Brainstorming and Troubleshooting
OBJECTIVE: The students will brainstorm in order to find complimenting sub-points and then discuss their decisions in order to be capable of not only choosing sub-points that are effective, but also knowing why they are so.
MATERIALS: No non-traditional materials needed.
STEPS: 1. Explain sub-points to the class. Ex.: Sub-points are pieces information that accentuate, enliven, or prove a main point.
2. Divide the class into groups of three or four and have the students designate a spokesperson.
3. Give each group a piece of paper with a universally familiar topic and corresponding main point printed on it. The students will then brainstorm together as many facts that correspond with the main point as they can.
4. After about five or so minutes, have the students choose what they feel to be the two most effective sub-points they have come up with and write their main and sub-points on the board.
5. As a class, review these choices and, in a positive and encouraging manner, discuss why some sub-points are effective and how others could be improved upon.
RESULT: The students will have the ability to find sub-points in a speech, as well as understand why the sub-points they use are appropriate for their speech. This exercise will prepare them for the next exercise on designating certain sub-points into different categories.
Food For Thought:
Is Your Restaurant the Best?
OBJECTIVE: The students will list three sub points for each of the three main points given. Each member must contribute one idea in each main point. They will be able to form groups up to three people. Groups will have 15 minutes to brainstorm creative ideas for their new restaurant. Students will write their final sub points at the end of the 15 minutes and present their ideas to the class. The winning group will receive three bonus points. Each sub point must be able to be related to the appropriate main point for full credit to be given.
MATERIALS:
• Restaurant Outline Handout will be given to students at the beginning of class.
STEPS:
1. At the beginning of class students are divided into groups of 2 or 3 people. This is decided by numbering students off from 1 to 3.
2. Teacher will hand out Restaurant Outline Handout.
3. Teacher will give a brief introduction of the importance of sub points to class.
a. Sub points are there to support the main ideas and overall theme.
b. They provide evidence to the importance of your main issue or topic.
c. Ask the question, “What would a can be like without a label and liquid to fill it?” Wait for a few responses.
d. Answer: Just an ordinary can. It is the ingredients and the name that make it what it is. A main idea is just that. An idea. Without sub points to support the main idea, the main idea is just like an empty unmarked can.
4. Teacher will give an example of how to fill out each sub point.
a. Write the following on the board:
i. Thesis: Grandma Jo would win the “Grandma America Award” if there was ever a national competition for grandparents.
ii. A. Food
a. __________
b. __________
c. __________
b. Ask the class the following questions: “What do you like most about your grandma’s food? What is your favorite food your grandma makes?”
c. Make a list on the board of different foods they like and maybe how it is made. A good list of sub points for this could be: Apple pie, biscuits and gravy, hand tossed filling, made from scratch sauce, home grown vegetables, the smell, etc.
5. Read the directions on the hand out with the students.
a. Ask if there are any questions and answer those in front of the class.
b. Remind the students they have 15 minutes to work on the sub points in the outline.
6. Let students work on the hand out.
a. Walk around and make sure students are working or be available for additional questions.
7. Ask students to join the large group and be ready to share their restaurant name and why the President should come to their restaurant.
8. After each group has shared their speech, pass out secret ballets.
a. Each person should vote for the restaurant they think the President should visit.
b. Remind the students to be fair and that they have only one vote.
9. The winning restaurant managers will receive three bonus points on their final persuasive speech.
10. Have each group hand in a single copy of the handout. The rest of the group members can keep theirs.
a. Make sure they wrote down who came up with each of the different sub points.
RESULTS:
1. Students should have written their thesis yesterday. Now have the rest of class time to work on their main ideas and sub points for their persuasive speeches.
2. Their homework for tomorrow is to bring in an outline (hand written or typed) of what they want to talk about in their persuasive speech. The outline should include:
a. A thesis
b. At least three main points
c. At least two sub points for each main point
Persuasive Speech Practice: Sub Points
Group Members: ________________, ____________________, __________________
Class Period: _____________
Instructions: You and your group are the now proud managers of your restaurant. The President will be in town and wants to sample one of the city’s finest dining establishments. Your job is to persuade the President that your restaurant is the best. Below is an outline of the speech you must give, but unfortunately, there are some missing elements. As a group, come up with a creative name for your restaurant and what you are going to serve. Fill in the missing sub point blanks with items/ideas that you feel make your restaurant the best in town. Be creative!
Ask yourselves these questions:
1. Are these items unique to your restaurant?
2. Will the president want to sample this food?
3. Do your Sub Points Relate to the main point?
4. Why do other people like your restaurant?
Restaurant Name: ___________________________
Thesis: The President should eat at our restaurant, ________________, because of our delicious food, our unique beverages, and our distinctive themed restaurant.
A. Food
a. ______________________
b. ______________________
c. ______________________
B. Drinks/Beverages
a. ______________________
b. ______________________
c. ______________________
C. Restaurant Theme
a. ______________________
b. ______________________
c. ______________________
What’s Happening?!?
Topic: Sub-points
Objective: At the end of class the student will be able to create sub-points needed for a speech.
Materials: The instructor will provide a variety of snapshots. The students provide paper and pencil.
Steps: 1. The students will be separated into groups of four.
2. One student will pick a random spot in the classroom and pose in an unusual way.
3. The other three students in the group will then write two phrases describing in their own way why their classmate is posing in that particular position.
a. Creativeness will be encouraged.
4. After the three have completed their phrases everyone will take a turn reading to the rest of the class what they wrote while the posing is continued by the single student.
5. Upon completion, have the students return to their seats.
6. Explain the purpose of the activity.
a. The audience already sees what the student is doing but they don’t know why. Creating the why’s to explain the what of the previous activity is an example of sub-points supporting a main point.
7. Hand out a picture to each student.
8. The same process will then be done with the picture by each student individually.
a. Two things will be written as to why the person/action is occurring in the picture.
9. This activity will be handed in for the instructor to review.
Candice Nicholson