http://www.youtube.com/watch?

v=d3jHtTmAEgU

http://www.youtube.com/watch?v=lYBLA5cDHu8

http://www.youtube.com/watch?v=idCwzy7vNRQ

 When

words are used to covey an idea only 10% of content is retained.

When

images are used 65% of content is retained.

Patrick Henry delivering his Liberty or Death speech in an 1876 lithograph by Currier & Ives. http://www.findingdulcinea.com/news/on-this-day/March/On-ThisDay--Patrick-Henry-Delivers-Liberty-or-Death-Speech.html

http://www.republicanassemblies.org/liberty-ordeath/?navcat=4211

First two sentences of speech: Mr. President: No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope that it will not be thought disrespectful to those gentlemen, if, entertaining as I do, opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. Last two sentences of speech: Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty, or give me death!

1. How do the opening and closing lines of the speech differ? Explain with direct references to the text. 2. How does the tone of the opening lines differ from the tone of the closing lines? What accounts for the change in tone? 3. Predict what methods Henry will use to lead his audience from the tone at the beginning to the tone at the end of the speech.

 As

you listen to the speech follow along and annotate directly on the paper for ethos, pathos, and logos by labeling sections of the text with E, P, and L
Source

 The

next step is to look through the appeals and determine which ones Henry uses most effectively. Rank the areas you labeled E, P, L on a scale of 1-5 from least to most effective.

 Now

find the person who has your matching card and discuss which section you think best fits the appeal. Make sure you find a specific quotation in the text to support your claim.

Ace,

Two, Four, Five, Six-Ethos Seven, Nine, Ten, King-Pathos Jack, Queen, -Logos

 Once

you have agreed on the lines from the speech that best utilize the approach, write the lines, ranking, and paragraph on the post it and stick on the appropriate poster.

 How

does the tone change throughout the speech? Is there any correlation between the tone and the appeal?

Rank

the appeals from strongest to weakest. WHY??

 Examine

your assigned Critical Approach poster and answer the question.

 Historical: Which appeal relates to the historical

context? Sociological: Which sociological groups may be motivated by each of the appeals? Formalistic: If Henry were to change this speech into an essay, which appeal would he use less? Which would he use more? Archetypal: Which appeals are connected to a universal idea?

 Philosophical: Which appeal does Henry use to

show the line between right and wrong? Psychological: What do Henrys appeals reveal about his state of mind as he delivers the speech? Biographical: Which appeals might Henry have learned from his childhood experiences of accompanying his mother to hear sermons of traveling preachers during the religious revival known as the Great Awakening?

 Using

the examples from the text create a sequence chain (bubble chart) showing the sequence of appeals from beginning to end. Include the critical approaches in the appropriate place. provide a one paragraph rationale explaining the connection and working together between the appeals and critical approaches.

Honors:

really decided to make this powerpoint because a lot of the time students have difficulty with speeches as well as the concepts of the rhetorical and literary appeals. This was one way I thought of incorporating some visual aid into an otherwise verbal and auditory assignment. The resource really helped drive the lesson and provided a great structure for me as well as the students.

This was really a UDL friendly resources because it allowed for a variety of media to be employed as well as allowing students to manipulate their own organizers and create their own definitions on the poster board in the room. Again, this resource really drove the lesson and is a great addition to the curriculum guide alternative. If I had to make any alterations I would say that I would expand the lesson to two periods and focus more on the assessment. I dont feel as though students were able to thoroughly demonstrate all that they learned throughout the lesson.