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Unit goal: Students read literary and informational texts which use rhetoric to advance a point of view or purpose. Students understand the differences between argument, persuasion, and propaganda based on how authors uses rhetoric to advance their perspective or purpose and the impact of rhetoric on the reader/listener. Students then express their understanding by evaluating the effectiveness of the unit texts and writing their own speech using rhetorical devices.
| Text Title | Excerpt | Author/Source | Use In Unit | Access Type |
|---|---|---|---|---|
| "What is Rhetoric?" | Gideon O. Burton, Brigham Young University ("Silva Rhetoricae" http://rhetoric.byu.edu/) | Student copy (Anchor Text) | Rhetoric Student Materials | |
| They Say, I Say: The Moves that Matter in Academic Writing (Third Edition) | Gerald Graff and Cathy Birkenstein | Student copy | Text Portal | |
| Silent Spring | Chapter One: "A Fable for Tomorrow" | Rachel Carson | Read Aloud | Rhetoric Unit Reader |
| WWII Propaganda Posters | WWII Museum | Read Aloud | Rhetoric Student Materials | |
| Common Sense | Excerpt | Thomas Paine | Student copy | Rhetoric Student Materials |
| "Pearl Harbor Address to the Nation" | Franklin D. Roosevelt | Student copy | Rhetoric Student Materials | |
|
"Address to Congress on Women's Suffrage" |
Carrie Chapman Catt | Student copy | Rhetoric Student Materials | |
| The Jungle | Chapter 14 | Upton Sinclair | Student copy | Rhetoric Student Materials |
| Rachel Carson's Silent Spring | Excerpt (Video) | American Experience from PBS Learning Media | Read Aloud | Digital access |
| "Ethos, Pathos, Logos" | Video | Krista Price | Read Aloud | Digital access |
| "Pearl Harbor Address to the Nation" | Audio | Franklin D. Roosevelt | Read Aloud | Digital access |
Read the Reading Guide to learn how these texts were selected.
Objective: Students read and summarize the first section of the anchor text “What is Rhetoric?” and set up their Reading Response Journal.
Objective: Students read and summarize the second section (“Content and Form”) of “What is Rhetoric?” in pairs and add to their vocabulary logs and summaries from the previous lesson.
Objective: In this lesson, students will read about what makes an effective summary, revise their summaries from the previous day, and discuss the differences between persuasion, argument, and propaganda.
Objectives: In this lesson, students study the three rhetorical appeals: ethos, logos, and pathos with a non-print text and a deep vocabulary task. They revise their summaries, begun in lesson 1, one final time.
Objectives: In this lesson, students begin the extension task for the unit: a speech and multimedia presentation that puts forward a position on a self-selected topic. Students select and narrow their topic, creating a research question.
Access Passwords are in Google Classroom in the Stream for Speech 2
Access passwords are Google Classroom in the Stream for Speech 2.
Objective: Students begin to identify sources for their research on a selected topic and in preparation for completing the extension task (a speech and a multimedia presentation).
Objective: Students read the text “Address to the Congress on Women’s Suffrage” for the first time, work with words from the text, and mark the text’s organizational structure.
https://goo.gl/images/htFi9N
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Carrie Chapman Catt https://goo.gl/images/4UbUZ5
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1. What organizational structures does Carrie Chapman Catt use to set up her speech? (Choose from the "Test Structure Signal Words" handout). Explain how she does this in her speech. (Be specific, use quoted lines.)
2. Why does this make her speech effective?
Sound Smart: Women's Suffrage | History with Yohuru Williams-Historian Yohuru Williams recaps the efforts of women to secure the right to vote in the early 19th century.
The Seneca Falls Convention- Learn about the movement for women's equality that precipitated the Seneca Falls Convention in 1848, and what its attendees - including Elizabeth Cady Stanton and Lucretia Mott - hoped to achieve.
Objectives: Students identify and summarize claims in “Address to Congress on Women’s Suffrage” with a partner and analyze the connection of those claims.
You will need:
Ethos, Pathos, Logos Chart from your Student Resources Binder
Evidence Chart for Carrie Chapman Catt's Speech
Ethos, Pathos, Logos Chart from your Student Resources Binder
Evidence Chart for Carrie Chapman Catt's Speech
Students read a speech and analyze how the author uses words and phrases to develop and refine his/her claims. Students analyze the text specifically for details of logos.
Objective: Analyze how an author's claims are refined by details in a text and identify words and phrases of the appeals of ethos and logos. Identify organizational structures of a speech, including the specific purpose statement.
Lessons 10-11 Exit Ticket Questions due 9/6/18: (15 pts.)
Responses at the bottom of your Evidence Chart document for the speech, full heading, print out the finished chart and questions for your binder. If your computer is not networked to the classroom printer, email your document link to me so I can print it for you.
1. What was Admiral McRaven's Specific Purpose Statement?-(Quote it.)
2. How does Admiral McRaven's choice of rhetorical devices (ethos, pathos, logos) help him achieve his stated purpose in his speech? Cite specific examples from the text to support your response. 5-7 sentences
Responses at the bottom of your Evidence Chart document for the speech, full heading, print out the finished chart and questions for your binder. If your computer is not networked to the classroom printer, email your document link to me so I can print it for you.
1. What was Admiral McRaven's Specific Purpose Statement?-(Quote it.)
2. How does Admiral McRaven's choice of rhetorical devices (ethos, pathos, logos) help him achieve his stated purpose in his speech? Cite specific examples from the text to support your response. 5-7 sentences
Lesson Objectives: Students read and summarize Chapter 14 of The Jungle by Upton Sinclair.
Students will use the GIST strategy to Analyze the main ideas, setting, characters, and plot of Chapter 14 of The Jungle by Upton Sinclair.
Students will use the GIST strategy to Analyze the main ideas, setting, characters, and plot of Chapter 14 of The Jungle by Upton Sinclair.
What is "the Gist," anyway?
Get the Gist StrategyActivities:
Identify main idea, restate main idea in ten words or fewer. Students identify the most important idea in a section of text by using the following steps: Identify whether the paragraph is primarily about a person, place, or thing.
Identify which person, place, or thing is being discussed. Identify what is being said about the person, place, or thing that the paragraph is principally about (i.e., identify the basic argument, angle, spin, or perspective that the section adopts regarding its topic).
Restate the essence of the paragraph in a sentence containing ten words or fewer.
Identify main idea, restate main idea in ten words or fewer. Students identify the most important idea in a section of text by using the following steps: Identify whether the paragraph is primarily about a person, place, or thing.
Identify which person, place, or thing is being discussed. Identify what is being said about the person, place, or thing that the paragraph is principally about (i.e., identify the basic argument, angle, spin, or perspective that the section adopts regarding its topic).
Restate the essence of the paragraph in a sentence containing ten words or fewer.
Lesson 14 Exit Ticket Questions:
Subject: English 2
Assignment Title: GIST of Chapter 14 from The Jungle
1. Write one opening statement that outlines the gist of the text:
2. Write two statements that include the following: a. the setting b. the main character(s) described in one adjective c. the climax d. the resolution.
3. Write one concluding restatement of the gist of the text: (complete sentence, 10 words or fewer)
Subject: English 2
Assignment Title: GIST of Chapter 14 from The Jungle
1. Write one opening statement that outlines the gist of the text:
2. Write two statements that include the following: a. the setting b. the main character(s) described in one adjective c. the climax d. the resolution.
3. Write one concluding restatement of the gist of the text: (complete sentence, 10 words or fewer)
Objective: Students analyze the rhetorical appeals in a literary text and determine the meaning of words through context.
You will need: Pink and Yellow Digital Highlighters: Ethos will be Orange; Pathos will be Pink. (Highlighter Library Add-On), your Vocabulary Log (Google Drive), and Chapter 14 of The Jungle
Vocabulary to Add to your Chart: see definitions below from http://www.dictionary.com.
- Ingenious
- Torpor
- Respite
- Specter
Objective: Students compare excerpts from an informational text, Fast Food Nation, with a similar subject matter to “Chapter 14” of The Jungle.
Objective: Students perform a SOAPSTone Analysis in preparation for writing a timed essay.
Objective: Students prepare for a timed essay by analyzing rhetorical strategies.
Objective: Students write a timed response to “Chapter 14” of The Jungle by Upton Sinclair.
Timed Essay for “Chapter 14” of The Jungle-To be typed and submitted during class to Google Classroom Link in English 2. You have 60 minutes to complete the essay from the prompt provided. You may use any notes/references we have completed in class to complete the assignment.
Objective: Students draft an introductory paragraph for their speech.
Objective: Students review and improve their speech outlines, adding additional evidence and persuasive appeals and rhetorical devices.
Lesson 21 Exit Ticket Questions: “Rachel Carson’s Silent Spring” Video Discussion Questions
1. What are the benefits and risks associated with the use of DDT?
2. Why was the broad use of DDT accepted by society in the 1950s?
3. Who benefited from the use of DDT
in large quantities?
4. Why do you think Rachel Carson's message was not well received by some people
at the time her book appeared?
5. Discuss Rachel Carson's idea that humans have "a fundamental right to a healthy environment."
Lesson 22 Exit Ticket Questions
1. What details does Carson provide that build her credibility? (In other words, How do we know she is a knowledgeable source?)
2. Where does she use Logical Reasoning in her story? (Common sense: Cause/Effect relationships)
3. Look at the words/phrases you included for TONE. How do they play on the reader's emotions? (Pathos)
2. Where does she use Logical Reasoning in her story? (Common sense: Cause/Effect relationships)
3. Look at the words/phrases you included for TONE. How do they play on the reader's emotions? (Pathos)
Comparison/Contrast Essay for The Jungle and Silent Spring Prompt:
Upton Sinclair's The Jungle and Rachel Carson's Silent Spring are both examples of social commentary. While they are written in two different time periods in history, their key points, message, and purpose for writing are similar. In 3-4 paragraphs with thorough supporting textual evidence, analyze the way that both authors treat the subject of environmental awareness and public safety through their use of ethos, logos, or pathos. Cite evidence from the text to support your response.
Objectives: Students begin preparation for the culminating writing task by decoding the prompt, selecting a text to write about, and drafting an introduction, thesis statement, and topic sentences.
Objectives: Students gather evidence and develop commentary for the culminating writing task.
Objectives: Students produce a draft of their essay and edit the essay for style.
Objectives: Students read a new text (“Inaugural Address” by John F. Kennedy) and demonstrate their ability to read, comprehend, and express understanding of a complex text. Students may utilize remaining time to work on the multimedia component of the extension task.
Objectives: Students read a new text (“Inaugural Address” by John F. Kennedy) and demonstrate their ability to read, comprehend, and express understanding of a complex text.
Speech 2 Assignments:
Objective: Students read and summarize “Pearl Harbor Address to the Nation” by Franklin D. Roosevelt
Objectives: Students collaboratively analyze the text for the author’s word choice and use of rhetoric and compare the final version of the text to a type-written first draft.
Objective: Students analyze WWII propaganda posters for use of rhetoric and imagery.
Objectives: Students collaborate plan the multimedia component of the extension task and begin creating their multimedia presentations.
Objective: Students present their speech and multimedia presentations for the extension task.