Persuasive Speech, Introduction

Persuasive Speech Unit

The Break-down:

You are playing two separate roles in this unit: that of an Investor and an Advocate. As an Advocate, you will deliver a speech convincing the Investors to invest in your cause. As an Investor, you will listen to the Advocate speeches and decide which to which causes you’ll direct your money.

Advocate Role:

1. Pick a category:

·       Humanitarian Group/Charity (ex: Heifer International, the Red Cross, Feed My Starving Children)

·       Non-profit organization (ex: National Public Radio, Chrysalis-Tubman Family Alliance)

·       Arts/Entertainment Group (ex: Guthrie Theatre, Minnesota Orchestra, American Ballet Theatre)

2. Pick an organization within this category. (This in itself might take some research).

3. Research this organization. Triangulate your sources: not only do you want to look at information provided BY the organization, you want to look at outside reports ABOUT the organization.

4. Write your persuasive speech. Convince the Investors that their money will be well spent. Why should they invest in your organization as opposed to everyone else’s?

IMPORTANT: Why should people spend money on these things when there are arguably more specific, pressing needs?

5. Submit a full sentence outline of speech with in-text citations and works cited page to turnitin.com by Tuesday, Nov. 12 at 11:20 am (class time).

  

6. Practice your persuasive speech. Seriously. Practice. The mirror is a great audience, as is your dog. If you can do the speech for a relative, you can do it in front of anyone.

7. Present your speech to the Investors on your assigned day in a 3-5 minute presentation.

Investor Role:

1. You will get $20,000 in Johnson Dollars, dispersible in $1,000 increments. You may choose to give it all to one company, or to distribute it in smaller amounts. 

2. As you are watching the presentations (speeches), take notes. You will disperse your money after ALL the presentations have been made, so keep track of what speeches moved you and why.

3. Distribute your money. You will take your physical bills and drop them in each person’s corresponding manila envelope.

Things to keep in mind:

• Utilize the research process including selection and use of sources and source analysis.
• Consider multiple dimensions (personal, political, social, economic, etc.) of American culture in your argument.
• Develop a workable thesis.
• Include foreseeable objections to your position.
• Develop an appropriate organization that includes persuasive techniques (logos, pathos, and ethos).
• Utilize sufficient and appropriate support, and implement rhetorical devices (such as repetition, parallelism, etc.).
• Cite research to support the points in the speech (MLA format) including a works cited page.
• Deliver speech effectively (appropriate pace, tone, language choices, etc.).

In-Class Work Days: Monday, Sept 30—choose topic and begin research Monday, Oct 7—continue research (need at least 3-5 sources) Monday, Oct 14—continue research (begin Works Cited page) Monday, Oct 21—construct logical, emotional, and ethical arguments; include           foreseeable objections Monday, Oct 28—write outline of speech in full sentences, including rhetorical           techniques such as repetition, parallelism, etc.(see sample on following pages) Monday, Nov 4—include in-text citations in outline Monday, Nov 11—finish outlines and practice speeches in small groups Speeches: Tuesday, Nov 12-Thursday, Nov 21.

Persuasive Speech with Research

Prompt:

Think of a specific non-profit, humanitarian, or arts organization you would like to persuade the audience to support.  Search for information to support your position.  Present a persuasive speech advocating this group using emotional, logical, and ethical appeals.  3 minutes is the minimum time, 7 minutes maximum.  Make reference to your sources in your speech and submit a works cited page.

	4 - Exceeds Expectations	3 - Meets Expectations	2 - Needs Work	1 - Below Expectations
Introduction	Introduction skillfully engages the audience and supplies well-chosen, concise information for an uninformed audience. Thesis statement presents a specific group to support and reasons behind it.	Introduction grabs attention and provides adequate background to the topic. Thesis statement presents a specific group to support and reasons behind it.	Introduction grabs attention, but background to the topic does not provide a context for the thesis statement. Thesis statement presents a group, but reasons may not be clearly defined.	Attention-getter may seem forced or clichéd. Little background information is supplied. Thesis statement names a group.
Organization	Reasons and evidence are clearly presented in a logical order. Facts, examples, and/or opinions are chosen to engage the audience and are skillfully integrated into the speech. Transitions clarify relationships of ideas and make the speech easy to follow.	Reasons and evidence are clearly presented in a logical order. Facts, examples, and/or opinions are well-integrated into the speech. Transitions clarify relationships of ideas and make the speech easy to follow.	Some reasons may seem repetitive. Facts, examples, and/or opinions are included, but may not be integrated into the speech. Shifts between ideas may be awkward or confusing.	Reasons tend to restate the thesis or are irrelevant to the thesis. Support may be irrelevant or missing.  Speech may be hard for the listener to follow because ideas are out of order.
Support	Emotional appeals use vivid language and are effective with  the classroom audience. Logical appeals are based on evidence from research and sound reasoning. Ethical appeals are connected to American values and convey  a sense of being  trustworthy Evidence is credible, reliable, and carefully chosen to provide strong support for the proposed group. Rhetorical strategies are used effectively to emphasize a point. Foreseeable objections to the position are  answered, using reasoning and evidence to support the response. Speaker appropriately gives credit to sources (which are included on works cited page).	Emotional appeals avoid faulty propaganda techniques. Logical appeals are based on evidence from research and sound reasoning. Ethical appeals are connected to American values. Evidence is credible, reliable, and sufficient to provide adequate support for the proposed group. Rhetorical strategies are used to emphasize a point. Foreseeable objections to the position are adequately addressed. Speaker appropriately gives credit to sources (which are included on works cited page).	Emotional appeals may involve some faulty propaganda techniques. Logical appeals need more evidence or contain logical fallacies. Ethical appeals may involve American values, but the connection is poorly stated. Some evidence may lack credibility, or there needs to be more evidence. Rhetorical strategies may seem awkward. An obvious objection is missed, or objections are dismissed too readily. Speaker gives credit to most, but not all, sources or credit may be partially correct.	Emotional appeals are too obvious or poorly chosen. Evidence is insufficient to construct a logical appeal. Ethical appeals are missing. Evidence is insufficient to support the group. Rhetorical strategies are missing. Objections are not addressed. Some language is too close to the source, but no credit is given.
Conclusion	Conclusion restates the opinion in a different way, and closes the essay with an effective final thought.	Conclusion restates the opinion in a different way, and closes the speech with a final thought or call to action.	Conclusion repeats thesis statement or only vaguely sums up topic. A final appeal may be weak.	Speech ends in an abrupt or simplistic manner. Final appeal may be missing or require listener’s inference.
Documentation	MLA format is correct on works cited page.	MLA format is mostly correct on works cited page.	MLA format is used inconsistently on works cited page.	Little evidence of MLA format on works cited page.
Presentation	Speaking techniques show thorough and effective preparation and rehearsal for a smooth presentation. Level of language is appropriate to topic and purpose.  It creates a connection with the audience. Vocal modulation and inflection enhance the delivery of the speech. Speech is within the time limit.	Speaking techniques (enunciation, volume, tempo, eye contact) emphasize important points and hold the attention of the audience. Level of language is appropriate to topic, purpose, and audience. Speech is within the time limit and seems complete.  Preparation and rehearsal are evident.	Speaking techniques (enunciation, volume, tempo, eye contact) are somewhat effective, but at least one area needs improvement.  Sometimes the level of language seems inconsistent with the purpose of the speech or the audience. More preparation and rehearsal are needed. Speech is close to the time limit.	Speech is read, or poor speaking techniques are a serious barrier to communication. Level of language is not appropriate for the topic, purpose, or audience. Speech is substantially shorter or longer than time limit. Speech seems unprepared and unrehearsed.

Benjamin Franklin's aphorisms

Read the excerpt from Poor Richard's Almanack (beginning on p. 75 in the textbook).

• Read the 19 aphorisms.
• Paraphrase all 19 into contemporary language.
• Then, choose one of Franklin's aphorism for a creative writing project.

Creative Writing:

Write a short story for which your aphorism is the moral and the last line.

Your short story should include:

o At least two characters

o Dialogue

o Length of at least one notebook page.

Write Benjamin Franklin’s aphorism on a piece of construction paper.

Under the aphorism, draw a visual that illustrates your story.

Staple your story to the back.

Volunteer to read your story aloud.

Rationalist Introduction/Franklin's Autobiography

Read the introduction to Rationalism (14-17).

Include the important features of Rationalism in your notes (with notes on Puritans):

• People arrive at truth by using reason rather than by relying on the authority of the past, on religion, or on nonrational mental processes, such as intuition.
• God created the universe but does not interfere in its workings.
• The world operates according to God's rules, and through the use of reason, people can discover those rules.
• People are basically good and perfectible.
• Since God wants people to be happy, they worship God best by helping other people.
• Human history is marked by progress toward a more perfect existence.

Benjamin Franklin

• Read biographical introduction to Franklin (67).
• Read the excerpt from The Autobiography (70-73).
• Answer these questions:
• What was Franklin's condition in life when he arrived in Philadelphia?
• What does Franklin say must happen before people can depend on correct moral behavior?
• Why does Franklin place temperance first on his list?
• How many "courses" of his list of virtues does Franklin plan to go through in one year?
• What inferences can you make about Franklin's attitudes and beliefs, based on his plan to achieve moral perfection? If Franklin were alive today, what modern causes might he support? Explain.
• Franklin writes about "arriving at moral perfection" just as he had earlier written about his arrival in the city of Philadelphia. What does this similarity in his language reveal about Franklin's philosophical assumptions?
• Compare Robert Fulghum's list of things learned in kindergarten (p. 74) to Franklin's list of virtues. Which list do you think would be more useful to people today? In general, how does Franklin's scheme for moral perfection compare with the self-help books available today?
• How does this excerpt from Franklin's Autobiography demonstrate the characteristics of Rationalism?

The Crucible, FINAL TEST

Hand in study guides from Acts III & IV.

Ask and answer any final questions.

The final test will take the full hour.

The Crucible, Review activity

Finish film (Act IV).

Crucible Review Activity

DIRECTIONS:  You must attempt at least 15 points.  You may attempt to get up to 20 points for extra credit (5 extra points).  This is due at the end of the hour.

Option 1 (5 points):  Write an additional scene Arthur Miller did not include in the play.  This scene could be Abigail/Proctor, Elizabeth/Abigail, or any other combination of characters you can think of, and it could be inserted at any point in the play (at the beginning, after Act II, an extended ending, etc.).  Write dialogue in the same style Miller uses in The Crucible, and use sophisticated vocabulary.  Length requirement:  two of the characters involved must each speak 20 lines (if there are more characters present, they do not have to speak this much).   (Extra points:  write an extended scene (at least 30 lines of Puritan-style dialogue) or a scene involving more than eight characters.)

Option 2 (3 points):  Draw a detailed picture of any one of the settings in the play (use the setting descriptions Miller gives at the beginning of each act as your guide).  You may or may not include people, as you wish.  Your drawing may be in color or black and white, but must be on construction paper (on table at back of room with markers/crayons/colored pencils).  You could choose to draw Option 2 for two different settings, if you wish, for a total of 6 points possible.

Option 3 (4 points):  Create a “Facebook profile” for any one of the characters in the play on a piece of construction paper.  Create a profile picture and basic profile information.  Possible ideas (but being unique is always good): name, occupation, birthday, relationship status, beliefs, activities, hometown, or favorite movie. Include at least five status updates for your character, each having at least two comments by any of the other characters in The Crucible. (Extra points:  include wall posts by other characters in the play; include other characters from literature (who would Abigail be friends with, for example?); your character’s theme song;  actual lines of dialogue from the play as part of the status or comments).  You could do Option 3 for two different characters, if you wish, for a total of 8 points possible.

Option 4 (3 points):  Write a poem of at least 20 lines about one character or situation in The Crucible.  Your poem should include specific lines from or character information learned in the play.  The poem should also use at least two vocabulary words from any of the acts (included on your study guides).  The poem does not have to rhyme, but it may.  You may choose to write two poems of at least 20 lines for a total of 6 points.

Option 5 (3 points):  Create another vocabulary visual aid for any of the vocabulary words from Acts I-IV on a piece of construction paper (on a new word).  On the front side:  write the word across the top (big), draw a picture representing the word in the middle, and write an original sentence using the word at the bottom.  Your original sentence must tie in somehow with The Crucible.  On the back side:  write the definition of the word and how it’s used in The Crucible.  You could create two vocabulary visuals for a total of 6 points.

Option 6 (5 points):  Compare/Contrast The Crucible film and play.  In one-two paragraphs of your best writing, answer one of the following questions:

a.       The play and the movie begin quite differently.  Discuss how this change changes the way the audience feels about the characters.

b.      In the play, Mary Warren tells about the events of the trials when she arrives at the Proctors’ house at the beginning of Act II.  In the movie, we see some of these events unfold along with the reasons some of these people were arrested.  Is this an effective change?  Why or why not?

c.       The play ends with Elizabeth Proctor’s line “He have his goodness now.  God forbid I take it from him!” as Reverend Hale weeps at her feet.  The movie adds another scene beyond this ending.  Which ending is more effective?  Why?

d.      Knowing that Arthur Miller wrote both the play and the screenplay for the movie, why do you think he made some of the changes he did?  Were his choices good ones? 

You could choose to answer two of these questions for a total of 10 points.

Option 7 (3 points):  Create a soundtrack for the play.  Choose 10-12 songs you think would best represent certain moments or characters in the play.  For each song choice, write at least one sentence explaining why your song is a good choice.  (Extra points:  include 15-18 songs and explanations on your soundtrack list.)

Option 8 (4 points):  Choose one vocabulary word to describe eight of the following characters:  Abigail Williams, John Proctor, Rev. Samuel Parris, Tituba, Betty Parris, Elizabeth Proctor, Mary Warren, Rebecca Nurse, Giles Corey, Rev. John Hale, Dep. Gov. Danforth, Judge Hathorne, Sarah Good.  For each character/vocabulary combination, write a one-sentence explanation of why this pairing is appropriate.

The Crucible, Act IV

Watch film (Act III).  Review Act III and characters.

Read Act IV (beginning p. 1264 in the textbook).

Characters needed:

• Herrick
• Sarah Good
• Tituba
• Hopkins
• Danforth
• Hathorne
• Cheever
• Parris
• Hale
• Elizabeth
• Proctor
• Rebecca Nurse

The Crucible, Act III review

Answer the following questions about Act III:

• In 2-3 sentences, summarize the action of Act III.

• Deputy Governor Danforth tells Proctor that Elizabeth is saved for at least a year.  Why will she not be hanged for this period of time?

• Why does Proctor reveal the truth about his relationship with Abigail?

• What animal do the girls “see” when they are accused of lying?  What do they say this animal is?

• Proctor had previously been described by your classmates as “Gentle, a father, likes his wife, and nice.” What characteristic would you add after Act III? Why? (see picture)

• (According to your classmates, see picture)
  
  Elizabeth: “Serious, Upset, Loyal, and Religious.” Which of these characteristics were demonstrated in Act III? Why? 

• (According to your classmates, see picture)
  
  Mary Warren: “Scared, Helpful, Disobedient, and says whatever will keep her safe.” Which of these characteristics played the biggest role in Act III? Why?

• (According to your classmates, see picture)
  
  Hale: He’s “a minister, holy, conceited, and believes he’s an expert in the supernatural.” What is the most important change in his character in Act III?

The Crucible, Act III

     Read Act III (beginning p. 1249 in the textbook).

o   Act III study guides. It will be helpful to fill them out as while reading.

o    Assign the following parts: (please write down who is reading the parts for each class)

§  Martha Corey

§  Judge Hathorne

§  Dept. Governor Danforth

§  Reverend Parris

§  Abigail Williams

§  Susanna Walcott

§  Mr. Putnam

§  Mercy Lewis

§  Mary Warren

§  John Proctor

§  Giles Corey

§  Rev. Hale

§  Elizabeth Proctor

§  Francis Nurse

§  Cheever

§  Herrick

The Crucible, character review

In groups of three,

• Write your assigned character's name at the top of your poster
• draw a large picture of the character. This picture should include specific and telling character details.
• Write down 4-5 important personality characteristics for your character. These should be defining features of this person. ("Old" is not a personality characteristic, "Resentful" is)
• For each of the personality characteristics, find and write on your poster one quotation said by or about that character that demonstrates the characteristic. Include the page number in parentheses.

The Crucible QUIZ, Act II

• Watch the film version of Act II.
• Finish and hand in Act II study guide.

QUIZ, Act II

Character Review Activity:

Given one of the characters from The Crucible (listed below), write a list of 4-5 characteristics to best describe that person.

• For each characteristic, find a quotation from the play said by or about this character that demonstrates this characteristic.
• On a poster, draw a large picture of your character, based on the information from the play.
• Using that drawing as the center of a mind map, list the characteristics and quotations for your character.

Character list:

John Proctor

Reverend Hale

Elizabeth Proctor

Abigail Williams

Mary Warren

Reverend Parris

Tituba

Rebecca Nurse

Giles Corey

Mr. Putnam

Mrs. Putnam

Other Girls (including Mercy Lewis, Susanna Walcott, Betty Parris)

The Crucible, Act II

Finish reading Act II and complete study guide.

QUIZ, Tuesday, 9/17

Vocabulary Activity:

Assigned one of the vocabulary words (below), make a vocabulary visual.

On the front of a piece of construction paper:

• Write the word large enough to be seen from a distance.
• Draw a picture demonstrating the definition.
• Write an original sentence using the word correctly. This sentence must relate to The Crucible.

On the back, include:

• The definition of the word.
• Your name.

Vocabulary words:

Theocracy

 Dissembling

 Faction

 Providence

Contention

Defamation

Afflicted

Conjure

Licentious

Ecstatic

Condemnation

Falter

Bewildered

Contempt

 Resentful

Pious

Marvelous

Vengeance

Lechery

 Pretense

Placidly

Callously

 Guile

Apprehensively

 Slovenly

Compacted

Quail

Denounce

The Crucible QUIZ, Act I

• Take a few moments to finish and answer questions about study guides.
• QUIZ, Act I.
• Continue reading Act II.

The Crucible, Acts I & II

The Crucible, Act I

• Watch the film version of Act I. 
• How does the change in the beginning alter the audience's perceptions of the characters?
• Why do you think Arthur Miller, who also wrote the screenplay, chose to make this change?
• finish Act I study guide. (Will be handed in before taking quiz on Friday.)

Act II

• Begin reading Act II (1236-1248).
• Characters required:
• John Proctor
• Elizabeth Proctor
• Mary Warren
• Rev. Hale
• Ezekiel Cheever
• Marshall Herrick
• Giles Corey
• Francis Nurse

The Crucible, finish Act 1

• Finish reading Act I of The Crucible (1228-1235)

• Work time on Study Guide, Act I. (questions below)

Friday, Sept 13: QUIZ, Act I 

STUDY QUESTIONS

Act I

Characters introduced in Act One:
Reverend Parris
Betty Parris                                      
Rebecca Nurse
Tituba                                                 
Thomas Putnam                             
Ann Putnam
Abigail Williams                            
Ruth Putnam                                   
John Proctor
Giles Corey                                        
Reverend Hale                                 

Mary Warren

1.       From the introduction to Act I (pp. 1216-1218), what is one way the Puritans would gather to have a good time?

2.       According to the introduction, what was the purpose of the theocracy in Salem?

3.       According to the introduction, what kinds of things could the citizens of Salem suddenly say because of the witch hunts?

4.       Why has Reverend Parris sent for a doctor as the play begins?

5.       What advice does the doctor send back?

6.       Upon Abigail’s entrance (p. 1219), Miller describes her as having “an endless capacity for dissembling.”  What should the audience, therefore, already suspect?

7.       What does Parris question his niece Abigail about?

8.       The word faction comes up several times during The Crucible.  In your opinion, why will this concept recur so often?

9.       What is Parris’ main concern?

10.   What did Parris see in the woods the night before the play begins?

11.   What has Elizabeth Proctor said about Abigail?

12.   Why does Abigail say she was dismissed by the Proctors?

13.   What rumors have circulated the town about Betty Parris?  What later occurs that “proves” that she is a witch?

14.   From the background information about Thomas Putnam (p. 1221), what office did he offer a candidate for?

15.   From the background on Putnam, why was he upset with his stepbrother and what did he try to do about it?

16.   Why did Mrs. Putnam contact Tituba?

17.   Who does Abigail accuse of conjuring spirits at this point?

18.   Use the word providence (p. 1221) in a sentence of your own.

19.   Contention is also a word that occurs often in The Crucible.  How is this an appropriate word to describe this scene?

20.   What does Betty Parris reveal about what happened in the woods?

21.   What threat does Abigail make to the other girls?

22.   According to the background information on John Proctor (p. 1224), why do some people feel uncomfortable around John Proctor?

23.   What happened in the past between John Proctor and Abigail?   How do each of them feel about it now?

24.   According to the background information on Rebecca Nurse (p. 1226), what are two reasons that people might have been against Rebecca and Francis Nurse?

25.   What is the function of Rebecca Nurse in the play?

26.   How does John Proctor feel about Reverend Parris?  How do you know?

27.   What is the dispute between John Proctor and Thomas Putnam?

28.   On p.1228, John Proctor asks Giles Corey if it is “the Devil’s fault that a man cannot say you good morning without you clap him for defamation?”  What other character(s) besides Giles are worried about defamation?  How do you know?

29.   According to the background information on Reverend Hale (pp. 1228-1230), how does Hale think of himself as he comes into Salem? 

30.   Why is Reverend Hale in Salem?

31.   When Reverend Hale asks Giles and Proctor if they also have afflicted children, to what affliction does he refer?

32.   The words conjure or conjuring occur often in this play (see Rebecca’s line, p. 1231).  What are other words that would have worked instead?

33.   What does Giles Corey reveal to Reverend Hale?

34.   Why does Reverend Parris point out that there are “all manner of licentious people in the village”(1232)?

35.   When Abigail is questioned by Reverend Hale, who does she blame?  What proof does she offer?

36.   What ultimatum is Tituba given?

37.   Who does Tituba accuse of being a witch?

38.   Why does Abigail start accusing people at the end of Act I?

39.   Why does Betty Parris start accusing people?

40.   Arthur Miller’s use of ecstatic at the end of Act I (p. 1235) is not exactly the common meaning of the word we use today.  How are the two related?