1. English Ms. Bermudez

2.  In a nutshell, a good demonstration speech teaches. It's a variation of the informative speech with in-built visual aids. The audience, through listening, watching or participating, learns something new.

3.  As their guide, you will take them through a process of 'show and tell' covering each step from set-up to finish.  Think of it as a 'how-to' speech.

4.  You need to select a process that you can demonstrate to the class. For example, “How to juggle,” or “How to make chicken soup.”  Note that each example involves a process, that is, a series of actions which can be broken down into steps chronologically.  Each also involves demonstration—it requires that the speaker show, not just tell, how to do something.

5. What you are interested in:  Your choice of demonstrative speech topic needs to be something you are genuinely interested in and know about.  Without enthusiasm or knowledge it's hard to inspire others to want to know more about a subject. And that's your goal! Ideally when you finish your speech, you'll find yourself on the receiving end of question after question from eager listeners wanting to know more.

6. Who the speech is for???  You need to consider your audience before making your final choice. Questions to consider:  What demonstration speech topics would interest them?  What would teach them something new?  What would be of value and appropriate for them to know?

7. The setting of the speech:  Where is the speech to be given? In a classroom? In a public hall? In a living room? In the open air? The time you've got to give the speech:  There is no point in choosing something complex to show and teach if you have very limited time. What you select needs to fit easily into the allotted space. (Teacher will provide specific guidelines.)

8. Beginnings or starting points  Rather than picking the first idea that jumps out, build up a short list.  Then go through assessing the positive as well as negative aspects, keeping the audience, your interest, setting, time and assessment needs in mind.

9.  Food: “How to Make Chocolate Lasagna”  Nature: “How to Prepare a Survival Kit”  Animals/Pets: “How to Set Up a Fish Bowl”  Technology: “How to make and upload a video to YouTube.”  Crafts: “How to tie-dye a garment”  Sports: “How to wax a surf board”  Games: “How to play checkers”

10.  It's much, much harder to persuade an unwilling or bored audience that you have anything interesting to say or show.  Ask yourself: 'Why does my audience want to listen to my speech on {insert your topic}?' 'What will they gain from it?‘  Put yourself in their shoes. If you were them, what angle would make your topic appeal?

11.  Brainstorm your ideas!!!!  Can this topic be broken down into easily followed sequential steps? -If the answer is 'YES' you can go ahead. -If the answer is 'NO' you'll need to think again.

12.  Am I passionate about or genuinely interested in the topic?  Your enthusiasm (or lack of it) communicates directly with the audience. It bypasses your words and shows in your body language. Are you committed? Are you interested? Do you really care? Great demonstration speeches are a combination of confidence and information. You need both to succeed.

13.  In your planning concentrate on the outcome you want and then focus on the logical steps needed to achieve it. This will form the body of your speech.  The easiest way to get this part right is by doing it yourself.  As you go though the process, (baking a pie, tying a tie, changing a tire, balancing a check book), keep your audience in your mind.

14.  Put yourself in their shoes, hear through their ears, see through their eyes...  What do they need to know about each step? What will make it easier for them to understand? Do they need to see it? Do they need to do it? Do you need to include every step or can you safely either miss some out or clump them together?  Talk the process out loud to yourself making sure your vocabulary is free of jargon or if you do use specialist words, you explain them fully.  This is the heart of your speech and you will want to make sure you have it right by preparing as fully as possible.

15.  The goal is to successfully teach a process or skill. Success or failure in teaching is always measured from the pupil or student's perspective. If your demonstration speech is on 'how to knot a tie', then the desired result is an audience capable of knotting their own ties or at least inspired to try. As with every good speech, your demonstration needs a 3 part format. Introduction, Body, & Conclusion

16.  Woven throughout each of these segments you'll provide visual aids or props, (either the items themselves or charts, diagrams, photographs, video etc.), and personal stories to illustrate.  You may even actively include the audience if appropriate. For example, if you're tying ties, then having one for everybody to practice with as you're going through the steps would be a good idea.

17.  In your introduction you will tell the audience what it is they're going to learn, why they'll benefit from learning it and why you chose the topic. Introduction I. Attention Getter II. Subject Sentence III. Overview of Major Points A. First Major Point B. Second Major Point C. Third Major Point IV. (Etc.) V. Background Information (optional) VI. Transition

18.  Next you have the body of the speech. This is the demonstration itself. I. First Main Idea A. Supporting Ideas 1. Examples and details 2. Examples and details

19.  The conclusion will summarize what it is that has been learned and will reinforce its benefits. I. Restatement of Subject II. Recapitulation of major points/ideas A. First Main Idea B. Second Main Idea C. Third Main Idea III. Graceful ending

20.  When you think you have it flowing smoothly invite a few trusted people to watch. Ask for feedback so you can fine tune the balance between 'showing and telling'. Questions you'll want answered are:  Are the steps in the process logical?  Are my instructions or explanations about each step clear?  Are my visual aids or props relevant and effective?  Is it interesting, amusing, effective?  What do I need to do to improve?  Once you've integrated the feedback and run it through several more times you're ready to add your introduction and conclusion.

21.  Every student needs to have a different topic!  Your speech need to be at least 3 minutes in length…but no more than five minutes.  You will need two outlines.  Topical Outline for yourself  Complete sentence outline to be submitted to the teacher  (Teacher will show an example & it will be posted on my.ccsd.net)  (No outlines, no speech, no speech, no grade)