Persuasive Speech

1. Persuasive Speech

2. Journal Write: • What was your favorite unit/thing we studied so far in English? • Why?

3. Paragraph Correction Today the final ELA unit will be started by 7th graders! We are going to aurthor persuasive speeches. Students can chose from too topics or one of his choice. If you want to choose your own topic you must confirm with Ms. Roth by Monday. Youre persuasive speech will count as the writtin portion of your final exam. (11)

4. Persuasive Speech Unit • When writing and delivering our persuasive speeches, we will draw upon a lot of the skills we started the year with (coming full circle )… persuasive writing! • Let’s recall some of the terms, vocabulary, and skills we learned during that unit.

5. Persuasion Terms/Vocab/Skills • Opening: Start you paper/speech • Hook: Lure the listener/reader in • Thesis/Argument: What you will prove/argue • Evidence: How you will prove your argument • Adequate and Appropriate • Avoid fallacious reasoning • Counterargument: What your opponent argues • Rebuttal: Why your opponent is wrong • Show how their reasoning is flawed or fallacious • Conclusion: Last time to get your listener to side with you and take action!

6. Is this a debate? • Not quite. When you give a persuasive speech, you are not arguing against one person, you are just arguing your point. • However, we will be actively listening and evaluating each other’s arguments on a rubric. We will elect our top persuasive speaker. • During our poetry slam, this speaker may deliver this speech in front of the school.

7. When will this happen? • The school year is flying by; between CSTs, field trips and finals, we have very little time to prepare and deliver these speeches… in fact we only have 6 more classes to prepare and then we need to start delivering them!

9. What will you be giving speeches on? • The “Ebonics” Debate • Should it be allowed in schools? In papers? Who says that it is “not proper English?” • The Achievement Gap • How come zipcodes determine the quality of American Education? • A topic of your own

10. Homework • Choose your topic • Consider when you want to deliver • 1st date, 2nd date, final date.

11. Warm-Up • What is the most inspirational movie, book, or song you have ever seen, read or heard? Why? • Who is the most interesting or engaging person you have ever heard? What did he or she do?

12. WOD: ORATION/ORATOR

13. History of Oration • The Odyssey • Pericles • Lincoln/Douglass • Winston Churchill • Hitler • MLK Jr. • Through words and words alone, people have changed history.

14. Journal Write • What are you most proud of that you have accomplished this year? • What areas do you still want to focus on for improvement?

15. Paragraph Correction We will watch the great debaters today if students know how to focus and completed homework. You are expected to complete some research for homework. If you do not have internet access you will need to do that work during the film (if the inter-net decides to begin working).

16. Word of the Day:Annotated Bibloography

17. Website name • Paragraph explanation of what the website is about/states on the topic

18. Group Example • http://nces.ed.gov/nationsreportcard/studies/gaps/ • Gives an overview of all the different resources for researching about the achievement gap. This website is useful when you want to find more sites to research.

19. Homework: • 3 entries for annotated bibliograph • Due friday

20. Websites for topic 1 • http://www.rethinkingschools.org/publication/ebonics/ebintro.shtml • http://www.nytimes.com/keyword/ebonics/2 • http://articles.cnn.com/1996-12-30/us/9612_30_ebonics_1_english-oakland-distinct-language-black-students?_s=PM:US • http://articles.cnn.com/1997-01-16/us/9701_16_black.english_1_language-patterns-distinct-language-african-language-systems?_s=PM:US • http://articles.sfgate.com/1996-12-24/opinion/17788397_1_oakland-s-standard-english-proficiency-ebonics-black-english • http://articles.sfgate.com/1996-12-21/news/17789164_1_ebonics-oakland-school-board-african-american-students • http://articles.baltimoresun.com/1997-01-12/news/1997012023_1_oakland-board-ebonics-jesse-jackson

21. Websites for Topic 2 • http://www.subnet.nga.org/educlear/achievement/ • http://nces.ed.gov/nationsreportcard/studies/gaps/ • http://www.pbs.org/closingtheachievementgap/ • http://www.sacmeq.org/downloads/newsletter/NleJul07.pdf • http://www.agi.harvard.edu/

22. 7C Dates • June 9, 2011 • Tati’AnaBeamon • Devin Sanford • Cameron Bean • Davion Cook • Jordan Dixon • Adriana Douglass • Monica Ramirez • Da’Jon Jones • Evan Hope • Celeste Herd • Dymond Dozier • June 13, 2011 • Acasia Tyler • Tatiana Lewis • Ericka P • Alexia Stephen • Joseph Hixon • David Young • Brandon Macon • LeondriaBoveland • Abi O • Kyle Thompson • Arianna Goodman • Lorna Vea

23. 7B List • June 10 • Brandon O • Ashley • Tianna • Asiia • Jenesis • Crystal • Azariah • Tyree • Taylor • Jayla • Vaughn • Asiia • June 13 • Deonta • Jaylin • DeJuan • Damani • Tyson • Stacey • Keme • Winston • Jazmine • Kelijah • Kaleb • Jordan • Maurice J

24. 7D List • June 10 • Tanise • Danieca • Hannah • Keith • Kamani • Anthony • Sha’cory • Kaylah • Victor • Marlon • Janyece • June 13 • Marquice • Bernadette • Dijon • Ajamn • Alexis • Vernon • Leslie • Nigel • Jordan C • Cordei • Jhayla

25. 7A • June 9 • Armuntre • Tamia • Akena • Dyhema • Krystal • Justin • Bryan • Tyler • Julian • Armand • Ariel • Brittany • June 13 • Kaya • Kortlyn • Destiny • Taylor • Kamarie • Sergio • Michael

26. Warm-Up • How do people best get your attention—humor, anger, silence, intensity. Think about the what grabs your attention in class, in Wesley Hall, in your social life, at the movies. • What tricks do you use to get attention? Humor, anger, silence, intensity, intelligence? Why do you think that is?

27. Word of the Day: Rhetoric/Rhetorical

28. Write your thesis or argument • This is the easiest part of your speech. • In 10 words or less, write your main argument. • “Ebonics” should not be taught in schools. • The government needs to fix our public schools.

29. When your thesis is done • You can begin writing. • You will start with your opening- the second most important part of your speech. • In order to start, you need to answer the following questions:

30. Plan Your Speech • What do you want the tone of your speech to be? You will set it in your opening. • How do you want to capture your audience: through humor, controversy, critical thinking, or personal connection? Why? Depending on your answer you will use • A humorous statement • A controversial statement • A rhetorical question • An anecdote

31. Can you combine these? • Of course, in “The Great Debaters”, one student started his debate with an anecdote and a controversial statement, “In the South, they lynch Negroes.”

32. Your words or others • Once you have decided how you want to capture your audience, you need to decide the words you will use. • Will you use a quotation? Whose? From where? Does the source align with your topic and message?

33. Write the Opening • Once you have decided your opening, write it. If you are using a quotation, identify the type of source and the message you want that quotation to have.

34. Homework • 3 more annotated bibliography entries • All 6 will be checked on Monday.

35. Warm-Up • Take out your 6 annotated Bibliography entries • List your thesis • List the 3 main pieces of evidence you will use in your speech • Define Counterargument • Write the counterargument to your thesis

36. Paragraph Correction Today opening statements will be finished by students. They will analyze affective openings and then make sure that our openings have the same elements. When we is done, we can start including evidence.

37. Words of the Day • Affect vs. Effect • The main difference: PART OF SPEECH

38. Practice • Television ____________ on public opinion. • Falling on my head had a bad ____________ on my memory. • Smog can ____________ your lungs. • This salary cut may ____________ his life. • The full _________ of your education has yet to be determined.

39. Openings “An eye for an eye and the whole world goes blind,” Mahatma Ghandi. Ghandi, one of histories most famous pacifists and civil rights advocates believed that retribution only leads to more hate. Ghandi astutely stated that if we respond to every crime with an equal punishment, people will only learn hate, and as a society we cannot progress. Ghandi’s theory provides the moral justification for being against the death penalty. Additionally, research and evidence support that the death penalty should not be used for practical and economic reasons as well. Therefore, capital punishment, or the death penalty should be illegal in the United States. • Identify the hook and the thesis/main argument in this statement.

40. Identify the hook and the thesis “An eye for an eye and the whole world goes blind,” Mahatma Ghandi. Ghandi, one of histories most famous pacifists and civil rights advocates believed that retribution only leads to more hate. Ghandi astutely stated that if we respond to every crime with an equal punishment, people will only learn hate, and as a society we cannot progress. Ghandi’s theory provides the moral justification for being against the death penalty. Additionally, research and evidence support that the death penalty should not be used for practical and economic reasons as well. Therefore, capital punishment, or the death penalty should be illegal in the United States.

41. As you can see • There is a lot of text between my hook and my thesis. • Why? I need to connect the two thoughts in a way the reader can follow. • What do you need to include: • 1) Explain the relevance of your hook. • 2) Clarify your hook/connect to your thesis • 3) Give a general overview of your evidence • 4) Clearly state your thesis

42. Hook: An eye for an eye and the whole world goes blind,” Mahatma Ghandi. • Hook Explanation: Ghandi, one of histories most famous pacifists and civil rights advocates believed that retribution only leads to more hate. Ghandi astutely stated that if we respond to every crime with an equal punishment, people will only learn hate, and as a society we cannot progress. • Hook/Thesis Connection :Ghandi’s theory provides the moral justification for being against the death penalty. • Evidence Overview: Additionally, research and evidence support that the death penalty should not be used for practical and economic reasons as well. • Thesis: Therefore, capital punishment, or the death penalty should be illegal in the United States.

43. Write your opening • Hook • Explain the relevance of your hook. • Clarify your hook/connect to your thesis • Give a general overview of your evidence • Clearly state your thesis

44. When you’re done • Begin using your evidence.

45. Journal Write 1) Take out your Openings 2) Think about your favorite athlete, sports team, musician, pop star, or actor of all time. What evidence would you use to prove to your classmates that this team or person is the best (hint: consider statistics, record sales, breakthrough in their fields, social impact…)

46. Grammar Warm- Up: Affect vs. Effect • Sleep __________ my energy level. • The ________ of caffeine is energy. • I learned to ignore my older brother; his jokes were _________ my confidence. • Did you see Avatar; I cannot believe those special ________! • What is the __________ of too much junk food: weight gain. • Junk food ________ students—they can act crazy when they have too much sugar.

47. Erroneous

48. Who remembers our adequate and appropriate evidence? • Adequate: true, accurate • Appropriate: relevant, on topic • For example, if I am arguing that the death penalty should be illegal because 1000 people are killed everyday on death row, that is not adequate (I just made that up!) but it is appropriate (it would fit my topic).

49. More Practice • Label if each item is appropriate (relevant) evidence against the death penalty. • Some people charged with a crime are innocent • Someone robbed my house last week • California has more prisoners than any other state • Lethal injection is more expensive than life in jail

50. If you want to right a good argument • Make sure all of your evidence is true and on topic. • How can you make sure your evidence is true? • Your research! • Personal Anecdotes! • How can you make sure your evidence is on topic? • Common sense: ask yourself, “Does this help prove my point?” or “Does this help weaken my oppositions argument?”