having reliable knowledge or expertise which makes you appear trustworthy and believable

something that is likely or true, based on available evidence

something that seems reasonable or believable

to be believable, trustworthy and reliable

Using rhetorical devices effectively

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

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

Preparing to deliver a powerful speech

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

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

They can make the speech more entertaining.

They can make the speech sound more authoritative and credible.

They can make the speech longer and more tedious.

They can make the speech less believable and persuasive.

Which of the following best describes the impact of using facts and statistics in a speech?

When using statistics, they should be realistic and {{}}. Which word beginning with 'p' could complete this sentence?

The continued development of green spaces has increased by 10,000%.

Over one billion young people agree that something needs to be done.

29% of young people do less than 30 minutes of physical activity a day.

Which of these is the most realistic and credible use of statistics?

They should not over use the personal pronoun "you".

They should be used more than once, in quick succession.

Which one of these answers does not contribute to an effective use of rhetorical questions?

As leaders, shouldn't you be creating better policies?

Why would we continue to develop a better plan?

Which one of these rhetorical questions uses a subordinate clause to address the audience?

What makes this rhetorical question less effective: "58% of teens have experienced cyberbullying. Can you believe it? Don’t you want to act."?

Which of the following is an example of a persuasive speech topic?

What device is being used in this sentence: "more than 300 million [people] do not have access to the internet"?

Which rhetorical device involves using a question to make a point, rather than to elicit an answer?

What have any of them done to deserve this? 

We have to find it, stop it, and end it. 

It distracts the audience from the main argument.

It undermines the credibility of the author.

It adds a personal touch and creates a connection with the audience.

It confuses the audience with irrelevant details.

How does the use of personal anecdote contribute to persuasive writing?

When writers use personal anecdotes it can create a {{}} with the audience. What word beginning with 'r' could complete this sentence?

Using rhetorical devices effectively

Lesson outcome

Content guidance