Analyzing Famous Speeches

English 9 Honors2/6/15 & 2/9/15

Student Learning Targets-

• Can I identify and apply the various rhetorical devices? • Can I identify and organize pertinent information needed

that will effectively contextually inform my understanding of speech purpose?

• Can I clearly state and defend a position from a different perspective?

Hook

• American Rhetoric: Movie Speech from Independence Day - President Addresses the U.S. Fighter Pilots

Productive thinkers take thinking apart when they: • examine issues or problems for a specific purpose

or goal and consider different points of view. • consider assumptions and their implications and

consequences.• use concepts, ideas and theories to interpret

evidence, data and facts, in order to justify inferences, answer questions, solve problems, and resolve issues.

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Paul’s Reasoning Model: Elements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

Inferences Concepts/Ideas

Purpose/Goal

Assumptions

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Elements of Reasoning

• Purpose or Goal: We must speak or write with clear, achievable, and clear purpose (i.e., to inform, entertain, persuade, or to inspire). •Issue or Problem: What is the issue or question that needs resolution? •Point of View: We must reason from some point of view or frame of reference. If too narrow, it may be restricted or unfair. Must consider other points of view.

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Elements of Reasoning (cont.)

• Experiences, Data, or Evidence: We support our view with reasons or evidence. Evidence distinguishes opinions from reasons. Accuracy, fairness, and clarity help ensure good reasoning. •Concepts or Ideas: Understanding of concepts, terms, principles, rules, or theories. “What are the key ideas presented?” We examine and organize our thoughts around the substance of concepts and ideas.

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Elements of Reasoning (cont.)

• Assumptions: What are we taking for granted? The source of faulty reasoning. •Inferences: A small step in the mind, in which a person concludes that something is so because of something else. We need to distinguish between the raw data of our experiences and our interpretations of those experiences (inferences).

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Paul’s Reasoning Model: Elements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

Inferences Concepts/Ideas

Purpose/Goal

Assumptions

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Rally for a cause, inspire

Destruction of buildings, massacre of Earthlings

That military will fight, citizens want to live, extraterrestrials will not negotiate,

President, US Citizens, Martians, world citizens, US pilots/military, world military

Hostile take over by extraterrestrials

That the extraterrestrials will destroy all life on Earth; that the US and World militaries will fight to preserve life on Earth as they know it

End of the world, life vs. death, common enemy, fear of change, courage for a cause

Earth may lose a lot of lives in the fight; Earth may not win; will not know if the alternative was worse or better

Graphic Organizers to Support Analysis

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?

What are theassumptions of

each group?

What are theimplications ofthese views? 10

Graphic Organizers to Support Analysis

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?What are the

assumptions of each group?What are the

implications ofthese views? 11

US leaders

US citizens

Your turn

• http://www.americanrhetoric.com/speeches/jfkberliner.html

• Using the JFK speech transcript and the Paul’s Reasoning graphic organizers provided, work in pairs, triads, or individually to analyze the speech with Paul’s Reasoning tool

• Post/share your findings for each element

Writing your own speech from a different perspective

Focus Questions: a. How might changing the time period change the perspectives or stake

holders? Can I identify them?b. How might changing the time period change the purpose- persuasion,

solution, information?c. How might changing the time period open up opportunity for different

solutions? d. How might the changing of time period influence the different rhetorical

devices employed?

Hook

• American Rhetoric: Movie Speech from Independence Day - President Addresses the U.S. Fighter Pilots

SCAMPERView the situation from a different lens

S-ubstituteC-ombineA-daptM-odify, magnify, minimizeP-ut to another useE-liminateR-everse

Substitute

• What or who can be used instead? What other ingredients, place, or time? Other Material, process, power, place, approach, or sounds?

Example: The President in the film clip for Independence Day- What about place? What if it was the President making this speech but we are no longer a free country but instead are under the power of another country?

Combine

• What materials, features, processes, people, products, or components can be combined?

• Example: What if the president’s speech was proposing using nuclear power (products)from all countries (people) to fight extraterrestrials?

Adapt

• Is there anything that can be changed? What else is like this? What could be copied?

• Example: The President in the film clip for Independence Day- Does the speech goal need to be to inspire? Perhaps it’s to persuade to negotiate with the extraterrestrials. Are there other speeches in history that could be imitated for this cause? St. Crispin’s Day speech, Winston Churchill’s speech, etc.

Modify, magnify, or minimize

• Can you change the meaning, color, motion, sound, smell form, or shape? Can you distort it?

• Example: The president is overzealous about the situation, it is not as bad or urgent as he is presenting. Or he is minimizing the urgency of the situation to keep the public calm. Perhaps he has withheld or overlooked vital information that would impact world leaders’, citizens’, and military’s interest in going to war?

Put to other use

• Are there new ways to use or reuse it? Is there another market/audience?

• Example: Could the extraterrestrials be seen as a positive force in the situation? Could they be the victims? Could the speech be directed to the extraterrestrials as an appeal to reason?

Eliminate

• Can you reduce time, effort or cost? Can you remove part of it?

• Example: Perhaps another country has another solution? Perhaps we have lost our arsenal of weapons. How would the speech be constructed then? What if another country for example, Cuba, Sweden, South Africa or North Korea, decided to negotiate or ally themselves with the extraterrestrials? What if the extraterrestrials were only interested in taking over part of earth for example: Africa or South America?

Rearrange

• Can you interchange components or patterns? Can you change the pace or schedule? Can it be reversed?

• Example: Perhaps the call to fight the extraterrestrials is not immediate, but instead 10-20 years away. How does that change the speech?

Your turn

• Choose one component of SCAMPER to show how the situation could be viewed from a different perspective.

• Share your ideas with a neighbor and the class.

Exit Ticket

• Did you reach these learning targets today?• Can I identify and apply the various rhetorical

devices? • Can I identify and organize pertinent information

needed that will effectively contextually inform my understanding of speech purpose?

• Can I clearly state and defend a position from a different perspective?

Close: Ronald Reagan speech 24 years after JFK’s speech

• http://www.americanrhetoric.com/speeches/ronaldreaganbrandenburggate.htm