Daily Lesson Plan - Ms. Schrader's Teaching Portfolio ... · forms in their daily lives. ... for persuasive appeals in a sample persuasive speech. ... Daily Lesson Plan Sarah Schrader

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


th-12

th _Speech__ __11-18-10__


Today’s Lesson Objective: Students will discuss how to increase effectiveness and what three types of appeals are.



Time

(Content/What?)

TASK ANALYSIS

(The pieces of the

puzzle)

(How?)

TEACHING STRATEGIES




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




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


th-12

th _Speech__ __11-19-10__


Today’s Lesson Objective: Students will research for their persuasive speeches.



Time

(Content/What?)

TASK ANALYSIS

(The pieces of the

puzzle)

(How?)

TEACHING STRATEGIES




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




students to say)

With?)

RESOURCES/

MATERIALS

(Include the actual

pages needed)


th-12

th _Speech__ __11-22-10__


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




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&gt1=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


th-12

th _Speech__ __11-23-10__


Today’s Lesson Objective: Students will explore how to be an ethical persuader.



Time

(Content/What?)

TASK ANALYSIS

(The pieces of the

puzzle)

(How?)

TEACHING STRATEGIES




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




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


th-12

th _Speech__ __11-29-10__


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




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


th-12

th _Speech__ __11-30-10__


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




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


th-12

th _Speech__ __12-03-10__


Today’s Lesson Objective: Students present persuasive speeches.



Time

(Content/What?)

TASK ANALYSIS

(The pieces of the

puzzle)

(How?)

TEACHING STRATEGIES




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:

Documents

Daily Lesson Plan - Ms. Schrader's Teaching Portfolio ... · forms in their daily lives. ... for persuasive appeals in a sample persuasive speech. ... Daily Lesson Plan Sarah Schrader