Jacob Lambrecht

CMST 452
Monroes Motivated Sequence Lesson
Plan
Lesson Rationale:
This is the fourth lesson in the persuasive speaking unit. This lesson comes after the students have
chosen their topics and considered the audience and context of their speeches. The students will need
an understanding of context and persuasion in order to participate fully in this lesson. This lesson will
build on the students ability to craft a persuasive speech by giving the students a framework for
building persuasive speeches. This content will be further developed when the rhetorical triangle is
introduced to the students. The lesson on Monroes Motivated Sequence will be the fourth lesson in the
persuasive speaking unit.
Content Standards:
This is for an eleventh grade public speaking course. The standard that this lesson will focus on is MN
ELA Standard 11.9.4.4 which states, while respecting intellectual property, present information
conveying a clear and distinctive perspective, such that listeners can follow the line of reasoning, and
the organization, development, substance, and style are appropriate to purpose, audience, and a range
of formal tasks.
Learning Objectives:
Given the lecture and activities, the learners will be able to write speeches using Monroes Motivated
Sequence, in order to demonstrate their understanding of present information with a clear and
distinctive perspective that is appropriate to purpose and audience.
Academic Language:
Brick: Motivation, Sequence Mortar: Analyze, Design
The students will possibly have an idea of what motivation is, however, the students will need an
understanding of what it means in the context of crafting their persuasive speeches. Sequence is a term
that the students will need to understand that Monroes Motivated Sequence is a prescribed process of
persuasion. Both motivation and sequence will be defined during the lecture and will be modeled
throughout the lesson.
Analyze is a term that has been defined throughout the unit, and will need to be reinforced throughout
the lesson. Students will need to be able to analyze their topics to use Monroes Motivated Sequence
properly. The students will be asked to design a piece of Monroes Motivated Sequence. This term will
be modeled before the activity.


Instructional Strategies:
Lesson Beginning: (5 min)
Debrief and review from the previous days instruction.
Inform the students that now that they have chosen topics and considered their audience, they
will start learning a new way to format their speeches: Monroes Motivated Sequence.
Lecture and discussion: (15 min)
Planned Lecture Questions:
Hand out the Monroes Motivated Sequence skeleton outline.
Is this format similar to an informative speech?
In what ways is it different?
Why do you think there is a need for a visualization step?
Is it more persuasive to have the audience visualize the situation?
How about if we call the audience to action?
Why would that be persuasive?
Activity: (20 min)
Print out several copies of the speech outline, cut them, and place the outlines into envelopes.
Get the students into 5 groups.
Inform the students that each group will be coming up with a part of Monroes Motivated
Sequence.
As a class, come up with a general topic that the students will find interesting and will not
require any research.
Allow time for the students to discuss in their groups and put their part of the speech together.
The teacher will check each group as they finish.
Then, have a representative from each group present, in order, their piece of the sequence.
After the presentations are over, the teacher will hand each student a sample outline to fill out.
Instruct the students that the outlines will be due at the end of the second lab day.
Debriefing: (10 min)
Planned debriefing questions
Did you find it difficult coming up with each piece of the speech?
After seeing the pieces put together, does the sequence make sense?
Is it easy to see how this method can be persuasive?
Why do you think this method is called the motivated sequence?
How does this method motivate people?
Assessment:
The assessment for this lesson will come when the teacher checks the groups putting the speeches
together. This will allow the teacher to be able to assist students on a closer basis. Also, the students will
be asked to create an outline in the format of Monroes Motivated Sequence. The handout given during
the lecture will be used as a guide for the final outline. The outline will be handed in before the students
give their speeches in order to assess the students understanding of how to craft a speech using this
method.
Sources:
This is the website used to obtain the Monroes Motivated Sequence outline.
http://www.docstoc.com/docs/140972272/Monroe%E2%80%99s-Motivated-Sequence-Outline-Format