Students’ age range: 14-16

Topic: Persuasion in Speech

 

Description: Step One {5 minutes}
Students will be instructed to view a brief clipping from the movie A Time to Kill. Teacher will give the following Guided questions before viewing of film:
? Who is the speaker and why is he speaking?
Expected responses: The speaker is a lawyer and he is speaking in defense of his client/ he wants his client to receive a fair trial
? To whom is he speaking?
Expected responses: He is speaking to the jury/ persons who will decide the fate of his client.
? Are you able to identify any technique or device that grabbed your attention? Give an example
Expected responses: rhetorical question, loaded words, appeal to emotion, and use of anecdote.
? How did this speech make you feel?
Expected responses: I feel angry, sad, hurt, sympathy for the defendant, admiration and respect for the lawyer.
Developmental Activities
Step Two: Activity 1 {5 minutes}
Teacher will engage students in a discussion based on the guided questions related to the film viewed earlier. Volunteers will supply answers to each question followed by a brief discussion. Teacher will conduct a brief Question and Answer segment on famous speeches:
? What are some famous speeches that you have heard?
? Why do you think that these speeches have become so well-known?
Activity 2 (5 minutes)
Teacher will give students hand outs with a brief extract from Martin Luther King’s famous “I Have a Dream” speech. Teacher will read the speech first then students and teacher will read the speech together and then identify the dominant techniques and devices used. Students will share opinions on why they think this speech has endured the test of time. Why are we still reading and enjoying this speech today?
Activity Three (10 minutes)
Teacher will ask “what are the unique characteristics of a speech as opposed to an essay?”
Expected responses: The speech must focus more on audience; the audience may be addressed specifically for example, ‘ladies and gentlemen’. Also, in the speech, the speaker pauses for effect, makes eye-contact, stands in a particular way, pauses after asking a rhetorical question, and so on.
Teacher will then hand out graphic presentation of the unique characteristics of a speech encompassing all those characteristics mentioned as well as other characteristics.
Step Three: Activity 1 (5 minutes)
In groups of three, students will discuss for 5 minutes and come up with an interesting topic they would like to write a speech on. They will write three or four opening sentences of a speech that they will eventually write, to persuade a selected audience. One student from each group will present the mini-speech to the class.
Task
In groups of three, select an interesting topic that you would like to speak about. Write three or four opening sentences for a speech to be presented to the class. Be sure to use at least two techniques in these sentences.