Prob lem Area. How Do I Effec tively Com mu ni cate with Oth ers to Accom plish theVision?
Pre cepts. A5: Com mu ni cate effec tively with oth ers. M3: Make effec tive busi ness pre sen -ta tions.
National Stan dards. NL-ENG.K12-4 — Com mu ni ca tion Skills — Stu dents adjusttheir use of spo ken, writ ten, and visual lan guage to com mu ni cate effec tively with a vari ety ofaudi ences and for dif fer ent purposes.
R Stu dent Learn ing Objec tives. As a result of this les son, the stu dent will …
1 Describe the com po nents of the magic for mula of pre sen ta tion plan ning.
1
National FFA OrganizationHigh School
KnowledgeKnowledgeLife
National FFA OrganizationHigh School
Life Real Lessons for Real LifeReal Lessons for Real Life
It is ille gal to repro duce cop ies of this mate rial
with out writ ten per mis sion from the National FFA Orga ni za tion.
HOMEOut linePre vi ous Les sonNext Lessone-MomentsIndex
· Time. Instruc tion time for this les son: 50 min utes.
¨Resources
DiResta, Diane. Knock out Pre sen ta tions: How to Deliver Your Mes sage withPower, Punch, and Piz zazz. Worces ter, MA. Chan dler House Press. 1998.
National FFA Orga ni za tion
P Tools, Equip ment, and Sup plies
ü Writ ing sur face
ü Pro jec tion sur face
ü Over head pro jec tor and trans par en cies
ü HS.85.Assess—one per stu dent
ü HS.85.TM.A
ü HS.85.TM.B
ü HS.85.TM.C
ü HS.85.TM.D
ü HS.85.TM.E
ü HS.85.TM.F
ü HS.85.TM.G
ü HS.85.TM.H
ü HS.85.TM.I
ü HS.85.TM.J
ü HS.85.TM.K
ü HS.85.AS.A—one per stu dent
ü Scrap Paper
Com pile a set of resources that could be used to find sup port ing mate rial for pre sen ta tions.Some exam ples include: alma nacs, indus try spe cific mag a zines, books, text books, reports, video tapes, etc. Have the resources in a table that is readily avail able dur ing the les son.
ÑKey Terms. The fol low ing term is pre sented in this les son and appear in bold ital ics:
> Magic For mula
N Inter est Approach
Ask some ques tions to engage the stu dents.
�What are your great est fears?
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Antic i pated responses will dif fer, depend ing on the stu dents. If it’s not men tioned, ask if any one is afraid of speak ing in front of oth ers.
� How many of you are afraid of speak ing in front of oth ers?
Make a note that speak ing in front of oth ers is often men tioned on sur veys as the num ber onefear peo ple have.
�What are some sit u a tions in high school where you might have to speak in front of oth ers?
Antic i pated responses: dur ing a class; in a play; as an offi cer in a club, at work
�Why would we want to get better at speak ing and pre sent ing in front of oth ers?
Antic i pated responses: it’s key to get ting a job; it’s a part of every day life just on a dif fer entscale; com mu ni ca tion is a part of how our democ racy works; if you don’t speak up, your opin ion won’t be heard; it builds our con fi dence.
Ask the stu dents a lead ing ques tion. Have them write their thoughts on a piece of scrap paper.
�What fears do you have about doing class room pre sen ta tions, speak ing, or pre sent ing work -
shops in front of other peo ple?
Pause while they think.
� Jot down those fears you have on a piece of scrap paper.
Allow them time to write.
Elicit responses and write them on a com mon writ ing sur face for all to see.
�Who can share one of their fears?
Antic i pated responses: I’m afraid of mak ing a fool of myself in front of oth ers, I’m afraid ofbeing made fun of, I’m afraid I’ll for get what I want to say, I just don’t know where to start, Ihave a hard time being cre ative, I’ll never be able to live up to my own expec ta tions, I’ll never beable to be as good as some one else, I’ve never given a speech before, I’m afraid of sound ingdumb.
Ask engag ing ques tions and have them give thumbs up if they agree.
�Who would like to learn about a tool that can give you an advan tage when you’re called on to
give a pre sen ta tion?
�Who would like to dis cover a tool that can address each of the con cerns you stated ear lier?
Explain that there is a tool that can do all of those things and more.
� Ladies and Gen tle men, after today you can throw those fears away. You are about to wrap your
minds around a tool that will for ever change the way you approach cre at ing and deliv er ing pre -
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sen ta tions! This tool is called the Magic For mula and it’s designed to deliver on the fol low ing
prom ises.
Write the fol low ing infor ma tion on a writ ing sur face or show HS.85.TM.A.
Advan tages to using the Magic For mula in pre sen ta tion plan ning:
• Gives you a place to start when you begin to cre ate a pre sen ta tion.
• Helps you remem ber your pre sen ta tion with just a few notes.
• Helps you cre ate and deliver con sis tently effec tive pre sen ta tions.
• Helps you orga nize and pres ent your ideas so you sound like you know what you’re talk ingabout.
• Helps you build con fi dence as an effec tive pre senter.
• Helps you cre ate a pre sen ta tion where the focus is on your audi ence; which will make themmore inter ested in what you have to say.
• Gives you a tool that will help you influ ence oth ers in a pos i tive way.
Chal lenge them to assume the atti tude of an adven turer: will ing to take risks, learn, and try newthings, be bold and per sis tent.
� Are you ready to explore this amaz ing tool? Today, as we get our hands on the Magic For mula
for pre sen ta tion plan ning, call on the adven turer inside your self. How would you expect an
adven turer to act?
Elicit responses.
� To add to that great list, let’s be will ing to take risks, learn and try new things, be bold, ask ques -
tions, and keep a per sis tent atti tude.
SUMMARY OF CONTENT AND
TEACHING STRATEGIES
Objec tive 1. Describe the com po nents of the magic for mula of pre sen ta tion plan ning.
This can be a long pro cess; the les son is designed to give stu dents time to inter act with the infor -ma tion. Make sure not to skip the por tions of the les son where stu dents take and pro cess theinfor ma tion. This les son is designed to take 50 min utes; how ever, it is more impor tant to be flex -i ble with stu dents’ needs to estab lish a clear work ing under stand ing of the pre sen ta tion devel -op ment pro cess before they are asked to cre ate a speech or work shop in future les sons.
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Define what the phrase Magic For mula means. Write the fol low ing on a writ ing sur face or showHS.85.TM.B.
I. Magic For mula for pre sen ta tion plan ning
A. Magic For mula—a pro cess to fol low when cre at ing a pre sen ta tion
Explain that they are going to go right into dis cov er ing the Magic For mula and its related com po -nents. It will be impor tant to con tin u ally ask your selves, “Why is this impor tant to cre at ing agreat pre sen ta tion?” as each piece is unveiled.
� Let’s dive into to this pro cess. As we unveil a com po nent of the for mula, ask your self, “Why is
this impor tant to cre at ing or deliv er ing a great pre sen ta tion?” Cap ture the icons with the related
ques tions and com ments in your notes. Let’s go!
Write the fol low ing on a writ ing sur face or show HS.85.TM.C. If writ ing, make sure to draw theicon that cor re sponds with the related ques tions and com ments.
1. Tele phone: Get the infor ma tion.
a. Who is the audi ence? How many will be in the audi ence?
b. What date? What time? How long?
c. Where will the pre sen ta tion take place?
d. What is the pur pose of the speech?
Allow time for the stu dents to cap ture their thoughts in their notes. Ask a ques tion to engagestu dents:
�Who can share why this is impor tant?
Elicit answers. Lead stu dents to the con clu sion that this is a key step that must be deter minedbefore plan ning the pre sen ta tion.
Write the fol low ing on a writ ing sur face or show HS.85.TM.D.
2. Heart: What does the audi ence care about?
a. What is appro pri ate for the audi ence?
b. Why are they going to want to lis ten to what you have to share?
c. What do they expect to hear?
Allow time for the stu dents to cap ture their thoughts in their notes. Have stu dents get with apart ner to brain storm a list of speech top ics stu dents their age might care to hear about. Chal -lenge them to think out side the box.
� Think out side the box. What top ics would other peo ple your age care to hear about?
Pause and let them think.
� Turn to a neigh bor and brain storm a list of top ics that other peo ple your age would be inter ested
in hear ing about.
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After some think ing time, elicit some of the brainstormed responses. As a group, choose one ofthose top ics to use through out the rest of the les son. Cap ture that topic on a writ ing sur face.
Write the fol low ing on a writ ing sur face or show HS.85.TM.E.
3. Movie Clap per: What action do you want the audi ence to take?
4. What do you want them to know or be able to do after your pre sen ta tion?
a. What are your objec tives?
i. Objec tives are action-ori ented. There fore, objec tives should include theaction you want the audi ence to take with the main points, or con cepts,pre sented.
Allow stu dents time to cap ture their thoughts. Have stu dents brain storm a list of actions theyhope oth ers would be able to do or know after hear ing the speech topic just cho sen by thegroup in the last step.
� Look back at the topic we chose ear lier. Now con sider this: what actions do you hope oth ers
would be able to com plete or know how to do when your pre sen ta tion is fin ished? Here are
some exam ples: choose a hobby, set per sonal goals, choose to use safe han dling prac tices when
pre par ing food.
Allow some think ing time.
�Write down some of your thoughts.
Allow some writ ing time.
Have stu dents cre ate an action/cha rade that rep re sents what you want the audi ence to know orbe able to do after they hear your speech.
� Choose one of the actions that you just brainstormed. What might that action look like if some -
one were to actu ally do it? Cre ate a cha rade or motion that rep re sents that action.
Allow time to cre ate, then share in tri ads.
� Turn to two other neigh bors and share your motions. Have the other group mem bers try to
guess the action you are dem on strat ing.
Write the fol low ing on a writ ing sur face or show HS.85.TM.F.
5. Point ing Fin ger: What are your points?
a. Main points
i. Should be sim ple and mem o ra ble.
ii. Should incor po rate a state ment or catchy phrase to help your audi enceremem ber.
iii. Should be able to be sup ported with facts, per sonal expe ri ence, or evi -dence.
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Allow stu dents time to cap ture their thoughts. Have stu dents take one of the actions theybrainstormed and think of main points that would sup port their rea sons why that action isimpor tant. They may also choose to tell how some one can make prog ress towards being able toper form that action. Have them share their ideas with a dif fer ent neigh bor or in tri ads.
� Look back at the list of actions you brainstormed. Con sider this ques tion: What main points will
you use to sup port the impor tance of the action? For exam ple, let’s say one of your actions was
for the lis tener to under stand the impor tance of start ing a hobby. A main point might sound like
this: start ing a hobby is fun and inex pen sive.
Allow some time to think.
� Turn to a dif fer ent neigh bor or form a triad and share those main points. Pre pare to defend why
those main points are the best points for that par tic u lar action.
Writ ing the fol low ing on a writ ing sur face or show HS.85.TM.G.
6. Books: What sup ports your main points?
a. Sup port comes in the form of facts, sta tis tics, news arti cles, websites, inter -views, and per sonal sto ries.
b. Sup port must be cred i ble and believ able.
Have stu dents brain storm a list of resources they might use to sup port each of their main points.For instance: per sonal story, alma nac, gov ern ment report, lead er ship book.
� Look back at the main points you just wrote down. Con sider this ques tion for each main point:
What will be the best place to find mate rial that will pro vide cred i bil ity for that state ment?
Allow stu dents some time to think.
� You have two min utes to find one of those resources in this room, and bring it back to your seat.
Allow some time to find the resource. Find the resources you com piled prior to the les son. Makesure there is a vari ety of resource mate rial avail able, includ ing mag a zines, news pa pers, text -books, alma nacs, websites, reports, books, etc.
� Now, show and tell about your resources with a neigh bor.
Write the fol low ing on a writ ing sur face or show HS.85.TM.H.
7. Appli ca tion: What is the appli ca tion?
a. How will the audi ence know what to do with the main point after hear ing thepre sen ta tion?
b. How can the audi ence make the main point a real ity in their lives?
Have stu dents look back at the list of main points they brainstormed ear lier and cre ate a series of pic tures or icons that rep re sent what it would look like if some one per formed that action orknew that infor ma tion.
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Have them share their pic tures and a list of main points with a part ner. The part ner will try toguess which main point the pic tures rep re sent.
� Look back at the list of main points you cre ated and choose one. Con sider these ques tions for
that main point:
What would it look like if some one took the infor ma tion you were shar ing with them and
made it a real ity in their lives?
What would they do?
How would they act?
Where would they be?
Allow them time to think.
� Cre ate a pic ture, or series of pic tures, of what that action would look like. Make it obvi ous
enough that a part ner could look at your list of main points and clearly iden tify which action
matches it.
Allow some time to think of an action or series of actions.
� Turn to a part ner, give them a list of your main points, and show them your pic tures. Part ners,
you deter mine which main point relates to this appli ca tion.
Draw out a few vivid exam ples and share them with the class.
Write the fol low ing on a writ ing sur face or show HS.85.TM.I.
8. Rear view mir ror: How are you going to close and review your points with impact?
a. Review or restate your points at the con clu sion of your pre sen ta tion.
b. Make cer tain they remem ber the main points of your pre sen ta tion.
c. Close the pre sen ta tion with power and impact.
Have stu dents think of typ i cal phrases that they might hear or use when cre at ing a review. Elicitresponses. Have them think out side the box and brain storm with a part ner to develop a list ofatyp i cal and unique phrases or activ i ties they could do to review the infor ma tion and close withimpact.
�What are some typ i cal phrases that might be used when cre at ing a review?
Elicit responses. Antic i pated responses: in con clu sion, let me reit er ate, in clos ing, to review, letme restate, let’s look back at.
� Con sider this: What hap pens when you hear those phrases as a lis tener?
Antic i pated responses: shut down, know that the end is near, pre pare to clap, beg for it to beover, thank all good ness that it’s about fin ished.
8
� Think out side the box. What could you do to be dif fer ent with the way you review the main
points or close with impact?
Allow some time to think.
� Turn to a neigh bor and cre ate a list of those out of the box ideas.
Elicit responses. Antic i pated responses or thoughts to share: cre ate a vivid pic ture of how lifemight be dif fer ent if each of those main points were imple mented, use a piece of music to reit er -ate the main points and wrap up your pre sen ta tion, have the lis ten ers turn to a neigh bor andreview what they will take away from the pre sen ta tion, cre ate a poem that reviews the mainpoints and closes with pur pose.
Write the fol low ing on a writ ing sur face or show HS.85.TM.J.
9. Elec tric Out let: How are you going to con nect the topic of the pre sen ta tion withyour audi ence?
a. A con nec tion is built by tying your topic to some thing your audi ence can relateto.
b. The intro duc tion should make a con nec tion with your audi ence.
For exam ple: this les son made a con nec tion because each stu dent was able to list fears aboutspeak ing and pre sent ing. Another exam ple might be tell ing a per sonal expe ri ence that manyaudi ence mem bers will relate to, like the first day of school. Yet another exam ple might be using recent events that they would have heard about in the news that relate to the topic.
c. Build your pre sen ta tion around a theme
Have stu dents look back over the list of top ics they brainstormed that oth ers their age mightcare to hear about. Explain that this list makes a great place to find some ideas for con nect ingwith the audi ence.
� Look back at the list of top ics you brainstormed ear lier that peo ple your age might be inter ested
in. This list is a great place to find ideas for cre at ing an effec tive intro duc tion. Some of the top ics
could become themes, which you could relate to your main points. Some might have per sonal
sto ries attached to them that oth ers would relate to.
Ask a prob ing ques tion.
� Think back over your own life time. What are some things you’ve heard other speak ers do that
made super intro duc tions?
Elicit responses. Antic i pated responses and ideas to share: a per sonal story, a catchy phrase, rhe -tor i cal ques tions, a poem that can be explained, explain ing a prop that will be used through outthe speech, using a head line from a local news pa per
Write on a writ ing sur face or show HS.85.TM.K.
10. Com ing Attrac tions: How are you going to pre view your pre sen ta tion?
a. Let the audi ence know your objec tives.
9
b. Pro vide a map to help them fol low your pre sen ta tion.
c. Make this cre ative step relate to your theme and build inter est in what’s com ing up.
Elicit responses to the ques tion, “Why?” Have the stu dents brain storm phrases they might heardur ing a pre view of what’s com ing up in the pre sen ta tion.
�What are some phrases that you hear on TV that pre view upcom ing shows?
Elicit responses. Antic i pated responses: This eve ning, Don’t miss out, Today on the news, Don’tchange that chan nel, Com ing up today, Tonight we bring you, You’ll want to stick with usbecause.
� How could you trans late those phrases into a phrase that you might use in a pre sen ta tion?
Allow some think ing time.
� Turn to a neigh bor and tell them what ideas you just gen er ated.
Con grat u late the stu dents on acquir ing their new tool. Explain that as they prac tice with it, thetool will become much eas ier to use. Cel e brate the incred i ble amount of learn ing by hav ing stu -dents give each other high fives.
Use a Dick ens Moment to apply the infor ma tion. Stu dents divide up into groups of three to four, then review the com po nents to the Magic For mula. Their task is to cre ate a story that can be toldto help oth ers under stand how the Magic For mula goes together and works. Stu dents shouldpre pare an out line of the story and be ready to pres ent to the rest of the class fol low ing the work time.
�When you hear, “Go to it,” you’ll begin craft ing a story you could tell to oth ers to help them
under stand the Magic For mula and how to use it. You may have char ac ters that inter act, dia -
logue, and a chal lenge to solve. Make only an out line of your story and be pre pared to share it
with the rest of the class. What ques tions are there? We will work in groups for this.
Num ber off the class at this point, and make des ig na tions where the stu dents should go. Keepthe groups to three or four. Once the des ig na tions are made then say the com mand words:
� Go to it!
2 Review/Sum mary
Dis trib ute HS.85.AS.A. Have stu dents fill in the boxes on the orga nizer with either the miss ingicon of the magic for mula or the key ques tion they need to remem ber.
10
GAppli ca tion
u Extended Class room Activ ity:
Option 1: Have stu dents cre ate a pre sen ta tion and then give it in class. Option 2: Have the stu -dents cre ate a Magic For mula game or teach ing tool that can be left in the class room to be usedby stu dents after their class is fin ished.
u FFA Activ ity:
Option 1: Have the stu dents watch the next speaker they hear at an FFA func tion, then hold adis cus sion about what pieces of the Magic For mula the speaker used well. Option 2: Have thestu dents write a review of the next speaker they hear regard ing the speaker’s use of the MagicFor mula.
u SAE Activ ity:
Have the stu dents use the for mula to pre pare a speech about why their SAE activ ity would be agreat pro gram for fresh men to start. Then have them deliver it to a group of incom ing fresh menor at a ser vice club meet ing.
P Eval u a tion
HS.85.Assess is a writ ten eval u a tion pro vided to eval u ate the con tent of this les son.
Answers to Assess ment:
Part One: Match ing
1. E.
2. C.
3. G.
4. A.
5. B.
6. H.
7. I.
8. F.
9. D.
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Part Two: Short Answer
1. Any three of the fol low ing:
• Gives you a place to start when you begin to cre ate a pre sen ta tion.
• Helps you remem ber your pre sen ta tion with just a few notes.
• Helps you to cre ate and deliver con sis tently effec tive pre sen ta tions.
• Helps you orga nize and pres ent your so that you sound like you know what you’re talk -ing about.
• Helps you to build con fi dence as an effec tive pre senter.
• Helps you to cre ate a pre sen ta tion where the focus is on your audi ence; which will makethem more inter ested in what you have to say.
• Gives you a tool that will help you to influ ence oth ers in a pos i tive way.
2. Any form of the fol low ing def i ni tion is accept able.
Magic for mula—a pro cess to fol low when cre at ing a pre sen ta tion.
Instruc tions: Match each of the fol low ing Magic For mula icons with their appro pri ate guid ing ques -tion or phrase by list ing the appro pri ate let ter from List B next to the icon in List A.
List A
_______1. _______6.
_______2. _______7.
_______3. _______8.
_______4. _______9.
_______5.
List B—Guid ing Ques tion or Phrase
A. What is the main point?
B. What sup ports my main point?
C. What does my audi ence care about?
D. How will I pre view my main points in the intro duc tion?
E. Get the infor ma tion.
F. How will I con nect to my audi ence in the intro duc tion?
G. What do I want my audi ence to know and be able to do?
H. What is the appli ca tion for my audi ence mem bers?
I. How will I review and close with impact?
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ACTION
APPLICATION
COMINGATTRACTIONS
COMINGATTRACTIONS
u Part Two: Short Answer
Instruc tions: In the space pro vided, write a response to each of the fol low ing ques tions.
1. List three advan tages asso ci ated with using the Magic For mula.
2. In your own words, describe the Magic For mula to a per son who knows noth ing about devel op ingor deliv er ing pre sen ta tions.
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HS.85.TM.A
BEN E FITS OF USING THEMAGIC FOR MULA
t Gives you a place to start when you begin to
cre ate a pre sen ta tion.
t Helps you remem ber your pre sen ta tion with
just a few notes.
t Helps you to cre ate and deliver con sis tently
effec tive pre sen ta tions.
t Helps you orga nize and pres ent your ideas so
you sound like you know what you’re talk ing
about.
t Helps you build con fi dence as an effec tive
pre senter.
t Helps you cre ate a pre sen ta tion where the
focus is on your audi ence, which will make
them more inter ested in what you have to
say.
t Gives you a tool that will help you to
influ ence oth ers in a pos i tive way.
15
HS.85.TM.B
THE MAGIC FOR MULA FORPRESENTATION PLAN NING
The Magic for mula is a pro cess to fol low when
cre at ing a pre sen ta tion.
16
ACTION
APPLICATION
COMINGATTRACTIONS
COMINGATTRACTIONS
HS.85.TM.C
GET THE INFOR MA TION
Other ques tions for con sid er ation…
tWho will the audi ence be? How many will
be in the audi ence?
tWhat date? What time? For how long?
tWhere will the pre sen ta tion take place?
tWhat is the pur pose of the speech?
17
HS.85.TM.D
WHAT DOESTHE AUDI ENCE CARE ABOUT?
Other ques tions for con sid er ation…
tWhat is appro pri ate for the audi ence?
tWhy are they going to want to lis ten to
what you have to share?
tWhat do they expect to hear?
18
HS.85.TM.E
WHAT ACTION DO YOU WANTTHE AUDI ENCE TO TAKE?
Other ques tions for con sid er ation…
tWhat will your objec tives be?
tWhat do you want them to know or be
able to do after your pre sen ta tion?
tWhat impact will you make?
19
ACTION
HS.85.TM.F
WHAT ARE YOUR POINTS?
Other ques tions for con sid er ation…
tWhat are your main points?
tMain points should be suc cinct and mem -
o ra ble.
tWhat state ment or catchy phrase can you
use to help your audi ence remem ber this
point?
20
HS.85.TM.G
WHAT SUP PORTS YOURMAIN POINTS?
Other thoughts for con sid er ation…
t Sup port may come in the form of facts,
sta tis tics, activ i ties, expe ri ences, per sonal
sto ries, other peo ple’s sto ries, and poems.
tWhat sup port mate rial will best con vey
the main points I have?
t Sup port must be cred i ble and believ able.
21
HS.85.TM.H
WHAT IS THE APPLI CA TION?
Other ques tions for con sid er ation…
t How will they know what to do when they
get home?
t How can they take the main point and
make it a real ity in their lives?
22
APPLICATION
HS.85.TM.I
HOW ARE YOU GOING TOCLOSE AND REVIEW YOUR
POINTS WITH IMPACT?
Other ques tions for con sid er ation…
t How are you going to review or restate
your points?
tWhat will you use to make cer tain they
remem ber?
t How are you going to close with power
and impact?
23
HS.85.TM.J
HOW ARE YOU GOINGTO CON NECT WITHYOUR AUDI ENCE?
Other ques tions for con sid er ation…
tWhat are you going to do in your intro -
duc tion to make the con nec tion with your
audi ence?
t A con nec tion is built by con nect ing your
topic to some thing your audi ence can
relate to.
t Can you build your pre sen ta tion around a
theme?
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HS.85.TM.K
HOW ARE YOU GOING TOPRE VIEW YOUR PRE SEN TA TION?
