Mastering Persuasion and Public Speaking

1. Unit 3: American Forums: The Marketplace of Ideas Length of Unit: 6-7 Weeks

2. Essential Questions • How does the context or situation influence how an argument is developed and presented? • How can I persuade, engage or appeal to a specific audience through the rhetorical choices I make? • What makes some arguments better than others?

3. Thematic Context • America’s tradition of open debate and lively free speech was established in the early period of fight for independence from British rule. Before that, the founding settlers had established the basis for a literate democratic society in its schools and system of justice. Students have seen from the previous unit that persuasive, free speech is at the heart of our democracy’s vitality. This unit builds on the idea of the American Dream and America’s commitment to freedom of speech by looking closely at historic American speeches. • Central to any democracy is the way writers use language to influence public opinion. This is especially relevant now as we enter an election year. We MUST learn to discern between arguments that: • use careful reasoning based on sound evidence, • and those that rely instead on manipulation, biased language, and fallacious reasoning. • TV news, news magazines, newspapers, radio, and the Internet give us sometimes vital, sometimes trivial, facts and opinions, creating a swirling array of often conflicting information. The resulting chaos of information and perspectives can create an overwhelming presence in our lives, yet this information is also crucial to our ability to make informed decisions about everything from personal beliefs to public policy.

4. Transfer Task • Task 1 – Annotated Bibliography Develop a research question related to a timely and debatable issue of significance to your school community, local community, or national audience. Conduct research examining both primary and secondary sources. Create an annotated bibliography of at least five sources (including both primary and secondary) illustrating the sources you will be able to use as your develop your persuasive speech (Transfer Task 2). Each annotation must include the source’s bibliographic information using an appropriate style, the content and applicability of the source, and a justification of the source’s credibility. • Transfer Task 2 – Persuasive Speech Using your research from Transfer Task 1, write and present an original persuasive two to three minute speech to your classmates (or another specified audience and context) that presents and defends a stance about a complex contemporary issue. It should include a clear claim, support, counterclaim, and conclusion/call to action. Incorporate rhetorical strategies and delivery techniques to appeal to and persuade your audience.

5. Public Speaking: Fears and Expectations Procedure: • Independently answer questions 1-4. • Group Share • Meet with your North partner. • Write the Pledge of Allegiance on the back of the handout. • Annotate according to the directions on the handout. • Handout and read over “Dos and Don’ts” of Public Speaking • One person in each partnership will share their rendition of the pledge.

6. Wednesday, January 13thEarly Release • Learning Target: What are rhetorical strategies and how are they used to appeal to and persuade an audience? • Agenda: • Rhetorical Strategies guided notes Homework: CHECK assignment completion on IC

7. How do I develop a strong persuasive argument? • Rhetorical Strategies often used in persuasion to emphasize ideas and relate to an audience include: • Repetition (anaphora) • Aphorism • Allusion • Analogy • Extended metaphor/conceit • Rhetorical Questions

8. Repetition (anaphora) • In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect is known as Anaphora. • Anaphora, possibly the oldest literary device, has its roots in Biblical Psalms used to emphasize certain words or phrases. Ex: “Have mercy upon me, O LORD; for I am weak: O LORD, heal me; for my bones are vexed. My soul is also sore vexed: but thou, O LORD, how long?” Repetition (anaphora) is used often in music and poetry. I'm tired of being white trash, broke and always poor Tired of taking pop bottles back to the party store I'm tired of not having a phone Tired of not having a home to have one in if I did have it on Tired of not driving a BM Tired of not working at GM, tired of wanting to be him Tired of not sleeping without a Tylenol PM Tired of not performing in a packed coliseum- Eminem (Song: If I Had)

9. Aphorism • A term for speech or writing that is short, direct, and memorable. Often relating to abstract truth rather than to practical matters. Examples: Time is a great teacher, but unfortunately it kills all its pupils.- Hector Berlioz – When you have nothing to say, say nothing.- Charles Caleb Colto– Always tell the truth. That way, you don't have to remember what you said.- Mark Twain – You made your bed, now lie in it. – Common-

10. Allusion • Allusion is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It does not describe in detail the person or thing to which it refers. It is just a passing comment and the writer expects the reader to possess enough knowledge to spot the allusion and grasp its importance in a text. Examples: • “Don’t act like a Romeo in front of her.” – “Romeo” is a reference to Shakespeare’s Romeo. • The rise in poverty will unlock the Pandora’s box of crimes. – This is an allusion to one of Greek Mythology’s origin myth, “Pandora’s box”. • “This place is like a Garden of Eden.” – This is a biblical allusion to the garden Adam and Eve in the Book of Genesis. • “Hey! Guess who the new Newton of our school is?” – “Newton”, means a genius student, alludes to a famous scientist Isaac Newton.

11. Analogy • An analogy is a comparison in which an idea or a thing is compared to another thing that is quite different from it. It aims at explaining that idea or thing by comparing it to something that is familiar. Example: Science writer Claudia Kalb relies on the computer to explain how our brains process memories: Some basic facts about memory are clear. Your short-term memory is like the RAM on a computer: it records the information in front of you right now. Some of what you experience seems to evaporate--like words that go missing when you turn off your computer without hitting SAVE. But other short-term memories go through a molecular process called consolidation: they're downloaded onto the hard drive. These long-term memories, filled with past loves and losses and fears, stay dormant until you call them up.

12. Extended metaphor/conceit-a comparison between two unlike things that continues throughout a series of sentences in a paragraph/speech or lines in a poem. "Hope is the thing with feathersThat perches in the soul,And sings the tune--without the words,And never stops at all,"And sweetest in the gale is heard;And sore must be the stormThat could abash the little birdThat kept so many warm."I've heard it in the chillest land,And on the strangest sea;Yet, never, in extremity,It asked a crumb of me."(Emily Dickinson)

13. Thursday& Friday, January 14th & 15th Learning Targets: • How can I persuade, engage or appeal to a specific audience through the rhetorical choices I make? • What makes some arguments better than others? Agenda: • Review Appeals • Critique Speeches for speech do’s/don’ts and Rhetorical Strategies Homework: Check IC for missing/incomplete assignments and make a plan for catching up.

14. Rhetorical Appeals

15. Famous Speeches • Obama’s Speech (13:00 minutes): • https://www.youtube.com/watch?v=HoFqV3qVMGA • JFK’s Speech (16:00 minutes): • https://www.youtube.com/watch?v=PEC1C4p0k3E • Phil Davidson (6:00 minutes) • https://www.youtube.com/watch?v=5PbFmeerDDA Which speech was more effective? Why? Which speech was less effective? Why?

16. Monday, January 25th Learning Target: • What is the effect of the use of parallel structure? Materials Needed: Dry erase boards, copies of Kennedy’s speech, highlighter, pencil, dry erase marker Agenda: • Review parallel structure • Analyze Kennedy’s Inaugural address for parallel structure. • Guided practice with parallel structure Homework: Check IC for missing or incomplete assignments- Choose one and make a plan for making it up.

17. Parallel Structure……..AGAIN(We WILL get this concept!!!)

18. Practice with Parallel Structure • Revisit Kennedy’s Inaugural address -the print version this time - and highlight or underline examples of parallel structure. • Be prepared to share and answer the question: What is the effect of the use of parallel structure on Kennedy’s argument? *Jot your response to this question on your copy of Kennedy’s inaugural address*

19. Guided Practice Parallel Structure Practice Exercise *Record thinking on dry erase boards *Share

20. Tuesday, January 26 Learning Targets: • How can I choose a research topic? • How do I write an annotated bibliography? Agenda: • Research topic video clip • Annotated bibliography instruction • LMC to research problems/issues. Allsides.com Homework: Check IC for missing/incomplete assignments and make a plan for catching up.

21. Tuesday, January 26th What’s a good topic?Video: Choosing A Research Topic • A good topic is… • Appropriate • Interesting to you and your group members • One that you can approach with an open mind – where you have not already developed an opinion that is likely to render you immune to facts. • Manageable: Narrow enough to allow relatively thorough research.

22. Wednesday, January 27th Learning Target: • How are appeals used to make an argument better? Materials Needed: Dry erase boards, dry erase marker Agenda: • Analyze rhetorical appeals in advertising. • Appeal quick write. Homework: Check IC for missing or incomplete assignments- Choose one and make a plan for making it up.

35. Appeal Quick Write • Think of something you have bought or something you have believed solely on the basis of a convincing appeal. Write about the appeal and your “buy in”.

36. wednesday, January 27th A viable (GOOD)research question MUST: Be Simple (One issue only) Require Analysis, Thinking (why? How?) Lead to debate Have multiple perspectives be of Manageable scope have Clear vocabulary (No vague words) be Researchable Work with your group to complete the handout “research question activity.” Research Topic Research Question

37. Thursday and Friday, January 28th and 29th Work in LMC on Annotated Bibliographies!

38. February 1st thru 3rd • Learning Target: • How do I know if a source is reliable? How do I create an annotated bibliography? • Agenda: • Monday & Tuesday = LMC • Wednesday = LAB • Homework: Check IC for missing or incomplete assignments- Choose one and make a plan for making it up.

39. Thursday, February 4th • Learning Target: • Using checklists to improve writing. • Agenda: • 1. Self edit annotated bibliographies using teacher created checklist. • 2. Make corrections • Homework: Complete bibliography draft and checklist if you did not have it completed today.

40. Friday, February 5th Last Day in LAB Revisions to Annotated Bibliographies Annotated Bibliographies & Completed Checklists Due on MONDAY, Feb. 8th

41. Monday, February 8th • Learning Target: How do I use quotes effectively and correctly to make my argument stronger? • Agenda: 1. Model of quotation use 2. Explicit instruction in embedding quotes 3. Guided practice in embedding quotes

42. How do I make my argument stronger? • One way to enhance a speech is to include relevant quotations. • Motivational Video: • https://www.youtube.com/watch?v=V6xLYt265ZM • In this presentation, what is the author trying to convince you of? What appeal or appeals are used? • How do the relevant quotes enhance the presentation and convince you of the author’s perspective?

43. How do I use a quote in my speech? First: Use a Basic Signal Phrases: Sentences containing quotes should tell the person or organization the quote is from. Cite the source of the quote in a different way each time in order to keep the audience’s interest: • As Flora Davis noted, “ ”. • “ ,” claims Noam Chomsky. • Terrance answers ______with the following analysis: “ ” • In his essay, Smith states “ ”. • The Department of Education argues, “ “!

44. Second: Add Ethos When introducing a quote, add information about the author that will either establish his expertise or question his credibility or motives: • Smith, president of the NSS, argues that “. . . ” • Jones, who seems to make a career out of disagreeing with Smith, has this to say: “. . .” • In the words of researcher Herbert Terrace, “. . .” • The Gardners, Hamilton’s trainers, point out that “. . .” • The National Review, a publication well known for its conservative stance, includes Smith’s opinions that “. . .”

45. Select Three quotations from your research that you want to use in your speechOn an index card, for each of the quotations you choose, (1) Create a statement that incorporates the quotation and…(2) Includes a signal phrase and ethos Give credit to person who said it and build ethos Embedded quote Example: In the words of famed philosopher Marcus Tullius Cicero, “Nothing is so unbelievable that oratory cannot make it acceptable.”

46. Tuesday, February 9th • Learning Target: How do I use quotes effectively and correctly to make my argument stronger? • Agenda: 1. Review Explicit instruction in embedding quotes 2. Complete independent work on embedding quotes for speech 3. Write commentary for quotes.

47. Using the three quotations you developed a statement for previously,on the same notecard, (1) write two or three sentences of your own commentary that supports the argument you are making in your speech(2) Ask for peer or teacher feedback Give credit to person who said it and build ethos Embedded quote Example: In the words of famed philosopher Marcus Tullius Cicero, “Nothing is so unbelievable that oratory cannot make it acceptable.”In the 21st century, when the words of influential men are broadcast around the world within seconds of the first utterance, we must be careful to weigh the facts and not be convinced that something is true merely because the speaker uses powerful words and a powerful delivery. If we know something to be untrue, those who would attempt to convince us otherwise must not persuade us. Commentary

48. Thursday, February 11th Learning Targets: • How do you know if an argument uses deductive or inductive reasoning? • How do I determine which type of reasoning to use for my speech? Agenda: • View video clips to develop understanding of deductive and inductive reasoning • Identify reasoning used • Consider which type of reasoning would be more effective for your particular argument Homework: Complete and hand in annotated bibliography if you have not yet done so!!!!!!

49. Inductive and Deductive Reasoning • Inductive VS Deductive Reasoning by Shmoop • Inductive and Deductive Reasoning Example • Monty Python Deductive Reasoning • Sherlock Holmes

50. How would you use one of these types of reasoning in your argument? • Think about what type of reasoning, inductive or deductive, would work best for your argument. • How would you use that line of reasoning? • Find a peer and get some feedback on your thinking. • Be prepared to share your thinking with the class.