List and explain examples of literary techniques studied in class from Patrick Henry’s speech.
Discuss the tone of the speech after listening to an audio version.
Discuss and explain the speech’s effectiveness towards its audience.
Describe and analyze an important speech from history, modern day, or film to be included in a class speech anthology.
Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. (11.2.1)
Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. (11.2.2)
Analyze an author’s implicit and explicit assumptions and beliefs about a subject. (11.2.5)
Critique the power, validity, and truthfulness of arguments set forth in public documents, speeches, or essays; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. (11.2.6)
Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. (11.3.3)
Analyze ways in which poetry or prose uses imagery, personification, figures of speech, and sounds to evoke readers’ emotions. (11.3.4)
Analyze or evaluate works of literary or cultural significance in history (American, English, or world) that:
Reflect a variety of genres in each of the respective historical periods.
Were written by important authors in the respective major historical periods.
Reveal contrasts in major themes, styles, and trends.
Reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. (11.3.5)
Discuss ideas for writing with classmates, teachers, and other writers. (11.4.1)
Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. (11.4.2)
Integrate quotations and citations into a written text while maintaining the flow of ideas. (11.4.13)
Write responses to literature that:
Demonstrate a comprehensive understanding of the significant ideas in works or passages.
Analyze the use of imagery, language, universal themes, and unique aspects of the text.
Support statements with evidence from the text.
Demonstrate an understanding of the author’s style and an appreciation of the effects created.
Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. (11.5.2)
Write reflective compositions that:
Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.
Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.
Maintain a balance in describing individual events and relating those events to more general and abstract ideas. (11.5.3)
Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage. (11.6.1)
Produce writing that shows accurate spelling and correct punctuation and capitalization. (11.6.2)
Apply appropriate manuscript conventions in writing- including title page presentation, pagination, spacing, and margins- and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. (11.6.3)
Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. (11.6.4)
Prentice Hall Literature: The American Experience, Volume I
Introduction to the Revolution Era graphic organizer
The students will learn about a new allusion “betrayed with a kiss” before reading Patrick Henry’s “Speech in the Virginia Convention”. This allusion is used within the speech and will help further their understanding of Henry’s argument.
The teacher will give an example of a famous speech, such as the “We are Virginia Tech” speech, after giving students the “Speech Analysis” assignment handout and guided outline. Together, the teacher and students will read the speech and answer several of the questions on the guided outline. The teacher will use the answers to put together a rough sketch of what the analysis should look like on the board.
Check for Understanding:
Students will answer several questions regarding Patrick Henry’s “Speech in the Virginia Convention” from their textbooks. Students will also describe the tone of the speech and its effectiveness towards them as readers. Finally, students will discuss what makes a good speech Patrick Henry’s “Speech in the Virginia Convention”, and other important speeches from history as reference.
Begin lesson with the allusion “betrayed by a kiss” on the overhead projector. Students will copy the information, including background information, how it is used today, and examples of it being used in sentences in their allusion packets.
Students will learn about the Revolutionary Era, including important events, genre and style of writing, and important authors and works of literature. Teacher should hand out graphic organizers for this information.
Students will listen to an audio file of Patrick Henry’s “Speech in the Virginian Convention” as they read along in their textbooks.
Students will answer questions about the speech from their textbooks (pg. 206, 1, 3, and 4) through class discussion. Students will also look at the tone of the speech and whether or not it is effective to them as the audience and the effect it had on the country at the time. Henry’s use of literary terms in his speech will also be pointed out and evaluated as a class.
Students will explain what makes a good speech. List ideas on the board.