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Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __11-17-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students will explore mass media and review the persuasive speech assignment.
Mental Set, Share Objective (Behavior and Content aligned with district and state benchmarks), Input, Modeling, Check for Understanding, Guided Practice,
Independent Practice, Assessment, Extensions, Closure
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
5 min
15 min
45 min
Make-up PSAs
Persuasive Speech
Assignment
Mass Media
Introduction
*Note: 63 minute classes
Lindsy and Nataleigh present their PSAs for the class.
“Today, we are going to start to talk about our final speech for the
trimester, the persuasive speech. This speech will be your final exam
grade and will be worth a significant number of points.” Go over the
assignment sheet with the students.
What is mass media? “Media specifically designed to reach a large
audience.” Television, radio, newspapers, magazines, Internet,
music, advertising, etc.
Have students brainstorm different forms of media that are a part of
their own lives. Discuss how these media forms influence their lives
and what are some potential problems associated with these media
forms in their daily lives.
Watch a chapter from the Frontline series “Hunting Cool” and discuss
the media-related issues from the clip. Then watch the Dove
campaign for beauty clip on youtube.
If time remains, have students brainstorm possible topics for their
persuasive speeches.
Frontline video
http://www.pbs.org/wgbh/pages/frontline/shows/cool/view/
Students present PSAs.
Students follow along on persuasive
speech assignment sheet and ask
questions for clarification.
Students brainstorm different
forms of mass media and discuss
the role of mass media in their own
lives. They watch clips about mass
media and advertising and discuss
the clips.
Rubrics
Assignment sheets
Frontline video
Dove campaign for
beauty
Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __11-18-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students will discuss how to increase effectiveness and what three types of appeals are.
Mental Set, Share Objective (Behavior and Content aligned with district and state benchmarks), Input, Modeling, Check for Understanding, Guided Practice,
Independent Practice, Assessment, Extensions, Closure
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
30 min
45 min
Increasing effectiveness
of persuasive messages
Types of appeals
Start the class by showing the students a cartoon. “What do you
notice about this cartoon?” (The person is playing background music
to make the message more effective.) “We also do things in our
persuasive messages to make them more effective. We are going to
talk about those things today.”
1. Anticipate selective exposure: Listeners actively seek out
information that fits their beliefs. They will tune out
information that goes against these beliefs. If you know
that your audience is going to disagree with something in
your speech, it would be a good idea to give them support
and examples before introducing a controversial idea.
2. Ask for appropriate amounts of change: Ask for small
amounts of change. For example, if you are trying to
convince your parents to change your curfew, what would
you do to ask for small amounts of change?
3. Identify with your audience: Connect with your audience by
showing that you share similar values, beliefs, etc. Share
similar cultural, educational, social, etc. experiences. Be
sure the info you share is relevant to the speech. Be honest.
Complete the “Know Your Role” activity. (see attached)
“Now we are going to talk about different types of appeals. You will
need to include all three of these appeals in your speech, so be sure
to keep notes about each one.” Watch the Sarah MacLachlan ASPCA
PSA and ask students to evaluate its effectiveness (and why).
Students take notes about how to
increase effectiveness and provide
examples of how they might do
each in their own speeches.
Students see how values and
opinions can differ within an
audience and discuss what they will
do to try to increase the
effectiveness of their persuasive
messages.
Students watch a video and
evaluate the effectiveness of a
persuasive message.
Notes guide
Video
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
Appeals (cont’d) We are going to talk about three types of appeals. Be sure to keep
track of these types of appeals on your handout:
1. Logical appeals: Logic based on evidence, facts, and
examples. There are three kinds of logic appeals. Specific
instances: present a few specific instances and conclude
something about the whole. Cause and effect: you say that
one thing causes another, giving specific evidence to
support the link. Reason based on signs: you make a
conclusion about something based on the fact that it has
certain traits and characteristics.
2. Emotional appeals: These appeal to your listeners’ feelings,
desires, needs, and wants. They are often based on
Maslow’s Hierarchy of Needs. (Show chart)
3. Credibility appeals: Credibility is how much your audience
sees you as a believable person to speak on the topic. It
includes competence (how much you know about the topic),
character (how trustworthy and honest your audience
believes you are), and charisma (how friendly and pleasant
your audience finds you).
For each appeal, have students give an example.
Watch the “Persuasive Speech: Drunk Driving” video on youtube and
have the students look for different appeals throughout the speech.
Discuss the appeals at the end.
Videos
http://www.youtube.com/watch?v=kr_EkHioYO8
Students keep track of the different
types of appeals on their handout,
discuss how these appeals are used
in various persuasive messages
they have seen or heard, and look
for persuasive appeals in a sample
persuasive speech.
Video
Notes sheet
Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __11-19-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students will research for their persuasive speeches.
Mental Set, Share Objective (Behavior and Content aligned with district and state benchmarks), Input, Modeling, Check for Understanding, Guided Practice,
Independent Practice, Assessment, Extensions, Closure
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
72 min
Research Time “You have the entire class time to work on research for your
persuasive speech. Be sure to use sources on the Internet and any
resources on the Charlevoix Public Library page. Make sure that you
have used credible sources (remember the CRAAP test!) and you
keep track of all resources you plan on using. Let me know if you
have any questions or need some help brainstorming an idea.”
Students research their persuasive
speech and start to work on
persuasive speech outlines.
Mini lab key
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __11-22-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students discuss credibility, evaluate a persuasive message, and research for their own speeches.
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
5 min
15 min
15 min
40 min
Attention Getter
Credibility
Sample persuasive
message related to mass
media
Research time
Show students the credibility cartoon. “What do you notice about this
cartoon? How does it relate to presenting persuasive messages?
What is it saying about credibility?” Point out that credibility usually
needs to be built by the speaker, but sometimes there is inherent
credibility. “Today, we are going to build on our discussion of
credibility from last week.”
“Who can remember the three aspects of credibility that we talked
about last week? (Competence, character, and charisma).” Briefly
review these. Then move on to three aspects for the day.
• Surface: How a speaker looks. This could be how well
dressed you are or if your clothing matches your speech. It
could also be how prepared you seem (notecards
organized, PAs in order) or how clear your message is.
• Experienced: Showing that you have personal experiences
that relate to the topic.
• Reputed: This is built throughout your speech when you
cite sources, give evidence to support your reasoning, and
keep any unnecessary bias out of the speech.
What do you think is the strongest form of credibility? Why?
Show students the sample persuasive message from youtube. Talk
about the mass media tie-in and how effective it is as a persuasive
message. What is it trying to tell you to do? Credible?
You may use the rest of class to work on research for your speech.
http://www.youtube.com/watch?v=GgUE4BeWM-g
http://www.bing.com/videos/watch/video/stars-before-stylists-part-2/uffn
2bpe?q=Hollywood&rel=msn&from=enus_msnhp&form=MSNHED>1=42007
Students talk about authority in
public speaking. They give
examples of when they were told
to believe something just because
the person “had the proper
authority.”
Students add notes to their
credibility handout and discuss the
types of credibility. Students give
their opinions about what kind of
credibility is most effective.
Students discuss the purpose and
effectiveness of a persuasive
message.
Students research in the mini lab.
Cartoon
Youtube video
Mini lab key
Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __11-23-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students will explore how to be an ethical persuader.
Mental Set, Share Objective (Behavior and Content aligned with district and state benchmarks), Input, Modeling, Check for Understanding, Guided Practice,
Independent Practice, Assessment, Extensions, Closure
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
5 min
7 min
10 min
Ethics Attention Getter
Why be concerned with
ethics?
So, what can I do?
Show students the Charlie Brown cartoon. Have them examine it for
a minute or so. “What do you notice about this cartoon? What is he
trying to do? What is wrong with this? Today we are going to talk
more about how to be an ethical persuader.”
“First off, what does it mean to be ethical in persuasion?” It means
you speak the truth, you don’t try to deceive the audience, etc.
“There are a couple of reasons why it is very important to be ethical.
1) As a speaker, you have the power. The audience sees you as an
authority figure and the listeners do not have a choice as to whether
or not they will listen to your message. 2) The audience takes what
you say as truth. Your point is to make the audience believe you;
your message better be truthful.
1. First, it is very important not to make up information.
2. You also do not want to deceive the listeners about what your
purpose is; be sure that the purpose for your message is clear
from the beginning of the message until the end.
3. Do not to manipulate data or facts to reach an untrue conclusion.
4. Do not to change any evidence or facts to fit your points.
5. Sometimes your messages will be emotional for some listeners,
but it is important not to cloud the listeners’ logic with over-the-
top emotional appeals.
6. Avoid language that is difficult for your listeners to understand;
ambiguous language can be misleading and could cause listeners
to interpret your message in a way that you did not intend.
Students point out the ethical
problems in the cartoon.
Students discuss the importance of
being ethical. They share examples
of times when they took a
speaker’s word for granted because
of his/her authority.
Students examine ways to ensure
that they are being ethical
persuaders in this speech and in
other persuasive messages they
create in the future.
Cartoon
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
15 min
35 min
Language Ambiguity
Activity
Impromptus: What I’m
Thankful For
“One of the ways to be an ethical persuader is to use clear, precise
language. Sometimes we do not even realize that what we say can
be interpreted in different ways. Take a few minutes to complete
the top part of this worksheet, writing down your best guess as to
what the sentence means.” Have students complete the worksheet,
and then discuss the answers. “What does this mean for our
speeches?”
“We are going to do some impromptu speeches to end class today.
For today’s impromptu speech, I want you to think about what
you’re thankful for. Take a few minutes to think about what you
want to speak about. Your speech should be well organized with an
intro, 3 main points, and a conclusion. Be sure to include examples
as well!”
Students explore how language
ambiguity can affect their
understanding of seemingly simple
sentences.
Students take some time to
brainstorm for their impromptu
and then present for the class.
Language ambiguity
worksheet
Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __11-29-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students discuss mass media, evaluate a persuasive speech, and search for sample persuasive messages online.
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
15 min
20 min
40 min
Mass Media Video
Evaluation Persuasive
Messages
Persuasive messages all
around us
“We are going to start class today by watching a quick video about
how mass media influences our lives. As you watch, I want you to
keep track of three things that you want to talk about after we are
done watching.” Watch the short video and then discuss various
aspects of mass media in the video.
“As we prepare for our persuasive speech presentations on Friday, I
think it is a good idea to look at a persuasive speech and evaluate
how effective it is as a class. Hopefully, this will give you a better
idea of what you can do to improve your own persuasive speech. We
are going to evaluate the speech using the same rubric that I am
going to use to evaluate your final persuasive speech. As we watch
the speech, be sure to keep track of what the speaker does on the
rubric.” Watch the speech and then discuss the effectiveness of the
speech as a class.
For the last part of class, we have the mini lab to work on a couple of
things. The first thing you need to do is find 2 examples of
persuasive messages in the media. These can be advertisements,
campaign messages, opinion articles, videos, etc. Tomorrow we are
going to look at different persuasive messages in our world. If you
have examples at home, feel free to bring them in as well. Once you
have your 2 samples, you have the rest of class to work on some final
touches on your outlines. Remember, they are due tomorrow!
http://www.youtube.com/watch?v=sIFYPQjYhv8&feature=related
http://www.youtube.com/watch?v=KYtm8uEo5vU
Students watch a video and
participate in class discussion.
Students view a persuasive speech
and evaluate its effectiveness using
the rubric for the final speech.
Students participate in class
discussion about the speech.
Students search for sample
persuasive messages on the
Internet and work on their outlines
in the mini lab.
Video
Sample speech
Rubrics
Mini lab key
Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __11-30-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students will share examples of persuasive messages they see on a daily basis and discuss mass media in their lives.
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
10 min
60 min
Mass Media clip
Persuasive Messages All
Around Us
Before we start for the day, everyone needs to turn in their outlines.
I will grade the outlines tonight and have them back to you by class
tomorrow so you can make any necessary changes for your speeches
on Friday.
“To start class today, I have a very brief video that someone created
to show one of the effects that mass media has on people. As you
watch the video think about what it is saying about how mass media
affects us.” Watch video and discuss its meaning with the students.
In what ways are they pressured by the media?
“Ok, we are going to spend the rest of class looking at the different
examples of persuasive messages that you have found from your
own lives. As you present your samples to the class, we will take
some time to discuss how these messages affect us on a daily basis.”
As the students present their samples be sure to discuss the
following ideas:
• How is this a persuasive message?
• Do you trust the message?
• What appeals are used?
• How does this affect your life?
If time remains, whip out the question ball, charades, or first line/last
line.
http://www.youtube.com/watch?v=xmtd9o6ZWZM&feature=related
Students watch a video and discuss
the implications of mass media in
our own lives that are evident in
the video.
Students present their sample
persuasive messages from the mass
media. They discuss how the mass
media affects their thinking on a
daily basis.
Robot video
Persuasive message
samples
Daily Lesson Plan Sarah Schrader 10
th-12
th _Speech__ __12-03-10__
Teacher Grade Class/Subject/Time Date
Today’s Lesson Objective: Students present persuasive speeches.
Mental Set, Share Objective (Behavior and Content aligned with district and state benchmarks), Input, Modeling, Check for Understanding, Guided Practice,
Independent Practice, Assessment, Extensions, Closure
Time
(Content/What?)
TASK ANALYSIS
(The pieces of the
puzzle)
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the
students to say)
With?)
RESOURCES/
MATERIALS
(Include the actual
pages needed)
120 min
Persuasive Speeches
Note: 2 hour exam period
“Today is our last day of class! We are going to listen to everyone’s
persuasive speeches today. The order is on the board. After each
person speaks, we will give that person 2 or 3 things that they did
well or have improved upon throughout the trimester. During this
time, the next speaker should prepare their visual aids on the
computer. Any questions?” Listen to students’ speeches and make
notes on their rubrics.
Students present speeches, listen
to each others’ speeches, and
provide feedback for each other.
Rubrics
Timer
Sp
ee
ch F
ina
l Ex
am
Ma
ss Me
dia
Pe
rsua
sive
Sp
ee
ch
Ca
n y
ou
be
liev
e w
e’re
alre
ad
y to
the
last sp
ee
ch o
f the
trime
ster?
! Fo
r this sp
ee
ch, y
ou
will co
mb
ine
all o
f the
skills
tha
t we
ha
ve
lea
rne
d th
is sem
este
r ab
ou
t spe
ech
org
an
izatio
n
an
d d
eliv
ery p
lus a
few
ne
w sk
ills rela
ted
to p
ersu
asio
n to
crea
te a
stron
g p
ersu
asiv
e sp
ee
ch.
Th
is spe
ech
will fo
cus o
n a
n issu
e re
late
d to
ma
ss me
dia
in o
ur d
aily
live
s. Yo
u w
ill cho
ose
a
top
ic tha
t inte
rests a
nd
is imp
orta
nt to
yo
u. Y
ou
will ch
oo
se th
e a
ud
ien
ce. Y
ou
will ch
oo
se
wh
at y
ou
wa
nt th
e a
ud
ien
ce to
be
liev
e/d
o/a
gre
e o
r disa
gre
e w
ith a
t the
en
d o
f the
spe
ech
.
We
’ll ge
t mo
re in
to th
e sp
ecifics in
the
ne
xt few
da
ys.
He
re is w
ha
t we
will lo
ok
for w
he
n y
ou
give
yo
ur sp
ee
ch.
Org
an
izatio
n
• Intro
du
ction
20
pts
o
Inclu
de
s a u
niq
ue
atte
ntio
n g
rab
be
r
o
“Te
ll us w
ha
t yo
u’re
go
nn
a te
ll us”
• Ma
in P
oin
ts
40
pts
o
Log
ical o
rde
r
o
Re
late
to m
ain
top
ic
o
Su
pp
orte
d w
ith d
eta
ils, exa
mp
les, e
tc.
o
Sh
ow
s aw
are
ne
ss of a
ud
ien
ce
o
Va
riou
s typ
es o
f cred
ibility
are
use
d
o
Th
ree
typ
es o
f ap
pe
als a
re u
sed
o
At le
ast 5
sou
rces a
re v
erb
ally
cited
• Effe
ctive
Tra
nsitio
ns
10
pts
• Co
nclu
sion
2
0 p
ts
o
“Te
ll us w
ha
t yo
u to
ld u
s”
o
Stro
ng
, me
mo
rab
le clo
sing
o
Giv
es u
s som
eth
ing
to d
o
De
live
ry
• Use
of 3
DIF
FE
RE
NT
pre
sen
tatio
n a
ids
20
pts
• Vo
ice
25
pts
• Ge
sture
s
1
5 p
ts
• Ey
e co
nta
ct
20
pts
• Av
oid
s distra
ction
s
2
0 p
ts
Tim
e: 8
-10
min
ute
s
1
0 p
ts
2
00
PO
INT
S
Ou
tline
s (10
0 p
ts) du
e T
ue
sda
y, N
ov
em
be
r 30
. Sp
ee
che
s are
on
Frid
ay
, De
cem
be
r 3.
Na
me
__
__
__
__
__
__
__
__
__
__
__
_
Pe
rsua
sive
Sp
ee
ch O
utlin
e R
ub
ric
Intro
du
ction
/20
A
tten
tion
ge
tter is cre
ativ
e, c
atc
hy
, sets u
p p
rob
lem
Th
esis su
mm
arize
s ma
in id
ea
of sp
ee
ch
Pre
vie
ws m
ain
po
ints
Bo
dy
/5
0
M
ain
Po
ints a
re in
a lo
gica
l ord
er
S
ub
-po
ints su
pp
ort m
ain
po
ints
D
eta
ils an
d e
xa
mp
les a
re u
sed
for su
pp
ort
A
ud
ien
ce
-ap
pro
pria
te la
ng
ua
ge
V
ario
us ty
pe
s of cre
dib
ility a
re u
sed
T
hre
e ty
pe
s of a
pp
ea
ls are
use
d
T
ran
sition
s lea
d sm
oo
thly
from
on
e p
oin
t to th
e n
ext
S
ou
rces a
re cite
d w
ithin
the
ou
tline
Co
nclu
sion
/20
Re
vie
ws m
ain
po
ints
Th
esis is re
state
d
Giv
es a
ud
ien
ce
som
eth
ing
to d
o
Clo
sing
state
me
nt is m
em
ora
ble
Oth
er
/10
Co
mp
lete
sen
ten
ce
s are
use
d
Re
fere
nce
pa
ge
inclu
de
s all re
sou
rces
/10
0
No
tes:
Activ
ity title
: Kn
ow
Yo
ur R
ole
Co
nte
nt a
rea
activ
ity re
late
s to: S
pe
ech
– P
rep
arin
g fo
r a P
ersu
asiv
e S
pe
ech
Go
al(s) fo
r activ
ity:
1.
Stu
de
nts sh
ou
ld b
e a
ble
to id
en
tify d
iffere
nce
s in a
ud
ien
ce b
ack
gro
un
ds.
2.
Stu
de
nts sh
ou
ld b
e a
wa
re o
f the
ir ow
n b
iase
s an
d b
e a
ble
to id
en
tify th
em
.
Tim
e n
ece
ssary
for a
ctivity
: 5
min
ute
s
Tim
e n
ece
ssary
for p
roce
ssing
: 8
-10
min
ute
s
Ma
teria
ls ne
ed
ed
:
List o
f state
me
nts
En
viro
nm
en
t req
uire
me
nts:
A b
ig e
no
ug
h sp
ace
for a
ll the
stud
en
ts in th
e cla
ss
to m
ove
aro
un
d fre
ely
with
ou
t be
ing
to clo
se fo
r
com
fort. A
lso e
no
ug
h ro
om
to ke
ep
the
“Disa
gre
e”,
“Ag
ree
”, an
d “It D
ep
en
ds” se
pa
rate
d.
De
scriptio
n o
f activ
ity: T
ea
che
r will sa
y a
ph
rase
to th
e stu
de
nts. T
he
stud
en
ts will h
av
e
to m
ove
to th
e a
rea
de
leg
ate
d to
the
an
swe
r the
y fe
el b
est re
pre
sen
ts ho
w th
ey
fee
l.
Th
e a
rea
s will b
e a
ssign
ed
as “D
isag
ree
”, “Ag
ree
”, an
d “It D
ep
en
ds.” T
he
se a
rea
s will b
e
set u
p in
a lin
ea
r fash
ion
, “Disa
gre
e” o
n o
ne
side
, “Ag
ree
” on
the
oth
er, a
nd
“It
De
pe
nd
s” in th
e m
idd
le. U
sed
to sh
ow
the
diffe
ren
ces o
f op
inio
ns o
f the
au
die
nce
tha
t
the
stud
en
ts are
spe
akin
g to
.
Co
mm
en
ts: A lo
t of th
ese
state
me
nts h
av
e v
ery stro
ng
op
inio
ns tie
d to
the
m. T
his
activ
ity w
ou
ld co
me
late
r in a
sem
este
r. Ma
ke su
re th
e m
atu
rity le
ve
l of yo
ur cla
ss is
hig
h e
no
ug
h to
do
this a
ctivity
. Be
as se
riou
s as y
ou
with
this a
ctivity
as it ca
n b
e ve
ry
po
larizin
g. O
bv
iou
sly, d
on
’t be
serio
us in
the
ma
nn
er th
at th
is is life o
r de
ath
, bu
t urg
e
stud
en
ts to ta
ke
it serio
usly
to a
vo
id o
ffen
din
g cla
ssma
tes. Le
t stud
en
ts sit this o
ne
ou
t
if the
y d
on
’t fee
l com
forta
ble
an
d le
av
e th
is op
tion
op
en
the
en
tire a
ctivity
.
So
urce
: CO
M 4
92
- Ste
ph
en
Wh
ittico o
rigin
al - S
prin
g 2
01
0
Dire
ction
s to stu
de
nts:
1.
(Jud
gin
g b
y y
ou
r class, g
o a
bo
ut th
is the
be
st wa
y y
ou
see
fitting
. Urg
e y
ou
r
class to
tak
e th
e fo
llow
ing
activ
ity with
som
e se
riou
sne
ss as th
e id
ea
s tha
t
will b
e m
en
tion
ed
ofte
n h
av
e stro
ng
op
inio
ns tie
d to
the
m. U
rge
the
m to
ple
ase
resp
ect o
the
r pe
op
le’s o
pin
ion
s du
ring
this a
ctivity. Le
t the
m k
no
w
the
y m
ay
sit ou
t at a
ny
po
int if th
ey
fee
l un
com
forta
ble
.)
2.
(Po
int o
ut sp
ecific a
rea
s in th
e cla
ssroo
m th
at m
ea
n “D
isag
ree
,” “Ag
ree
,” an
d
“It De
pe
nd
s.”) Wh
en
I rea
d th
e sta
tem
en
ts, ple
ase
mo
ve
to o
ne
of th
e a
rea
s I
lab
ele
d, th
e o
ne
tha
t be
st refle
cts yo
ur th
ou
gh
t on
the
ma
tter. Le
t’s be
gin
3.
(Re
ad
the
list of sta
tem
en
ts.)
http
://colle
ge
.cen
ga
ge
.com
/com
mu
nica
tion
/reso
urce
s/instru
ctors/sp
ee
ch/sp
ee
chco
mm
.htm
l#n
on
ve
rbru
les
Pro
cessin
g q
ue
stion
s:
1.
(Go
al 1
) Wh
at d
id y
ou
no
tice th
at h
ap
pe
ne
d d
urin
g th
is activity
? (M
ost o
f the
state
me
nts h
ad
a va
riety
of re
spo
nse
s. So
me
time
s pe
op
le w
ere
em
ba
rrasse
d o
r
ap
pre
he
nsiv
e o
f resp
on
din
g.)
2.
(Go
al 1
an
d 2
) Ho
w d
id y
ou
fee
l wh
en
I ask
ed
yo
u to
do
this?
(I felt lik
e I w
as
be
ing
jud
ge
d. S
om
etim
es I fe
lt un
com
forta
ble
. So
me
time
s I felt u
nin
form
ed
on
the
issue
.)
3.
(Go
al 1
an
d 2
) An
yth
ing
else
tha
t yo
u n
otice
d d
urin
g th
e co
urse
of th
e a
ctivity
?
(Th
is class is m
uch
mo
re d
ive
rse th
an
I tho
ug
ht. I w
as co
nfu
sed
as to
wh
y w
e
we
re d
oin
g th
is.)
4.
(Go
al 1
an
d 2
) Wh
y d
o y
ou
thin
k th
at w
e w
ou
ld d
o th
is? (T
o d
ispla
y the
diffe
ren
ces y
ou
r au
die
nce
me
mb
ers m
ay
ha
ve
wh
en
yo
u sp
ea
kin
g to
the
m. T
o
raise
aw
are
ne
ss of th
e d
ifferin
g a
ud
ien
ce o
pin
ion
s wh
en
giv
ing
a sp
ee
ch.)
5.
(Go
al 1
an
d 2
) Do
fee
l as th
ou
gh
kn
ow
ing
yo
ur a
ud
ien
ces b
iase
s is be
ne
ficial?
(Ye
s, be
cau
se th
en
yo
u k
no
w w
ha
t yo
u sh
ou
ldn
’t try to p
ersu
ad
e p
eo
ple
to
do
/thin
k. Y
es b
eca
use
som
e to
pics h
ad
a lo
t of p
eo
ple
in th
e m
idd
le.)
6.
(Go
al 1
an
d 2
) Ho
w ca
n w
e u
se th
is info
rma
tion
in cla
ss? H
ow
will y
ou
use
info
rma
tion
like
this b
ey
on
d th
e cla
ssroo
m? (It’s im
po
rtan
t to k
no
w w
ha
t pe
op
le
fee
l stron
gly
ab
ou
t as to
no
t spe
ak
on
be
ha
lf of a
“lost ca
use
.” Yo
u a
lso d
on
’t
wa
nt to
offe
nd
yo
ur a
ud
ien
ce, e
spe
cially
if yo
u w
ill inte
ract w
ith th
em
mo
re th
an
tha
t on
e tim
e.)
Clo
sure
state
me
nt: W
hile
tod
ay
’s activ
ity m
ay
ha
ve m
ad
e y
ou
fee
l a little
un
com
forta
ble
, it is imp
orta
nt to
rea
lize th
at o
pin
ion
s like
this e
xist ev
ery
wh
ere
in th
e
rea
l wo
rld. In
fact, th
ere
are
mu
ch m
ore
extre
me
op
inio
ns th
an
the
se o
ut th
ere
. It is
ve
ry imp
orta
nt to
con
side
r wh
at y
ou
are
spe
akin
g a
bo
ut w
he
n sp
ea
kin
g in
fron
t of a
spe
cific gro
up
of p
eo
ple
. In o
rde
r to g
et y
ou
r au
die
nce
to liste
n, y
ou
mu
st tailo
r yo
ur
spe
ech
to th
eir o
pin
ion
s an
d id
ea
s, un
less th
at a
ud
ien
ce is o
f cou
rse y
ou
spe
ak
ing
to
yo
urse
lf in th
e m
irror. If th
at’s th
e ca
se, g
o fo
r it. In e
ve
ry o
the
r case
, I’d sa
y to
thin
k
ab
ou
t be
fore
yo
u sp
ea
k ab
ou
t it.
ST
AT
EM
EN
TS
Th
e d
ea
th p
en
alty is w
ron
g.
Fre
e sp
ee
ch sh
ou
ld b
e a
llow
ed
in h
igh
scho
ols.
He
alth
care
sho
uld
be
av
aila
ble
to a
ll Am
erica
ns.
Ab
ortio
n is w
ron
g.
An
yo
ne
is cap
ab
le o
f ma
king
it if the
y w
ork
ha
rd e
no
ug
h.
Th
e U
S sh
ou
ld sh
ow
sup
po
rt to o
ur n
ew
imm
igra
nts.
Pe
op
le w
ith d
isab
ilities sh
ou
ld h
av
e th
e a
ll of th
e sa
me
op
po
rtun
ities a
s oth
ers.
Me
n h
av
e d
ifficulty
exp
ressin
g th
eir fe
elin
gs.
“Wh
ite p
rivile
ge
” exists in
the
US
.
Ra
p m
usic d
eg
rad
es w
om
en
.
De
mo
cracy
is the
be
st form
of g
ov
ern
me
nt.
Increasing Effectiveness of Persuasive Messages
1. Anticipate selective exposure
a. Seek out info that…
b. Tune out info that…
c. Before saying something controversial, you
should…
2. Ask for appropriate amounts of change
3. Identify with your audience
a. Show that you share similar…
b. Show that background is similar by…
c. Connection must be…
d. Be honest!
Three Types of Appeals
1. Logical appeals
a. Specific instances
b. Cause and effect
c. Signs and symptoms
2. Emotional appeals
a. Listeners’ feelings, beliefs, wants, desires
b. Maslow’s Hierarchy of Needs
3. Credibility appeals
a. Competence
b. Character
c. Charisma
Na
me
__
__
__
__
__
__
__
__
__
__
__
__
__
__
Pe
rsua
sive
Sp
ee
ch P
rese
nta
tion
Ru
bric
Intro
du
ction
UN
IQU
E a
nd
cap
ture
s atte
ntio
n
Pre
vie
ws m
ain
po
ints
/20
Bo
dy
Log
ical o
rde
r
Re
late
to m
ain
top
ic
Su
pp
ort w
/ de
tails, e
xam
ple
s, etc.
Sh
ow
s aw
are
ne
ss of a
ud
ien
ce
Va
riou
s typ
es o
f cred
ibility
use
d
Th
ree
typ
es o
f ap
pe
als a
re u
sed
5 so
urce
s are
ve
rba
lly cite
d
/40
Tra
nsitio
ns
/10
Co
nclu
sion
Re
vie
ws m
ain
po
ints
Fin
al clin
che
r state
me
nt
Give
s au
die
nce
som
eth
ing
to d
o
/20
Pre
sen
tatio
n A
ids
Re
lev
an
t an
d p
urp
ose
ful
Ta
lks to a
ud
ien
ce, n
ot a
ids
/20
Vo
ice
Vo
lum
e is va
ried
for e
mp
ha
sis
Ch
an
ge
s infle
ction
Vo
lum
e is h
igh
en
ou
gh
to h
ea
r
/25
Ey
e C
on
tact
Va
ried
an
d co
nsta
nt
/20
Ge
sture
s
Re
lev
an
t
No
t distra
cting
/15
Av
oid
s Distra
ction
s
Um
s, swa
yin
g, h
air, e
tc.
/20
Tim
e: 8
-10
min
ute
s /1
0
/2
00
W
ha
t yo
u d
id w
ell:
So
me
thin
g to
wo
rk o
n fo
r ne
xt tim
e: