Unit 5
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Rhetoric and Persuasion: Mastering the Art of Argument

reading and Writing Workshop

Essay Prompts

Unit Plan

Speaking and Debating with Rhetoric

Activities

Teaching with E.L.O.N.  (Enriched Learning Opportunity Nexus) that seamlessly integrates AI 

Unit 5
Overview:
In this unit, students will apply their understanding of rhetorical principles to public speaking and formal debates. Students will explore the fundamentals of effective verbal and nonverbal communication, craft persuasive speeches, and engage in debates. They will examine how great speakers throughout history have harnessed tone, pace, and gestures to enhance their rhetorical impact.
Essential Questions:

• What makes a speaker persuasive and engaging?
• How do rhetorical strategies shape public speaking and debate?
• How can speakers adapt their tone, style, and delivery to connect with diverse audiences?

Learning Objectives:
By the end of this unit, students will be able to:

• Apply public speaking techniques including tone, pacing, and gestures.
• Write and deliver a persuasive speech using rhetorical appeals (ethos, pathos, logos).
• Engage effectively in formal and informal debates, using rhetorical strategies to support arguments and counterclaims.
• Analyze famous speeches to identify and evaluate the use of rhetorical techniques.
• Demonstrate adaptability in communication by adjusting delivery and style to context and audience.

Major Topics and Lessons
Week 1: Fundamentals of Public Speaking

• Lessons: Elements of effective public speaking (tone, pacing, gestures, eye contact, body language).
• Text: Excerpts from "JFK's Inaugural Address" (1961).
• Activity: Analyze JFK’s delivery (video analysis) and annotate text for rhetorical devices.
• Practice: Students practice delivering short excerpts from JFK’s speech, focusing on tone and pacing.

Week 2: Writing Persuasive Speeches

• Lessons: Structure of a persuasive speech (introduction, body, conclusion, call to action).
• Text: "Ain’t I a Woman?" by Sojourner Truth.
• Activity: Break down Truth’s speech using SOAPSTone and the rhetorical triangle.
• Practice: Draft a 2-3 minute persuasive speech on a contemporary issue (peer feedback and revision).

Week 3: Delivering Persuasive Speeches

• Lessons: Using rhetorical appeals and public speaking techniques to strengthen delivery.
• Activity: Guided rehearsal of student speeches with peer feedback on delivery elements (tone, pace, gestures).
• Assessment: Deliver final persuasive speech to the class (recorded for self-reflection).

Week 4: Debating with Rhetoric

• Lessons: Structure and rules of formal vs. informal debates; constructing arguments and rebuttals.
• Activity: Watch a formal debate and identify rhetorical strategies (ethos, pathos, logos).
• Practice: Students engage in informal debates on student-selected topics in small groups.

Week 5: Formal Classroom Debate

• Lessons: Final preparation and strategy session for formal classroom debates.
• Activity: Full-class debate using prepared speeches, structured format, and rebuttals.
• Reflection: Post-debate reflection on personal performance and rhetorical effectiveness.

Major Texts:

• JFK’s Inaugural Address (1961)
• Sojourner Truth’s "Ain’t I a Woman?" (1851)
• Supplemental materials: Videos of historical and contemporary speeches and debates.

Collaborative Discussions:

• Small group discussions analyzing delivery techniques in famous speeches.
• Peer workshops to refine persuasive speech drafts.
• Reflection circles post-debate on the strengths and weaknesses of argumentation and delivery.

Assessment:
​Performance Task:

1. Deliver a Persuasive Speech:
   • Craft and deliver a persuasive speech on a contemporary issue, demonstrating effective rhetorical appeals and public speaking techniques.
   • Rubric Criteria: Clarity of purpose, use of rhetorical appeals, verbal and nonverbal delivery, organization, audience engagement.
2. Participate in a Formal Debate:
   • Work in teams to prepare arguments and rebuttals for a formal classroom debate.
   • Rubric Criteria: Use of rhetorical appeals, clarity and organization of arguments, effective rebuttals, teamwork, and adherence to debate format.

Formative Assessments:

• Exit tickets (e.g., identify a delivery technique in a famous speech).
• Peer feedback forms on speech drafts and practice deliveries.
• Debate preparation outlines and argument maps.

Extension/Enrichment:

• Students rewrite a famous speech, modernizing it for today’s audience.
• Research and present on how public speaking has evolved in the digital era (e.g., TED Talks, social media advocacy).
• Optional: Attend or watch a local or televised debate and write a reflection on rhetorical strategies observed.

Standards:

• SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning.
• SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when appropriate.

​The following activities include AI tools that enhance student engagement, provide data-driven insights, and facilitate personalized learning.
Group Activities1. AI Speech Analyzer Workshop

• Students use AI-powered speech analysis tools (e.g., voice-to-text platforms or speech coaching apps) to evaluate famous speeches for delivery elements such as tone, pacing, filler words, and clarity.
• In groups, students input excerpts from JFK’s Inaugural Address or Sojourner Truth’s Ain’t I a Woman? and review the AI-generated feedback.
• Groups discuss how these elements contribute to or detract from the effectiveness of the speech and propose improvements.

2. AI Debate Coach Simulation

• Each group drafts arguments for an assigned debate topic.
• Using AI chatbots or debate simulation tools, they practice by inputting their arguments and engaging in simulated debate rounds where the AI provides counterarguments and feedback.
• Students adjust and refine their arguments based on AI responses and share strategies with the class.

3. AI-Generated Speech Remix

• Groups collaborate to rewrite a historical speech (e.g., Sojourner Truth’s Ain’t I a Woman?) for a modern context using an AI text generator.
• They provide the AI with details about a new audience and purpose, then critically evaluate and edit the AI’s draft to ensure it maintains rhetorical effectiveness.
• Groups present both the AI-generated draft and their final version, explaining their revisions.

4. AI Audience Analysis Case Study

• Groups input a speech into an AI sentiment analysis tool to gauge the emotional and rhetorical impact of specific passages.
• They then apply the SOAPSTone method to assess how well the speech matches the intended audience and occasion.
• Each group presents its findings and suggests how the speaker could adjust tone or style for a different audience.

Individual Activities1. AI-Powered Speech Drafting

• Students use AI writing tools to assist in outlining and drafting their persuasive speeches.
• They prompt the AI to help brainstorm rhetorical appeals (ethos, pathos, logos) for their chosen topic, and then refine the AI suggestions into a fully-developed speech draft.
• Reflection journal: Students reflect on how AI-generated suggestions influenced their rhetorical choices.

2. AI Delivery Coach

• Students practice delivering their speeches into an AI speech coach (e.g., an app that provides feedback on voice modulation, pacing, and body language).
• The AI provides individualized feedback on aspects like filler word frequency or monotone delivery.
• Students then apply this feedback and practice again, recording improvements in a self-evaluation log.

3. AI Debate Preparation Assistant

• Individually, students input their debate positions into an AI tool that generates potential counterarguments.
• Students prepare rebuttals to these AI-generated points and bring them to the debate prep session.
• Reflection: Students submit a short reflection on how anticipating AI-generated counterarguments strengthened their rhetorical reasoning.

4. AI Speech Critique

• Students select a famous speech and input it into an AI analysis tool that evaluates text complexity, readability, and tone.
• They write an individual critique discussing how these AI-identified characteristics contribute to or limit the speech’s rhetorical effectiveness.
• Students present a summary of their critique in a small group discussion.