Lesson video

Today's lesson is all about planning persuasive speeches.

Hello and welcome.

My name is Mr. Young, so let's get started with today's lesson.

Today's learning outcome is as follows.

So by the end of today's lesson, everybody should be able to plan a persuasive speech about my new word.

And as always, we will have some keywords going throughout today's lesson, and they are as follows: viewpoint, pace, sequenced, and emphasis.

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

So we will have two learning cycles in today's lesson.

The first one is what makes a persuasive speech.

So we're going to look at all those specific tips and tricks that can make our speeches as persuasive as possible.

And then we are going to move on to learning cycle two, which is all about planning our own persuasive speech, so putting all those kind of techniques into action.

So let's get started on learning cycle one.

Okay, your first task is as follows.

It is a quick discussion task.

So I would like you to look at the student comments below about speeches.

Who do you most agree with and why? Pause the video, have a quick discussion, and then do push play when you'd like to continue.

Okay, some really great discussions to kick off this lesson, really well done, and some great ideas across the classroom, all focusing on all of those different things those students are talking about, whether that's pace or emphasis or viewpoint or well-chosen language.

Well done.

Okay, so the reality is that a good speech will do all of the following things, all of those things that those students said.

And those things are: maintain a clear, single viewpoint throughout; logically sequence ideas so the audience can follow the argument; choose vocabulary and language devices for effect; include structural features to manage pace and emphasis.

So again, another discussion question.

Why do you think these things are important? What purpose do they serve? Pause the video, have a quick discussion, and then do push play when you'd like to continue.

Okay, some great discussions taking place, and I'd be super impressed if you identified anything similar to what is on the board now.

So following this success criteria will ensure that your speech is clear and easy to follow.

Equally, choosing your language appropriately and managing pace and emphasis will ensure your audience are engaged throughout.

So it's all about keeping our audience as engaged as possible, and these things help us to do that.

Okay, quick check for understanding then, please.

So maintaining a clear viewpoint throughout speech.

will make it more effective.

Is that true or false? Pause the video, complete the task, and push play when you'd like to see some feedback.

Okay, great job if you identified that it is in fact true, but let's try and make this a little bit more challenging by trying to justify our answer.

So how we justify that statement? Is it A, a clear viewpoint will show you are very opinionated and people will be more likely to engage with your ideas? Or is it B, a clear viewpoint will ensure that your speech is clear and easy to follow for your audience? Pause the video, complete the task, and do push play when you'd like to see the correct answer.

Okay, well done to all of you who identified it as B, a clear viewpoint will ensure that your speech is clear and easy to follow for your audience, well done.

So today we are going to be referring back to some of the fantastic work that you did earlier in this unit.

So last lesson, you created a new word that you thought should be added to the dictionary.

Today, you are going to plan a speech about it, and specifically the 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.

So before we start planning, I have a quick discussion task for you.

So can you identify the form, audience, and purpose of the task above? Pause the video, complete the task, and then do push play when you'd like to see the correct answers.

Okay, some really nice work on a really important task.

It's always important to identify the form, audience, and purpose of any written task that you undertake.

So well done for being able to spot those with this example.

So what we have, well, our form is a speech.

We are writing a speech, a brilliant speech.

Our audience is members of our class.

And finally, our purpose is to persuade the class that your word should be in the dictionary.

These things are vitally important to be aware of because that will affect all of the choices that we make in our speech, so well done if you were able to identify those.

Okay, we are going to see an example of how a student has approached that task.

So let's take a look at their opening paragraph.

"Fellow students, today I stand before you to advocate for the inclusion of a word that encapsulates a deeply relatable human emotion, an emotion that I'm sure each of us has felt at some point in our lives: hometicipation.

Yes, you heard me right, hometicipation, a word crafted by blending the words home and anticipation, representing the exhilarating feeling of joy and excitement that bubbles within us as we eagerly await the prospect of returning home." So a really nice opening, and let's unpick what this student has done to make that so engaging.

Well, our first question is, how does the student engage the audience? Well, they do a couple of different things.

Firstly, they use direct address.

They refer to the students as fellow students.

And they also reference their word as a universal feeling felt by all, which again is really relatable for the audience.

How does the student define their new word? Well, they do that very clearly.

The student defines their word and discusses how it has been created and uses engaging and expressive language to do that.

They talk about the feeling like bubbling within us as we eagerly await the prospect of returning home.

Really nice use of language.

And again, what is the effect of repeating the word hometicipation? It is referred to twice in the middle paragraph.

Well, the student repeats it to emphasise it to the audience.

It's a really nice way to emphasise what is likely to be a new and alien concept to the audience.

So a really good example of how to open a speech.

Okay, let's now look at some paragraphs later on in the speech.

"There I am: sitting on the train, gazing out the window as I start to see the imposing buildings melt away.

The fields appear as if from an underground hideaway, the city morphs gently into the countryside.

I'm going home.

The feeling stirs my stomach first, excitement, elation.

My thoughts wander to what will greet me: my dad's slippers, the face my sister pulls at the jokes I attempt to tell, my mom's comforting embrace.

I can only be feeling one thing.

Hometicipation." So again, a really nice example of a paragraph from a student's speech.

Let's look at what makes it so good.

So where does this student use listing and what effect does this have? Pause the video, have a quick discussion about this question, and then push play when you'd like to see some feedback.

Okay, some really nice conversations taking place, and well done if you identified that the student lists all of the home comforts that give them a sense of hometicipation, all of the things that kind of contribute to this feeling that they're talking about.

Okay, our next question is, why does the student start the second paragraph with this anecdote? And remember, an anecdote is a short story told for effect.

Pause the video, have a quick discussion, and then push play when you'd like to continue.

Okay, again, some nice conversations taking place, and really good job if you identified a similar sentiment to what's on the board now.

The student gives a really clear example of how to use the word, painting a scenario the audience are likely to be familiar with.

So this just makes it really, really engaging for the audience.

Okay, our final question.

The student varies their sentence length here.

Why? At the end of the speech they say, "I can only be feeling one thing.

Hometicipation." Why do they do that? Pause the video, have a quick discussion, and then push play when you'd like to see some feedback.

Okay, great job, and great work if you identified something similar to what we've got on the board here.

The change of pace creates a sense of anticipation about what the feeling is.

In this case, hometicipation.

A kind of pause before that single word sentence really draws the audience in and makes them wonder what this student is going to be saying next.

Okay, let's look at the final paragraph.

Let's look at how this student closes out their brilliant speech.

So, "As we navigate the intricate labyrinth of language, we must remember the words have the power to capture the essence of our experiences and emotions.

Hometicipation does precisely that.

It gives us a label for something we all feel and it deserves a place in our linguistic arsenal.

So, let us add hometicipation to the dictionary and embrace our own feeling of hometicipation as we count down to 3:00 PM." Again, a really nice example and a really good way to end the speech.

So let's unpick what the student has done really well here.

So what reasons does the student give for adding their word to the dictionary? I'd like you to pause the video, have a look again, and have a think about the answer to that question.

Push play when you'd like to continue.

Okay, great job if you argued or found that it's because he argues that it gives a label to something we all feel.

So a reason he has given is that it gives a label to something we all feel.

Our next question is, where does the student use effective language devices to develop their argument? Once again, pause the video, have a quick look through, and push play when you'd like to see some answers.

Okay, really well done if you identified that the student uses alliteration and metaphor artfully to support their speech.

We've got this labyrinth of language, experiences and emotions, and linguistic arsenal.

All of these are really nicely embedded examples of language devices in the speech.

Well done if you spotted those.

Okay, and our final question is, why is the ending to this speech so effective? Pause the video, have a quick think, and then push play when you'd like to continue.

Okay, really great work if you identified that the ending is effective as it uses the word in context to create a humorous and relatable end to the speech.

Remember this is a student giving a speech to fellow students, so referencing 3:00 PM and their own sense of hometicipation is a really nice and humorous way to end the speech.

Well done if you picked up on that.

Okay, a quick check for understanding for me then, please.

So, "There I am: sitting on the train, gazing out the window as I start to see the imposing buildings melt away." What device is being used here by the student? Pause the video, have a think, and push play when you'd like to see some feedback.

Okay, great job if you identified it as anecdote.

It is a short story told for effect in that student's speech.

Well done for picking up on that.

So we're now moving on to our practise task called learning cycle one, and I would like you to do the following.

So you have some tasks below in relation to the word that you created in a previous lesson.

Those tasks are as follows.

What is the new word you would like to add to the dictionary? What is its definition? Can you write three sentences in which it can be used? And why does this word need to exist? Pause the video, complete the task, and then do push play when you'd like to see some feedback.

Okay, so really nice work on today's first practise task.

So here's an example of how we could have potentially approach this task.

So what is the new word you would like to add to the dictionary? Well, the word I would like to add is the word hometicipation.

What is its definition? Well, it's a feeling of joy and excitement at the prospect of going home.

Write three sentences in which it can be used.

I felt a major sense of hometicipation as the clock ticked closer to 3:00 PM.

I arrived at the party and felt an overwhelming sense of hometicipation.

As our car entered the street, the feeling of hometicipation hit us all.

And why does this word need to exist? Well, this word gives a label to something we've all felt in our lives.

Well done for completing that task, and I'm excited to see what you do with this in your speech in the second learning cycle, well done.

Okay, so we are now moving on to learning cycle two, where you're going to get an opportunity to put all of that fantastic work you did in learning cycle one into a really nice plan for your persuasive speech.

So let's get started.

So remember, your task is as follows.

You'll have to persuade the class to enter your new word into the dictionary and to use it for the rest of the year with a brilliant speech.

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

So we are going to develop a plan for that in the next part of this lesson, a plan for a persuasive speech.

So remember the very best speeches have the following things.

They have a hook to engage the audience.

They have logically sequenced ideas to support your argument.

They have appropriately chosen vocabulary and language devices.

And they have an effective and memorable closing section to your speech.

So let's get started about how we might plan that.

The very best way to plan speeches is to break them up, and a good way to do that is the plan that you can see on the board in front of you.

So we have four sections to that plan.

We have a hook, we have ideas, we have vocabulary/language devices, and we have a closing.

So a hook is all about how are we going to hook our audience in? Our ideas are what ideas support our argument.

Our vocabulary and language devices is all about the words and devices that we can use to support our speech and support our ideas.

And our closing is all about making our speech memorable, leaving our audience with a lasting impression, and how are we going to achieve that? So your check for understanding is as follows.

Which parts are missing from this plan? Pause the video, have a go at the task, and then do push play when you'd like to see some feedback.

Okay, really nice work if you identified the following things as those things missing from this plan.

Great job if you were able to spot those.

So now we're going to move on to our practise task for learning cycle two, and it is as follows.

I would like you to complete the planning document for your own persuasive speech.

And this can be completed in note format.

This does not need to be written sentences.

Our plans can usually be a little bit rougher than our finished article.

So your questions to guide you are as follows.

Number one, how can I hook my audience in with my speech? Number two, what ideas will support my argument? Number three, what language devices can I use to support my argument? And finally, how will I create a memorable closing section to my speech? So complete the plan, fill out the various sections, and then push play when you'd like to see some feedback on how you could have approached this task.

Okay, some really nice work taking place, some really creative responses to this task.

So I've got some examples on the board in front of you.

And remember, these are just examples.

These are not the absolute correct answers.

So please don't worry if you've got something slightly different in your own work.

Well, how can I hook my audience in with my speech? Well, I can use things like direct address, potentially say, "Fellow students." I could also use the word in a relatable context.

"Have you ever felt," for example, and then talk about the definition of my word.

All of these things can be really good at hooking in our audience.

Secondly, what ideas will support my argument? Well, I've got some examples from the speech we looked at earlier about hometicipation.

Some ideas that would support why that word needs to be added to the dictionary are as follows.

You know, it's a feeling felt by all, a universal feeling.

It's something felt more by students.

For example, referencing that 3:00 PM reference at the end of the speech.

And I could also talk about all the comforts of home.

People value the comforts of home, and that might support the adoption of my word.

Thirdly, what language devices can I use to support my argument? Well, in the example I put here, I might like to include an anecdote to really transport my audience to where I was when I first created the word.

I might use examples of other language devices as well, things like alliteration and repetition.

And finally, how will I create a memorable closing section to my speech? So what I could do to do that is I could have a clear appeal, I could have a clear ask of my audience.

What do I want them to do? I want them to add my word to the dictionary.

And then I could also potentially use my word again, my word hometicipation, in a humorous and relatable way that my audience or students will relate to.

So for example, speaking about as 3:00 PM approaches, feeling my own sense of hometicipation.

So just some ideas of how you can jot down some notes that can form part of your persuasive speech.

Well done for all of your own ideas that are gonna contribute to your fantastic speech next lesson, well done.

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

Well done for all of your fantastic work through both learning cycles, completing some really nice work and some really nice tasks, so well done.

So let's have a quick recap of what we have learned in today's lesson.

So firstly, a 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.

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

Really well done on all your great work, and I really look forward to teaching you on other lessons on this sequence.

Well done and goodbye.