Tag Archive for AP Lang

AP Lang: Let’s Get Ready To Debate!

Standards

  • ELAGSE11-12SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Georgia ELA
  • ELAGSE11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Georgia ELA
  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA

Learning Target
Students will research and draft arguments to debate on a controversial topic, with a focus on using valid, logical reasoning and avoiding logical fallacies.

Opening Session
Review! Let’s go over the fallacies and persuasive appeals again. And let me ask a question: Which do you think would be most useful in a debate? Because we’re going to be having debates this week!

Work Session
I’m going to pass around a sign up sheet for our debates this week! Here’s the deal:

You will choose either PRO (in favor of) or CON (against) side for your debate topic. You CAN have ONE PARTNER, but you do not have to – and you definitely can’t have more than one partner.

If you choose to have a partner in your debate, you must both speak EQUALLY – no one is allowed to be silent during the debate.

We will be having our debates in class over the next three days. You’ll have the rest of this class period to research your topic and form your argument. Here’s how the debate will be structured:

  • Coin flip to see if pro or con goes first
  • Approximately one minute “opening statement” from each side (about a page of writing)
  • Whoever went first gets to respond to the other side’s points, and then vice versa.
  • Approximately one minute closing statement from each side (about a page of writing – For partners, if you gave the opening statement, your partner must give the closing statement).

You should write out your intro and closing statements, as well as a page-ish of points you think the opposition will make and how you can respond to them.

You have the rest of class to research and put your debate together. GO!

Which side of the argument would you like to make a speech for period 3

Closing Session
Check in! How prepared are you feeling? I’m going to cut apart the sign up sheet and draw debates from a hat. The first five will go TOMORROW!

Assessment
Formative (debate prep check in)

Differentiation
Interest (student choice of topics)

AP Lang: Logical Fallacies, Day 2

Standards

  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Georgia ELA
  • ELAGSE11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Georgia ELA

Learning Target
Students will analyze their own writing for use of logical fallacies and then strengthen their writing by incorporating the rhetorical devices we have studied.

Opening Session
FRIDAY POP QUIZ!!! We’ll be quizzing over the logical fallacies we studied earlier this week 🙂

Work Session
I’m going to hand back the letters you wrote on Monday. Our goal today will be to revise your letters to remove any logical fallacies you wrote in before, and to add in some of the best rhetorical strategies you can.

Read through your letter on your own first, and then trade with a friend. Read through your friend’s letter and mark any logical fallacies you see, as well as places where you think your friend could strengthen their writing.

After we do our peer editing, grab a fresh new sheet of paper and rewrite a final draft of your letter, taking into account everything you have learned this week and the advice you were given by your friend.

If you want an extra challenge, take the letter home and see if you can convince mom or dad or whomever you stay with to do the thing!

Closing Session
Share out! I’ll take two volunteers to share their letters with the class 🙂

Assessment
Formative (letter revisions)

Differentiation
Interest (student choice of topic)

AP Lang: Logical Fallacies, Day 1

Standards

  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Georgia ELA
  • ELAGSE11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Georgia ELA

Learning Target
Students will analyze various logical fallacies and use them to “sell” something to their classmates.

Opening Session
Everyone take ten minutes to look up these logical fallacies. We will go over them as a class!

  • Straw man
  • Slippery slope
  • Glittering generalization
  • Guilt by association
  • Bandwagon
  • False dilemma
  • Irrelevant authority
  • Equivocation
  • No true Scotsman
  • Not a cause for a cause
  • Appeal to fear
  • Ad hominim

Also…

  • Affirming the Consequent
  • Composition and division

Work Session
Today’s assignment should sound a little similar to yesterday’s! We’re going to be making another round of commercials to sell something to each other, but this time you need to choose a logical fallacy to use. You guys can pick your own groups this time, since some of these products may appeal to you more than others:

  • Nissan GT-R
  • Takis
  • Fanta
  • Jordans
  • Netflix
  • iPhone X
  • Kylie Cosmetics
  • OHS Football tickets

Choose your logical fallacy and sell your product to the class in a 30-second spot. The class will then have to figure out which fallacy you used 🙂

Closing Session
VOTE! Which group do you think did the best (bad) job selling their item and why?

Assessment
Formative (logical fallacies skits)

Differentiation
Learning style (visual, kinesthetic)

AP Lang: Rhetorical Devices

Standards

  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Georgia ELA
  • ELAGSE11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Georgia ELA

Learning Target
Students will analyze the various types of persuasive appeals and rhetorical devices and use one to “sell” something to their classmates.

Opening Session
Let’s review this rhetorical devices PowerPoint! You should be taking notes and choosing your favorite 🙂

Work Session
I’m going to put everyone into random groups now. You’ll draw the name of a product from my jar and then group up with the other people who drew the same thing. Your job today is to choose a rhetorical device and create a commercial for the product you have chosen using the best rhetorical device for the job.

Here is the list of products you’ll be selling:

  • hunting rifles
  • deodorant
  • dry erase markers
  • bar soap
  • toilet seats
  • bandaids
  • a Mexican-Sushi fusion restaurant
  • the trailers our classrooms are in

Choose a rhetorical device we’ve talked about and sell your item to the class in a 30-second commercial spot. Don’t tell us the rhetorical device – we should be able to figure it out! We will all present our commercials at the end of class 🙂

Closing Session
VOTE! Which group do you think did the best job selling their item and why?

Assessment
Formative (persuasive appeals skits)

Differentiation
Learning style (visual, kinesthetic)

AP Lang: Persuasive Appeals

Standards

  • ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Georgia ELA
  • ELAGSE11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Georgia ELA
  • ELAGSE11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Georgia ELA

Learning Target
Students will examine various types of persuasive appeals and how they can be used as effective forms of rhetoric.

Opening Session
Let’s brainstorm together! You guys have heard of persuasive appeals before, and although you may not know the names, you’ve heard of logical fallacies before. Let’s make a T chart and list the types of effective persuasive appeals on one side and the wrong ways to argue on the other side!

Work Session
We’re going to start out today with a little exercise in argument. Grab a sheet of paper and at the top write down something you want to do but that you know for certain your parents will not allow. You might write down going to a party, dating someone, getting a tattoo, not going to college, or anything along those lines.

Then, on the front of the sheet of paper, brainstorm and write down all the reasons you know your parents will give you for saying no. Not just “because I’m your mom and that’s why,” but the real reasons they actually have.

Flip the paper over to the back and compose a letter to your parents convincing them to let you do the thing. You should consider each of the reasons your parents will say no, and then explain why each of those reasons is wrong.

Closing Session
Once our letters are done, I want to review the persuasive appeals. We will look at Logos, Pathos, and Ethos, and come up with examples of each.

Assessment
Formative (letters, class discussions)

Differentiation
Process (student choice, scaffolded letters, graphic organizers)