talking writing and presenting a persuasive speech
TRANSCRIPT
TalkingWriting and Presenting a
Persuasive Speech
Tools for listening and talking– to help me when interacting or presenting within and beyond my place of learning
When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions.
I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. LIT 4-02a
Experiences and Outcomes
Creating texts– applying the elements others use to create different
types of short and extended texts with increasingly complex ideas, structures and vocabulary
When listening and talking with others for different purposes, I can:communicate detailed information, ideas or opinions explain processes, concepts or ideas with some relevant supporting detail sum up ideas, issues, findings or conclusions.LIT 4-09a
I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required.LIT 4-10a
Experiences and Outcomes
Now you are going to have the chance to show off all you’ve learned about persuasive speeches by applying your knowledge and skills through writing and presenting your own speeches.
Applying your skills
Learning Outcomes:• I will be able to work well in discussion tasks with a group.
• I will be able to work well with a partner to produce a piece of work.
• I will be able apply what I have learned about persuasive techniques.
• I will be able to present a well crafted piece of persuasive writing to the class.
• I will be able to speak clearly, audibly, fluently, expressively and with confidence.
• I will be able to gather, link and use information from different sources.
• I will be able to organise essential information or ideas and supporting detail in a logical order.
You are each going to be given a card with the name of a persuasive technique on it.
Find the other people with the same technique and sit in a group with them.
The number on the back of your card tells you what your role is going to be in the group.
See the next slide for details of group roles
1 Chairperson - It is your job to manage the discussion.
• Try to get all members of the group to contribute.
• Make sure everyone stays on task.
• Feedback the group’s ideas to the rest of the class.
2 Resource Manager - It is your job to manage the resources.
• At the start of the activity you should distribute the resources and collect them at the end.
• Make sure the resources are being looked after.
• Encourage the group to tidy up and organise tables and chairs back to the original place.
3 Secretary - It is your job to manage the writing.
• Make sure you write down the ideas/answers that the whole group decide on.
• Remember everyone’s ideas and answers are important.
• Write clearly and use correct spelling.
4 Timekeeper - It is your job to manage the time instructions given by the teacher.
• Tell your group when it is time to move on to the next stage of the activity.
• Tell your group when it is time to stop.
• Encourage the group to follow your instructions.
Class Rules for Group Work and ListeningClass Rules for Group Work and Listening
Discuss in your group:
What do you think should be the rulesrules for Quality Group Work?
Try to come up with at least 5 rules.
You have 2 minutes.
Suggested Class Rules for Quality Suggested Class Rules for Quality Group WorkGroup Work
• Listen to everyone’s ideas.• Don’t leave anyone out.• Accept people’s views and compromise.• Stay calm and polite.• Everyone should have a job.• Everyone should participate fully.• Only give constructive criticism. • Don’t talk over other people.
Class Rules for Group Work and Listening
Discuss in your group:
What do you think should be the rulesrules for Quality Listening?
Try to come up with at least 5 rules.
You have 2 minutes.
Suggested Class Rules for Quality Suggested Class Rules for Quality ListeningListening
• Never laugh at other people – unless they’re trying to be funny!
• Listen first, then comment.• Everyone should be SILENT when groups or
individuals are presenting.• Give the group presenting your full attention – no
fidgeting etc.• Be prepared to give feedback and comment on
the presentation – so listen carefully.
How to give a good Oral Presentation
Discuss in your group:
What makes a good oral presentation? What do you need to do to get a good grade for solo talk?
Try to come up with 5 pieces of advice.
You have 2 minutes.
Suggested Tips for how to give a good Oral Presentation
• Prepare your talk well.• Learn your talk - have notes on prompt cards, not your speech
word for word. You are being assessed for talk, not reading!• Don’t use slang. • Make sure you speak slowly and clearly.• Try to vary the tone of your voice so you don’t sound like a
robot.• Maintain eye contact with your audience.• Don’t fidget.• Think about using visual aids - ppt or posters
Watch the following film for some more tips:
http://www.curriculumbits.com/prodimages/details/english/making-a-speech.html
Speaking to Persuade – Room 101
Room 101 is a torture chamber in George Orwell’s Nineteen Eighty Four which contained the main character’s worst nightmare – in this case, rats.
QuickTime™ and a decompressor
are needed to see this picture.
Speaking to Persuade – Room 101
The BBC have taken this concept and turned it into a TV show in which various celebrities talk about the things they hate and which they would like banished to room 101.
The show was originally hosted by Nick Hancock and
then by Paul Merton. The current host is Frank Skinner.
Speaking to Persuade – Room 101
The current format has Frank Skinner refereeing three celebrities each week as they compete to banish their top peeve or worst nightmare to the depths of Room 101.
You are going to watch some clips from the show.
Youtube - search for room 101 series 12 or 13
What things would you like to banish to Room 101?• Task 1: As a group, come up with a list of as many
things as you can which you would like to send to Room 101.
• Remember, once things have gone into Room 101, you can’t get them back, so choose carefully.
• Try to make your ideas are original and interesting as you can – designating homework to Room 101, for example, isn’t particularly interesting or thought-provoking.
• No racial, sexual, prejudicial or insulting items are allowed on your list, and no students or teachers can be considered for Room 101.
• Remember the Class Rules for Quality Group Work and your Group Roles.
• Time: five minutes
In your group:
Feedback:
Your chairperson should report back to the class.
Remember the Class Rules for Quality Listening
• Task 3: Now come up with at least 5 reasons in favour of getting rid of each item, explaining in as much detail as you can why you would want to banish these things. Try to be as creative and imaginative as you can.
• Time: 20 minutes (4 minutes for each one)
In your group:
• Task 2: As a group, narrow your list down to 4 things which you would like to get rid of.
• Time: 2 minutes
Task 4
• You are going to work in pairs within your group.
• Each pair is going to write a speech to persuade the class why two of the items you have chosen should be sent to Room 101. (Make sure each pair is working on two different items!)
• Remember to think about the PURPOSE and AUDIENCE for your speech.
• You must give reasons why you want to get rid of these things and use persuasive techniques to make your arguments more convincing.
cont.
Task 4
• When your speeches are finished, each pair is going to take it in turns to persuade the class to get rid of their items (one item per person).
• You will be competing against another pair and the class will vote for the best speeches.
• You can have visual aids, ppts etc to back up your speeches. However, remember that this is a
talking exercise, not a reading one, so don’t have every word of your speech on a ppt and read it out to the class.
You will need to introduce your speech. Try to make this is interesting and attention grabbing as possible.
You could start with something like the following:
Points to think about:
Hello, and welcome to room 101, the final destination of the things you love to hate. Imagine that you had the chance to get rid of some of your worst nightmares. What would
Other people’s toenail clippings?
People who spit in the street?
People who never say thanks when you hold the door open for them, or who shove past you without so much as an ‘excuse me’?
The piles of disgusting dog poo lying on the pavement, just waiting to be stepped in?
I’ve thought long and hard about the things that make my flesh creep and my blood boil, and I am going to persuade you that these vile things should be banished to Room 101.
The first thing I would like to get rid of is…
they be?
• Power of three• Emotive language• Rhetorical questions• Say again (repetition)• Undermine opposing views• Anecdote• Direct address (personal pronouns)• Exaggeration• Parallel structures• Sound patterns (alliteration, assonance)• Contrast• Description and Imagery• Opinions as facts• Comparative and Superlatives
Here is a reminder of the persuasive techniques which you should use in your speech. You will be given a checklist to keep track of which ones you have used.
Remember that you should try to get across your personality to your audience and that your tone can be quite chatty.
You must use persuasive techniques in your speech. Can you spot any in the following example?
The first thing I would like to get rid of is rude drivers. Picture the scene: I’m driving along, spot someone else indicating to change lanes, brake to let them out and what do the selfish, inconsiderate and down right rude individuals do in return? Nothing. Not a wave, not a flash of lights, not a quick burst of flashing indicators. Who do these people think they are? If I’ve been generous enough to inconvenience myself to let you in, then it’s the least you could do.
Rule of three
Rhetorical question
One word sentence for impact
Rule of three
Rhetorical question
2nd person
Anecdote
And while I’m on the subject of inconsiderate drivers, what has happened to people’s indicators these days? They can’t all be on the blink (pardon the pun!). Do these people expect you to use your psychic powers to predict when they are going to swerve across the road or suddenly squeal to a halt at the side?
What persuasive techniques can you spot here?
However, the most frustrating thing has to be the strange East Lothian phenomenon of the 37 mile an hour speed limit. Did all these old biddies, with their white heads peering over the steering wheel, receive a letter on their 70th birthdays telling them it was obligatory to drive on that deceptively straight piece of road (with a 60mph speed limit) at precisely 37 miles an hour? Don’t they ever look in the mirror and see the huge queue of cars creeping along at a snail’s pace behind them and feel just a teeny bit bad?
What persuasive techniques can you spot here?
On a serious note, other drivers become so frustrated with these slow drivers that they take risks to overtake them, meaning that driving too slowly can actually be more dangerous than driving at the speed limit. These slow coaches are a menace and should have their driving licenses taken off them, torn up and burnt.
What persuasive techniques can you spot here?
Remember, in persuasive writing / speaking your argument is expected to be more passionate and more one-sided than the far more balanced presentation of views typical of discursive essays.
You want to convince your reader / listeners to accept your opinion as the right one.
Task 4 – Get writing!
• Work in two pairs within your group.
• You must give reasons why you want to get rid of these things and use persuasive techniques to make your arguments more convincing.
• Write your speech to persuade the class why two of the items chosen by your group should be sent to Room 101.
• Remember to think about the PURPOSE and AUDIENCE for your speech.
Task 4 – Get writing!
Your speech should be 300 - 500 words and should last 2 - 3 minutes in total.
• When you have finished the first draft of your speech, you are going to swap it with the other
pair in your group to get some feedback on how you can improve it.
RED, AMBER or GREEN their work
for PROGRESS.
Has used some of the learning but needs to
include...
Has used all of the learning and has made significant progress.
Has not used any of the learning.
Practise your speeches in your group
Remember:
• speak slowly and clearly
• try to vary the tone of your voice
• eye contact
• speak, don’t read!
Remember the Rules for Quality ListeningRemember the Rules for Quality Listening
• Never laugh at other people.• Listen first, then comment.• Everyone should be SILENT when groups or
individuals are presenting.• Give the group presenting your full attention
– no fidgeting etc.• Be prepared to give feedback and comment
on the presentation – so listen carefully.
It’s competition time!
Checkpoint:Checkpoint: How did you do? How did you do?
• I can work well in discussion tasks with a group.
• I can to work well with a partner to produce a piece of work.
• I can apply what I have learned about persuasive techniques.
• I can present a well crafted piece of persuasive writing to the class.
• I can speak clearly, audibly, fluently, expressively and with confidence.
• Now you are going to work individually to prepare and present a persuasive speech on a topic of your choice.
• Choose something you are interested in and feel strongly about.
• You must have a strong personal stance about the topic.
• Your purpose is to persuade others to support your view on the issue.
• Your audience will be your teacher and classmates.
• You will have to research your topic so you can speak knowledgably about it. You could use the library, your own books, newspapers, the internet etc.
• Your speech should last 2 – 3 minutes.
• You can use visual aids / ppt etc, but don’t have every word of your speech written on the slides.
• You can use prompt cards, but again, these should be for notes / key words, not the speech word for word.
There are some suggestions for possible topics on the next slides.
• Should same sex marriage be legalised?
• Should violence on television be more strictly controlled?
• Should organ donation be on an opt-out rather than an opt-in basis?
• Should it be compulsory for everyone over 16 to donate blood twice a year?
• Should a ‘life’ prison sentence mean life?
• Should students have to pass a basic skills test before they are able to leave high school?
• Should teens be able to buy violent video games?
• Should the government place a tax on junk food and fatty snacks?
• Should students as young as fourteen be allowed to have part-time jobs while they are still at school?
Possible Persuasive Speech Topics
• Should Edinburgh offer a bike sharing programme like the ‘Boris Bikes’ in London?
• Should people who fail to recycle be fined?
• Should people have to take a course and get a license to become parents?
• Should students who commit cyber-bullying be suspended from school?
• Is it appropriate for students and teachers to be friends on Facebook?
• Should everyone under the age of 17 have a 9:00 PM curfew?
• Should alcohol manufacturers be allowed to advertise on television?
Possible Persuasive Speech Topics
• Should UK families have a two child max rule to limit population growth?
• Should school students who fail end of year exams be kept back and have to repeat the year?
• Should children who commit violent crimes be tried as adults?
• Should the government censor internet content deemed inappropriate?
• Should teachers have to wear uniforms or have a dress code?
• Should the government be allowed to put down dogs and prosecute owners when dog attacks take place on private property?
Possible Persuasive Speech Topics
Once you have chosen your topic, you need to:
• write your speech (using the persuasive techniques checklist)
• plan your speech (using the planning sheet)
• research your topic (library, newspapers, internet etc)
• decide on your point of view;
• Made your opinion of the topic clear?
• Made a series of points backing up your point of view?
• Backed up your points with evidence – anecdotes, facts, statistics?
• Explained how this evidence adds to your argument?
• Used a range of persuasive techniques to make your argument more persuasive?
• Conveyed a sense of your personality?
When you have finished your first draft, check it carefully.
Have you:
RED, AMBER or GREEN their work
for PROGRESS.
Has used some of the learning but needs to
include...
Has used all of the learning and has made significant progress.
The speech gives some information on the topic but does not persuade me about anything.
There are one or two attempts to use persuasive techniques, but not enough to make it very convincing.
Has not used any of the learning
This speech is really good! There are lots of persuasive techniques and they work really well to help to persuade me to share the writer’s point of view.
Practise your speeches in pairs
Remember:
• speak slowly and clearly
• try to vary the tone of your voice
• eye contact
• speak, don’t read!
Make any changes you need to, based on the feedback you have been given.
Remember the Rules for Quality ListeningRemember the Rules for Quality Listening
• Never laugh at other people – unless they’re trying to be funny!.
• Listen first, then comment.• Everyone should be SILENT when groups or
individuals are presenting.• Give the group presenting your full attention –
no fidgeting etc.• Be prepared to give feedback and comment on
the presentation – so listen carefully.
It’s speech time!
Checkpoint:Checkpoint: How did you do? How did you do?
• I can gather, link and use information from different sources.
• I can organise essential information or ideas and supporting detail in a logical order.
• I can apply what I have learned about persuasive techniques.
• I can present a well crafted piece of persuasive writing to the class.
• I can speak clearly, audibly, fluently, expressively and with confidence.