Session One Begin the lesson by asking students what needs to be present in order for a speech to occur.
Session One Begin the lesson by asking students what needs to be present in order for a speech to occur. The class should discuss audience and the importance of identifying the audience for speeches, since they occur in particular moments in time and are delivered to specific audiences.
This is a good time to discuss the Rhetorical Triangle Aristotelian Triad or discuss a chapter on audience from an argumentative textbook. You may wish to share information from the ReadWriteThink.
Provide a bit of background information on the moment in history. Adjust the level of guidance you provide, depending on your students' experiences with this type of analysis. The questions provide a place to start, but there are many other stylistic devices to discuss in this selection.
Consider posing questions such as This is a successful speech. The tone shifts throughout the selection. But more importantly, why?
If time permits, discuss how politicians and speech writers employ rhetorical strategies to influence the opinions of their audience members. Martin Luther King, Jr. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice.
It came as a joyous daybreak to end the long night of their captivity.
Ask students to think about how the particular moment in history and the national audience contribute to the rhetorical choices made by the speaker. Lead a discussion of the speech as an argument with regard to purpose and intent. Work with students to identify warrants, claims, and appeals.
Ask students to consider how the author manipulates the audience using tone, diction, and stylistic devices. Discuss a particular rhetorical device that the President used and the purpose it served. Share the Essay Rubric and explain to students the expectations for success on this assignment. Allow students to select a speech from the List of Speeches for Students.
If they wish to preview any of the speeches, they can type the speaker's name and the title of the speech into a search engine and should have little difficulty finding it.
Session Three Take the students to the library and allow them to research their speeches. They should locate their speech and print a copy for them to begin annotating for argumentative structure and rhetorical devices.
Ask students to research the history of the speech. What was the speaker up against? What is the occasion for the speech? What did the author have to keep in mind when composing the text? What were his or her goals?
What was his or her ultimate purpose? What was his or her intent? Remind students that the writer of the speech is sometimes not the person who delivered the speech, for example, and this will surprise some students.
Many people assume that the speaker president, senator, etc.
They might be surprised at the answer. Help students find the author of the speech because this will challenge some students. Once the speechwriter is identified, it is easier to find information on the speech. Help students find the history behind the speech without getting too bogged down in the details.
They need to understand the climate, but they do not need to be complete experts on the historical details in order to understand the elements of the speech. If they wish, students can use the ReadThinkWrite Interactive Notetaker to help them track their notes for their essays.Antananarivo, Madagascar U.S.
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Grammar Bytes! Grammar Instruction with Attitude. Includes detailed terms, interactive exercises, handouts, PowerPoints, videos, and more! Grammar Bytes! Grammar Instruction with Attitude.
Includes detailed terms, interactive exercises, handouts, PowerPoints, videos, and more!