Persuasive Speech.

Persuasive Speech

Journal Write: What was your favorite unit/thing we studied so far in English? Why?

Paragraph Correction Today the final ELA unit will be started by 7th graders! We are going to aurthor persuasive speeches. Students can chose from too topics or one of his choice. If you want to choose your own topic you must confirm with Ms. Roth by Monday. Youre persuasive speech will count as the writtin portion of your final exam. (11)

Persuasive Speech Unit
When writing and delivering our persuasive speeches, we will draw upon a lot of the skills we started the year with (coming full circle )… persuasive writing! Let’s recall some of the terms, vocabulary, and skills we learned during that unit.

Persuasion Terms/Vocab/Skills
Opening: Start you paper/speech Hook: Lure the listener/reader in Thesis/Argument: What you will prove/argue Evidence: How you will prove your argument Adequate and Appropriate Avoid fallacious reasoning Counterargument: What your opponent argues Rebuttal: Why your opponent is wrong Show how their reasoning is flawed or fallacious Conclusion: Last time to get your listener to side with you and take action!

Is this a debate? Not quite. When you give a persuasive speech, you are not arguing against one person, you are just arguing your point. However, we will be actively listening and evaluating each other’s arguments on a rubric. We will elect our top persuasive speaker. During our poetry slam, this speaker may deliver this speech in front of the school.

When will this happen? The school year is flying by; between CSTs, field trips and finals, we have very little time to prepare and deliver these speeches… in fact we only have 6 more classes to prepare and then we need to start delivering them!

Monday Tuesday Wednesday Thursday Friday 16 17 18 Math CST 19 Math CST 20 short day 23 24 25 26 Sports day 27 short day 30 NO SCHOOL 1 Medieval Times 2 3 4 6 Finals review 7 Final Part I (multiple choice) 8 Final Part I (multiple choice) 9 Speeches (A&C) 10 Speeches (B &D) 13 Speeches (All Classes) 14 (A&C) 15 (B&D) Farewell Party (A and C) Farewell Party (B and D)

What will you be giving speeches on?
The “Ebonics” Debate Should it be allowed in schools? In papers? Who says that it is “not proper English?” The Achievement Gap How come zipcodes determine the quality of American Education? A topic of your own

Homework Choose your topic Consider when you want to deliver
1st date, 2nd date, final date.

Warm-Up What is the most inspirational movie, book, or song you have ever seen, read or heard? Why? Who is the most interesting or engaging person you have ever heard? What did he or she do?

WOD: ORATION/ORATOR

History of Oration The Odyssey Pericles Lincoln/Douglass
Winston Churchill Hitler MLK Jr. Through words and words alone, people have changed history.

Journal Write What are you most proud of that you have accomplished this year? What areas do you still want to focus on for improvement?

Paragraph Correction We will watch the great debaters today if students know how to focus and completed homework. You are expected to complete some research for homework. If you do not have internet access you will need to do that work during the film (if the inter-net decides to begin working).

Word of the Day: Annotated Bibloography

Website name Paragraph explanation of what the website is about/states on the topic

Group Example http://nces.ed.gov/nationsreportcard/studies/gaps/
Gives an overview of all the different resources for researching about the achievement gap. This website is useful when you want to find more sites to research.

Homework: 3 entries for annotated bibliograph Due friday

Websites for topic 1

Websites for Topic 2 http://www.subnet.nga.org/educlear/achievement/

7C Dates June 9, 2011 June 13, 2011 Tati’Ana Beamon Devin Sanford
Cameron Bean Davion Cook Jordan Dixon Adriana Douglass Monica Ramirez Da’Jon Jones Evan Hope Celeste Herd Dymond Dozier June 13, 2011 Acasia Tyler Tatiana Lewis Ericka P Alexia Stephen Joseph Hixon David Young Brandon Macon Leondria Boveland Abi O Kyle Thompson Arianna Goodman Lorna Vea

7B List June 10 June 13 Brandon O Ashley Tianna Asiia Jenesis Crystal
Azariah Tyree Taylor Jayla Vaughn June 13 Deonta Jaylin DeJuan Damani Tyson Stacey Keme Winston Jazmine Kelijah Kaleb Jordan Maurice J

7D List June 10 June 13 Tanise Danieca Hannah Keith Kamani Anthony
Sha’cory Kaylah Victor Marlon Janyece June 13 Marquice Bernadette Dijon Ajamn Alexis Vernon Leslie Nigel Jordan C Cordei Jhayla

7A June 9 June 13 Kaya Kortlyn Destiny Taylor Kamarie Sergio Michael
Armuntre Tamia Akena Dyhema Krystal Justin Bryan Tyler Julian Armand Ariel Brittany June 13 Kaya Kortlyn Destiny Taylor Kamarie Sergio Michael

Warm-Up How do people best get your attention—humor, anger, silence, intensity. Think about the what grabs your attention in class, in Wesley Hall, in your social life, at the movies. What tricks do you use to get attention? Humor, anger, silence, intensity, intelligence? Why do you think that is?

Word of the Day: Rhetoric/Rhetorical
Def: Rhetoric: the art of persuasive speech Def: Rhetorical Question: a question that was not meant to have an answer Sentence: The used car salesman used rhetoric to sell his cars. Sentence: I cannot tell when my teacher is asking me a rhetorical question or when she expects and answer. Example: The Great Debaters Example: How much longer can we let our children suffer? Is the sky blue? Does money grow on trees? Non-example: A lecture on mice Non-Example: Do you have your homework?

Write your thesis or argument
This is the easiest part of your speech. In 10 words or less, write your main argument. “Ebonics” should not be taught in schools. The government needs to fix our public schools.

When your thesis is done
You can begin writing. You will start with your opening- the second most important part of your speech. In order to start, you need to answer the following questions:

Plan Your Speech What do you want the tone of your speech to be? You will set it in your opening. How do you want to capture your audience: through humor, controversy, critical thinking, or personal connection? Why? Depending on your answer you will use A humorous statement A controversial statement A rhetorical question An anecdote

Can you combine these? Of course, in “The Great Debaters”, one student started his debate with an anecdote and a controversial statement, “In the South, they lynch Negroes.”

Your words or others Once you have decided how you want to capture your audience, you need to decide the words you will use. Will you use a quotation? Whose? From where? Does the source align with your topic and message?

Write the Opening Once you have decided your opening, write it. If you are using a quotation, identify the type of source and the message you want that quotation to have.

Homework 3 more annotated bibliography entries
All 6 will be checked on Monday.

Warm-Up Take out your 6 annotated Bibliography entries
List your thesis List the 3 main pieces of evidence you will use in your speech Define Counterargument Write the counterargument to your thesis

Paragraph Correction Today opening statements will be finished by students. They will analyze affective openings and then make sure that our openings have the same elements. When we is done, we can start including evidence.

Words of the Day Affect vs. Effect The main difference: PART OF SPEECH
Affect: VERB! Def: to influence, cause Sentence: The rain affected my hair. The amount I study affects my grade. Write your own sentence! Write a wrong sentence Effect: Noun! Def: a result Sentence: The rain had many effects on my hair: it was wet and puffy! The effect of studying is better grades! Write your own sentence! Write a wrong sentence

Practice Television ____________ on public opinion.
Falling on my head had a bad ____________ on my memory. Smog can ____________ your lungs. This salary cut may ____________ his life. The full _________ of your education has yet to be determined.

Openings “An eye for an eye and the whole world goes blind,” Mahatma Ghandi. Ghandi, one of histories most famous pacifists and civil rights advocates believed that retribution only leads to more hate. Ghandi astutely stated that if we respond to every crime with an equal punishment, people will only learn hate, and as a society we cannot progress. Ghandi’s theory provides the moral justification for being against the death penalty. Additionally, research and evidence support that the death penalty should not be used for practical and economic reasons as well. Therefore, capital punishment, or the death penalty should be illegal in the United States. Identify the hook and the thesis/main argument in this statement.

Identify the hook and the thesis
“An eye for an eye and the whole world goes blind,” Mahatma Ghandi. Ghandi, one of histories most famous pacifists and civil rights advocates believed that retribution only leads to more hate. Ghandi astutely stated that if we respond to every crime with an equal punishment, people will only learn hate, and as a society we cannot progress. Ghandi’s theory provides the moral justification for being against the death penalty. Additionally, research and evidence support that the death penalty should not be used for practical and economic reasons as well. Therefore, capital punishment, or the death penalty should be illegal in the United States.

As you can see There is a lot of text between my hook and my thesis.
Why? I need to connect the two thoughts in a way the reader can follow. What do you need to include: 1) Explain the relevance of your hook. 2) Clarify your hook/connect to your thesis 3) Give a general overview of your evidence 4) Clearly state your thesis

Hook: An eye for an eye and the whole world goes blind,” Mahatma Ghandi.
Hook Explanation: Ghandi, one of histories most famous pacifists and civil rights advocates believed that retribution only leads to more hate. Ghandi astutely stated that if we respond to every crime with an equal punishment, people will only learn hate, and as a society we cannot progress. Hook/Thesis Connection :Ghandi’s theory provides the moral justification for being against the death penalty. Evidence Overview: Additionally, research and evidence support that the death penalty should not be used for practical and economic reasons as well. Thesis: Therefore, capital punishment, or the death penalty should be illegal in the United States.

Write your opening Hook Give a general overview of your evidence
Explain the relevance of your hook. Clarify your hook/connect to your thesis Give a general overview of your evidence Clearly state your thesis

When you’re done Begin using your evidence.

Journal Write 1) Take out your Openings 2) Think about your favorite athlete, sports team, musician, pop star, or actor of all time. What evidence would you use to prove to your classmates that this team or person is the best (hint: consider statistics, record sales, breakthrough in their fields, social impact…)

Grammar Warm- Up: Affect vs. Effect
Sleep __________ my energy level. The ________ of caffeine is energy. I learned to ignore my older brother; his jokes were _________ my confidence. Did you see Avatar; I cannot believe those special ________! What is the __________ of too much junk food: weight gain. Junk food ________ students—they can act crazy when they have too much sugar.

Erroneous Def: Incorrect, not true Synonym: Fallacious
Her statement was erroneous; today is Wednesday, not Thursday like she said. Example: A lie, a mistake Non-example: a true statement

Who remembers our adequate and appropriate evidence?
Adequate: true, accurate Appropriate: relevant, on topic For example, if I am arguing that the death penalty should be illegal because 1000 people are killed everyday on death row, that is not adequate (I just made that up!) but it is appropriate (it would fit my topic).

More Practice Label if each item is appropriate (relevant) evidence against the death penalty. Some people charged with a crime are innocent Someone robbed my house last week California has more prisoners than any other state Lethal injection is more expensive than life in jail

If you want to right a good argument
Make sure all of your evidence is true and on topic. How can you make sure your evidence is true? Your research! Personal Anecdotes! How can you make sure your evidence is on topic? Common sense: ask yourself, “Does this help prove my point?” or “Does this help weaken my oppositions argument?”

Let’s review types of evidence
Type of Evidence Definition Example Fact An inarguable truth Case Study The result of research Anecdote A personal story Expert Opinion What someone knowledge in the area you are writing about thinks Commonly Accepted Belief A generally accepted truth

Start Writing So, you know what to do, but how do you start?
Step 1: Take out a clean sheet of paper and label it “Evidence” Step 2: Write your thesis underneath For Example: The Death Penalty should be illegal Step 3: Create your own evidence chart (see next slide)

Evidence Thesis: The Death Penalty Should be illegal Type of Evidence
My Findings Source Fact Over 100 people on death row have been found innocent through DNA testing The US is the only 1st world (developed) nation that uses the death penalty Commonly Accepted Belief If your government says something is illegal, it should not commit that crime Anecdote Racism still plays a role in the conviction process Work experience Expert Opinion “Problems still exist in the legal process” My father, a lawyer

How much evidence do you need?
The more evidence you have, the better your argument. I would aim for at least 4 pieces of solid evidence. Once you have outlined your evidence, begin writing your next paragraph.

Where to begin? If you need help, restart your next paragraph “Research and evidence indicate that [restate your thesis]” “My argument that [thesis] is supported by/affirmed by/confirmed by research and evidence.”

Types of Evidence to Avoid or Accuse our Opponents of
Reasoning Definition Example Bandwagon Everyone else thinks so, you should too! Either/Or (Black/White) fallacy You either think this or are ________ Inaccurate Generalization Not commonly accepted belief Loaded Language Use language that has certain meanings Propaganda Lie through images Snob Appeal All the rich people do this, all the happy people do this Stereotype All _____ people are ______ Testimonial False Expert

Warm-Up Step 1: List the type of evidence or reasoning used.
Step 2: Define. If you want the best for your daughter, buy her these Diamonds! All hard-working individuals would agree… You either like English or you don’t care about school. All students like school lunch, you should too!

Calendar Changes 7B & 7D Mon Tues Wed Thurs Fri No School Field Trip
June 3: Rough Draft Final Review Final June 10: Speeches

Calendar Changes 7C & 7A Mon Tues Wed Thurs Fri No School May 31
Finish Speeches in Class, Rough Draft Due Thursday, June 2 Field Trip June 2 Practice with peers, final review June 3: Rough Draft Final Review Final June 9: Final Speeches

Evidence Thesis: The Death Penalty Should be illegal Type of Evidence
My Findings Source Fact Over 100 people on death row have been found innocent through DNA testing The US is the only 1st world (developed) nation that uses the death penalty Commonly Accepted Belief If your government says something is illegal, it should not commit that crime Anecdote Racism still plays a role in the conviction process Work experience Expert Opinion “Problems still exist in the legal process” My father, a lawyer

Evidence Paragraph 2 Transition Options:
1) “Research and evidence indicate that [restate your thesis]” “My argument that [thesis] is supported by/affirmed by/confirmed by research and evidence.” 2) Another rhetorical question or controversial statement—do not use a quotation, we need to hear your own words now

As a society, we condemn the murder of innocent people
As a society, we condemn the murder of innocent people. Why then, would our government risk committing such an atrocious, in humane act? As it stands today, over 100 people who have been sentenced to the death penalty have been proven innocent through DNA testing. If this technology didn’t exist, as a country we would have executed over 100 innocent men—is that how you want to spend your tax dollars? Experts, personal experience, and facts prove that our legal system is still profoundly flawed—with racism and economic status sometimes determining a defendant’s sentence. While working for the Innocence Project, I watched racism almost kill an innocent man. A young African-American was sentenced to death for a rape he did not commit. How did this happen? After a woman reported being raped by an African- American male, the chief of police staged an “eye witness line-up” with only one black male in it, stating that her rapist was certainly in the line-up. This evidence held up in court and led to a conviction. Additionally, William Roth, a New York City lawyers has confirmed, “Our legal process is still flawed.” How can we in good conscious leave a man or woman’s life up to a deeply flawed, biased system? Perhaps you are not someone who finds the morality of the issue of the death penalty compelling. Let’s talk money. According to the US government, it is more expensive to execute a man than imprison him. Why are we spending more money on someone’s actions who we condemn. Would you rather spend your money improving a public school or killing a man who may or may not be guilty. Finally, if you do not care about the economics or morality, let’s use logic. The United States is the only developed nation to sentence individuals to death. Who is in our company—Iraq, a country that legislates that women do not have the same rights as men. How about Chad? The poorest country in the world, whose literacy rate is below 10%. Is this the company you want your government to keep?

l An eye for an eye and the whole world goes blind,” Mahatma Ghandi. Ghandi, one of histories most famous pacifists and civil rights advocates believed that retribution only leads to more hate. Ghandi astutely stated that if we respond to every crime with an equal punishment, people will only learn hate, and as a society we cannot progress. Ghandi’s theory provides the moral justification for being against the death penalty. Additionally, research and evidence support that the death penalty should not be used for practical and economic reasons as well. Therefore, capital punishment, or the death penalty should be illegal in the United States. As a society, we condemn the murder of innocent people. Why then, would our government risk commiting such an atrocious, in humane act? As it stands today, over 100 people who have been sentenced to the death penalty have been proven innocent through DNA testing. If this technology didn’t exist, as a country we would have executed over 100 innocent men—is that how you want to spend your tax dollars?

As a society, we condemn the murder of innocent people
As a society, we condemn the murder of innocent people. Why then, would our government risk commiting such an atrocious, in humane act? As it stands today, over 100 people who have been sentenced to the death penalty have been proven innocent through DNA testing. If this technology didn’t exist, as a country we would have executed over 100 innocent men—is that how you want to spend your tax dollars? Experts, personal experience, and facts prove that our legal system is still profoundly flawed—with racism and economic status sometimes determining a defendant’s sentence. While working for the Innocence Project, I watched racism almost kill an innocent man. A young African-American was sentenced to death for a rape he did not commit. How did this happen? After a woman reported being raped by an African- American male, the chief of police staged an “eye witness line-up” with only one black male in it, stating that her rapist was certainly in the line-up. This evidence held up in court and led to a conviction. Additionally, William Roth, a New York City lawyers has confirmed, “Our legal process is still flawed.” How can we in good conscious leave a man or woman’s life up to a deeply flawed, biased system?

Perhaps you are not someone who finds the morality of the issue of the death penalty compelling. Let’s talk money. According to the US government, it is more expensive to execute a man than imprison him. Why are we spending more money on someone’s actions who we condemn. Would you rather spend your money improving a public school or killing a man who may or may not be guilty. Finally, if you do not care about the economics or morality, let’s use logic. The United States is the only developed nation to sentence individuals to death. Who is in our company—Iraq, a country that legislates that women do not have the same rights as men. How about Chad? The poorest country in the world, whose literacy rate is below 10%. Is this the company you want your government to keep?

Journal Write How was your Memorial Day weekend?
Up for a challenge, convince your peers that you had the best weekend (Using your persuasive speech techniques)

Paragraph Correction Today is our last day to work on your persuasive speeches. After learning and practiceing our Words of the day you will have time to write your conclusion edit a peers and then practice timing your self. If you work productively you can end today’s class with a complete speech!

Words of the Day: Connotation and Denotation
Before we start: What is the difference between a house and a home? What does the word “childish” mean? How would you feel if I called you that?

Connotation vs. Denotation
The differences between those words is what we call the connotation vs. denotation of a word. Denotation: The literal meaning of the word Connotation: The good or bad (positive or negative) feelings or associations with a word

In groups Define these words: What do you notice? Thin, skinny, slim
Thrifty, cheap Cop, officer Plain, natural What do you notice?

Back to your Speeches Take out your speeches. Today we will finish them in class. We need to finish your counterargument and rebuttal; then you can complete your conclusion.

Counterargument and Rebuttal
Counterargument: The opposite of your thesis. My opponents argue that the death penalty should be legal. Critics argue that the death penalty should be legal. My opponents state/argue/conclude/assert [opposite of thesis]

Brainstorm Rebuttal Take a moment to think…
What are the top two-three arguments against your position. It is important you identify these, because you need to break them down. For the death penalty: If you take a life, you don’t deserve your own. Extreme cases: Serial killers

Refute (tear apart) their arguments
If you take a life, you don’t deserve your own. What if they are innocent? Life in jail is just as bad More expensive Extreme cases: Serial killers We can’t make our laws based on the extreme

Write it out My opponents argue that the death penalty should be legal. They believe that if you take someone’s life, you do not deserve your own. However, what if the person convicted is innocent? Then two innocent individuals lives have been taken. Is the lawyer who convicted this person now responsible for his murder? Should we put him on trial? Furthermore, by executing an individual, we are spending more money on him than leaving him in jail? We need to minimize our spending on criminals not increase it. Finally, life imprisonment is an excruciating punishment; one that will let the criminal reflect and mentally suffer for the ills they have commit. Killing a convicted murderer, then, is not justice. It runs the risk of killing another innocent life and insures that tax-payers spend more on criminals not less.

Write your Own Take out a clean sheet of paper
Label it “Counterargument/Rebuttal” Write 2-3 arguments that go against your thesis. Skip 5 lines between each In those 5 lines, write how you refute those arguments Turn it into a paragraph!

Final Review Warm- Up Define: Antecedent Main Idea Supporting Detail
Modifier Active Voice Pronoun

Paragraph Correction Two objectives were made for class today. First of all we must edit eachothers papers. When we are threw editting I will inform you of final exam topics. If we have time we can begin jeopardy review. (8)

Take out your Rough Drafts
Today you will edit your peers drafts How will you do this 1) Find a partner 2) Switch papers 3) Read your papers to each other aloud but in a whisper 4) Make changes that you hear. 5) Return papers and make changes that you read 6) Recopy, but hold on to draft

Reading Skills Main Idea Plot/Plot Events
As you know, your final is two parts. Part 1 is a multiple choice and will be administered on June 7, It will cover the following topics: Grammar: Passive vs. Active Voice Antecedents Pronouns Parts of Speech Types of Sentences Compound, Simple, Complex Colons and semi-colons Hyphens vs. Dashes Reading Skills Main Idea Plot/Plot Events Key characters and events from Julius Caesar and Roll of Thunder, Hear My Cry

Vocabulary and Writing Skills
Words of the Day: Omen Portend Naïve Subconscious Adequate Appropriate Conspiracy Band All types of reasoning Connotation Denotation Affect vs. Effect Rhetoric Bibliography Orate

Homework 1) Final Speech to be delivered 1 week from today: June 9, 2011 2) Final on Tuesday, June 7, Make flashcards of vocabulary and skills. Optional: Write questions that you could ask your peers.

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