Examples

That Didn’t Fit, Like An Oversized Shoe

Using Effective Examples

Topic: Use of Examples

Objective: Students will learn how to select and where to place effective examples for use in their speech

Materials: A one to three page article from an accredited source

Steps:
1. Before class, find a one to three page article in a peer reviewed journal, newspaper or magazine. Make copies for the entire class so they all have the article.

2. Instruct the class to skim the article and circle and metaphors or analogies used within the text.

3. Read the article aloud and have students stop you when they believe you have arrived at a metaphor or analogy.

4. Discuss each use of example with the class as they stop you. Was the example effective? Did the example relay a certain message?

5. Have the class revise some of the uses of examples that were marked ‘ineffective.” Have the students come up with more fitting metaphors or analogies.

Results: Prepare another article for the students to take home and complete the same task. Have them circle all the uses of examples and come up with their own.

Grant Campbell
5/11/06

Two Minutes of Fame: It’s your Time to Shine!

Use of Examples

OBJECTIVE: After completing this activity, students will be able to use an object as an example to sell a product. They must give at least two examples of different ways to use the object.

MATERIALS:

Table or podium
2 stools
Lamp
20 random objects from around the house
Two Minutes to Fame Worksheet

STEPS:

Divide students into groups of two and have them sit next to each other.
Introduce the topic of using examples in a speech.
1. Talk about why examples are used.
2. Introduce the infomercial activity.
  1. Hand out the help sheet.
  2. Pick up an object from the table.
  3. Talk to the class about using the activity and creating a show on the infomercial channel. They want to sell their object to as many people as possible. They need to make it appealing. Use creativity.
  4. Use the object and give a short example of what you expect from them in their infomercial speech. Example (clay mug):

Ladies and Gentlemen, may I present to you the 2009 President’s Choice Mug. Made of clay and hand molded by the most experienced potters, this Mug comes in three bright colors. The President uses these mugs during his meetings in winter. He loves the smell of hot cocoa and marshmallows on a cold day. If you would prefer not to drink hot chocolate, the mug also makes a great pencil holder and better yet, a money jar. For only $7.99, this limited edition mug could be yours.

What makes an example a great example is the details included with it. Ask the class this question: What stood out the clay mug to you?

i. Answers: cool name, it was hand molded, used by the President, what it was used for, other ways to use it, smells, sights, etc.

Randomly give the students an object from the object pile. Tell the students they have 15-20 minutes to work on this.
1. If they can absolutely not think about anything with the object, the teacher may exchange the object for another. Do not tell the class this though.
2. Walk around and make sure the students are working together. Answer any questions needed.
3. A short time before the groups are to come back together, arrange the front of the room. A table or podium is in the middle with stools or chairs on either side. Make a lamp or flashlight available in case they would like to shine the light on their object.
4. Come back together as a class. Each group will have two minutes to present their object on a mock version of the infomercial channel.
5. Briefly talk about the different examples the students were given today. The objects were examples, they had to each give alternative examples, the teacher gave an example.
6. By thinking about the history, the prices, the name, and the smaller details, the students may have unknowingly learned how examples should be used in a speech or a paper. They need to say something other than. “I like this clay mug.” Give an example of why they like it or what makes it special.
7. Have students have in their “Two Minutes to Fame” Worksheet.

RESULTS: The students should now understand how to effectively use examples in speech. Students should be thinking about their informative speeches coming up. They need to bring to class tomorrow at least two ideas of different examples they could use.

Two Minutes of Fame

Group Members: ______________, ___________________, ____________________

Class Period: __________

Instructions: You are to give a two minute presentation on the JTV Infomercial station. With the object given to you, come up with a short speech to sell your object. Make use of your example and distinct details. Use your answers on this worksheet to help you form your speech. Feel free to add any other details that you think should be in your infomercial debut.

Object: _________________

Official Object Name: ________________________________________

Reasonable Cost: __________________

History: Briefly explain more about your item. What is it made of? How was it formed? Where did it come from? What is super special about it? Why was it given that particular name?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Function: How is the object used in the real world?

Alternative Uses: Give at least two different examples of what else the object could be used for.

Special Details: What color(s) is it? How many are included in your price? Is it limited edition? How long will it be sold? Feel free to share some other unique details that will sell your product better.

Stacy Laue
9 September 2009