CCSS.ELA-Literacy.L.11.3 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. Instructional Advertisements to examine as a (available in large size for whole class annotation on Smartboard, via document camera or overhead projector) Markers for class annotation of the advertisement Additional advertisements to analyze in groups Rhetorical Triangle charts (two for each student), with definitions of ethos, pathos, and logos, and space for student examples Journal materials for each student Anticipated student preconceptions/misconceptions: Students may not appreciate the subtleties of techniques used in everyday life and advertising. Students may have learned ethos, pathos, and logos in other grades but may not be able to differentiate among rhetorical appeals (students often confuse ethos and pathos). Students may not realize that there are shades of gray in interpreting these techniques. Students may not understand the extent to which the target audience influences the techniques a speaker or advertiser uses. Instructional model: Discussion and guided practice Instructional tips/strategies/suggestions: The advertisements and the Rhetorical Triangle may seem simplistic, but this practice will give students sufficient grounding to proceed to more complex texts in the next lesson. Less experienced students may need to move at a slower pace than indicated. Students with extensive experience in argument may be able to move more quickly through this lesson. Pre-assessment: You may wish to list the terms ethos, pathos and logos on the board at the start of lesson to get a sense of how many students have worked with the terms in the past and adjust this introductory lesson accordingly. What students need to know and are able to do coming into this lesson (including language Awareness of persuasion Familiar with journal writing Effectively work in large and small groups Information for teacher: The definitions of ethos, pathos, and logos are from Everyday Use: Rhetoric at Work in Reading and Writing by H. Roskelly (Pearson Education 2005). Lesson sequence: Explain to students that they are starting a unit on persuasion. Introduce the first Essential Question (above) and have them reflect on the question by answering the following prompt: Think of a time when you were trying to persuade your parents to let you do something new or risky—a request to which they were inclined to say ‘no’ initially. How
Printed and audio versions of Coretta Scott King’s speech, The Death Penalty is a Step Back Hatch, Gary. Arguing in Communities : Reading and Writing Arguments in Context. 3rd edition. SMART Bank of rhetorical terms; glossary of rhetorical terms. Additional rhetorical terms: Content area/course: English Language Arts Grade 11 Unit: Rhetorical Analysis and Annotation (Part 1 of larger unit on persuasion) Lesson 2: Understanding Rhetorical Elements Time (minutes): 90-120 By the end of this lesson students will know and be able to: Identify a variety of rhetorical concepts within an audio context. Comprehend the connection between a speaker’s word choice and audience. Essential Question addressed in this lesson: Q1 How do writers and speakers persuade audiences? Q3 How does the mode of delivery the message? Standard(s)/unit goal(s) to be addressed in this lesson: CCSS.ELA-Literacy.RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. CCSS.ELA-Literacy.SL.11-12.3: 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. Instructional resources/tools: Handout with Rhetorical Triangle 1 and 2 charts) Audio/visual display access (interactive whiteboard or projector) Printed and versions of Coretta Scott King’s speech, The Death Penalty is a Step Back SMART Bank of rhetorical terms Glossary of rhetorical terms. Anticipated student preconceptions/misconceptions: Students might feel uncertain about the way the various rhetorical terms should be applied to the speech. Students might need to reference a glossary of the rhetorical terms. Instructional model: Cooperative learning and direct instruction Instructional tips/strategies/suggestions: It may be necessary to model a few of the terms for students so that they can gain a greater understanding of the process and apply the terms effectively.