LOFT+Speech+Analysis

Students will be able to summarize excerpted sections of the speech. Students will be able to identify rhetorical strategies employed in each section. Students will be able to describe the importance of a leader’s role during a time of great fear for the people of a nation. Students will read and excerpt from the speech “Our Finest Hour” by Winston Churchill. In groups they will first summarize each section, and then identify the rhetorical strategies employed by that section (says& does). The final section of the speech will be delivered via youtube video. Students will then engage in a quickwrite which examines the problems a leader must face during a time of widespread fear. This quickwrite will be used as a transition into the day’s reading, which includes the introduction of the “Beastie” on the island in __The Lord of the Flies__. Whatever time is left of the period will be spent reading and discussing both Ralph and Jack’s reactions to the new problem surrounding the fear caused by the “Beastie.” A leader’s role is not limited to making decisions. Upon them falls the burden of being a pillar of strength during a time of widespread fear and weakness. It is important for students to recognize the importance of the methods by which a leader chooses to handle a sudden and eminent danger, and understand the affect such decisions produce in their followers. Students are to produce notebooks and scratch paper. 1) Summarize the day’s lesson a. Read speech  b. Summarize parts (says) in groups  c. Identify rhetorical strategies of each part (does) in groups  d. Engage in discussion of the role of leadership in a time of fear  e. Quickwrite  f. LOTF reading  g. Discussion of Ralph and Jack’s reactions to the introduction of the “Beastie”  2) Hand out Winston Churchill “Our Finest Hour” speech packets. a. Read context document to provide students with background knowledge of the subject of the speech b. Answer questions regarding the context. 3) Read the first section of the speech. a. Give students an opportunity to summarize the section in a sentence  b. Build a working summary sentence on the board (or doc-cam)  c. Have students copy this sentence in their notes  d. Engage in discussion about the possible reasons Churchill chose to start his speech in this way  e. Describe “does” and have students work in groups to generate their own “does” statements  f. Create a working “does” statement list on the board (there should be more than one function recorded) Make note that there is no single correct “does” for any section.  4) Split class up into groups and give them time to work on the rest of the speech. a. They are to record a group “says” statement for each section which is to be recorded on their scratch paper. b. They are to record at least two “does” statements for each section on their scratch paper. 5) Pause the class at the 30 minute mark and play the youtube video of the final section. a. Get an idea of where the groups are in their “says and does” work. Determine whether or not this will become a homework assignment based on where they are at.  6) Engage in discussion about the role of leadership during a time of fear. Possible discussion questions: a. What seemed to be the main goal of the speech? b. What are some of the fears that Winston Churchill was dealing with? c. How did he address those fears in the speech? d. How well do you think this worked at assuaging the fears of his people? e. What would have happened if he had said nothing? f. What would have been the effect if he had left off without saying the conclusion? g. What was the most important part of the speech? 7) Quickwrite: Students will be given 7 minutes to write in their journals on the prompt: What problems does a leader face when fear is a leading concern in their people's lives? a. Have a few students read their journals out loud to the class  8) Students are to get out their LOTF novels. a. Popcorn read the novel pages 27-37 b. Pause once the section about the “Beastie” and Ralph and Jack’s reactions has concluded. 9) Split class into tribes a. Tribes are to write in their character journals from the assigned role regarding their feelings about each leader’s reaction to this new news. (This can be homework because the journals aren’t turned in until Friday)  10) Collect the scratch paper “Says and Does” or assign it as homework. **Differential Instruction:** The video is to be included for learners who have difficulty with reading comprehension. In cases where the large majority of the students have a deficit in this area, a mp3 clip which contains a larger version of the speech can be used. Other accommodations to be made as apply **Collaboration:** Students will work in groups of 3-4 and as an entire class during discussion. During the end segment, the class will be split into the two tribes. **Time Allotment:** 1 to 2 class periods (depending on regular or block schedule) **Instructional Materials:** Paper, composition books, Speech handouts, doc-cam with projector or white board and markers, computer with access to the Internet. **Resources:** [] [] [] **Standards:** Listening and Speaking 1.11: Analyze historically significant speeches to find the rhetorical devices and features that make them memorable. Listening and Speaking 1.13: Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic. ** Assessment: ** Students will be assessed by the completion of the “says and does” exercise. This will be graded upon their ability to summarize every section, and successfully isolate at least one purpose behind every section- two attempts for each section must be made. Quickwrites and Character Journals will go in a journal, which is graded at a later date.
 * Speech Analysis Lesson Plan**
 * By:** Garrett Smothers
 * Subject:** English Language Arts
 * Topic of Study:** Winston Churchill’s “Our Finest Hour” speech
 * Grade Level:** 10th grade classroom.
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 * Learning Context:**
 * Procedure:**