Tag Archive for persuasive writing

American Lit: Rhetorical Devices

February 28, 2019 / / No comments

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)

American Lit: Lincoln’s Second Inaugural Address

February 27, 2019 / / No comments

Standard: 

ELA.11-12.RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 

ELA.11-12.RI.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Target:  I can cite evidence in order to answer questions 

Opening Session: Chalk Talk:  What do you think about the following ideas—The South, Forgiveness, Revenge, Defeat, Submission, Underestimating an Opponent

Work Session: 

Watch Lincoln Clip https://www.youtube.com/watch?v=BAunpxS8GXo

Read Abraham Lincoln’s Second Inaugural address

During reading: Be sure to have students annotate the text and use the following questions to ensure that they’ve understood what they’ve read (the text is difficult):

1. What does Lincoln say is different about this inaugural address than the one he gave four years ago? 
The country is in the middle of a civil war. 

2. Why does Lincoln not take time to discuss the current state of war? 

People already know the present situation of the war because it is the most important conflict facing the nation.  Everyone has been following the events. 

3. Discuss the meaning of this quote (line 24): 

Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish 

4. Discuss the meaning of this quote (line 64): 

if God wills that it continue until all the wealth piled by the bondsman’s two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash shall be paid by another drawn with the sword 

5. Discuss the meaning of this quote (line 71): 

With malice toward none 

After Reading:

Students will complete a multiple choice handout assessing things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Closing Session:After collecting the papers review the answers to their multiple choice handouts that assessed things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Assessment: Summative (Selected Response questions)

Differentiation: Scaffolded questions

American Lit: Lincoln’s Gettysburg Address

February 26, 2019 / / No comments

Standard: 

ELA.11-12.RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 

ELA.11-12.RI.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Target:  I can cite evidence in order to answer questions 

Opening Session: What do you know about Abraham Lincoln?   (Historical/Literary Figures)

Work Session: 

Give historical background on the Civil War.

Show crash course on The Civil War https://www.youtube.com/watch?v=rY9zHNOjGrs

Read Abraham Lincoln’s Gettysburg Address—

During reading: Be sure to discuss the shifts in purpose of each paragraph in the speech. 

After Reading:

Students will complete a multiple choice handout assessing things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Closing Session: After collecting the papers review the answers to their multiple choice handouts that assessed things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Assessment: Summative (Selected Response questions)

Differentiation: Scaffolded questions

American Lit: Reading and Writing a Letter to the Editor

December 12, 2017 / / No comments

Standard: ELAGSE11-12RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Learning Target: I can evaluate the effectiveness of multiple editorial letters based on criteria.

Opening Session: Let’s go over the “How to Write a Letter to the Editor” list on page 253 in your book!

Work Session: Today we’re going to read an article called “Why I Hate Cell Phones,” which is a letter to the editor of a newspaper. As you read, consider the tone of the writing and why the author feels the way she does.

When we finish reading, you guys will have the rest of class to compose your own letter to an editor in which you go against Sara’s position in “Why I Hate Cell Phones.”

Closing Session: I’ll take 3 volunteers to share their letters!

Assessment: Informal (book check)

Differentiation: Process (Scaffolding)

American Lit: The Bias of Rhetoric

December 11, 2017 / / No comments

Standard: ELAGSE11-12SL2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Learning Target: I can analyze how language can be used to manipulate readers or viewers.

Opening Session: Let’s check out this video called “Peace, Little Girl” from the 1964 presidential campaign. This ad was only aired once, but it was highly controversial and most people think it helped President Johnson win reelection. As you watch, write down which elements of the ad you think made it SO powerful:

Work Session: As it says in your Springboard book, “sometimes a writer compensates for lack of evidence and logical argumentation by using slanted language and emotional appeals that present a prejudiced depiction of a subject.” Today we’re going to study these slanters, which are clues you can use to determine if the source you’re reading is biased or not.

Let’s review the slanters and their definitions on page 234 and come up with some examples. Then, we’re going to flip over to page 326 and read an article called “Abolish High School Football.” After you read, we will do the Second Read questions and then the chart in question 4 using the SMELL strategy:

  • Sender-receiver relationshio
  • Message
  • Emotional Strategies
  • Logical Strategies
  • Language

We will also complete the chart on page 239 together.

Closing Session: Share Out: How do you think a writer uses tone to advance an opinion?

Plus, VOCAB!

  1. Vulnerable
  2. Indictment
  3. Irrelevant
  4. Delusions
  5. Decisive
  6. Abstain
  7. Rigors
  8. Remediation

Assessment: Informal (book check)

Differentiation: Process (Scaffolding)

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