Lesson plan
Patrick Henry’s Speech to
the Virginia Convention:
An
Interpretation and an
Analysis
Author: Cynthia L. Bellina
Grade: 9th – 12th
Subject: English 111/American Literature
Time Required: 3-4 class periods, 50
minutes each
Common Core Standards
Overview
This lesson focuses on interpreting and analyzing Patrick
Henry’s Speech to the Virginia
Convention. Students will Analyze and interpret an identified
historical document and interpret literary elements used in
the document, learning and
using new words as well as
learning and using new literary
devices. Students will also
identify Henry’s purpose and
focus on modes of persuasion,
particularly his logical reasons
for wanting war versus his
emotional appeals. Students
will answer prompt questions
and identify allusions , metaphors, repetition, parallel structure, rhetorical questions, periodic sentences, and peroration.
Objectives
Extension Ideas
Students will be able to:
Students might rewrite the
speech to the Virginia
Convention, Reflecting on
how their changes might
affect its meaning and
reception.
Examine a primary source
document
Read and interpret the
speech
Analyze persuasive techniques
Recognize modes of persuasion
Express understanding
through writing and
speech
Also, students might draft
their on speech inciting a
rise to freedom from
whatever governing body
they feel is oppressing
perspective of the gentlemen who do not share
Henry’s Vision.
Understand and use new
words
Resources Used
1.
Audio version of Patrick Henry’s Speech to the
Virginia Convention
2.
Video version of Patrick Henry’s speech to the
Virginia Convention
Material used
1.
2.
Information text on Patrick
Henry
Teacher handouts on
words to own, logical reasons for wanting war versus
emotional appeal, prompt
questions to direct close
reading,, text of speech
with line numbers correlating to prompt questions.
3.
4.
5.
Library of Congress primary Document Analysis Forms
http://www.loc.gov/teachers/usingprimarysouces/guides.html
Information on Patrick Henry from Library of Congress
http://www.americaslibrary.gov/jb/colonial/
jb_colonial_henry_1.html
Patrick Henry’s Speech to the Virginia Convection
http://www.history.orgg/almanack/life/politics/giveme.cmf
Analyze and interpret a primary source document, reading it closely to make logical
inferences, citing specific textual evidence to support conclusion drawn, determining
central ideas of text and analyzing their development,
summarizing key supporting
details and ideas, and analyzing how and why events or
ideas develop over the course
of a text.
Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately
through effective selection,
organization, and analysis of
content. Draw evidence from
literary or informational text
to support analysis, reflection,
and research.
Prepare for and participate
effectively in a range of conversations and collaborations
with diverse partner, building
on others’ ideas and expressing their own clearly and persuasively. Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases by using context
cues, analyzing meaningful
word parts, and consulting
general and specialized reference materials, as appropriate.
Patrick Henry’s Speech to the Virginia Convention
Page 2
Lesson Evaluation
Teacher’s Observation of
Collaborative effort
parallel structure, persuasion, metaphors, repetition,
allusion, rhetorical questions, periodic sentences,
peroration, and words to
own.
Evaluation of effort, completeness, and accuracy of
teacher generated handouts
on purpose, modes of persuasion, and response to
prompt questions focusing
on the identification of
literary devices such as
Teacher’s observation of
critical thinking
Teachers observation of
classroom discussion participation
Procedure
1.
2.
4.
The entire class will be
assigned the informational
text on Patrick Henry. The
class will discuss Henry as
an individual and his reasons for making his speech
to the Virginia Convention
focusing on the effects of
his modes of persuasion
and use of literary devices.
Students will be informed
that they will examine an
important historical document in order to interpret
and analyze the literary
elements used in the document and the modes of
persuasion used. Students
will be given a copy of Henry’s Speech to the Virginia
Convention which will
include numbered lines
relating to prompt questions and will be given a
copy of the Library of Congress Primary Source Analysis Document. Students
will view and listen to the
document and then be
asked to examine the document and answer the ques-
Students will then be provided a teacher generated
form on identifying logical
reasons for wanting war on
the left side and emotional
appeal on the right side of
the form. Students will
begin this assignment in
class and will complete this
assignment for homework.
Students will denote which
appeal (s) they found most
effective. While students
are identifying the modes of
persuasion, they will be
instructed to look for evidence of literary devices
including parallel structure,
allusions, rhetorical questions, metaphors, repetition, periodic questions,
and peroration.
Students will be asked to
share their findings with the
class. Students will then be
given copies of prompt
questions. Working in pairs,
students will answer the
prompt questions which
focus on purpose, modes of
persuasion, and literary
devices such as metaphors,
allusion s, parallel structure,
rhetorical questions, repetition, periodic questions,
and peroration. Students
will be asked to share their
findings with the class.
Conclusion: Using textbased evidence, students
will share their literary
5.
6.
3.
tions posed. While they are
interacting with the document, students will be instructed to underline or
highlight any word or
words that they do not
understand and any noted
instances of persuasion
used.
Students will be asked to
share their observations
including the words they
did not know and any instances of persuasion noted.
analysis of Patrick Henry’s
Speech to the Virginia Convention based on their
interpretation and analysis
of the main purpose of the
document, the modes of
persuasion used to support
the main purpose, the use
of parallel structure, and
the use of literary devices
such as metaphors, allusions, rhetorical questions,
repetition, periodic questions, and peroration. Students will indicate their
preference for the appeal
(s) used and cite inferences
as to the affects these
modes of persuasion have
made historically.