clear signposting or identification of main points, the speech becomes easier to follow.

 

Another difference in Extemporaneous Speaking is expected when explaining a main point.Furthermore, the evidence needs to be cited.In the speech, the student should state the source and date of the information being discussed.So, for example, if a student were talking about wind energy, they might state, “According to PBS Newswire on January 13th, 2013, wind energy is set to become...”The source and date are important because it shows the information is from a credible source and is recent enough to matter to how the situation exists in the current world.

 

Beyond those differences, the body paragraphs are just like in any paper – you want each main point to be distinct and provide reasoning and analysis to elaborate on the point being discussed.The body is the bulk of the speech, with the goal of each point going for 1 to 2 minutes.3 main points is typical, so stick with the 5-paragraph essay format as your reference point and you (and the students) will be fine.

 

 

The final portion of the Extemporaneous Speech and it just touches on the same points as the introduction.State the question word-for-word, answer it again, review the main points, and state a closer that ties in with the introduction, if possible.

 

A typical conclusion should last anywhere from 30 seconds to 1 minute.The goal is a brief review of what you were asked to answer, answering it, reviewing your main points, and giving a strong closing sentence/story/connection to the attention-getter.

 

 

Many students struggle with what exactly to talk about in an Extemporaneous Speech.The content of the speech is critical and the limited amount of preparation time is difficult for students who are not used to thinking on their feet.Practice makes perfect, of course, and the suggested schedule for Extemporaneous Speaking has a great deal of practice built-in.However, here are some suggestions to keep students focused on the big picture: a cohesive speech.

 

1.Start with what you know

 

Students often struggle to understand some of the complex world issues Extemporaneous Speaking typically covers.Many just sit there and ask, “Why am I doing this?”A common criticism from students in general, but one often heard when discussing Extemporaneous Speaking.I tell students to relate and develop their main body points from their own point of references as much as possible.Did they choose the question on wind energy?Well, how many wind mills have they seen traveling around Iowa?How many gadgets do they have which require constant charging?How difficult would life be without electricity?Once they start looking at the topic from their own point of view, the content portion of their main point becomes much easier.

 

2.Relate to your own life

 

Sure, students may not care about a post-Chavez Venezuela, but they probably have heard their parents/grandparents/television commentators talk about Democrats and Republicans and why the other side is evil in some way, shape, or form.If they can’t, boil it down further to any kind of before/after case.Was life better or worse after your newborn baby brother was born?Was life better or worse after you moved into your new house?The topic ideas are complex, but students can relate the “big picture” question to their everyday life with a little thinking.Besides, as a teacher or a judge, hearing someone relate their own experience to a larger world is exactly what anyone would like to hear.

 

3.Use the facts, but explain what they mean too

 

Students should use facts and information gathered from the articles – that’s why it is so important to find credible and worthwhile evidence.However, I’ve found students really need to not only tell you the facts (while citing the sources for said facts), but also need to explain what the evidence means.Students should explain how the information affects the answer to the question and why it matters so much.Restating information is the easy part – explaining how and why it matters is the important part often overlooked by newcomers.

 

 

As anyone can tell you, you never get a second chance to make a good first impression.The same is true with delivery – from the moment you start, people are evaluating you.Therefore, it is important to start (and finish) strong.Delivery in Extemporaneous Speaking breaks down into 3 categories: voice, body, and movement.

 

 

Voice: The voice is an important area for any type of verbally given speech activity, with many different parts – pitch, volume, articulation, pronunciation, tone, and more.However, I would simply emphasis a conversational tone.No one wants to be yelled at or treated like a child…the goal of Extemporaneous Speaking is a conversational tone.Students should emulate their favorite television anchor, a person who informs the general public of important information…but in such a way that it doesn’t bore you to death.One issue I find important to emphasize is pronunciation.If a student doesn’t know how to pronounce something, they should either a) figure out how to pronounce the word or b) express their thoughts in other words they do know how to pronounce.Nothing stands out more to a teacher or a judge than a mispronounced word.An example I often use is the Iranian President, Mahmoud Ahmadinejad.If you know how to pronounce his name, you look impressive.If you don’t, you look foolish when you make the attempt – so, why bother?Simply say, the Iranian President.People will still know who you are talking about and you won’t look like a fool.

 

 

Body: Students often ask me…what am I supposed to do with my hands?How should I be standing?Who do I look at?The questions are all legitimate and boil down easily: focus on the teacher/judge because they are evaluating you, but don’t forget the rest of the people in the room.Don’t play with your hands, but use your natural nervous energy to fuel gestures to help visualize your points as you move through them during your speech.Stand tall and control any restless movement, focusing on keeping still and on the content of your speech.Generally speaking, the hardest part for any beginning speaker is controlling restless movement.People don’t naturally stand with their back straight and speak in front of others.We prefer to relax and get comfortable.However, the goal in Extemporaneous Speaking is looking professional and in control.If a student can control their restless movement, they go a long way in standing out because they look far more professional than someone swaying back and forth for 7 minutes.Students should try and focus their nervous energy into their speech – empowering their voice and stressing/emphasizing words with support from gestures.

 

 

Movement: Generally speaking, I tell students they have 2 choices when it comes to Extemporaneous Speaking.They can either stand still or move with purpose.Standing still is the deceptively harder of the two options.The goal is simple – stand firm from the beginning of your speech and don’t move from that stance, except for the use of gestures.This means the bottom half of their body is stuck for 5-7 minutes.As I stated, this option is deceptively difficult.The other option is to move with purpose and is my preferred option.Students stand still…except when transitioning between areas in their speech.So, students start off with their Introduction and move when they go into their 1st Main Point.When going from Main Point 1 to 2, they move again.Students move again from Main Point 2 to 3.Finally, students move from Main Point 3 to the Conclusion…preferably to the same spot they started their speech.Each move is calculated and controlled.If done correctly and practiced efficiently, students can have the added benefit of the movement helping them recall the content of their speech.If they practice using the method, their memory will also tie into a physical action, reinforcing their recollection of the information.

 

 

Extemporaneous Speaking Review

 

I hope you now have a better understanding of Extemporaneous Speaking as a whole.I have tried to explain Extemporaneous Speaking from a teacher’s perspective to better facilitate your own instruction.At this point, I will transition from an overview and look at specific recommendations for a teaching schedule and give you some handouts to start your own planning for a unit on Extemporaneous Speaking.All handouts will be in Word format, for easy editing or adapting to your own needs.Feel free to use them as you see fit and modify as needed.Extemporaneous Speaking is a difficult event, but I find it to help prepare students more than any other event for the real world and interacting with adults in a professional manner.The time management skills obtained also translate well into any high stakes testing environment and the entire process greatly increases students’ ability to think on their feet.

 

 

Extemporaneous Speaking – Suggested Schedule

 

Your schedule will vary depending on the length of your class time and other classroom needs, but here is a basic breakdown of how to teach Extemporaneous Speaking.The schedule really will depend on how well your students are grasping the event and how to fit everything together into a cohesive speech.I’ve had some classes work things out on the first practice run…others need 3-4.Regardless, here’s a starting point.Handouts are available in the Handouts section and video links are provided in the Resources section.

 

 

Day 1            Introduction Activity, Discuss Source Credibility, Introduce Extemporaneous                        Speaking

 

Day 2            Assign questions, go over research guidelines/expectations, provide examples to               review, and give time for research

 

Day 3            Research time, review structure of Extemporaneous Speech, Practice Round 1                  Speech with notes

 

Day 4            Research time, review/revamp Practice Round 1, review content suggestions

 

Day 5            Research Check, review Research expectations, review delivery elements,                          Practice Round 2 Speech with notes

 

Day 6            Research time, Extemp videos + Discussion, Review grading rubrics

 

Day 7            Research Due, Start Extemp Speeches (Depending on time, 6-8 per day)

 

Day 8            Extemp Speeches

 

Day 9            Extemp Speeches

 

Day 10          Extemp Speeches

 

Day 11          Extemp Speeches

 

Day 12          Extemp Speeches, Review Extemp pros/cons, move onto another unit

 

 

If you need to adjust some of the time limits to your schedule (since the default for Extemp is allowing 30 minutes of prep time and then a 5-7 minute speech), you can just change the amounts of time to fit your needs.I’d suggest 20 minutes of prep time for a 4 – 6 minute speech.That way, if you do have the chance to let your students participate in a MS Speech/Debate tournament, the extra time will only help them prepare more.

 

 

 

Extemp Handouts

 

Here are some specific handouts to go along with the instruction listed above.

 

• Extemp Intro Sheet

• Extemp Speech Structure

• Practice Round 1 Article

• Extemp Speech Structure – Fill-in-the-Blank

• Practice Round 2 Article

• Extemp Research Grading Rubric

• Extemp Speech Grading Rubric

 

I have also included some documents from other programs around the country on Extemporaneous Speaking.

 

• An Introduction to Extemporaneous Speaking

• Extemp Research Guide

• How to teach Extemp

​

 

 

Extemp Resource Links

 

Here are some additional sites you might want to check out for Extemporaneous Speaking.

 

Extemp Central - http://speechgeek.com/extemp/ - Another Extemp site where questions can be obtained.

 

The Extemp Prep Room - http://www.theextemppreproom.com/research-guide/ - This is a guide for Extemporaneous Speaking, which is a great resource for anyone looking for more information on teaching/coaching Extemporaneous Speaking.

 

National Federation of State High School Associations Extemporaneous Speaking Topics - http://www.nfhs.org/content.aspx?id=2889 – This is a group which puts out Extemporaneous Speaking questions for practice.  The site can be a good resource for obtaining new questions for practice.

 

National Forensic League TV - http://nfltv.org/category/extemp/ - This is a great resource for Extemporaneous Speaking, you can view final round performances of Extemporaneous Speaking from this link.