to make something believable by presenting strong evidence and reasoning

to make guesses or predictions about something

non-verbal cues or gestures such as facial expressions and posture

to be so persuasive or interesting that it convinces or captures the attention of an audience

Preparing to deliver a powerful speech

English

Having productive discussions in response to a non-fiction text

Understanding and summarising perspectives

Comparing non-fiction texts

Analysing a persuasive speech

Evaluating and improving model responses on non-fiction texts

Comparing tone and methods in non-fiction texts

Understanding what makes a powerful speech

Engaging your audience: creating effective opening and closing paragraphs

Using rhetorical devices effectively

Spoken language: choosing a topic and developing ideas for a speech

Planning and writing a persuasive speech

Proofreading and redrafting a speech

Using non-verbal features to present a speech effectively

In 'Women's rights',  students practise voicing a strong personal viewpoint through a persuasive speech. In ‘The language of Change’ pupils develop an understanding of how to generate interesting content, including the use of rhetorical devices and structure to organise and present their ideas. 

In this unit, pupils look at powerful speeches and emulate them by writing their own speeches. They first read, analyse and compare powerful speeches. They then hone their craft by understanding the features that contribute towards creating a powerful speech. They finally plan and write a speech.

Spoken language: the language of change

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

The way someone holds themselves when they’re seated or standing is known as...

Which of the following indicate confident body language?

to memorise the entire speech word for word

to ensure the speaker relies solely on the script during the delivery

to provide key ideas and prompts to structure the speech delivery

What is the purpose of creating cue cards for a speech?

Which of the following **two** answers should **not **appear on your cue cards?

Perhaps, there could be some truth to that.

Which of the following is an example of a tentative phrase?

to encourage developed responses beyond "yes" or "no"

What is the purpose of using and posing open questions after listening to a speech?

When delivering a speech your eye contact should be...

The features of verbal communication other than words.

The physical gestures and body language used in communication.

 The way someone holds themselves when seated or standing.

The deliberate repetition of the same consonant sound at the beginning of words.

Which of the following is **not** a feature of paralanguage?

Which of the following is **not** a tonal word suitable for speech delivery?

Which word beginning with 'p', refers to the way someone holds themselves when they’re seated or standing?

the features of verbal communication other than words e.g tone, volume and pitch

the way body language, facial expressions and gestures can communicate meaning

Preparing to deliver a powerful speech

Lesson outcome

Content guidance