Here is a sample curriculum.

This topic is commonly taught in high schools and colleges, so it

might initially be challenging for students aged 10-12. However, I believe that many students
may already be familiar with many of these concepts, so placing them in the context of
speechwriting and rhetoric should not be too difficult for their grade level. Therefore, these
lessons should be age-appropriate, but I can also adjust the lesson plans as needed for their
level. I can also add homework assignments and additional lessons if desired.

Topic: Speech and Rhetoric

Objective: Students will learn about the importance of speeches and rhetorical techniques.
They will learn the basics of rhetoric analysis and how to critically evaluate the effectiveness of
written and spoken communication. Students will also learn how to write effective persuasive
speeches.
Rationale: Students will be able to practice their critical reading, writing, and speaking skills.
Younger students will especially benefit from early rhetorical/speech-writing lessons: these
lessons will help them build their confidence and mastery of the language arts/English. They will
be able to communicate more effectively, which is valuable not just for English classes, but for
all aspects of their education.

Lesson 1: Introduction to Speeches

Beginning discussion: (5-7 minutes)

● Have you ever given a speech before?
● Can you think of any famous speeches?
● Who gives speeches?
● Why do people give speeches?

Lecture: (5 minutes)
● Speech delivery techniques: How to give a speech
○ Eye contact
○ Volume of voice
○ Clear pronunciation
○ Confidence
○ Body language

Activity: (15-20 minutes)

Students will introduce themselves in a short (~1 minute, depending on how many students are
present) informative speech. They will be asked to keep in mind the techniques to deliver an
effective speech. After each speech, the other students will be asked to state one thing aspect
of the speaker’s delivery that they liked.

Wrap-up discussion: (Remaining time)

● How did it feel giving a speech in front of the class?
Lesson 2: Pathos, Ethos, and Logos
Beginning discussion: (5-7 minutes)
Students will be shown the following video from Winnie the Pooh. They will then be briefly
introduced to “ethos”: an appeal to the speaker’s credibility. They will identify how Gopher uses
ethos in the video.
https://www.youtube.com/watch?v=nXgONQqgTe4

Lecture: (10 minutes)

● Aristotle: “rhetorical triangle”
○ Ethos: appeal to speaker’s credibility
○ Pathos: appeal to audience’s feelings
○ Logos: appeal to audience’s logic: facts and evidence

Activity: (20 minutes)

Students will be shown this Verizon commercial called “Inspire her Mind.”
https://www.youtube.com/watch?v=XP3cyRRAfX0
Students will discuss:
● What is the commercial’s message?
● How does it support this message?
● Does it appeal to logos, pathos, or ethos?
● How effective is it?

Wrap-up discussion: (Remaining time)

● Why would a commercial want to appeal to logos, pathos, and ethos?

Lesson 3: Rhetorical Devices: Alliteration, Repetition, Parallelism

Beginning activity: (5-7 minutes)
Students will practice tongue-twisters with alliteration:
● Peter Piper picked a peck of pickled peppers
● Betty Botter bought a bit of butter. “But,” she said, “this bit of butter’s bitter, But a bit of
better butter mixed with this butter might just make my bit of bitter butter better.” So,
Betty bought a bit of better butter to make her bitter butter better.
● She sells sea shells by the seashore
● A tutor who tooted the flute tried to tutor two tooters to toot. Said the two to the tutor, is it
harder to toot or to tutor two tooters to toot?

Lecture: (10 minutes)

● Alliteration
● Repetition
● Parallelism

Activity: (25 minutes)

Students will be asked to come up with a short paragraph (~4-6 sentences) using these devices
to try to convince the class why their favorite animal is the best animal. They will then share
their paragraph with the class.

Wrap-up: (Remaining time)

● Why might a speechwriter want to include alliteration, repetition, or parallelism in their
speeches?

Lesson 4: Rhetorical Devices: Similes and Metaphors (Part 1)

Beginning discussion: (7 minutes)
Students will listen to a song (Katy Perry’s Firework) and discuss the lyrics. What does Katy
Perry mean when she says, “You’re a Firework?”

Lecture: (10 minutes)

● Similes
● Metaphors
● Literal vs. figurative language

Activity: (15-20 minutes)

Students will listen to two more songs: “Lesson Number One” from the Disney movie Mulan and
“Titanium” by David Guetta. They will be asked to identify (and distinguish) similes and
metaphors in the lyrics.

Wrap-up discussion: (Remaining time)

● Why would a songwriter want to use figurative language?

Lesson 5: Rhetorical Devices: Similes and Metaphors (Part 2)

Review: (5 minutes)
● Review similes and metaphors

Activity: (25-30 minutes)

Students will be asked to come up with a short paragraph (~4-6 sentences) using these devices
to tell us about their favorite color. They will then share their paragraph with the class.
● Example:
○ Red is my favorite color because it reminds me of my favorite seasons: autumn
and winter. I like going apple picking during autumn, and the red, juicy apples are
sweet like candy. The leaves also turn red during autumn, and they dance
gracefully like ballerinas as they fall from the trees. A red, crackling fire in your
fireplace during the winter is a warm, comforting hug.

Wrap-up discussion: (Remaining time)

● Why might a speechwriter want to include similes and metaphors in their speeches?

Lesson 6: Analyzing a Speech

Activity: (30 minutes)
Students will take turns reading excerpts from Martin Luther King, Jr.’s “I Have a Dream” speech
out loud. They will identify some of the rhetorical devices he uses in his speech. They will also
answer the following questions:
● Who is the speaker?
● What is the main idea of the speech?
● Who is the audience?
● What is the desired result or action?
● What are 2 ways in which the speaker supports the main idea?
● How does the speaker use ethos, logos, or pathos?

Wrap-up discussion: (Remaining time)

● What did you feel while you were reading this speech?
● What do you think about the speech?
● Do you believe that the speaker achieved their purpose in giving this speech?

Lesson 7: Writing a Speech

Students will be asked to write a persuasive speech. Topic and length of speech are TBD.