analyzing famous speeches english 9 honors 2/6/15 & 2/9/15
Post on 06-Jan-2018
227 Views
Preview:
DESCRIPTION
TRANSCRIPT
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.
4
Paul’s Reasoning Model: Elements of Reasoning
-- Paul, 1992
Issue/Problem
Evidence/Data
Point of View
Implications/Consequences
Inferences Concepts/Ideas
Purpose/Goal
Assumptions
5
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.
6
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.
7
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).
8
Paul’s Reasoning Model: Elements of Reasoning
-- Paul, 1992
Issue/Problem
Evidence/Data
Point of View
Implications/Consequences
Inferences Concepts/Ideas
Purpose/Goal
Assumptions
9
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
top related