Voki Lesson Plan

Class Title: Com 110

Lesson Title: Ch. 17- Fact, Value Policy

Grade Level: Higher Education

Author: Rachel Marco

Objectives:

Students will be able to differentiate the different type of statements of persuasive speeches and
learn how to organize a persuasive speech with each statement.
Materials:

1. Classroom folder
2. Student folders
3. Textbook
4. Spiral Book
5. Notecards (Fact, Value, Policy)
6. Newspaper articles
7. Fact, Value, Policy worksheet
8. Voki.com (http://www.voki.com/pickup.php?scid=3268149&height=400&width=300)
Class Duration: 42 minutes

Activities:

Procedure:

1. What is the difference between an in formative speech and a persuasive speech? Why is
speaking to persuade more challenging than speaking to inform?
i. Persuasive speaking is complex and challenging. The objective with persuasive
speaking is more ambitious and audience analysis and adaptation is much more
demanding.

Share your Voki lesson plans and download others at www.voki.com/lesson_plans.php.

 ii. With persuasive speaking you must contend with your audience’s knowledge of
your topic, but also their attitudes, beliefs, and values toward your topic.
a. Now that you know how to research controversial issues that have multiple
perspectives, I am now going to ask you to choose a side on an issue and advocate it.
**WHY DO WE STUDY PERSUASION??

2. How do your authors define persuasive communication?

• Any message that is intended to shape, reinforce, or change the responses of another, or
others. **WHAT TYPE OF PERSUATION MESSAGES DO YOU HEAR??
a. What is the target audience for a persuasive speech?
i. The portion of the audience that the speaker most wants to persuade.
ACTIVITY

Ask students to identify the target audiences of the following three Vokis

Robot: Alrighty, it’s time to man those battle stations! Space Rangers, we need you to at the
battlefront to face the evil Tin Can Cretons!

Woman: Do you want skin like mine? You can have it, by the bottle-full for just 13.99 from Almay

Man: Big screens, cheap nachos, good times! Come to Renny’s bar and grill to catch the football game
this Sunday!

b. What does this tell you about choosing a topic for your persuasive speech?
i. You will want to choose a topic that not everyone agrees with. Your topics need
some opposition.
ii. This does not mean that you will ignore or insult the rest of your listeners. You
always need to keep in mind the ideas and feelings of your entire audience.
Transition: With this better understanding of persuasive communication, let’s move on to learning
about the type of statements of persuasive speeches.

3. What is a question or statement of fact?

a. A question or statement about the truth or falsity of an assertion.

Share your Voki lesson plans and download others at www.voki.com/lesson_plans.php.

 b. These speeches can be similar to informative speeches by the speaker taking a side and
give facts to support their view.
c. Burdens of Proof: proving that the facts support his or her position – define key terms
i. CREDIBILTIY IMPORANAT, NEED HARD FACTS
d. Organizational Patterns: Topical, Spatial, Chronological
i. HIGHER ORDER: What are advantages of using a factual claim for a persuasive
speech?
ii. HIGHER ORDER: Why are factual claims rarely used for classroom persuasive
speeches?
1. Take for example: Smoking causes cancer.
2. By show of hands, how many of you would agree that smoking causes
cancer? This would not be an appropriate topic, as everyone already
agrees!
3. What terms would speaker need to define?
4. What organizational patterns could I use to organize my speech? What
appropriate organizational pattern would work best for this claim?
4. What is a question or statement of value?
a. A question or statement about the worth, rightness, morality, etc. of an idea or action.
b. The speaker justifies his/her claims.
c. Burdens of Proof: define key terms & establish criterion (standard by which value is to
be made)
i. EX: Abortion-What constitutes as human life?
d. Organizational Pattern:
i. Almost always topically.
ii. First, establish general standards for the value judgment and second, show how
your topic meets those standards.
iii. Although you do not have to devote your first main point to establishing standards
and your second main point to applying those standards, in all persuasive speeches
dealing with a statement of value, you must always justify your judgments against
some clear and identifiable standards.

Share your Voki lesson plans and download others at www.voki.com/lesson_plans.php.

 iv. HIGHER ORDER: What are advantages of using a value claim for a persuasive
speech?
v. HIGHER ORDER: Why is it difficult to persuade using a value claim? [trying to
convince value systems]
1. Take for example: Smoking is unethical.
2. By show of hands, how many of you would agree that smoking is unethical?
[This may be more divided; however, still probe students about how they
could make this work or ask why it would be difficult to do.]
3. What key terms would speaker need to define?
4. What organizational patterns could I use to organize my speech? Which
organizational pattern would work best with my claim?
5. What is a question or statement of policy?
a. A question or statement about whether a specific course of action should or should not
be taken.
b. Statements of policy usually include the word “should” & and an Agent of Action
i. What is Agent of Action?
c. Burdens of Proof: Prove problem exists, establish inherent barriers exist, recommend
course of action to solve problem
d. Policy speeches should also contain an Action Statement (indicate what you want your
audience to think, feel, or do)
i. Passive agreement – a persuasive speech in which the speaker’s goal is to convince
the audience that a given policy is desirable without encouraging the audience to
take action in support of the policy.
ii. Immediate action – a persuasive speech in which the speaker’s goal is to convince
the audience to take action in support of a given policy.
EX: MAP grant- who is the agent of change? Harm-students may not be able to
come back to school. Barriers- bill already signed. COURSE OF ACTION

e. Organizational Patterns:
i. Problem-Solution
ii. Problem-Cause-Solution

Share your Voki lesson plans and download others at www.voki.com/lesson_plans.php.

 iii. Comparative Advantage – comparing the advantages and disadvantages of two
possible, but competing solutions to a problem that your audience already agrees
exists.
iv. Monroe’s Motivated Sequence- five-step approach for arranging main points.
1. Attention
2. Need
3. Satisfaction
4. Visualization
5. Action
v. HIGHER ORDER: What are advantages of using a policy claim? What makes this
type of claim difficult to construct or implement?
vi. Take for example: The State of Illinois should ban smoking in restaurants.
1. By show of hands, how many of you would agree that smoking should be
banned in restaurants?
2. What key terms would speaker need to define?
3. Who is the agent of action?
4. What organizational patterns could I use to organize my speech? Which
organizational pattern would work best with my claim?
5. How would I establish that a problem exists? What harms are associated
with smoking in restaurants? What would be the benefits of banning
smoking in restaurants? How would people benefit? What solutions would
we propose?
f. What issues do we need to deal with in analyzing a policy statement?
i. Need – there is no point in arguing a policy unless there is a need for it. The
burden of proof lies with the speaker to prove that there is a serious problem and
that a change in current policy is necessary.
ii. Plan – the speaker must develop a specific plan for solving the problem.
iii. Practicality – the speaker must show that the proposed plan will work and will
solve the problem and not create new and more serious problems.
6. Go through additional fact, value, policy examples via PPT
________________________________________________________________________________

Share your Voki lesson plans and download others at www.voki.com/lesson_plans.php.

Activity: Fact, Value, Policy worksheet

Have students break up into dyads/triads

Give each group a copy of the worksheet and have them identify each statement as fact,
value, or policy

Go over correct answers as a class
________________________________________________________________________________

Activity:

Illegal immigrants (policy) http://www.youtube.com/watch?v=cY6t2ckpb5g

Global Warming (fact)

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

Gay Marriage (value)

http://www.youtube.com/watch?v=cR4N8oEQR3c

________________________________________________________________________________

Closure:

Any questions?

FACT, VALUE, POLICY WORKSHEET

1. I believe that tigers are better than lions.

2. ISU should ban guitar playing near school buildings.
3. Love is more valuable than money.
4. Freshmen should not be allowed to wear shoes to class.
5. O.J. did it!
6. It is better to work for a living than to live for your work.
7. Teen pregnancy can be solved by free sex ed classes.
8. Regular exercise is good for your health.
9. Bad teen influences like Lindsay Lohan should be banned from TV.
10. In 1492 Columbus sailed the ocean blue.

Share your Voki lesson plans and download others at www.voki.com/lesson_plans.php.

Answers:

1. Value
2. Policy
3. Value
4. Policy
5. Fact
6. Value
7. Policy
8. Fact
9. Policy
10. Fact

Share your Voki lesson plans and download others at www.voki.com/lesson_plans.php.