1. Unit 3 Do Now #4 On Managebac

2. Parts of a Speech

3. Introductory Paragraph If listeners like what they hear in the first few sentences, they’ll listen on. The Introductory Statement should contain the following: Attention Getter Attention Getter Position/Thesis Statement Position/Thesis Statement Optional: Preview Sentence Optional: Preview Sentence Make sure the listener knows what you are speaking about in the first couple of sentences!

4. Attention Getter Purpose is to grab the listener’s attention and entice them to listen more. This should be the first thing the listener hears; put it first, before the position statement and the preview. Some suggestions:

5. Statistic or Fact Use a fact or statistic that helps set up what you are going to say in the rest of your speech. Remember to tell where you got the information. According to the Association of School Guidance Counselors, 38 percent of 13- to 15-year olds have been the victim of a bully. I believe that schools need to do more to prevent bullying.

6. Hypothetical Situation Start by describing a situation that may occur that would make the point you are trying to promote. You may start sentences with Picture this… or Imagine…

7. Hypothetical Situation Our family is on our way to Grandma’s house for a visit. Normally, the four hour drive is filled with Bobby and me flinging insults at each other. You and Dad get involved, begging us to stop and threatening us with punishment. Now, imagine a peaceful car ride. You and Dad can have a pleasant conversation without all the drama coming at you from the back seat. This could come true if I had an i- Pod to listen to in the car. If I had an i-Pod Bobby would not annoy me because I could plug in my earbuds and tune him out while I enjoy my favorite music. I think you should consider getting me an i-Pod for my birthday.

8. Quote Find a quote that fits in with your topic and supports your position. “Chewing sugar free gum is the easiest way to prevent cavities when brushing is not convenient.” This finding resulted from a study by the American Dental Association. I believe we should be allowed to chew gum in school. Chewing gum helps keep mouths healthy, freshens breath, and helps students concentrate.

9. Fragments Use a series of sentence fragments to focus the listener’s attention on images you want them to think about. Monstrous hurricanes. Cities swallowed by the ocean. Species of animals and plants becoming extinct. Drought and famine threaten the human race. This is all a real threat due to the problem of global warming. I believe that global warming is a real problem that needs the immediate attention of the Earth’s scientists.

10. Definition State a definition in your own words that ties to your topic. Responsibility: showing that you are reliable or dependable. Many 16-year-olds show excellent responsibility. However, more often 16-year-olds have not proven to be responsible. I believe that the driving age should be changed to 18 years old.

11. Question Question: Now you’re in high school. If you use a question, it must be reflective and higher level questioning. Avoid questions that can be answered with a simple yes or no. Questions should guide the listener into thinking the way you want them to think about your topic.

12. Question Do NOT say: Do you think 16-year-olds should be able to drive? Instead, say: What makes a person responsible? Just because you’re 16 years old, does that mean you are more or less responsible than someone older or younger than you? Is it fair to judge someone’s abilities on a number? I believe that the driving age should remain at 16 years old.

13. Position What are you going to talk about? Why does it matter? Why should we care? “In an instant my life was forever changed, nothing can replace what I almost lost that day I wrecked my car.”

14. Body The longest part of your speech 3 main points you want to introduce Each point should be supported with evidence Should take up 90% of the speech

15. Body If I am giving a speech about a bad car accident I was in because I was irresponsible, my points may be: I was driving way too fast. Impressing others isn’t important when it comes to my safety. My car cost a lot to repair.

16. Conclusion Wraps up the speech Leave the audience with what you learned, your final thought, etc. Conclusions should be short and direct. “I learned to never drive that fast again. I almost lost what was important to me because I decided to be irresponsible and put everyone at risk.”

17. Assignment Sentence Outline Due on 1/17 On Managebac

18. Unit 3 Exit Ticket #4 On Managebac

19. Closure Give me one example of each Introduction Conclusion