Delivering a Persuasive Speech
This speech will be one of the last students will give for the school year. Therefore, they will already be familiar with the parts of a speech, outlining, and basic delivery skills. In this unit they will be studying purpose statements, researching credible sources, developing a bibliography, and other activities to ensure a successful persuasive presentation. Students will begin their presentations following this 5 day unit.
Day 1: Introduction to Persuasive Speech Unit
Day 2: Specific Purpose Statement
Day 3: Internet Research
Day 4: Working with Note cards
Day 5: Citing Sources
Day 1
Introduction to Persuasion Unit
Objective: By understanding appropriate public speaking techniques, students will learn how to prepare and deliver a persuasive speech. Students will be able to:
1) Demonstrate the appropriate classroom public speaking and listening skills that would be necessary to influence or change someone’s mind or way of thinking about a topic.
2) Define the elements of persuasion.
3) Recognize the elements of personal credibility.
4) Develop methods to analyze other students’ speeches.
5) Understand outlining main ideas.
6) Create a persuasive speech.
Steps:
1) Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.
During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class.
2) Tell students that for this speech unit assignment they will pick a proposition that not everyone would agree with such as: “nuclear power plants are superior energy sources.” They will write a 6 to 8 – minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech. The outline will be due on the day they speak, and presentations will begin following this 5 day unit. Have students brainstorm for 10 minutes in small groups for possible topic ideas.
3) Explain to students: Every student is a natural persuader! They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true, that any time students make a statement of fact they are asserting its validity and assuming that their listener agrees.
This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone’s mind or way of thinking about a topic. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help.
There are several important aspects of presentation to keep in mind; discuss the following as class.
● Body language – make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere and people just will not accept their message.
● Articulation – articulation means how their total vocal process works. They should be aware of their physical makeup to be able to understand how they speak.
● Pronunciation – students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, “you know.”
● Pitch – pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!
● Speed – the speed, or pace, is an important variable to control. Between 140-160 words per minute is the normal pace for a persuasive speech. If they are not sure about their speed, tape them for one minute and then replay it and count the number of words they used in the minute! The human ear and brain can compile and decode over 400 spoken words per minute, so if they are going too slow their listeners’ minds are going to start to wander as the brains finds other ways to keep themselves occupied.
● Pauses – the pause is a critical persuasive tool. When they want to emphasize a certain word, have them just pause for one second before; this highlights the word. If they really want to punch it, tell them to pause before and after the word!
● Volume – volume is another good tool for a persuasive speech, but they should use it with caution. If they scream all the way through their speech, people will become accustomed to it and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech! They must try to “project” or throw their voice out over the entire class – or speak to the last row.
● Quality – quality of voice is gauged by the overall impact that their voice has on their listeners. They must try to keep the vocal quality high; it is what separates their voices from everyone else’s.
● Variance – variance of vocal elements is the most important consideration of all! One of the most persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears to a more rapid pace. People were light-headed after listening to him! Even if they have no desire to run for political office, students can still use the tools of variance. Have them try to change their pitch, volume, and speed at least once every 30 seconds, if only for just one word. Never let them go more than one paragraph without a vocal variance. This keeps the class locked into the speech, if for no other reason than it sounds interesting! Let the students’ words speak for themselves; reflect their nature through their voices. If they use the word “strangle,” have them say it with a hint of menace in their voices. If they say the word “heave,” let the class feel the onomatopoeic force behind it. If they say the word “bulldozer,” make it sound like a titan earthmover, not like a baby with a shovel.
4) When students are trying to convince someone of something, they must first establish their credibility, or in other words, they must sell themselves before they sell their message. If people feel that they are not being reasonable or rational, they do not stand a chance. They must be committed to the ideals and goals of their speech and what they are saying. They should not use words such as “maybe” or “might”- they should use positive words such as “will” and “must.”
5) Students must portray themselves as the authority figures in this speech, so they had better supply enough information to prove their points so that they can seem knowledgeable, and they had better know their material cold. People can usually spot someone who is trying to “wing” a speech. They should also appear to be truthful – even when they are really stretching a point. If they do not appear to be earnest, even if their message is the 100% truth, people will doubt their word and tune out their speech. Lastly, they must not be afraid to show a little emotion – this is not a sterile or static speech. Student’s bodies and voices must match the tone of their words. If their language is strong, they must present a physical force to go along with their deliveries.
Results: Students should decide on a topic and begin their outline as homework.
(Adapted from Lesson Plan by Douglas Parker and Hot Chalk’s website.)
Day 2
What’s the Point?
Determining the Purpose behind Your Speech
Topic: Specific Purpose Statements
Objective: During this lesson, the students will develop specific purpose statements for famous speeches, as well as for topics for a persuasive speech. The students will write their purpose statements on note cards and share their ideas with their groups. After this lesson, they should be able to develop a specific purpose statement for a speech topic of their own choice.
Materials: One note card for each student in the classroom and highlighted sections of three famous speeches for the teacher to read aloud to the class.
Steps:
1. Begin by preparing three snippets of famous/familiar speeches to read to students’. There should be at least one persuasive speech, one informative speech, and one entertaining speech among your snippets. Some examples of each included: “I Have a Dream,” by Martin Luther King, Jr. (persuasive), a clean and school appropriate piece of comedy (entertaining), and a presidential State of the Union address (informative). Have these ready before the start of class.
2. Read the first selection (no particular order is necessary) aloud to the students. Then, ask them to think about the speech. What was the reason that this person gave this speech? What sort of affect did they want to have? After about a minute, ask students for a few responses and write them on the board in a single column, leaving space at the top for a category name to be written in later, as well as space for two more columns. Try to spend around five minutes on each speech.
3. Do the same thing with the other two speeches.
4. After finishing with each of the three speeches, talk to the students briefly about these famous speakers. Ask the students how the speakers used the bodies and voices to help develop their speeches. This should be a recap of yesterday’s discussion.
5. Then, discuss purpose statements. Tell them that there are general and specific purpose statements for every type of speech, as their answers on the board illustrate. Focus more on specific statements, as this is what they have already begun to work on by giving the answers on the board. A specific purpose statement tells what the speech is about, why the speaker has chosen to talk about it, and what affect they expect to have on their audience.
6. Next, divide students into groups of three by numbering them off. If the class number is not even to divide by three, have some groups of four. When the students are in their groups, give each student one note card and number them off again, 1-3, within their group. Each group will now have a 1, 2, and 3. If there happens to be four people, randomly pick a number between 1-3 for the fourth member.
7. Ask the 1s in each group to write a purpose statement on their note card for a persuasive speech about going to the polls and voting. Make sure they do not focus on a single party, but simply just voting in general.
8. Ask the 2s in each group to write a purpose statement on their note card for an informative speech about pollution.
9. Ask the 3s in each group to write a purpose statement on their note card for an entertainment speech about a funny situation that is clean and appropriate for high school students. For example, it could be something funny that a younger sibling did.
10. When finished, each student will share their statement with their group and receive feedback. Does this statement establish a specific purpose? Does it explain why the speech will be given?
11. Next, have students regroup. All of the 1s will form a new group, as will the 2s and 3s. If the class is big, have two or more groups for each number. It is ideal to keep groups smaller so that each student has the opportunity to participate.
12. Have students read their statements to their groups again and give feedback. This time, they will all have purpose statements for the same type of speech, so they will be able to see how and why other people view the speech as important to give.
13. When the groups have had a few minutes to talk amongst themselves, give students an assignment to develop a specific purpose statement for the speech for the next class period.
Results: After completing this lesson, students should have a good understanding of what a specific purpose statement is. Understanding why they want to give a speech will help them in the development of their speeches.
(Adapted from 2007 Lesson Plan by Heather Shotkoski.)
Day 3
Using the Internet to Research a Topic
Objective: Students will learn the definition of credibility and be able to access
various types of internet sources and determine their credibility in research.
Materials: Computer access for all students
Steps:
1. Before leaving the classroom, define credibility:
The level of trust an audience has or will have in the speaker.
Credibility is based on whether a person seems to be knowledgeable, trustworthy, and personable.
(Discuss the meaning and examples of the italicized words.)
2. Divide the class into equal groups. Assign a random geographical location (Paris, China, the Indian Ocean, Utah) to each group.
3. In the computer lab, have the students find as much information on the location that they can in three minutes.
4. After three minutes, it is likely that they would have gone to wikipedia.org, or used some other online encyclopedia via a search engine. Explain to the students that the information found in this first three minutes is OK when trying to get a feel for a topic. However, it should only be used to start research, not act as a primary source.
5. Assign a new geographical location to each group. Instruct the group that in 15 minutes, they need to find sources with web links that end in only .gov, .org, or .net and compare that information to the information found in the quick search.
6. On the board, choose one group’s examples and compare in front of the class. Be sure to emphasize the importance of expert opinions and peer-reviewed journals. They will most likely be found in this second search.
7. After the comparison, have the students look for citation materials (date of last update, authors, host) on their quick search and advanced searched topics. Compare the presence of this material found in the sites. Be sure to hit on the importance of this information when citing the source.
Results: Give students any remaining time to research their own persuasive speech topics.
(Adapted from 2007 Lesson Plan by Grant Campbell.)
Day 4
Incredible Shrinking Notes
Objective: Students will learn how to reduce the amount of notes they need to feel comfortable giving a presentation.
Materials: A copy of an appropriate reading selection for each student, 3 x 5 cards
Steps:
1. This activity can be used as a listening activity; or you can provide each student with a grade-appropriate reading selection.
2. While either reading the selection out loud or while students are reading silently, they should be taking notes on one sheet on notebook paper. Students should use the appropriate outlining model. This should take no longer than 15 minutes.
3. Next, discuss as a class what students wrote in their outline.
4. Then, hand out a 3 x 5 note card to each student. Explain that now they must reduce what they wrote in their outline and transfer it onto the note card; they may use the front and the back. Allow about 10 minutes.
5. After, they’ve finished, discuss what they chose to include on the note card in order to summarize the reading selection.
6. Provide each student with additional 3 x 5 note cards. For the remainder of the class period students may use the information they’ve gathered for their own persuasive topics and transfer it to note cards, which they will be allowed to use when presenting.
Results: Students should continue working individually on their speeches at home.
Day 5
Citing Sources
Objective: Students will identify direct and indirect quotations and also properly cite quotations within their own speeches.
Materials: Students should use an outline or note cards of their persuasive speeches. Highlighters.
Steps:
1. Now that students have found 3 credible sources to use for their persuasive speeches they need to make sure they have them cited within their speech and correctly identify them as they are talking.
2. Explain that sometimes we are researching a topic that we have a lot of information about, but that we don’t have a lot of experience with ourselves. In these cases, we need to use outside sources from people who have had the experiences to back up our argument.
3. Explain that using quotations in your speech can give this credibility to your argument. Quotations can be used anywhere in the speech:
Introductions: Quotations in introductions can urge listeners to think about something important and can capture the appropriate emotional tone. It can also add humor or give credibility to your speech, depending on how it is used.
Body of your speech: Quotations can be used as effective examples to back up your points. You need to be sure that you cite these quotes and any examples that you use in your speech so that your audience can find them if they need to.
Conclusions: Quotations are often an effective way to end speeches. Poetry can put your message into uplifting language, and credibly authored quoted prose can gain support for your central idea.
4. Students should now use highlighters to identify the quotations within their speech. Students may need individual attention to determine if their using quotations and other cited material to their best advantage.
5. The remaining class time may be used for individual work. Encourage students to mark up their note cards for their own personal delivery as well. Underline areas they should slow down, circle words to be emphasized, and pencil in a “P” where they need to insert pauses.
Results: Students should be able to effectively incorporate quotations into their speeches and should be able to recognize if a quotation is direct or indirect. Homework: Students will work to polish and perfect the use of quotations in their own speeches as well as delivery techniques.
(Adapted from 2007 Lesson Plan by Elissa Martin)
Jessica Gilbertson
Persuasive Unit Plan
The unit plan will be for a senior class, and it will double as their senior research paper.
Day 1: Monday
*Adapted from Elissa Martin, Danielle Helzer, and Melissa Hruby Lesson Plans
Objective: Students will understand, and be able to incorporate Ethos, Pathos, and Logos into their persuasive papers after a brief activity.
Standards: 1.1.1, 1.1.2, 1.2all, 4.2
Materials: Students need to bring their Persuasive Speech Topic to class.
Steps:
1. When students come into the room have them grab their Journals and write on the Topic: What are Ethos, Pathos, and Logos in public speaking? Have them provide one example within one of these three areas. This will probably take 15 minutes.
2. Then as a class, with the teacher as the leader, we will discuss the real definitions of Ethos, Pathos, and Logos.
Ethos: Explain that to Aristotle, having ethos in a speech meant that the speaker had to demonstrate that he or she shared characteristics with others in the community. These characteristics were the three goods: good sense, goodwill, and good morals.
a. Good sense: This is established when the person who is talking has experience and knowledge about their topic. As previously discussed, when we don’t have experience with a topic, we can add good sense to our speeches by citing examples or quotations from people who do have experience. This will also give us ethos.
b. Goodwill: This means you need to communicate a sense of caring for yourself and about the audience members. You need to think about the audiences’ needs, status, and future, and you need to choose what you say and how you say it with your audience in mind. This aspect of ethos is why audience analysis is important.
c. Good morals: Again, audience analysis is important to this aspect of ethos. You need to speak about the beliefs and values that your listeners hold, and you need to share your audiences’ visions, fears, and hopes.
Pathos:
a. an element in experience or in artistic representation evoking pity or compassion
b. an emotion of sympathetic pity
c. Etymology: Greek – suffering, experience, and emotion from paschein (aorist pathein) meaning to experience, suffer; perhaps akin to Lithuanian kesti to suffer
Logos: is an appeal to logic. An author develops logos by offering credible facts and statistics related to the topic at hand, by using allusion, by using deductive and inductive reasoning, and by citing credible sources outside the work itself. The use of logos includes the support of hard facts, statistics, and logical argumentation. Term coined by Aristotle.
3. Have students come up one at a time and read their example they provided in their journal to the front of the class. As a class, have students guess which one is being demonstrated: Ethos, Pathos, or Logos.
Results: Students will know what the correct definitions are of Ethos, Pathos, and Logos. They will also have direct examples of each one in their journal.
Homework: Student will have to bring their outline with them to class on the Persuasive topic they have chosen.
Day 2: Tuesday
*Adapted from Grant Campbell’s Lesson Plan
Objective: Students will gather credible research for their persuasive speeches with the idea of gathering material that supports their topic, as well as upholds Ethos, Pathos, and Logos previously learned.
Standards: 1.1.1, 1.1.2, 1.2all, 2.2all, 4.2
Materials:Students will need to bring on Outline to class. This is a very rough outline, and may be revised after research is complete. Teacher will need to make sure the library can be reserved for today, and half of tomorrow’s period. Teacher will also need to bring a Persuasive Speech Requirements handout.
Steps:
1. Teacher will first pass out the Persuasive Speech Requirements handout. The handout will explain that the speech must be 10 – 12 pages which are 8 – 10 minutes of a speech. The students must have three to five sources, and we will write the paper in MLA format. The speech does not need to be memorized, but has to fit on three 3X5 notecards.
2. Then the class will go to the library to research.
3. Do the brief Activity on finding credible research.
a. Have the students find as much information on the location that they can in three minutes.
b. After three minutes, it is likely that they would have gone to wikipedia.org, or used some other online encyclopedia via a search engine. Explain to the students that the information found in this first three minutes is OK when trying to get a feel for a topic. However, it should only be used to start research, not act as a primary source.
c. Instruct students to research topic for 20 minutes, they need to find sources with web links that end in only .gov, .org, or .net and compare that information to the information found in the quick search.
d. Explain to students this search is more credible and will give them much better information to put into their speeches.
4. Give students the rest of the period to gather three to five sources for their papers.
Results: Students will know how to search for credible resources on the internet.
Day 3: Wednesday
Objective: Students will have all research completed, and will also know what ethical communication is and how to incorporate ethical communication into their speeches.
Standards: 1.1.1, 1.1.2, 1.2all, 2.2all, 4.2
Materials: Teacher needs another half a day reserved in the library, and Ethical Communication PowerPoint. Student may bring a revised copy of their Outline, or turn one in at the end of the period.
Steps:
1. Have students go the library after meeting in the classroom to finish research. Hopefully the research will not take more than 20 minutes.
2. Have students gather back in the classroom, and hand in any revised Outlines they may have.
3. Next the teacher will present the students with the Ethical Communication Power Point. This will probably take the reminder of the class time: around 35 minutes.
Results: Students will have their research complete for their Persuasive speech, and will also know what Ethical communication is and how to use it in their papers.
Day 4: Thursday
Objective: Students will know have to correct write a Bibliography using the MLA format.
Standards: 1.1all, 2.1all, 2.2all, 4.2
Materials: Student will need to bring all their research to class with them in order to complete the Bibliography. Teacher will need to bring a few examples of some books, internet sources, and magazines to work on citation examples.
Steps:
1. Introduce the three different major writing formats: Chicago, MLA, and APA. Briefly talk about each one, and explain for this paper we will be using MLA.
2. Have student get out one or two sheets of paper.
3. Teacher will lead demonstration of how to properly cite a book, an internet resource, and a magazine article. Students will be expected to write this information down, and keep it in their notes.
4. Next students will have their own Bibliographies for their persuasive speech. The teacher will circle the room and answer any questions, or concern each student might have. Class might be stopped every once and awhile so the concept can be taught to the whole class.
5. Students will work on their Bibliographies all period.
Results: Students will be able to complete a Bibliography on any paper. At the end of the period students will be expected to turn their Bibliographies in for credit.
Homework: Students need to write a rough draft of their speech using all the information we have discussed so far in class.
Day 5: Friday
*Adapted from Elissa Martin’s Lesson Plan
Objective: Student will classify examples from persuasive speeches into the correct step of Monroe’s Motivated Sequence. Student will use Monroe’s Motivated Sequence to write their own persuasive call to action speech.
Standards: 1.1.1, 1.1.2, 1.2all, 1.2.3all, 2.1all, 2.2all, 4.2
Materials: Cards with examples from each step from various speeches. Students will need to bring a rough draft of speeches to class for credit.
Steps:
1. Explain Monroe’s Motivated Sequence pattern of organization for persuasive speeches. Monroe’s is a method of organizing persuasive speeches that seek immediate action. The five steps of the motivated sequence are attention, need, satisfaction, visualization, and action.
2. Ask the students for ideas about topics that might call for immediate action. Choose one of these topics and use it as the illustration for explaining the sequence as you go through the PowerPoint presentation.
3. Use the presentation to explain the steps of the Sequence: attention, need, satisfaction, visualization, and action.
• The Attention Step: The first thing to do is gain the attention of the audience. To gain favorable attention, you might use one or more of the following methods, which are similar to the attention getting methods you use in informative speeches.
• Relating to the audience
• Showing the importance of the topic
• Making a startling statement
• Arousing curiosity or suspense
• Using a quotation that is relevant to your topic
• Telling a humorous anecdote
• Telling a dramatic story
• Posing a question (maybe a rhetorical question)
• Using visual aids for illustration
• The Need Step: After you have gotten your audience’s attention, you need to convince them that something needs to be changed. In this step, you show the problems with the current situation. You will also need to demonstrate how the need directly affects your audience (their health, happiness, security or interests). Before you move to the next step the audience should be concerned about the problem and ready to hear about your proposed solution. The need should be stated clearly and illustrated with strong, credible supporting materials, such as the following:
• Detailed examples with illustrate the need
• Statistical data, but don’t overwhelm us with statistics!
• Testimonials or other forms of support to show the extent of the need
• The Satisfaction Step: After you have established a sense of need, you satisfy this need by providing a solution to the problem. This is the step where you present your plan or solution and show your audience how and why it will work. Charts and diagrams are often useful to explain the plan clearly. This step should make the audience wonder how this will work for them and what it will do for them. You might use the following methods:
• Briefly state the action or change you wish your audience to make
• Concisely and completely explain your plan
• Demonstrate how this plan will solve the problem
• Give examples showing that this plan has worked effectively and is a practical solution
• Use facts, figures, and the testimony of experts to support your claim.
• The Visualization Step: Now that the audience knows what your plan is, you will help to intensify their desire for it by helping them to visualize your plan. You want to help your audience look into the future and see the potential benefits of your plan. In this step, use vivid imagery to show how your audience will benefit if your plan is implemented. You may use one of the following methods, but whichever one you choose, you must be sure that the visualization step is realistic and that what you describe is attainable.
• The Positive Method: Describe the situation as it will be if your plan is implemented and carried out.
• The Negative Method: Describe the negative situation that will occur if your plan is not carried out. From the need step, select the most unpleasant aspects of the current situation and discuss how they will continue and worsen if your idea is rejected.
• The Contrast Method: Combine the positive and negative approaches. Use the negative method first to show the bad effects if the audience does not follow your plan, then use the positive method to show the benefits of doing as you recommend.
• The Action Step: The purpose of the action step is to translate the desire created in the visualization step into overt action. This is the step where you will make a call to action. Tell your audience what you want them to do TODAY, and then tell them how they can do it. Don’t make the action step too long or involved. Make it easy for them to take immediate action in one of the following ways:
• A challenge or appeal
• An illustration
• A quotation
• A statement of your personal intentions
• A summary is usually expected by your audience
4. Answer any questions that might follow, and let students know the plan for the rest of the week. Ask how papers are coming, and let them know rough draft will be peer edited right then.
5. Have students get into pairs and peer edit their rough drafts. If they have specific questions for you, now is the time to ask. Let students know their final written draft is due on Monday.
Results: Students will understand how to use Monroe’s Motivated Sequence to develop a call to action speech. They will begin working on writing a persuasive speech using this model. A good example to build off of can be found here: http://www.roch.edu/people/lhalverson/motivated.htm.
Homework: Student will have their written Persuasive Speech due on Monday.
*The next week will consist of two days worth of Delivery refreshment, while I am grading their speeches. It will be handed back to them on Wednesday, and they can turn the speech in again on Thursday to revise it. Wednesday and Thursday will consist of some interpretation games, and Friday we will draw for speaking order. Speeches will be presented the following week.
The Persuasive Speech Unit
Objective: This unit is designed to introduce students to the persuasive speaking, and to empart a basic understanding of the various techniques used in effect persuasive speaking.
Day 1: Selecting a Topic
Taking Mental Inventory
Objective: After completing this lesson, the student will be able to select a speech topic.
Materials: The students require only pen and paper. You’ll need a chalk board/dry erase board or an over head projector.
Steps:
1. As one large group, have the students name charity organizations, public services, political issues, or school issues which they feel strongly about.
2. List these items on the board.
3. Ask the students to silently finish the following sentences in their notebooks. Write each one on the board as you read it, and pause between each to allow the students time to fill in the blanks.
I believe _________________ is important because _________________.
I think more people my age should support ___________________ because _______________________.
If I could pick one thing at this school to change, it would be ________________________________.
If I could vote in the upcoming election, I would vote for __________________ because _____________________.
4. Tell the students to consider their reactions and responses to each of the questions.
Ask if there was an issue that came up more than once, or if there was a question for which the answer could have been much longer. A possible topic should emerge.
Results: Students should take these questions and responses home to act as a guide in selecting their speech topics. For next class, have them return with an idea for a thesis statement, a brief rationale concerning why this topic is relevant and interesting, and a few research questions.
Day 2: Organization. Monroe’s Motivated Sequence
Objective: After completing this lesson, students should have a basic understanding of Monroe’s Motivated Sequence.
Materials: A chalk board or dry erase board. Pens and notebooks for the students.
Steps:
1. Explain Monroe’s Motivated Sequence:
Monroe’s motivated sequence is a technique for organizing persuasive speeches that inspires the audience to take action. Its five steps include:
A. Attention
• Get the attention of your audience using a detailed story, suprising example, dramatic statistic, or relevant quotation.
B. Need
• Establish that the problem about which you are speaking exists, that it is significant, and that it won’t go away by itself. Use statistics and examples. Convince your audience that there is a need for action to be taken.
C. Satisfaction
• Show that this need can be satisfied. Provide specific solutions for the problem that the government and community can implement as a whole.
D.Visualization
• Tell the audience what will happen if the solution is implemented or does not take place. Be visual and detailed.
E. Action
• Tell the audience what specific action they can take personally to help solve the problem.
The advantage of Motivated Sequence is that it emphasizes what the audience can do. Too often the audience feels like a situation is hopeless; Monroe’s motivated sequence emphasizes the specific action the audience can take.
2. Ask for a volunteer to share his/or her topic. Brainstorm ideas on how Monroe’s motivated sequence can be applied to their topic. Tell the students to begin considering ways in which the Sequence can be applied to their own topics. They should also think about the kind of research they need to gathering.
Result: As homework, the students should go home and begin outlining their speeches. They should also make a list of potential sources.
Day 3: Establishing Credibility
How to look like you know what you’re talking about.
Objective: After completing this activity, students will be able to establish credibility.
Materials: Each student should have a speech prepared. You will need a “Credibility Criteria” handout, as described below.
Steps:
1. Start by defining credibility as it relates to public speaking: “Credibility is the quality or capability to elicit belief. In public speaking, establishing credibility is vital if your audience is going to accept the information you’re providing and trust you as a speaker.”
2. Explain how to establish credibility:
a. Appearance: Make sure you are dressed appropriately for the situation. If you are addressing a formal group, wear formal clothes. If you are addressing a casual group. casual clothes are probably fine, but avoid wearing distracting clothes.
b. Confidence: Show your confidence. Make it clear that you understand your topic; your audience will be more likely to believe you. Try your best to avoid appearing nervous or unprepared. Maintain good eye contact.
c. Personal Experience: Share your personal experiences. Showing that you have first-hand knowledge of your topic will help your audience see you know what you’re talking about.
d. Language: Use standard grammar and pronounce all your words correctly. Poor language use can be distracting, and for some implies a breakdown in logic.
e. Evidence: Give plenty of evidence that supports what you’re saying. Using information from credible sources, and verbally citing those sources, enhances your own credibility. Never use false statistics, and make sure the sources you’re citing are credible.
3. Pass out a handout with these criteria listed, and have the students compare it to a speech that they’ve already prepared. Then, have them prepare a list of things they could do to improve their credibility.
Result: As the students are now crafting their persuasive speeches, they should be able to incorporate credibility into their outlines.
Day 4: Visual Aid
How to select an appropriate visual aid, and then ignore it.
Objective: After completing this lesson, students will understand how to use visual aids.
Materials: Student prepared speech outlines and a visual aid of some kind
Steps:
1. Explain to the students why they should use visual aids:
a. Visual aids increase audience understanding
b. Visual aids enhance comprehension
c. Visual can promote attentiveness
d. Visual aids can help control nervousness
2. Explain different types of visual aids:
a. Props or models
b. Charts or posters
c. Overhead transparencies
d. Computer presentations
e. The chalk board
3. Discuss the factors students should consider when deciding on a visual aid:
a. The information they need to convey
b. The size of the audience
c. Where the speech is taking place, and what resources will be available
4. Emphasize the importance of not looking at the visual aid while giving a
speech, or using the aid to hide behind. Demonstrate with a visual aid present in the classroom.
5. Divide the class into partners. Each student should trade his or her detailed speech outline with his or her partner to be reviewed. After each has read the other’s paper, have them discuss points in the speech where a visual aid would be appropriate. Then have them discuss the types of visual aids they plan to use.
Result: As homework, each student to should decide on an appropriate visual aid. He or she should make a note in the speech outline detailing the aid, as well as how he or she plans to use it. When they actually present the speeches, make sure they actually use the visual aid, so they can practice maintaining good eye contact.
Day 5: Discussion/ Work Day
Objective: Make sure students are correctly preparing their persuasive speeches, which will be delivered starting Monday.
Materials: Students should have speech outlines, and a plan for a visual aid.
Steps: Go around the room, spending a few minutes with each student discussing his/her speech. Make sure each student is utilizing Monroe’s Motivated Sequence, establishing credibility, and has an idea for a visual aid.
Jon Flanagan
Fall 2007
UNIT LESSON PLANS – PERSUASION
The purpose of this unit will be to get students to understand what a persuasive speech is, and how to develop it. Ultimately students will be giving a 3 5 minute oral persuasive speech for the final grade.
MONDAY: WHAT IS A PERSUASIVE SPEECH?
The objective for the first day of discussion will be to establish what classifies as a persuasive speech. We will begin class by lecturing to students on what a persuasive speech is, how it can be effective, and how to develop a sense of persuasion in the speech.
Activity: Students will be asked to write down three things that they feel very strongly about and why.
Purpose: This is the first step in establishing strong feelings toward a topic. By asking the students to write down reasons why, you are developing their sense of persuasion in writing form. This will encourage students to apply those feelings toward orally giving a persuasive speech.
End of Class Remarks: Ask students based on their knowledge of persuasive speeches to choose a two topics, first choice and second choice, to avoid double ups, and bring them to class on Tuesday.
TUESDAY: DEVELOPING MY TOPIC
Objective: The objective of today will be to have students develop the topics that they have decided on. The best way to develop the ideas of students is to have them lay the topic out in outline form.
Handout: Give students a handout of a sample outline for them to follow.
Sample Outline:
The Great Floods of 1993
Thesis statement: The Great floods of Summer 1993 were extremely devastating to property and people of the Midwest.
i. The rain and snow contributed to the flooding.
A. Rain began in the spring and continued into the summer.
B. Melted snow from the past winter created an abundance of water.
C. The Mississippi, Missouri and Ohio rivers overflowed their banks.
1 . Lakes and tributaries emptied into the rivers.
2. Rising water created crests.
Il. The destruction of wetlands or marshes was one direct cause of the flooding.
A. Wetlands are phenomena of nature that have existed for eons.
B. The destroyed wetlands could have absorbed much of the water that overflowed.
Purpose: This gives students an idea of how to set up their outline, and also to see what information they want to develop their ideas and implement them into their speeches.
End of Class Remarks: Ask students to write their outlines and have them ready to bring to class on Wednesday. Final outlines are required, and will be graded and returned to students. Number students out 1 4. This will be the order in which they will give their speeches.
WEDNESDAY: HOW DO I TURN AN OUTLINE INTO A SPEECH?
Objective: Today students will be shown several speeches on videotape. These speeches will help students get a sense of how to develop their ideas into a speech. Before starting videotapes, briefly review the few areas that students should focus on.
Introduction:
1. Did the speaker gab my attention?
2. Did the introduction flow smoothly into the body of the speech.
Body:
1. Did the body of the speech show evidence of persuasion.
2. Did the audience feel like they were persuaded?
Conclusion:
1. Did the speaker flow nicely from body to conclusion?
2. Did the conclusion leave a lasting impression on the audience?
Activity: Show Videotapes. Ask students to take notes as to what things they see the speaker do particularly well, and what areas they believe the speaker could improve on. By seeing speakers first hand, and being allowed to evaluate them, students are able to get an idea on what they want to focus on doing in their speech.
Class Discussion: After the videotapes, based on the notes the students have taken, go around the room and ask each student to tell one thing that the speaker did particularly well, and one thing the speaker did not so well.
End of Class Remarks: Inform students that Thursday will be a day where a short quiz will be given that will encompass some of the aspects of a sound persuasive speech. Also on Thursday, students will be given a handout on the criteria of the grading of their persuasive speech. This will also be a day where students will be allowed to work on their speeches and class time will be used for students to individually meet with the instructor to ask any questions that they may have.
THURSDAY: FREE PERIOD
Objective: Following a brief quiz, and handing out the grading criteria to the students, the class period will be used to work on the preparing of their speeches. By doing this, it gives students a chance to use the period to go to the library to gather information if they need to, and also to clear up any questions they may have with the instructor.
Purpose: By giving a quiz, it allows the instructor to see what kind of a grasp students’ have on the concept of a persuasive speech. This is good for the instructor and students, as it gives them a chance to clear up any misconceptions that may have occurred so far.
QUIZ (10 pts)
1. T or F A good topic for a persuasive speech would be to document Abraham Lincoln’s life.
2. T or F To persuade someone is to try to get them to accept your views.
3. T or F A good outline would include a thesis statement, three main points, and two sub points under each main point.
4. T or F Even if you have no other meaningful material in your speech, it will be graded highly, if you have a good introduction.
5. Tor F An informative speech and a persuasive speech look to accomplish the same thing.
(10 points)
In one paragraph describe why you believe having good communication skills is important.
Grading Criteria for Speeches
Speech will be 3-5 minutes in length. (10 points)
Speech will follow persuasive topic, and will be given in a persuasive manner. (30 points)
Speech will be given in a manner that is understandable and structured. (20 points)
Speech will have a strong introduction, have good body, and conclusion with smooth transitions between all three. (20 points)
The speaker will have good eye contact, gestures, and poise. (20 points)
FRIDAY: TOUCH UP PROCESS
Objective: Today will be the last period before we give our speeches. Today will be spent going over the few things that haven’t been discussed or covered as widely as other things in the final prep before our speeches. Since most of the work done on speeches to date encompassed research, you can easily throw these finishing touches at the students which will help them polish their speeches.
Note cards will be allowed during, the speech.
The first objective is to give students an understanding that a note is a tool that should be used only in a case of forgetting a part of their speech, or to write the main points on, to use as a transition within their speeches.
Visual aids are allowed though not necessary. Give students an overview of the impact of visual aids.. Visual aids are good because they stimulate visual cognition, which can make an impact on the productivity of the speech.
Attention Getters: Attention getters are a part of every successful speech. They capture the audience and allow you to take control of the floor. By successfully developing a good attention getter, you will be able to flow nicely into your introduction, because now everyone wants to know what is next.
Conclusion: The purpose of the conclusion in a persuasive speech is to leave a lasting impression. Even if you have failed to persuade the audience until this point, it is now your chance to capture them. This is a very important part of a persuasive speech.
End of class remarks: Answer any final questions students may have. Make sure the students that are giving their speeches next class period are aware of this, and encourage students to just have fun with their speeches.
The next four class periods will be spent giving speeches.
UNIT TEST ON PERSUASION
T OR F (2 points each)
1. T or F A good topic for a persuasive speech is a document of Abraham Lincoln’s life.
2. T or F The purpose of a persuasive speech is to try to get the audience to accept your point of view.
3. T or F An attention getter is best described as something that makes an audience take notice.
4. T or F A good speech would contain an introduction, three main points, and a conclusion.
5. T or F You don’t have to feel strongly about your topic to give a good persuasive speech.
SHORT ANSWER (20 points each)(Choose any 2)
1. Why is having an attention getter in your speech important?
2. For what reasons may a good speaker want to spend careful time on a conclusion?
3. Give 2 examples of good topics for a persuasive speech.
ESSAY (50 points)
Explain in at least one paragraph, the importance of having to be able to deliver persuasive speeches in the real world, or workplace.
KEY TO QUESTIONS
1. F
2. T
3. T
4. T
5. F
Short Answer (Answers may Vary)
1. It involves the immediately in the speech. It makes them take notice.
2. The conclusion is the lasting impression. In wraps up the speech.
3. Why you should join the military. Why the wildlife fund is important.
Essay (Should contain some of the following, or something similar)
I . Giving sales pitches
2. Convincing somebody that you are the right person for the job.
3. Why you think this product is better than that one.
4. Why you may deserve a raise.
5. Why your best friend should go fishing in Canada with you.
Greg Richey
Fall 2003
Persuasion Unit Plan
Objective: By the end of the unit, the students will be able to construct a persuasive speech. They will also understand the basic components of persuasive speaking, including; audience analysis, outlines, research, visual aids, and delivery.
Day 1
Objective: By the end of the day, the students will understand the basic principles of a persuasive speech. They will also begin to process of topic selection and audience analysis.
Introduction: to persuasive speaking (10 minutes) I will begin class by giving a persuasive speech of my own-demonstrating everything I will be teaching them this week about persuasive speaking. Then, as I teach, I can refer to my speech to re-inforce my point.
Lecture: Audience Analysis (10 minutes) The speech that I gave, parental licencing, is relevant in many settings. It is important to you because you all have some type of parental figures in your life, and many of you will be parents someday. I gave this speech to a group of parents-to-be in a childbirth class to encourage them to take the initiative to take parenting classes.
Next week, you will all be giving a persuasive speech. I want you to begin thinking about what subject you would like to speak on. The first step in the process is to understand what the purpose of a persuasive speech is. The obvious answer is-to persuade-duh! But what does that mean? You want to construct a well organized, effective argument to convince your audience to see your point of view and agree with your stance on a particular subject.
To write the most effective speech possible, the very first thing you need to do, before you even pick your topic is to understand WHO your audience is. Next week, your audience will be your classmates-I’m just here observing-it’s them you will be trying to convince. So the questions you need to ask yourself are “What subjects are they interested in” and “what is relevant in their lives”. Once you understand your audience, it will be easier to select a topic. I want you all to fill out this worksheet to help you get some ideas.
Worksheet on Audience Analysis: (Worksheet #1) 10 minutes Give students 5 minutes to fill out worksheet and then discuss their answers. Talk about which topics will work for audience and which won’t. For example, for this class, is it appropriate to discuss retriement benefits, taxes. What about school politics (open/closed campus), music, pop culture, minimum wage.
Lecture: Selecting a Topic (5-10 minutes) Now that we understand what our audience wants, we can begin selecting a topic. The most important things to remember are:
1. The speech needs to convince us of something, you can’t just ‘tell us’ about something, you need to tell us why we should feel a certain way about it. You can tell us about CPR and how to do it, but until you convince us why it is important to know CPR it’s not persuasive.
2. Stay away from “taboo topics’ these include death penalty, abortion, and religion. You are not likely to change someone’s beliefs on this and could offend your audience members, plus I’m tired of hearing about them.
3. I will require you to include research in this speech. Make sure your topic will be easy enough to research. If you want to persuade me that green M&Ms are better than yellow M&Ms then you had better find an article in Time magazine that backs that up.
Group Activity: (remaining time…10-15 minutes) Take out a piece of paper and a pencil. We will brainstorm some topics together. Write down the answer to these questions.
1. What is something that you feel everyone should know?
2. What school policies to you find unfair or need to be changed?
3. The world would be a better place if everyone were required to_____
4. Everyone knows that you’re supposed to but not everyone does.
5. What makes you very angry?
6. What laws are unfair in the US/need to be changed?
With remaining time, students will get into groups of 5 and use worksheet #2 to help other students select topics.
Final Thoughts: Tomorrow, I will have a sign up sheet first thing for you to sign up for your topics. If you need help deciding on a topic, come and see me. I want everyone to have at least one topic tomorrow. Have a great day!
Day 2
Objective: By the end of the class period, students will have selected a topic and have an attention-getter written.
Discussion: Speech Topics (30 minutes)
Have students sign up for their speech topics. Go through the list out loud and discuss them-have students help narrow if necessary. Dismiss any inappropriate or incomplete topics. Discuss possible advantages/disadvantages of each topic.
Outlines: Overview (Worksheet #3)-5 minutes. This is the from that I expect you all to use for your speeches. Now that we all have our topics, we can begin working on making them into a speech. The first thing you need to decide is how to gain the audience’s attention.
Worksheet: (#4)-5 minutes. Here is a worksehet with 7 ways to get the audience’s attention. Have the students brainstorm individually for their topic.
Group: (10 minutes) Have students get into groups of 5 and have them share their 7 ideas. Have the other students vote on which one they liked the best.
Final Thoughts: For tomorrow, I want you all to have your three main points decided. These are the three most important things you want to say about your topic.
Outline for Persuasive Speech
Attention Getter: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preview of Main Points
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
Transition_______________________________________________________________
First Main Point__________________________________________________________
Subpoint________________________________________________________________
Subpoint________________________________________________________________
Subpoint________________________________________________________________
Transition_______________________________________________________________
Second Main Point________________________________________________________
Subpoint________________________________________________________________
Subpoint________________________________________________________________
Subpoint________________________________________________________________
Transition_______________________________________________________________
Third Main Point__________________________________________________________
Subpoint________________________________________________________________
Subpoint________________________________________________________________
Subpoint________________________________________________________________
Transition_______________________________________________________________
Conclusion__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Day 3
Objective: By the end of the class period, the student will be able to complete the persuasive speech outline and understand the concept of visual aids in their speeches.
Lecture: 15 minutes
Pull out your outlines from yesterday. I hope you all have your three main points figured out. After the attention getter, we need to preview your three main points. Don’t go into too much detail, just give your audience a little sneak peek. For example, on the speech I gave Monday, I said “there are three main reasons that parents need to be required to apply for parental licences; the child abuse statistics, the danger of ignorance, and the benefits of knowledge.
When you have finished with that, you need to work on transitions. These are so important because without them, you speech will not flow and it will distract form your main point. Your transitions should tie in what you just said with what you are about to talk about.
Now that you understand transitions, you are ready to write your main points. (that was a transition! See how simple they are). Your main points should be simple and reflect your thesis. The next thing you need to do is work on your subpoints. Write you three main points in, and then break those down into three subpoints of their own.
Finally, your conclusion should summarize your main points and leave the audience with a final suggestion on what they should do. What action they should take–what are you persuading them to do???
Visual Aids: Activity (20 minutes) Have students do the activity (see next page)
Lecture: (15 minutes) on how to use and produce Visual Aids
Day 4
Objective: By the end of the class period, students will be able to competently research their topics and know their way around the library.
Research Day:
-Arrange for students to spend ½ period in the library taking a tour in which the librarian shows the students good places to find research and how to use search engines.
-Let students use the second half of the day to research their topics.
-spend a little time talking about writing your outline into a speech form and how to cite their sources in a speech. (see next page)
Final Thought: I want you all to get as much of your speech written before tomorrow that you can. That way, if you run into any problems you can ask me. Also, we will do an activity tomorrow that you may use it in. Have a great day!
Day 5
Objective: By the end of the class period, the students will understand some common errors in delivery. They will also pass the written exam with at least a 70%.
Lecture: (15 minutes)
Today, we are going to discuss delivery. The best way for me to show you what NOT to do is to actually show you because many of you will do these things without even knowing it. If you are aware of them, then hopefully you can practice this weekend and have PERFECT delivery next week.
Persuasive Speech Exam Name____________________
I. True/False Questions. Please Circle True OR False on each question below. Each question is worth 5 points. This section is worth 25 points.
1. T F Audience Analysis is an important part of selecting a speech topic
2. T F The purpose of a persuasive speech is to inform
3. T F Retirement benefits would be an appropriate topic for a 9th grade audience.
4. T F An effective introduction gets the audience’s attention
5. T F National Enquirer is a credible source to use in a speech.
II. Multiple Choice Questions. Please Circle the correct answer. Each question is worth 5 points. The section is worth 25 points.
1. A good attention getter
A. Questions the audience
B. Amuses the audience
C. Stimulates the imagination
D. All of the Above
2. Most speeches have __________ main points
A. 5
B. 3
C. 7
D. 1
3. Credible Sources you may use in your speeches include:
A. Books
B. Periodicals
C. Electronic Sources
D. All of the Above
4. A Characteristic of a Good Delivery:
A. Fig leafing
B. Crossing Arms
C. Eye Contact
D. Slapping your body
5. A relevant Topic for this class would be:
A. Paying Taxes
B. Open campus lunch policy
C. Social Security Benefits
D. Recall of Baby Toys
Essay – 50 points. Please write at least two paragraphs on ONE of the following questions:
1. We spent a lot of time on audience analysis. Please explain what components are important in audience analysis. Also, explain why audience analysis is important in selecting a speech topic.
2. When using visual aids, there are a few things to keep in mind that can distract from your speech. Please explain what those are and precautions you can take to prevent this from happening.
Shannon Swift