Lesson video

Today's lesson is all about practising persuasive speeches.

Hello, my name is Mr. Young.

So let's get started with today's lesson.

So today's learning outcome is as follows, so hopefully by the end of today's lesson everybody should be able to do the following thing, which is to write a persuasive speech about my new word.

And our keyword today will be as follows, so please do pause the video if you'd like to spend any more time looking at these definitions in a bit more detail.

Our keywords for today are, convincing, original, persuasion, anecdotes and rhetorical question.

So today's lesson we'll have three very clear learning cycles.

In our first learning cycle, we're gonna focus on hooking our audience.

So how to make our speeches as engaging as possible from the very beginning.

Then we're gonna move on to the middle part of our speech, which is all about developing our ideas before finally looking at how we can use language devices as effectively as possible in our speeches.

So let's get started on learning cycle one.

So a quick discussion question for you to start today's learning.

So if you were delivering a speech, how would you ensure you could hook your audience in quickly, pause the video, have a quick discussion, and then do push play when you like to continue.

Okay, some really nice discussions taking place to start today's learning and I'd be super impressed if anyone picked up anything similar to what is on the board now.

So the best speeches are able to engage their audiences from the outset and we are going to work towards doing that today with three very key techniques and they are as follows, rhetorical question, anecdote and direct address.

So another quick discussion for you then please, how would you define the above? Pause the video, have a quick discussion, and then do push play when you'd like to see the correct definitions.

Okay, some really nice ideas to define three things that are gonna be really, really important to us on the first part of today's learning.

So let's take a look at what each of them means.

So a rhetorical question is a question designed to provoke thought or make a point that doesn't require an answer.

An anecdote is a short story from personal experience to illustrate a point and direct address is when a speaker addresses their audience directly.

These are all really great ways to hook your audience at the start of a speech and well done if you picked up anything similar to these in their definitions.

Okay, quick check for understanding for me then please.

So a rhetorical question doesn't require an answer, true or false? Pause the video, complete the task and push play when you like to see the correct answer.

Excellent work if you identified it as true, it does not require an answer.

So let's add to the challenge a little bit here and try and justify the answer a little further.

So how could we justify the answer? Is it A, it is used solely to provoke thought or make a point or is it B, the answers to rhetorical questions are widely known so there is no need to answer it.

Pause the video, complete the task, and then do push play when you'd like to see the correct answer.

Okay, great job if you identified it as A, it is used solely to provoke thought or make a point that is the purpose of rhetorical questions.

So well done if you picked up on that.

Okay, so in today's lesson we are going to write a speech in response to the below task.

So the blow task is as follows, you'll have to persuade the class to enter your new word into the dictionary with a brilliant speech.

It needs to have a definition, examples of how to use it and a reason why it needs to exist.

And we are going to begin by looking at hooking your audience.

So how could you hook your audience at the beginning of a speech relevant to this task? So let's take a look at some examples from some other students and how they've been able to effectively hook the audience.

Let's start with Lucas's speech.

"Classmates, have you ever found yourself in a situation so embarrassing, so utterly cringe worthy that you wished there was a word to describe it? Well I have a word for you wincidenct.

Today I'm here to persuade you to make wincidenct the newest addition to the dictionary." So a really nice opening from Lucas there.

So let's unpick how he was able to hook us so successfully.

So our first question is as follows, what opening device does the student use to hook the audience? Pause the video, have a think and then push play when you'd like to see the correct answer.

Okay, great job if you identified it as a rhetorical question.

Lucas is using a really nice, really detailed rhetorical question to open his speech.

So our next question then is how is it effective? How does this rhetorical question effectively hook us as an audience? Again, pause the video, have a think and then push play when you'd like to see the correct answer.

Okay, some great discussions taking place and I'll be super impressed if anybody identified anything similar to what is on the board at the moment.

So the rhetorical question presents a relatable situation that will connect with students.

It is also enhanced by well chosen vocabulary.

For example, cringe-worthy.

So Lucas makes his rhetorical question really personable, really relatable to the school context and as a result it's really, really effective and a really great way to hook us in as an audience.

Okay, let's take a look at another opening to her speech.

In this case we're gonna look at Sofia's speech.

So she began her speech in the following way.

"I remember it as if it was yesterday.

The golden sheen of the pasta, the sweet smell of pomodoro and the feeling of the hard floor as I fell down in front of the whole school, as I sat there tomato sauce dripping from my shirt, I wondered is there a word for this level of embarrassment? And that's when wincidenct was born." Again, a really nice opening to a speech here again, let's unpick why this is so good.

So our first question then please is what device does this student use at the start of the speech? Pause the video, have a think and then push play when you'd like to continue.

Okay, great job if you identify that Sofia is using an anecdote to begin her speech, it is a short story to illustrate a wider point.

So our next question then is why is it effective? Why is doing this really effective in the context of Sofia's speech? Once again, pause the video, have a quick discussion about this and then push play when you'd like to see some ideas to answer this question.

Okay, some really nice conversations taking place across the classroom and particularly well done if you identified something similar to what's on the board now.

So the use of anecdote is effective as the students are able to immediately visualise the new word in action.

Equally, the anecdote uses a setting they will all be familiar with, in this case the school canteen.

So Sofia's anecdote is really effective at hooking the students in this way.

Okay, our final opening then is as follows and this one is from Sam.

Sam says, "Dear classmates, I want to talk to you about a word that encompasses the embarrassing moments I'm sure we have all encountered in our time at school.

I call it a wincidenct.

That's right, an incident so embarrassing, it makes you wince.

So my friends today, I'm urging you to add this word to the dictionary." Again, a really nice opening from Sam there as well.

So let's unpick what Sam has done really well.

So our first question as always, what device does this student use at the start of their speech? Pause the video, have a quick discussion and then push play when you'd like to see the correct answer.

Okay, great job if you identified that Sam is using lots of direct address in his speech opening.

Dear classmates, I want to talk to you, I'm sure we have all, all of these things are examples of direct address running throughout Sam's speech.

A great job if you identified those.

But crucially, how is this effective? How has Sam used direct address to make his speech really effective at the beginning? Pause the video, have a quick discussion and then push play when you'd like to see some correct answers.

Okay, so nice discussions taking place and really well done if you identified something similar to what is on the board in front of you now.

So the use of direct address is effective as the students feel he's addressing them, you, our, all of these things that he's using throughout this opening.

He also acknowledges their own experience.

For example, he says we have all encountered all of these things make Sam's speech super engaging for us as an audience as as we feel like we are being communicated with directly.

So it's a great example of an opening there.

Okay, quick check for understanding then.

So what device is being used here? It was a dreary miserable Tuesday when the idea for my new word first hit me.

Pause the video, complete the task and push play when you'd like to see the correct answer.

Okay, great job if you identified it as A, it is an anecdote.

What is being painted here is is a short personal recollection, which is a great example of an anecdote well done if you identified that.

Okay, we are now moving on to our practise task for learning cycle one.

And it is as follows, I would like you to create an opening paragraph for your speech.

Remember the purpose of your speech is to persuade your class to add the new word you created to the dictionary.

Your opening paragraph must hook your audience and use one of the following, a rhetorical question, an anecdote or direct address.

Your introduction should also include your new word alongside its definition.

So pause the video, complete the task and I'm really excited to see how he gets on with this.

Okay, so excellent work on what is a really challenging practise task for learning cycle one.

So really great effort on that.

So let's take a look at how you could have approached this task.

Classmates, have you ever met someone so charmingly quirky, so delightfully awkward that you couldn't help but smile? Have you ever encountered a person who's more than just adorable? They're adorkable.

That lovely blend of dorky and adorable.

Today I'm here to persuade you why this should be our newest word in the dictionary.

So a really nice paragraph there that uses rhetorical questions really effectively at the beginning of a speech.

And well done if you did something similar.

Okay, we're now moving on to learning cycle two, which is all about developing our ideas.

So the idea of building from those fantastic openings and really strengthening our speech with some fantastic ideas.

Okay, so great speeches have a clear and logical structure with well chosen ideas to support it.

And this allows the audience to closely follow your argument.

So quick discussion task then please.

So thinking back to your new word, what ideas do you have about why it should be added to the dictionary? Pause the video, jot down some ideas, and then do play when you like to continue with today's learning.

Okay, so great work on that discussion task.

And these are some ideas you may have had.

Your word could potentially capture something that no other word does.

It could be clever in how it's created.

For example, it could be using a word blending.

It could name a new phenomenon that no one has named before, a new feeling or a new action.

Or it could be relatable and something everyone has experienced but never named before.

A bit like those examples of wincidenct in learning cycle one.

So all of these can be ideas that you include in your speech.

And remember the very best speeches are supported by really relevant and effective ideas.

Okay, so a quick check for understanding then.

So why does a speech need a clear and logical structure with well chosen ideas to support the main argument? Is it A, it is ideas and not rhetorical devices that make speeches effective? Is it B, it will allow your audience to follow your arguments coherently? Or is it C, the best speeches follow a rigid structure? Pause the video, complete the task, and then do push play when you like to see the correct answer.

Okay, nice work on that and well done i you identify B, it allows your audience to follow your arguments coherently.

So if your argument is supported by really nice ideas, it makes your speech really, really easy to follow and really, really logical for your audience.

Okay, so here is a segment of a student's plan highlighting their idea for their ideas for a speech on adding the word wincidenct.

So a bit like some of those openings we saw in learning cycle one.

So this is what they came up with.

They've got a hook at the beginning of a rhetorical question.

They've got some key vocabulary that they like to include, like cringe-worthy and embarrassing.

They've even got the stem they'd like to use for their rhetorical question.

Classmates, have you ever? And then they jotted down some ideas.

So they've put down some examples of how to use it, they've put an explanation of how it's been created and then they've also said why it is needed and potentially why other words don't capture it as well.

So for example, accident and embarrassment not being strong enough.

So your task is as follows, why is this planning of ideas effective? Pause the video, have a quick discussion, and then do push play when you'd like to continue.

Okay, some really nice conversations taking place there.

And I really like those ideas that centre on planning in this way allows your speech to be kind of logically created and it creates a really nice progression in the audience's mind when they're witnessing this speech.

So great job if you picked up on anything similar to that.

So the practise task for learning cycle two is as follows, I would like you to either choose one of the ideas below and write a paragraph developing the student's notes into a fully written paragraph or perhaps revisit an earlier plan that you may have and develop one of your own plan paragraphs into something a bit more detailed.

Either one is absolutely fine, good luck.

Some really nice work on that practise task.

Some really, really great effort on what is a really challenging task.

So here's an example of how you may have approached that task.

So taking some of the notes from the student's plan, we may have created a paragraph very similar to this.

Now you may be thinking why do we need wincidenct when we already have words like accident and embarrassment? The answer is a simple one.

These words don't quite hit the brief.

Accident doesn't capture the cringe-worthy aspect of these moments as not all accidents are embarrassing.

On the other hand, embarrassment is a bit too mild and it often doesn't convey the full intensity of the feeling we experience during a wincidenct.

Incident fuels this linguistic chasm providing us with a word that's just right.

Well done on your own paragraphs.

Okay, we've now reached our third and final learning cycle for today's learning.

And this is all about using language devices effectively.

So quick discussion task then to kickstart learning cycle three.

So can you give examples of language devices you can use to make your speech more persuasive? Pause the video, have a think and then push play when you'd like to see some examples.

Okay, some really nice discussions taking place and some great examples that I heard.

So what we're gonna focus on more now is not necessarily looking at the specific language devices but how to use them effectively.

So when crafting language devices, we should always ensure that they are original and creative and that they are well chosen to match the purpose and audience of our speech.

So another quick discussion task then, why should our language devices be original and creative as well as well chosen to our purpose and audience? Again, pause the video, have a quick discussion, and then do push play when you'd like to continue.

Okay, some great discussions taking place.

Really well done if you picked up anything similar to what is on the board now.

So you know the purpose of our speeches is to persuade.

The more original our language devices are, the more our audience will respond to our ideas.

Equally, if we match our devices to purpose an audience, then our speech will naturally be more persuasive.

So it's all about making our speech as persuasive as it can possibly be.

Okay, quick check for understanding then please.

So which two words below should be used to describe our use of language devices? Is it A persuasive B, original C, interesting, or D creative? Pause the video, complete the task and then push play when you'd like to see the correct answers.

Excellent work if you are identified B and D, our language devices should always be original and creative.

So let's take a look at two different examples of language devices used by students.

So we have an extract from Laura's speech here and it goes as follows, "The addition of wincidenct is a ray of light to illuminate our language.

How can you go about your daily lives relying on accident and embarrassment when we could have wincidenct? It's dull as dishwater to keep using these words.

While wincidenct may not be the fanciest word, it adds a touch of uniqueness to our conversations.

It is the spice we need in everyday language." So what I'd like you to do then is to have a quick go at the discussion task.

So how effective are the language devices used in this speech? Pause the video, have a quick discussion and then push play when you'd like to see some ideas.

Okay, some really nice conversations taking place and well on to those of you who identified the fact that the language devices here are not particularly effective.

And let's take a look at why.

So our first one is this, a ray of light to illuminate our language.

So Laura has used this metaphor, however, we would say this is quite generic and it's not really explained how this word illuminates our language.

It's a bit vague at this point.

Secondly, Laura also uses a rhetorical question.

She says, how can you go about your daily lives relying on accident and embarrassment when we could have wincidenct? Again, we'd say it's good that she's using rhetorical questions.

However, this one is quite accusatory and it's not quite right for the purpose.

Remember this is a speech to your classmates trying to persuade them and such a tone as this doesn't really connect with that purpose.

We also have this simile that Laura is using.

She describes it as dull as dishwater.

Again, we would say this isn't particularly original and creative.

You know, this is a relatively tired simile that people would've heard before and as a result it's not particularly effective.

And finally, we also have this at the very end of the extract.

It is the spice we need in everyday language.

So this is an attempt at a metaphor, but it lacks effectiveness as it is not really developed or further elaborated on.

It's just kind of thrown in there at the end.

Okay, let's take a look now at a different extract from a speech that also uses language devices.

And this is from Jacob.

"By using wincidenct we are illuminating our conversations like the radiant beams of a spotlight on a West End stage.

Can you honestly say the accident and embarrassment do justice to these cringe inducing moments? It's like fitting a whale into a water bottle, it just doesn't work.

With wincidenct, we are adding a unique melody to our linguistic symphony, a dazzling soloist to our orchestral repertoire." So again, exactly the same question.

How effective are the language devices used in this speech? So pause the video, have a quick discussion, and then do push play when you'd like to continue.

Okay, some really nice discussions taking place and well done to all of you that picked up on the fact that the language devices in this speech are much more effective.

They're much, much more engaging.

Let's pick out why.

So firstly, Jacob begins the extract with this he talks about we are illuminating our conversations like the radiant beams of a spotlight on a West End stage by using the word wincidenct.

So this opening similarly is really effective.

It suggests that the new word has the power to illuminate our conversations further and he makes that allusion to a theatre spotlight, which is really, really effective.

Again, Jacob uses a rhetorical question.

He says, "Can you honestly say the accident and embarrassment do justice to these cringe inducing moments?" So again, this is really effective.

It poses the idea in the audience's head that these words are not strong enough to describe the phenomenon that he's talking about.

So the tone matches the purpose as well.

It is quite light and it's quite friendly.

Again, he uses a simile in his speech.

He said, "It's like fitting a whale into a water bottle, It just doesn't work." So this is creative and original.

So this is likely to be a simile that the audience haven't heard before.

And more to the point it kind of fits with the previous point.

It fits with the idea that existing words are not as effective as wincidenct.

So a really nice original and creative way to do that.

And finally he has a very really nice metaphor at the end of this extract, he talks about wincidenct as adding a unique melody to our linguistic symphony, a dazzling soloist to our orchestral repertoire.

So this is particularly effective because this metaphor is sustained and developed.

The student explores the idea of language being like music and matches the vocabulary accordingly.

So there's lots of words there that support that metaphor.

Symphony melody soloist, for example.

So some really nice examples of original and creative language devices running through Jacob's speech.

Okay, so we have moved on then to our third and final practise task, which is as follows, so I would like you to write the rest of your speech persuading the members of your class to add your new word to the dictionary.

So your speech must logically sequence your ideas and use language devices to support it.

And remember, those language devices need to be creative and original and well chosen to match the purpose and audience of the task.

And you have some sentence starters there to help you if you so wish.

So fellow students, have you ever experienced and it was a day like any other when.

So good luck on this task.

Okay, so really nice work taking place on a really challenging task to end today's learning.

So your feedback task is as follow.

So I would now like you to self-assess your work against the following criteria.

So firstly, does your speech hook the audience? In secondly, does your speech contain a well sequence argument supported by logical ideas? Have you used language devices in your speech? And if so, are they creative, original, and well-matched to the audience and purpose.

So take a moment to self-assess your work now.

Okay, we've now reached the end of today's lesson.

So let's take a look at all the things that we've learned today.

Successful speech will maintain a clear single viewpoint throughout.

Ideas must be logically sequenced and linked so that the audience can follow the argument.

Vocabulary and language devices must be chosen for effect.

Use structural features at paragraph and sentence level to manage pace and emphasis.

Really well done on all your hard work today and I look forward to teaching you on other lessons in this sequence.

Goodbye.