UDL Resource

8/12/2019 UDL Resource

http://slidepdf.com/reader/full/udl-resource 1/23



http://www.youtube.com/watch?v=d3jHtTmAEgU







http://www.youtube.com/watch?v=lYBLA5cDHu8







http://www.youtube.com/watch?v=idCwzy7vNRQ







When words are used

to covey an idea only

10% of content is

retained.

When images are

used 65% of contentis retained.



Patrick Henry delivering his “Liberty or Death” speech in an 1876 lithograph by

Currier & Ives. http://www.findingdulcinea.com/news/on-this-day/March/On-This-

Day--Patrick-Henry-Delivers-Liberty-or-Death-Speech.html

http://www.findingdulcinea.com/news/on-this-day/March/On-This-Day--Patrick-Henry-Delivers-Liberty-or-Death-Speech.html



























http://www.republicanassemblies.org/liberty-or-death/?navcat=4211










First two sentences of speech:

“Mr. President: No man thinks more highly than I do of thepatriotism, as well as abilities, of the very worthy gentlemenwho have just addressed the House. But different men often

see the same subject in different lights; and, therefore, I hopethat it will not be thought disrespectful to those gentlemen, if,entertaining as I do, opinions of a character very opposite totheirs, I shall speak forth my sentiments freely and withoutreserve.”

Last two sentences of speech:

“Forbid it, Almighty God! I know not what course others maytake; but as for me, give me liberty, or give me death!”



1. How do the opening and closing lines of thespeech differ? Explain with direct referencesto the text.

2. How does the tone of the opening lines differfrom the tone of the closing lines? Whataccounts for the change in tone?

3. Predict what methods Henry will use to leadhis audience from the tone at the beginning tothe tone at the end of the speech.



As you listen to the

speech follow along

and annotate directlyon the paper for

ethos, pathos, and

logos by labeling

sections of the textwith “E,” “P,” and “L”

Source

http://www.google.com/imgres?safe=active&sa=X&rlz=1T4RNRB_enUS506US507&biw=1280&bih=784&tbm=isch&tbnid=UHbZhO_gS-Is8M:&imgrefurl=http://www.vocabulary.com/cm/lessons/tackling-text-complexity-through-annotation/&docid=bBxdvpF0xnBnpM&imgurl=https://www.vocab

http://www.google.com/imgres?safe=active&sa=X&rlz=1T4RNRB_enUS506US507&biw=1280&bih=784&tbm=isch&tbnid=UHbZhO_gS-Is8M:&imgrefurl=http://www.vocabulary.com/cm/lessons/tackling-text-complexity-through-annotation/&docid=bBxdvpF0xnBnpM&imgurl=https://www.vocab



The next step is to

look through the

appeals and

determine which onesHenry uses most

effectively. Rank the

areas you labeled E,

P, L on a scale of 1-5from least to most

effective.



Now find the person who has your

matching card and discuss which section

you think best fits the appeal. Make sure

you find a specific quotation in the text to

support your claim.

Ace, Two, Four, Five, Six-EthosSeven, Nine, Ten, King-Pathos

Jack, Queen, -Logos



Once you have agreed

on the lines from the

speech that best utilize

the approach, write thelines, ranking, and

paragraph on the post

it and stick on the

appropriate poster.



How does the tone change throughout the

speech? Is there any correlation between

the tone and the appeal?

Rank the appeals from strongest toweakest. WHY??



Examine your

assigned Critical

Approach poster and

answer the question.



• Historical: Which appeal relates to the historical

context?

• Sociological: Which sociological groups may be

motivated by each of the appeals?• Formalistic: If Henry were to change this speech

into an essay, which appeal would he use less?

Which would he use more?

• Archetypal: Which appeals are connected to auniversal idea?



• Philosophical: Which appeal does Henry use to

show the line between right and wrong?

• Psychological: What do Henry’s appeals reveal

about his state of mind as he delivers the speech?• Biographical: Which appeals might Henry have

learned from his childhood experiences of

accompanying his mother to hear sermons of

traveling preachers during the religious revivalknown as the Great Awakening?



Using the examples from the text create asequence chain (bubble chart) showing thesequence of appeals from beginning to

end. Include the critical approaches in theappropriate place.

Honors: provide a one paragraphrationale explaining the connection andworking together between the appeals andcritical approaches.



I really decided to make this powerpointbecause a lot of the time students havedifficulty with speeches as well as the

concepts of the rhetorical and literaryappeals. This was one way I thought ofincorporating some visual aid into anotherwise verbal and auditory assignment.

The resource really helped drive thelesson and provided a great structure forme as well as the students.



This was really a UDL friendly resources becauseit allowed for a variety of media to be employed aswell as allowing students to manipulate their ownorganizers and create their own definitions on the

poster board in the room. Again, this resourcereally drove the lesson and is a great addition tothe curriculum guide alternative. If I had to makeany alterations I would say that I would expand thelesson to two periods and focus more on the

assessment. I don’t feel as though students wereable to thoroughly demonstrate all that theylearned throughout the lesson.

Documents

UDL Resource