Speeches and Rhetoric

EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 9) G9

Summary

Speeches and Rhetoric Current

5 of 6
weeks
Subject Year Start date Duration
English Grade 9 Week 1, May 6 weeks

Description
In this final unit, students will explicitly examine how authorial techniques in rhetoric can help to persuade and convey meaning.
More specifically, students will analyze Civil Rights speeches whilst learning rhetorical devices and appeals to evaluate how
such techniques enhance the speech. As a class, students will analyze MLK's "I Have a Dream" speech. After, in small groups,
students will analyze various Civil Rights speeches by MLK, Malcolm X, Fred Hampton, James Baldwin, Angela Davis, etc.
Finally, students will take what they have learnt and independently analyze a speech of their choosing from history.

Key and Related Concepts

Key Concepts

Key Concepts Definition

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a
message and an intended receiver. Communication involves the activity of conveying information or meaning.
Communication Effective communication requires a common 'language' (which may be written, spoken or non-verbal).

Relationships are the connections and associations between properties, objects, people and ideas-
including the human community's connections with the world in which we live. Any change in relationship
Relationships brings consequences-some of which may occur on a small scale, while others may be far reaching, affecting
large networks and systems like human societies and the planetary ecosystem.

Related Concept(s)

Audience imperatives, Context, Purpose, Style

Inquiry

Global Context

Global Context Explorations to develop

Identities and
relationships

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Speeches and Rhetoric
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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 9) G9

Statement of Inquiry

Purposeful language and rhetoric can swap public opinion and spark change.

Inquiry Questions

Type Inquiry Questions

Factual What rhetorical techniques can be used to convey meaning?

Conceptual What power does language have to swap public opinion?

Debatable Language is one of the most important tools to change the world.

Curriculum

Aims

Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction

Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts

Develop critical, creative and personal approaches to studying and analysing literary and non-literary texts

Engage with text from different historical periods and a variety of cultures

Explore language through a variety of media and modes

MYP subject group objective(s)

A: Analysing

i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. analyse the effects of the creator’s choices on an audience

iii. justify opinions and ideas, using examples, explanations and terminology

iv. evaluate similarities and differences by connecting features across and within genres and texts

B: Organizing

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a sustained, coherent and logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and intention

C: Producing text

i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new
perspectives and ideas arising from personal engagement with the creative process

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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 9) G9

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an
audience

iii. select relevant details and examples to develop ideas

D: Using language

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in a register and style that serve the context and intention

iii. use correct grammar, syntax and punctuation

Content (topics, knowledge, skills)

Rhetorical devices

Rhetorical appeals

The American Civil Rights Movement, its aims and ideologies, and main proponents (like Angela Davies, MLK, Malcolm X, Fred
Hampton)

Skills

Macro Skill: To be able to critically interpret (analyze and evaluate) literature

Micro Skills:

To break apart literature as a system, identifying its smallest parts (i.e. language techniques) in relation to its whole (i.e. elements
such as character, setting, tone, symbol, etc.)

To explain how meaning is shaped via various literary techniques, identifying the choice and effect, justifying their answers

To comment on the significance of a text in relation to larger entry points, such as time and space, representation, global issue,
or the development of an idea or theme

Macro Skill: To structure arguments successfully

Micro Skills:

To create succinct and justified claims using language to signpost rationales

To identify and evaluate textual evidence in relation to their claim

To contextualize, embed, and cite textual evidence

To put said evidence through an analytical framework which arrives at logical conclusions

To use language and signposting techniques to convey ideas and processes

To write cohesively and logically

Please see this document for a full breakdown

Standards and Benchmarks

Reading

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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 9) G9

read and appreciate the depth and power of the English literary heritage through:

reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays,
reviews and journalism. This writing should include whole texts. The range will include:

understand and critically evaluate texts through:

reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluating
their usefulness for particular purposes

drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and
cultural context and the literary tradition to which it belongs, to inform evaluation

identifying and interpreting themes, ideas and information

seeking evidence in the text to support a point of view, including justifying inferences with evidence

analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness
and impact

making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and
drawing on knowledge and skills from wider reading

make an informed personal response, recognising that other responses to a text are possible and evaluating these.

Writing

write accurately, fluently, effectively and at length for pleasure and information through:

adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and
respond to information, and argue

selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and
pertinently for support and emphasis

selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including
rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate

make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided;
drawing on and using information from a presentation]

revise, edit and proof-read through:

paying attention to the accuracy and effectiveness of grammar, punctuation and spelling.

Grammar and Vocabulary

consolidate and build on their knowledge of grammar and vocabulary through:

drawing on new vocabulary and grammatical constructions from their reading and listening, and using these
consciously in their writing and speech to achieve particular effects

Spoken English

speak confidently, audibly and effectively, including through:

planning for different purposes and audiences, including selecting and organising information and ideas effectively
and persuasively for formal spoken presentations and debates

improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language

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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 9) G9

use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

Objectives - Language and literature

A: Analysing

analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts

analyse the effects of the creator’s choices on an audience

justify opinions and ideas, using examples, explanations and terminology

evaluate similarities and differences by connecting features across and within genres and texts.

B: Organizing

employ organizational structures that serve the context and intention

organize opinions and ideas in a sustained, coherent and logical manner

use referencing and formatting tools to create a presentation style suitable to the context and intention.

C: producing text

produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new
perspectives and ideas arising from personal engagement with the creative process

make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an
audience

D: Using language

use appropriate and varied vocabulary, sentence structures and forms of expression

write and speak in a register and style that serve the context and intention

use correct grammar, syntax and punctuation

use appropriate non-verbal communication techniques.

ATL Skills

ATL skills

Self-management

- III. Organization skills

Managing time and tasks effectively

Create plans to prepare for summative assessments (examinations and performances)

Set goals that are challenging and realistic

Plan strategies and take action to achieve personal and academic goals

Use appropriate strategies for organizing complex information

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Speeches and Rhetoric
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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 9) G9

Assessment

Summative Assessment

In this unit, to sum up learning, students will independently analyze a famous speech from history after completing similar
analyses first as a whole class and then as groups. They will write a critical essay judging the efficacy of the speech in relation
to its intended purpose or audience, explaining how various authorial techniques contributed to this.

Example essay

Additionally, students will write their own persuasive speech using rhetorical devices and appeals studied in class, targeted
at a particular audience. They will then justify how they intend meaning to be conveyed in relation to their audience via these
choices.

MAY Essay: Analyze and independently studied speech from history

26 Summative Summative Friday at 7:00 PM

In this unit, to sum up learning, students will independently analyze a famous speech from history after completing
similar analyses first as a whole class and then as groups. They will write a critical essay judging the efficacy of the
speech in relation to its intended purpose or audience, explaining how various authorial techniques contributed to
this.

Example essay

MYP Assessment Criteria

5/8 A: Analysing 4/8 B: Organizing

N/A C: Producing text 4/8 D: Using language

Description

Peer and Self-assessment

Use these slides to help students decode feedback for self assessment.

Example peer feedback form

Learning Experiences

Learning Experiences and Teaching Strategies

Week One Learning Overview and Resources

Week Two Learning Overview and Resources

Week Three Learning Overview and Resources

Week Four - Independent Study and Essay

Week Five Learning Overview and Resources

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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 9) G9

Week Six Learning Overview and Resources

Feedback

Weekly, select exemplars from student work and make any necessary amendments to avoid sharing work with errors. Then,
annotate the exemplar, explaining why it was good. Finally, share the work via a Google Question with reflection questions,
asking what the each student had done similarly to the exemplar, with justification, where they think they could improve based
on this, and what they will focus on next time.

This should be weekly.

Additionally, students should be completing self and peer assessment regularly. Example peer feedback form

After giving written feedback, particularly for summative tasks, ensure students complete reflections using these slides.

Differentiation

Allow a degree of agency in lines of inquiry for top students when creating essay topics.

For lower level students, create versions of text which have difficult vocabulary explained, concepts described, examples of
analysis or points the students should read for, etc. Additionally, providing audiobook versions of these texts can help students
with reading difficulties.

Provide models for ALL expected work and scaffold any task's language with sentence stems.

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