Lesson Plan
Critique in Action Lesson Plan
Students will learn to criticize and evaluate a rhetorical speech by identifying persuasive techniques and assessing effectiveness using a structured rubric.
This lesson builds critical thinking and communication skills by guiding students through analysis and constructive feedback of persuasive speeches, preparing them for academic and real-world discourse.
Audience
High School Students
Time
30 minutes
Approach
I Do, We Do, You Do modeling for scaffolded critique.
Prep
Review & Organize Materials
10 minutes
- Print enough copies of the Warm-Up Worksheet: Speech Scenarios, Rhetorical Criticism Rubric, and Cool-Down Exit Ticket for each student.
- Familiarize yourself with the criteria on the rubric to model evaluation clearly.
- Queue up a brief recorded or live rhetorical speech example.
- Prepare a timer or visual countdown for transitions.
Step 1
Warm Up
5 minutes
- Distribute the Warm-Up Worksheet: Speech Scenarios.
- Students individually read two short speech scenarios and select the most persuasive element in each.
- After 2 minutes, have students turn to a partner, stand up briefly, and share their choices.
- Quick check: Call on 2–3 students to state their selections.
Step 2
I Do (Modeling)
8 minutes
- Project or play the selected rhetorical speech example.
- Using the Rhetorical Criticism Rubric, think aloud as you identify one ethos appeal, one pathos appeal, and a structural device.
- Annotate the rubric on-screen, pointing out how each criterion is met.
- Ask a guided question: “Why did the speaker’s personal story strengthen their argument?” and answer it for students.
Step 3
We Do (Collaborative Practice)
8 minutes
- Play a second brief speech clip (or excerpt).
- In pairs, students apply the rubric to identify one persuasive technique and one area for improvement.
- Provide the Discussion Prompts: Persuasive Techniques to guide conversation.
- Circulate, ask probing questions: “How does the speaker’s tone affect audience trust?”
- Share out 2–3 pair findings with the class.
Step 4
You Do (Independent Analysis)
5 minutes
- Students receive a short written speech excerpt.
- Independently complete one row of the rubric: note one strength and one suggestion.
- Teacher uses quick formative checks by collecting sticky notes or scanning screens.
- Prompt: “What’s one question you’d ask this speaker?” to ensure depth.
Step 5
Cool Down
4 minutes
- Distribute the Cool-Down Exit Ticket.
- Students answer: “Which persuasive technique will you focus on improving in your next speech and why?”
- Collect exit tickets as they leave for assessment.
Rubric
Rhetorical Criticism Rubric
Use this rubric to assess student analyses of persuasive speeches. Circle the score for each criterion and provide overall feedback.
| Criterion | 4 – Excellent | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Ethos (Credibility) | Accurately identifies and explains how the speaker establishes strong credibility with specific evidence; clearly connects ethos to persuasiveness. | Identifies speaker credibility with some explanation; connection to persuasiveness is clear but lacks depth. | Mentions speaker credibility but provides limited or surface-level explanation. | Fails to identify or incorrectly identifies speaker credibility; no explanation. |
| Pathos (Emotional Appeal) | Accurately identifies emotional appeals and explains their effect on the audience with detailed examples. | Identifies emotional appeals and explains their general effect, but lacks specific examples. | Recognizes emotional appeal superficially; explanation is vague or incomplete. | Does not identify emotional appeals or explanation is incorrect. |
| Logos (Logical Argument) | Clearly identifies logical reasoning and supporting evidence; evaluates effectiveness of arguments in detail. | Identifies logical reasoning and evidence; evaluation is present but lacks specificity. | Mentions logical aspects but analysis is superficial or incomplete. | Fails to identify logical arguments or provides incorrect analysis. |
| Structure & Organization | Analyzes speech structure—introduction, transitions, conclusion—and explains impact on message flow. | Describes basic structure and organization; mentions key parts but lacks detail on impact. | Identifies one structural element but does not analyze its effect on coherence. | Does not address structure or organization. |
| Feedback Quality | Provides insightful, actionable suggestions that enhance the speaker’s delivery and content. | Offers relevant suggestions with some specificity; may lack depth in how to implement improvements. | Gives general or vague feedback that lacks clear guidance. | Feedback is missing, off-topic, or unhelpful. |
Overall Comments:
Next Steps / Goals:
Warm Up
Warm-Up Worksheet: Speech Scenarios
Directions: Read each scenario below. Identify the most persuasive element (ethos, pathos, or logos) and explain your answer.
Scenario 1
During a community rally, a student council candidate outlines her three years organizing food drives, shares testimonials from families she’s helped, and highlights endorsements from local leaders.
Which persuasive technique is most effective?
Explain your choice:
Scenario 2
At a youth leadership conference, the speaker recounts a moment of intense fear after being bullied, describes the emotional toll it took on them, and shares how they overcame it to inspire listeners to stand up for themselves.
Which persuasive technique is most effective?
Explain your choice:
After completing both scenarios, check your responses against the Answer Key for Warm-Up.
Discussion
Discussion Prompts: Persuasive Techniques
Use these questions during the “We Do” collaborative practice to guide your analysis and conversation.
1. Identifying Techniques
- Which example of ethos did the speaker use, and why did it make them seem credible?
- How did the speaker’s pathos appeal shape your emotional response? Can you point to specific words or stories?
- What logical evidence (logos) supported the argument? Was it convincing or is something missing?
2. Analyzing Structure & Delivery
- How did the introduction capture your attention? What could make it stronger?
- Were the transitions between ideas smooth? Identify one place where the flow could improve.
- How did the conclusion reinforce the speaker’s main message? Suggest one way to make it more memorable.
3. Constructive Feedback
- Share one strength you noticed in the speaker’s content or delivery. Why was it effective?
- Offer one actionable suggestion for improvement (e.g., vary tone, add an example, clarify a point).
- If you could ask the speaker one question, what would it be? How would their answer deepen the speech?
4. Extension & Reflection
- Compare your pair’s analysis with another pair. What similarities or differences stand out?
- Think about different audiences (e.g., peers, community members, younger students). How might they respond differently to these techniques?
Answer Key
Answer Key for Warm-Up
Scenario 1
Correct Technique: Ethos (Credibility)
Step-by-Step Reasoning:
- The candidate details three years of organizing food drives, showing sustained commitment and expertise.
- She shares testimonials from families she’s helped, providing external validation of her work.
- She highlights endorsements from local leaders, which further establishes her authority and trustworthiness.
Why This Matters:
All three elements combine to build a strong sense of credibility, making listeners more likely to trust and support her.
Scenario 2
Correct Technique: Pathos (Emotional Appeal)
Step-by-Step Reasoning:
- The speaker recounts a vivid personal story of fear after being bullied, creating an emotional connection.
- They describe the emotional toll in relatable terms, which fosters empathy in the audience.
- By sharing how they overcame that fear, they inspire and motivate listeners to act, reinforcing the emotional impact.
Why This Matters:
Evoking strong emotions encourages the audience to care about the speaker’s message and feel compelled to engage.
Teacher Notes:
- Award full credit when students accurately name the technique and clearly connect each element to persuasiveness.
- For partial credit, look for correct identification but limited explanation of how it influences the audience.
- If a student identifies logos, prompt them to find explicit facts or statistics; otherwise, guide them back to ethos/pathos cues.
Cool Down
Cool-Down Exit Ticket
Name: _________________________ Date: _________________________
Prompt: Which persuasive technique will you focus on improving in your next speech and why?