Transcript Persuasive Speech
Persuasive Speech
Journal Write:
• What was your favorite unit/thing we studied so far in English?
– Why?
Paragraph Correction
7 th Today the final ELA unit will be started by 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)
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.
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!
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.
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!
Monday
16 23 30 NO SCHOOL 6 Finals review 13 Speeches (All Classes)
Tuesday
17
Wednesday Thursday Friday
18 Math CST 19 Math CST 20 short day 24 25 26 Sports day 27 short day 1 Medieval Times 7 Final Part I (multiple choice) 14 Speeches (A&C) 2 3 8 Final Part I (multiple choice) 15 Speeches (B&D) 9 Speeches (A&C) 16 Farewell Party (A and C) 4 10 Speeches (B &D) 17 Farewell Party (B and D)
What will you be giving speeches on?
1) The “Ebonics” Debate 1) Should it be allowed in schools? In papers? Who says that it is “not proper English?” 2) The Achievement Gap 1) How come zipcodes determine the quality of American Education?
3) A topic of your own
Homework
• • Choose your topic Consider when you want to deliver – 1 st date, 2 nd date, final date.
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?
WOD: ORATION/ORATOR
History of Oration
• • • • • • • The Odyssey Pericles Lincoln/Douglass Winston Churchill Hitler MLK Jr.
Through words and words alone, people have changed history.
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?
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).
Word of the Day: Annotated Bibloography
•
Website name
– Paragraph explanation of what the website is about/states on the topic
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.
Homework:
• • 3 entries for annotated bibliograph Due friday
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
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/
• June 9, 2011 – Tati’Ana Beamon – Devin Sanford – Cameron Bean – – Davion Cook Jordan Dixon – – Adriana Douglass Monica Ramirez – Da’Jon Jones – – Evan Hope Celeste Herd – Dymond Dozier
7C Dates
• June 13, 2011 – Acasia Tyler – Tatiana Lewis – Ericka P – – Alexia Stephen Joseph Hixon – – David Young Brandon Macon – Leondria Boveland – – Abi O Kyle Thompson – – Arianna Goodman Lorna Vea
• June 10 – Brandon O – – – – – – – – – – – Ashley Tianna Asiia Jenesis Crystal Azariah Tyree Taylor Jayla Vaughn Asiia
7B List
• June 13 – Deonta – – – – – – – – – – – – Jaylin DeJuan Damani Tyson Stacey Keme Winston Jazmine Kelijah Kaleb Jordan Maurice J
• June 10 – – Tanise Danieca – – Hannah Keith – Kamani – – Anthony Sha’cory – – Kaylah Victor – – Marlon Janyece
7D List
• June 13 – – Marquice Bernadette – – Dijon Ajamn – Alexis – – Vernon Leslie – – Nigel Jordan C – – Cordei Jhayla
• – – – – – – – – – June 9 – – – Armuntre Tamia Akena Dyhema Krystal Justin Bryan Tyler Julian Armand Ariel Brittany
7A
• June 13 – – Kaya Kortlyn – Destiny – Taylor – Kamarie – Sergio – Michael
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?
Word of the Day: Rhetoric/Rhetorical
Def: Rhetoric: the art of persuasive speech Sentence: The used car salesman used rhetoric to sell his cars. Def: Rhetorical Question: a question that was not meant to have an answer Sentence: I cannot tell when my teacher is asking me a rhetorical question or when she expects and answer.
Example: The Great Debaters Non-example: A lecture on mice Example: How much longer can we let our children suffer? Is the sky blue?
Does money grow on trees? Non-Example: Do you have your homework?
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.
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:
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
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.”
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?
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.
Homework
• 3 more annotated bibliography entries – All 6 will be checked on Monday.
Warm-Up
1) Take out your 6 annotated Bibliography entries 2) List your thesis 3) List the 3 main pieces of evidence you will use in your speech 4) Define Counterargument 5) Write the counterargument to your thesis
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.
•
Words of the Day
Affect vs. Effect – The main difference: PART OF SPEECH
Affect: VERB!
Def: to influence, cause
Write your own sentence!
Effect: Noun!
Def: a result
Write your own sentence!
Sentence: The rain affected my hair. The amount I study affects my grade.
Write a wrong sentence
Sentence: The rain had many effects on my hair: it was wet and puffy!
The effect of studying is better grades!
Write a wrong sentence
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.
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.
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.
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
• • • • •
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.
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
When you’re done
• Begin using your evidence.
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…)
• • • • • •
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.
Def: Incorrect, not true Synonym: Fallacious
Erroneous
Her statement was erroneous; today is Wednesday, not Thursday like she said.
Example: A lie, a mistake Non-example: a true statement
• •
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).
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
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?”
Let’s review types of evidence
Type of Evidence
Fact Case Study Anecdote
Definition
An inarguable truth The result of research A personal story Expert Opinion Commonly Accepted Belief What someone knowledge in the area you are writing about thinks A generally accepted truth
Example
Start Writing
• So, you know what to do, but how do you start?
– Step 1: Take out a clean sheet of paper and label it “Evidence” – Step 2: Write your thesis underneath • For Example: The Death Penalty should be illegal – Step 3: Create your own evidence chart (see next slide)
Evidence
Thesis: The Death Penalty Should be illegal
Type of Evidence
Fact
My Findings Source
Commonly Accepted Belief Anecdote Expert Opinion • Over 100 people on death row have been found innocent through DNA testing • The US is the only 1 st world (developed) nation that uses the death penalty • If your government says something is illegal, it should not commit that crime www.innocenceproj
ect.org
www.un.org
• Racism still plays a role in the conviction process • “Problems still exist in the legal process” Work experience My father, a lawyer
How much evidence do you need?
• • The more evidence you have, the better your argument. I would aim for at least 4 pieces of solid evidence. Once you have outlined your evidence, begin writing your next paragraph.
Where to begin?
If you need help, restart your next paragraph
“Research and evidence indicate that [restate your thesis]” “My argument that [thesis] is supported by/affirmed by/confirmed by research and evidence.”
Types of Evidence to Avoid or
Accuse our Opponents of
Reasoning
Bandwagon Either/Or (Black/White) fallacy Inaccurate Generalization Loaded Language Propaganda Snob Appeal Stereotype Testimonial
Definition
Everyone else thinks so, you should too!
You either think this or are ________ Not commonly accepted belief Use language that has certain meanings Lie through images All the rich people do this, all the happy people do this All _____ people are ______ False Expert
Example
Warm-Up
• • Step 1: List the type of evidence or reasoning used.
Step 2: Define. • • • • If you want the best for your daughter, buy her these Diamonds!
All hard-working individuals would agree… You either like English or you don’t care about school. All students like school lunch, you should too!
Calendar Changes
• 7B & 7D
Mon Tues
No School
Wed
Field Trip
Thurs Fri
June 3: Rough Draft Final Review Final June 10: Speeches
Calendar Changes
• 7C & 7A
Mon
No School Final Review
Tues Wed Thurs Fri
May 31 Finish Speeches in Class, Rough Draft Due Thursday, June 2 Final Field Trip June 2 Practice with peers, final review June 9: Final Speeches June 3: Rough Draft
Evidence
Thesis: The Death Penalty Should be illegal
Type of Evidence
Fact
My Findings Source
Commonly Accepted Belief Anecdote Expert Opinion • Over 100 people on death row have been found innocent through DNA testing • The US is the only 1 st world (developed) nation that uses the death penalty • If your government says something is illegal, it should not commit that crime www.innocenceproj
ect.org
www.un.org
• Racism still plays a role in the conviction process • “Problems still exist in the legal process” Work experience My father, a lawyer
Evidence
Paragraph
• 2 Transition Options: 1) “Research and evidence indicate that [restate
your thesis]” “My argument that [thesis] is supported by/affirmed by/confirmed by research and evidence.” 2) Another rhetorical question or controversial statement—do not use a quotation, we need to hear your own words now
As a society, we condemn the murder of innocent people. Why then, would our government risk committing such an atrocious, in humane act? As it stands today, over 100 people who have been sentenced to the death penalty have been proven innocent through DNA testing. If this technology didn’t exist, as a country we would have executed over 100 innocent men—is that how you want to spend your tax dollars? Experts, personal experience, and facts prove that our legal system is still profoundly flawed— with racism and economic status sometimes determining a defendant’s sentence. While working for the Innocence Project, I watched racism almost kill an innocent man. A young African-American was sentenced to death for a rape he did not commit. How did this happen? After a woman reported being raped by an African- American male, the chief of police staged an “eye witness line-up” with only one black male in it, stating that her rapist was certainly in the line-up. This evidence held up in court and led to a conviction. Additionally, William Roth, a New York City lawyers has confirmed, “Our legal process is still flawed.” How can we in good conscious leave a man or woman’s life up to a deeply flawed, biased system?
Perhaps you are not someone who finds the morality of the issue of the death penalty compelling. Let’s talk money. According to the US government, it is more expensive to execute a man than imprison him. Why are we spending more money on someone’s actions who we condemn. Would you rather spend your money improving a public school or killing a man who may or may not be guilty. Finally, if you do not care about the economics or morality, let’s use logic. The United States is the only developed nation to sentence individuals to death. Who is in our company—Iraq, a country that legislates that women do not have the same rights as men. How about Chad? The poorest country in the world, whose literacy rate is below 10%. Is this the company you want your government to keep?
l
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.
As a society, we condemn the murder of innocent people. Why then, would our government risk commiting such an atrocious, in humane act? As it stands today, over 100 people who have been sentenced to the death penalty have been proven innocent through DNA testing. If this technology didn’t exist, as a country we would have executed over 100 innocent men—is that how you want to spend your tax dollars?
As a society, we condemn the murder of innocent people. Why then, would our government risk commiting such an atrocious, in humane act? As it stands today, over 100 people who have been sentenced to the death penalty have been proven innocent through DNA testing. If this technology didn’t exist, as a country we would have executed over 100 innocent men—is that how you want to spend your tax dollars? Experts, personal experience, and facts prove that our legal system is still profoundly flawed—with racism and economic status sometimes determining a defendant’s sentence. While working for the Innocence Project, I watched racism almost kill an innocent man. A young African-American was sentenced to death for a rape he did not commit. How did this happen? After a woman reported being raped by an African- American male, the chief of police staged an “eye witness line-up” with only one black male in it, stating that her rapist was certainly in the line-up. This evidence held up in court and led to a conviction. Additionally, William Roth, a New York City lawyers has confirmed, “Our legal process is still flawed.” How can we in good conscious leave a man or woman’s life up to a deeply flawed, biased system?
Perhaps you are not someone who finds the morality of the issue of the death penalty compelling. Let’s talk money. According to the
US government, it is more expensive to execute a man than
imprison him. Why are we spending more money on someone’s actions who we condemn. Would you rather spend your money improving a public school or killing a man who may or may not be guilty. • Finally, if you do not care about the economics or morality, let’s use logic. The United States is the only developed nation to sentence individuals to death. Who is in our company—Iraq, a country that legislates that women do not have the same rights as men. How about Chad? The poorest country in the world, whose literacy rate is below 10%. Is this the company you want your government to keep?
Journal Write
• How was your Memorial Day weekend?
– Up for a challenge, convince your peers that you had the best weekend (Using your persuasive speech techniques)
Paragraph Correction
Today is our last day to work on your persuasive speeches. After learning and practiceing our Words of the day you will have time to write your conclusion edit a peers and then practice timing your self. If you work productively you can end today’s class with a complete speech!
Words of the Day: Connotation and Denotation
• Before we start: – What is the difference between a house and a
home?
–
What does the word “childish” mean? How would you feel if I called you that?
Connotation vs. Denotation
• The differences between those words is what we call the connotation vs. denotation of a word. – Denotation: The literal meaning of the word – Connotation: The good or bad (positive or negative) feelings or associations with a word
In groups
• • Define these words: – Thin, skinny, slim – Thrifty, cheap – Cop, officer – Plain, natural What do you notice?
Back to your Speeches
• Take out your speeches. Today we will finish them in class. • We need to finish your counterargument and rebuttal; then you can complete your conclusion.
Counterargument and Rebuttal
• Counterargument: The opposite of your thesis.
– My opponents argue that the death penalty should be legal.
– Critics argue that the death penalty should be legal. – My opponents state/argue/conclude/assert [opposite of thesis]
Brainstorm Rebuttal
• Take a moment to think… – What are the top two-three arguments against your position. It is important you identify these, because you need to break them down.
– For the death penalty: • • If you take a life, you don’t deserve your own.
Extreme cases: Serial killers
Refute (tear apart) their arguments
• • If you take a life, you don’t deserve your own.
– What if they are innocent?
– Life in jail is just as bad – More expensive Extreme cases: Serial killers – We can’t make our laws based on the extreme
Write it out
My opponents argue that the death penalty should be legal. They believe that if you take someone’s life, you do not deserve your own. However, what if the person convicted is innocent? Then two innocent individuals lives have been taken. Is the lawyer who convicted this person now responsible for his murder? Should we put him on trial? Furthermore, by executing an individual, we are spending more money on him than leaving him in jail? We need to minimize our spending on criminals not increase it. Finally, life imprisonment is an excruciating punishment; one that will let the criminal reflect and mentally suffer for the ills they have commit. Killing a convicted murderer, then, is not justice. It runs the risk of killing another innocent life and insures that tax-payers spend more on criminals not less.
Write your Own
• Take out a clean sheet of paper – Label it “Counterargument/Rebuttal” – Write 2-3 arguments that go against your thesis. – Skip 5 lines between each – In those 5 lines, write how you refute those arguments – Turn it into a paragraph!
Final Review Warm- Up
• Define: – Antecedent – Main Idea – Supporting Detail – Modifier – Active Voice – Pronoun
Paragraph Correction
Two objectives were made for class today. First of all we must edit eachothers papers. When we are threw editting I will inform you of final exam topics. If we have time we can begin jeopardy review. (8)
• Take out your Rough Drafts – Today you will edit your peers drafts – How will you do this • 1) Find a partner • • 2) Switch papers 3) Read your papers to each other aloud but in a
whisper
• • 4) Make changes that you hear. 5) Return papers and make changes that you read • 6) Recopy, but hold on to draft
As you know, your final is two parts. Part 1 is a multiple choice and will be administered on June 7, 2011. It will cover the following topics:
• • • • • • • Grammar: Passive vs. Active Voice Antecedents Pronouns Parts of Speech Types of Sentences – Compound, Simple, Complex Colons and semi-colons Hyphens vs. Dashes • • • Reading Skills Main Idea Plot/Plot Events Key characters and events from Julius Caesar and Roll of
Thunder, Hear My Cry
Vocabulary and Writing Skills
• Words of the Day: – – Omen Portend – Naïve – Subconscious – Adequate – Appropriate – Conspiracy – Band - All types of reasoning - Connotation - Denotation - Affect vs. Effect - Rhetoric - Bibliography - Orate
Homework
• 1) Final Speech to be delivered 1 week from today: June 9, 2011 • 2) Final on Tuesday, June 7, 2011. Make flashcards of vocabulary and skills. Optional: Write questions that you could ask your peers.