Proctor is in Love with Abigail

74 Pages·2010·2.74 MB·English

Unit
3
The Power of
Persuasion
Essential Questions Unit Overview
America’s tradition of open debate and lively free
?? How are the components
speech was established in the early period of the
of rhetoric applied to the fight for independence from British rule. Before
creation and delivery of that, the founding settlers had established
persuasive speeches? the basis for a literate democratic society in
its schools and system of justice. You have
seen from the previous unit that persuasive,
?? How can artistic free speech is at the heart of our democracy’s
expression advance social vitality. Through a study of historic American
commentary? speeches, this unit provides an opportunity to
analyze models of effective persuasive speech
in preparation for writing and delivering original
speeches. Continuing the idea of free speech,
this unit then delves into Arthur Miller’s play The
Crucible and explores both the play itself as well
as its relationship to the time period in which it
was written.
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Unit
3
The Power of Persuasion
Contents
Learning Focus: Speaking with Confidence ...................212
Goals
Activities:
C To define and apply the 3.1 Previewing the Unit ....................................213
appeals and devices of
3.2 Fears and Expectations ..................................214
rhetoric
3.3 Quotables ............................................216
C To analyze, create, and
3.4 A Presidential Beginning .................................218
present persuasive
Speech: “Inaugural Address,” by John F. Kennedy
speeches
3.5 Reviewing Rhetoric .....................................224
C To interpret and analyze
3.6 Using Rhetorical Devices ................................226
texts and situate them
Sermon: From “Sinners in the Hands of an Angry God,”
in their communication
by Jonathan Edwards
contexts
C To analyze, create, and 3.7 “Give Me Liberty!” ......................................229
Speech: “Speech to the Virginia Convention,” by Patrick Henry
present a dramatic
scene about a societal 3.8 It’s All in the Delivery ...................................232
issue
Embedded Assessment 1 Creating and Presenting a
Persuasive Speech ......................................233
AcAdEmic VocABuLAry
Rhetoric
Rhetorical Devices
Social Commentary ed.
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Learning Focus: Speaking Your Conscience ...................238
3.9 Preparing to Read The Crucible ...........................239
Article: “The Lessons of Salem,” by Laura Shapiro
3.10 A Salem Tea Party ......................................244
3.11 Beginnings ............................................248
*drama: The Crucible (Act One), by Arthur Miller
3.12 Key Scene 1: Proctor and Abby ...........................249
3.13 Defining Hysteria .......................................251
Fable: “The Very Proper Gander,” by James Thurber
3.14 Conflicts in Salem ......................................254
3.15 Speaking Like a Puritan .................................255
*drama: The Crucible (Act Two), by Arthur Miller
3.16 Key Scene 2: Proctor and Elizabeth .......................257
3.17 Character Metaphors ....................................259
3.18 Proof and Confessions ..................................260
*drama: The Crucible (Act Three) by Arthur Miller
3.19 Fearful Consequences ...................................262
3.20 Speaking Out ..........................................263
Speech: Excerpt from “Declaration of Conscience,”
by Margaret Chase Smith
Essay: “Why I Wrote The Crucible: An artist’s answer to
politics,” by Arthur Miller
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unit reflection .............................................282
*Texts not included in these materials.
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Learning Focus:
Speaking with Confidence
“It’s a free country, and every American has the right to free speech.” You
have probably heard some variation of that statement on many occasions.
Even children can be overheard bragging about the right to free speech.
Despite all the boasting about rights, though, when Americans are asked to
name their fears, guess what is often near the top of the list? Speaking! Public
speaking, to be exact. Even with strong opinions and a strong belief in the
right to speak, some people find it difficult to put their ideas into a coherent
speech that they can deliver confidently enough to influence their audience.
Those who can, however, find out very quickly that words have an incredible
power to persuade.
The art of rhetoric is most simply the art of using language effectively and
persuasively. Speeches are a particular literary form used most often to
persuade others to a point of view. So reading and writing speeches provides
a particularly good way to analyze and apply specific rhetorical devices
such as allusions and repetition that you have already learned about. As you
study and view classic American speeches to create and prepare your own
persuasive speech, you will review the rhetorical appeals of ethos, pathos,
and logos. In the United States, you do have the right to free speech. This unit
will help you exercise that right with confidence and maturity.
Independent Reading: In this unit, you will read literary fiction and nonfiction
texts that explore America’s commitment to freedom of speech. For
independent reading, choose a play, novel, or collection of short stories or
essays that use literature as a venue to make a statement about American
society.
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ACtIvIty
Previewing the Unit 3.1
SUGGESTED LEArnInG STrATEGIES: think-Pair-Share, Close Reading,
Marking the text, Summarizing/Paraphrasing, Graphic Organizer
Essential Questions
1. How are the components of rhetoric applied to the creation and
delivery of persuasive speeches?
2. How can artistic expression advance social commentary?
Unit Overview and Learning Focus
Predict what you think this unit is about. Use the words or phrases that
stood out to you when you read the Unit Overview and the Learning
Focus.
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Unit 3 • The Power of Persuasion 213
Activity
3.2 Fears and Expectations
SUGGESTED LEarninG STraTEGiES: Quickwrite, Discussion Groups,
Graphic Organizer, Marking the text
Quickwrite: On your own paper, respond to each of the following
sentence starters:
a. WhenIconsidertheideaofspeakinginfrontofagroup,Iusually
feel….
b. Myexperiencesspeakingpubliclyhavebeen....
c. WhenIamwatchingapeergiveanoralpresentation,Iusuallyfeel….
1. in small discussion groups brainstorm ways in which both the
speaker and the audience can have a positive influence on an oral
presentation. Create a T-chart for your ideas. Come up with three to
five suggestions for speakers as well as audience members. You will
share these ideas with the class and use them as norms for classroom
presentations.
Speaker Audience
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2. Write the Pledge of allegiance on separate paper. Then mark the text ser
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by highlighting words and phrases you think should be emphasized. hts r
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3. next, prepare a plan for presenting the Pledge to your classmates. ar
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Prepare for your oral interpretation by marking the text for inflection, e
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deciding where you might include an appropriate gesture, and oll
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practicing the delivery style you would like to use as well as an 11
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approach and exit. Be sure to determine the tone you would like to © 2
use and convey that attitude to the listeners through your manner of
delivery.
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Activity 3.2
continued
With your group read and discuss the list of suggestions before you
present your oral interpretation.
Do Do Not
Greet your audience. Start speaking before you are ready.
Make eye contact. Stare at your notes.
Speak clearly. Mumble or put your hands or notes in front of
your face.
Smile. Glare at your audience or look at them with fear
and apprehension.
Put a smile in your voice. Sound bored, disgusted, or afraid.
Use variety in volume and pitch. Speak in a monotone.
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Move around (if it is intentional). Fidget, rock, or pace.
Thank your audience. Start walking away before you have finished your
last sentence and closing.
Unit 3 • The Power of Persuasion 215
Activity
3.3 Quotables
SUGGESTED LEarninG STraTEGiES: Drafting, think-Pair-Share
One way to enhance a speech is to include relevant quotations. To
practice this process, first read each of the following quotations.
Then, select three quotations on which you can comment. For each of
the quotations you choose, create a statement that incorporates the
quotation as well as one or two sentences of your own commentary that
adds to the message expressed.
Example: In the words of Marcus Tulius Cicero, “nothing is so
unbelievable that oratory cannot make it acceptable.” In the 21st
century, when the words of influential men are broadcast around
the world within seconds of their first uttererance, we must be
careful to weigh the facts and not be convinced that something
is true merely because the speaker uses powerful words and a
powerful delivery. If we know something to be untrue, we must
not be persuaded by those who would attempt to convince us
otherwise.
after you have shared your statements with a partner, choose one
statement to present to the class. When you present your statement,
try to deliver the words with emphasis and enthusiasm. Decide which
words to emphasize and what tone of voice you will use for your
delivery.
“in a republican nation, whose citizens are to be led by reason and persuasion
and not by force, the art of reasoning becomes of first importance.”
—thomas Jefferson
“Oral delivery aims at persuasion and making the listener believe they are
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converted. Few persons are capable of being convinced; the majority allow ve
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themselves to be persuaded.” es
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“Men are not governed by justice, but by law or persuasion. When they refuse B
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—George Bernard Shaw © 2
“nothing is so unbelievable that oratory cannot make it acceptable.”
— Marcus tulius cicero
“The tongue can paint what the eye can’t see.”
—chinese Proverb
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Activity 3.3
continued
“Let one who wants to move and convince others, first be convinced and
moved themselves.”
—thomas carlyle
“There is nothing in the world like a persuasive speech to fuddle the mental
apparatus and upset the convictions and debauch the emotions of an
audience not practiced in the tricks and delusions of oratory.”
—Mark twain
“To resort to power one need not be violent, and to speak to conscience one
need not be meek.”
—Barbara Deming
“There is no calamity which a great nation can invite which equals that which
follows a supine submission to wrong and injustice.”
—Grover cleveland
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Unit 3 • The Power of Persuasion 217
Activity
3.4 A Presidential Beginning
SUGGESTED LEarninG STraTEGiES: close Reading, Marking the text,
Discussion Groups, Diffusing
My Notes S p e e c h
About the Author
John F. Kennedy was elected President of the United
States in november of 1960 and took the oath of office in
January of 1961. His inaugural address has become one of
the most famous and most-often quoted speeches for its
rhetoric of both inspiration and challenge.
by John Fitzgerald Kennedy
11 Vice President Johnson, Mr. Speaker, Mr. Chief Justice, President
Eisenhower, Vice President Nixon, President Truman, reverend clergy,
fellow citizens, we observe today not a victory of party, but a celebration
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of freedom—symbolizing an end, as well as a beginning—signifying ve
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renewal, as well as change. For I have sworn before you and Almighty es
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God the same solemn oath our forebears prescribed nearly a century ht
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The world is very different now. For man holds in his mortal hands oar
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the power to abolish all forms of human poverty and all forms of human e
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are still at issue around the globe—the belief that the rights of man come 11
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not from the generosity of the state, but from the hand of God. ©
22 We dare not forget today that we are the heirs of that first revolution.
Let the word go forth from this time and place, to friend and foe alike,
that the torch has been passed to a new generation of Americans—born
in this century, tempered by war, disciplined by a hard and bitter peace,
proud of our ancient heritage—and unwilling to witness or permit the
slow undoing of those human rights to which this Nation has always
been committed, and to which we are committed today at home and
around the world.
218 SpringBoard® English Textual Power™ Level 6