resources for powerful speech unit

8/9/2019 Resources for Powerful Speech Unit

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R.A.F.T.S. model

R = Role: What is the role of the person? In designing writing prompts allowstudents to take on a variety of roles so that they may explore different points ofview. The role designated in the assignment should suggest whom the writer isas well as the tone of voice and mood used to convey the point.Suggested Roles: expert, parent, an object, enemy, a character from history orliterature, critic, etc.A = Audience: Who is the audience? What register should be used formal,informal? Clearly identify the audience for the writer. A student will write whathe or she thinks the teacher wants if that is the only audience he or she writesfor. "Role and audience together give you specifics about your relationship andattitudes which must be included in your writing." (Adler)Suggested audiences: self, peers, protester, company, a character from literatureor history, etcF = Format: Which format should be used? Be specific about the formatfor the assignment. Students will develop stronger writing skills if they arechallenged to write in a variety of formats.Suggested formats: essay, narrative, letter, speech, editorial, script, memo,dialogue etc.

T = Topic: What is the topic? Is it sufficiently focused? The topic of theassignment should be narrow enough for the writer to address without bringoverwhelmed. Focus the topic to include the skills you are evaluating. A well-developed topic will encourage well-written papers.S = Strong Verb: What is the composer trying to do in this piece of writing?Use strong verbs to define what the writer is to do. Include the tense you expectthe writer to use. Most students are more proficient in past tense so it is valuableto develop some assignments that require present tense verbs.Suggested Strong Verbs: convince, share, assess, prove, persuade, translate,evaluate, etc.

Source: Adler, Richard. Writing Together. Kendall-Hunt: Iowa, 1989.

R.A.F.T.S. model

R = Role: What is the role of the person? In designing writing prompts allowstudents to take on a variety of roles so that they may explore different points ofview. The role designated in the assignment should suggest whom the writer isas well as the tone of voice and mood used to convey the point.Suggested Roles: expert, parent, an object, enemy, a character from history orliterature, critic, etc.A = Audience: Who is the audience? What register should be used formal,informal? Clearly identify the audience for the writer. A student will write what

he or she thinks the teacher wants if that is the only audience he or she writesfor. "Role and audience together give you specifics about your relationship andattitudes which must be included in your writing." (Adler)Suggested audiences: self, peers, protester, company, a character from literatureor history, etcF = Format: Which format should be used? Be specific about the formatfor the assignment. Students will develop stronger writing skills if they arechallenged to write in a variety of formats.Suggested formats: essay, narrative, letter, speech, editorial, script, memo,dialogue etc.T = Topic: What is the topic? Is it sufficiently focused? The topic of theassignment should be narrow enough for the writer to address without bring

overwhelmed. Focus the topic to include the skills you are evaluating. A well-developed topic will encourage well-written papers.S = Strong Verb: What is the composer trying to do in this piece of writing?Use strong verbs to define what the writer is to do. Include the tense you expect


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the writer to use. Most students are more proficient in past tense so it is valuableto develop some assignments that require present tense verbs.Suggested Strong Verbs: convince, share, assess, prove, persuade, translate,evaluate, etc.

Source: Adler, Richard. Writing Together. Kendall-Hunt: Iowa, 1989.


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Julius Caesarlines for Two Line Skits

1. Hence! Home, you idle creatures, get you home! (1.1.1)2. A mender of bad soles. (1.1.14-15)3. Truly, sir, to wear out their shoes (1.1.32)4. You blocks, you stones, you worse than senseless things! (1.1.39-40)5. We make holiday to see Caesar and to rejoice in his triumph. (1.1.33-

35)6. Beware the ides of March. (1.2.21)7. Bid every noise be still. Peace, yet again! (1.2.17)8. Will you go see the order of the course? (1.2.30)9. Poor Brutus, with himself at war,/Forgets the shows of love to othermen. (52-53)10. The eye sees not itself but by reflection (1.2.58-59)11. What means this shouting? (1.2.85)12. Set honor in one eye and death i th other (1.2.93)13. Well, honor is the subject of my story. (1.2.99)14. Tis true, this god did shake. (1.2.128)

15. He doth bestride the narrow world/Like a Colossus (1.2.142-43)16. Men at some time are masters of their fates. (1.2.146)17. Age, thou art shamed! (1.2.159)18. Till then, my noble friend, chew upon this: (1.2.180)19. Let me have men about me that are fat (1.2.202)20. He thinks too much. (1.2.205)21. Such men are dangerous. (1.2.205)22. There was a crown offered him (1.2.231)23. It was mere foolery (1.2.246)24. He fell down in the market place and foamed at the mouth (1.2.263-64)25. If the tag-rag people did not clap him and hiss him (1.2.269-70)26. He was quick mettle when he went to school. (1.2.308)27. Are you not moved, when all the sway of earth/Shakes like a thingunfirm? (1.3.4)28. But wherefore did you so much tempt the heavens? (1.3.56)29. Make them instruments of fear and warning (1.3.73)30. Our fathers minds are dead (1.3.85)31. Our yoke and sufferance show us womanish. (1.3.87)32. What trash is Rome (1.3.112)33. Theres two or three of us have seen strange sights. (1.3.143)

34. It was Greek to me. (1.2.295)


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Character

Quotes from the play What does this say about thecharacter?

JuliusCaesar

We make holiday to seeCaesar and to rejoice in histriumph. (Cobbler, 1.1)

These growing feathersplucked from Caesarswing/Will make him fly anordinary pitch,/Who elsewould soar above the viewof men/And keep us all inservile fearfulness.(Flavius, 1.1)

When Caesar says Dothis, it is performed.(Antony, 1.2)

I do fear thepeople/Choose Caesar fortheir king. (Brutus, 1.2)

Caesar cried Help me,Cassius, or I sink! (Cassius,1.2)

this man/ Is now become agod, (Cassius, 1.2)

He had a fever when hewas in Spain,/And when thefit was on him, I didmark/How he did shake.(Cassius, 1.2)

It doth amaze me/A manof such a feeble tempershould/So get the start of

the majestic world(Cassius 1.2)

He doth bestride theworld/ Like a Colossus, andwe/Walk under his hugelegs/To find ourselvesdishonorable graves.(Cassius, 1.2)

there was a crown offered

him, (Casca, 1.2)

he hath the fallingsickness. (Brutus, 1.2)


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a man/That thunders,lightens, opens graves, androars (Cassius, 1.3)

So vile a thing as Caesar!(Cassius, 1.3)

BrutusI am not gamesome.(Brutus, 1.2)

Vexd I am/Of late withpassions of somedifference, (Brutus, 1.2)

poor Brutus, with himselfat war,/Forgets the showsof love to other men.(Brutus, 1.2)

I love/ The name of honormore than I fear death.(Brutus, 1.2)

I know that virtue to be inyou, Brutus, (Cassius, 1.2)

Brutus will start a spiritas soon as Caesar.(Cassius, 1.2)

Brutus had rather be avillager/ Than to reputehimself a son of Rome/Under these hardconditions as this time(Brutus, 1.2)

Brutus, thou art noble.(Cassius, 1.2)

Directions: Read the quotations about the characters listed below. Thequotations will either be said about the character or by the character. Fromthe quotations, write a description of the character in your own words (goodand bad opinions of the characters are listed below). What can you tell aboutthe person speaking about Caesar and Brutus? Describe these people as well.


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Julius Caesar, 3.2.14-57PART ONEFind a partner. Each of you will assume the role of a plebeian in theaudience listening to Brutus. After each section of Brutus speech, write acomment in response. For each set of lines, you should indicate howeffectively Brutus uses ethos andappeals to the needs and values ofthe audience. Respond directly to the terms of each section of Brutusspeech.

BRUTUS: Romans, countrymen, and lovers, hear me for my cause, and besilent that you may hear. Believe me for mine honor, and have respect tomine honor that you may believe. Censure me in your wisdom, and awakeyour senses that you may the better judge.

FIRST PLEBEIAN:

SECOND PLEBEIAN:

If there be any in this assembly, any dear friend of Caesars, to him I saythat Brutus love to Caesar was no less than his. If then that frienddemand why Brutus rose against Caesar, this is my answer: not that Iloved Caesar less, but that I loved Rome more.

FIRST PLEBEIAN:

SECOND PLEBEIAN:

Had you rather Caesar were living, and die all slaves, than that Caesarwere dead, to live all freemen?

FIRST PLEBEIAN:

SECOND PLEBEIAN:

As Caesar loved me, I weep for him. As he was fortunate, I rejoice at it. As


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he was valiant, I honour him. But, as he was ambitious, I slew him. There istears for his love, joy for his fortune, honour for his valour, and death forhis ambition.

FIRST PLEBEIAN:

SECOND PLEBEIAN:

Who is here so base that would be a bondman? If any, speak, for him haveI offended. Who is here so rude that would not be a Roman? If any, speak,for him have I offended. Who is here so vile that he will not love hiscountry? If any, speak, for him have I offended. I pause for a reply

FIRST PLEBEIAN:

SECOND PLEBEIAN:

With this I depart: that, as I slew my best lover for the good of Rome, I

have the same dagger for myself when it shall please my country to needmy death.

FIRST PLEBEIAN:

SECOND PLEBEIAN:

PART TWOReview the lines below, and discuss whether or not Brutus has properlyunderstood the values of his audience. What has Brutus understood orfailed to understand?

BRUTUS: I have the same dagger for myself when it shall please mycountry to need my death.PLEBEIANS: Live, Brutus, live, live!FIRST PLEBEIAN: Bring him with triumph home unto his house.SECOND PLEBEIAN: Give him a statue with his ancestors.

THIRD PLEBEIAN: Let him be Caesar.FOURTH PLEBEIAN: Caesars better parts Shall be crowned in Brutus.FIRST PLEBEIAN: Well bring him to his house with shouts and clamors.


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Rhetorical Appeals: ethos and appeals to the needs and values ofthe audience

Ethos: A speaker who uses ethos will present him or herself as areasonable person of good character, one who is thoughtful and wise andtherefore trustworthy. The audience will be more willing to accept theargument of a speaker who demonstrates ethos. A speaker must avoid toomuch self-praise, though, lest he or she come across as arrogant.

Appeals to the needs and values of the audience: A speaker whounderstands his or her audience will present an argument to them in sucha way that demonstrates a concern for their needs and values. Themembers of the audience will respond more favourably if they know thatthe speaker understands the things that are meaningful to them and hastheir interests at heart.



Appeals to the needs and values of the audience: A speaker whounderstands his or her audience will present an argument to them in sucha way that demonstrates a concern for their needs and values. Themembers of the audience will respond more favourably if they know that

the speaker understands the things that are meaningful to them and hastheir interests at heart.





Ethos: A speaker who uses ethos will present him or herself as areasonable person of good character, one who is thoughtful and wise andtherefore trustworthy. The audience will be more willing to accept theargument of a speaker who demonstrates ethos. A speaker must avoid too


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much self-praise, though, lest he or she come across as arrogant.


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