Chapter 14: Persuasive Speech Resources
Click on the links and resources below to help you build your Persuasive speeches.
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Objectives: Students will be able to:
Recognize the specific features of the persuasive speech.
Apply what you have learned about effective persuasive speaking to both your dealings with others and your own life.
Analyze the type of audience to whom you are speaking.
Adapt your persuasive approach to whom you are speaking.
Adapt your persuasive approach to mach the makeup of your audience.
Understand and implement logical, emotional, and personal appeals.
Enduring Understanding:
Effective persuasive topics can be argued from varying perspectives. (9-12.SL.2)
Guiding Questions for this Unit:
What is persuasive speaking?
How do you analyze your audience?
How to you appeal to your audience?
What makes a topic appropriate for a persuasive speech?
What are the ways one can use persuasion?
How will I assess their Skills and Knowledge?
The students’ knowledge of the definition and elements of persuasion will be evaluated informally during the review the content portion of the lesson as they answer the questions.
The students’ ability to give examples of attitudes, beliefs, values, and behaviors associated with personal credibility will be evaluated informally through examples they give during class discussion.
Students will write and deliver a persuasive speech to advance a position using rhetorical devices and appeals.
Chapter 14
Chapter 14
Persuasive Speaking
Persuasive Speaking
Section 1 Questions: PP. 334
Recalling the Facts:
1. Persuasive speaking demands that you are effective at doing what two things?
2. Why is audience analysis important?
Section 2 Questions:
1. Briefly describe the four different types of audiences.
2. No matter what type of audience you face, what is your primary purpose?
3. What tools besides the speech itself can help you win supporters in an audience?
4. How can a willingness to compromise help persuade an opposed audience?
Section 3
1. According to Aristotle, what are the three forms of appeal? Explain each one.
2. Which two elements form the backbone of personal appeal? WHY?
CCSS Standards for this Unit:
CCSS Standards for this Unit:
Comprehension and Collaboration:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
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