Begin class today by writing “speaker + listener = communication” where everyone can see. Have a volunteer read the equation out loud. Then, write “responsible speaker + critical listener = effective communication” below it. Review key points from the previous lesson about being a critical listener.

Circle the word “speaker” in the first equation as you say, “Today, we are going to focus on this part of the equation and the importance it has in communication.” Leave the equation for use throughout the session.

1. Students observe a scene from a movie to consider the power of words.

Before class, set up the clip of the famous courtroom confrontation scene from A Few Good Men between Tom Cruise, playing a lawyer sent to investigate the death of a marine, and Jack Nicholson, playing the head of the military base where the marine died.

To give students background, explain that at this point in the film, Cruise suspects that there’s been a cover-up in the death of the marine. He suspects that Nicholson’s character gave an order that resulted in the death. In this climactic scene, Cruise—in his frustration—demands the truth, to which Nicholson replies, “You can’t handle the truth!”

After viewing the clip, discuss the power of words. Ask questions such as the following:

• What power do words have for Cruise in this movie? (Words will provide information that can help him determine whether or not a cover-up has taken place.)
• How did Nicholson and his staff use words in this movie? (They used them to lie and cover up what really happened.)
• What was the “truth” that Nicholson thought a civilian couldn’t handle? (In his mind, the military has to toughen up its soldiers to face the horrors of war by any means necessary. He views these methods as needed, and says that the death, though tragic, was beneficial.)

2. Students discuss and identify responsibility.

Circle the words “responsible speaker” in the second equation on the board. Ask, “What do you think it means to be a responsible speaker?” Elicit from students that one meaning is to speak honestly based on one’s own experience.

Purpose: Students learn that people have the ability to control what they say and how they say it.

1. Students analyze two interviews.

Tell students that our words create an impression, so it is important to use words in ways that show respect for ourselves and for the people around us. In a job interview, for example, a prospective employer can learn a lot about you based on what you say and how you say it.

Distribute copies of the “Tell Me about Yourself” activity sheet to each student. Have volunteers act out the roles of the interviewer, candidate 1, and candidate 2, improvising actions as they speak. Ask students to listen carefully to these interviews, thinking about what the candidates say and how they say it.

2. Students distinguish effective speaking from ineffective speaking.

Have students list the strengths and weaknesses of each candidate. Write their responses on the board. (Candidate 1 is fast, strong, and athletic but is boastful and has no related experience. He treats the job lightly and makes promises he may not be able to keep, such as using his bike for deliveries. Candidate 2 is a problem solver—he’s already figured out how to fit the job into his schedule. He also provides examples of comparable work he’s done and skills/knowledge that would make him successful. However, candidate 2 has no direct experience.)

Ask students to tell, by a show of hands, which candidate they would hire for the job. Have a student who supports candidate 2 summarize how this person was able to use words responsibly. (Candidate 2 used words to make a good impression, showing respect for himself and the position. He communicated his interest in and showed that he is qualified for the job.)

Purpose: Students learn that using words responsibly is part of being an effective communicator.

1. Students recognize the role that effective communication plays in persuasion.

Remind students that you must choose your words carefully in an interview—not only to make a good impression, but also to persuade someone to hire you. You want to convince a prospective employer that you are the right person for the job.

Explain that one purpose of effective speaking is to persuade—to try to sway someone’s thoughts or feelings. Ask students to think of other times when words are used to persuade. (Students may respond: in advertisements, in sales, in political speeches, in fund-raising efforts.) Then, ask students to think of situations in which they have used words to try to persuade or convince someone of something. (Students may suggest that they have tried to convince a teacher to give them an extension on a paper, tried to convince their parents to allow them to stay out late, tried to convince their employer to give them a raise or a day off.)

Have volunteers act out a few of the situations above, as the class critiques the effectiveness of their words. Ask, “What kind of impression did (student’s name) make? Were their arguments compelling? If not, what might they have said to convince the other person to honor that request?”

End this session by referring to the equation that you wrote on the board to begin class. Ask, “Who do you think has the most power in this equation—the speaker or the listener?” Elicit from students the following key points that were taught in this lesson:

• Words are powerful, so use them wisely.
• You must take responsibility for your words because they belong to you.
• Using words responsibly is part of being an effective communicator.
• Speak responsibly for persuasion, clarity, and diplomacy.