Text Analysis with the
Rhetorical Triangle
Unit Outline
Instructional Designer: Jessie Metzger, NBCT
This project was completed for a graduate course in instructional design, EME 6609,
Fall 2011, at the University of Florida School of Teaching and Learning
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Table of Contents
UnitGoalStatement .............................................................................................................................4
NeedsAssessment.................................................................................................................................4AlignmentwithStandards .................................................................................................................4Educator’sIntroduction......................................................................................................................5AboutLearnersandLearningEnvironment................................................................................5
DetailedDescriptionofLearners ....................................................................................................6UnitObjectiveswithRationales.......................................................................................................6MeasuringLearningOutcomes ........................................................................................................7LearningStrategies ..............................................................................................................................8LearningTheory....................................................................................................................................9
InstructionalSequenceandTimeline .........................................................................................11Educator’sUnitOutlineOverview................................................................................................12LearnerEntryCompetencies .........................................................................................................12InstructionalContext........................................................................................................................13
PreInstructionalActivities ............................................................................................................13StudentOverview...............................................................................................................................14Component#1–Summaryvs.Analysis......................................................................................151.Explainthedifferencebetweensummaryandanalysis. ............................................................ 152.Classifyexamplesassummaryoranalysis. .................................................................................... 163.Createasummaryandanalysis. ......................................................................................................... 16
Component#2–RhetoricalTriangle ..........................................................................................171.Definethepartsoftherhetoricaltriangle. ..................................................................................... 172.Findexamplesofrhetoricinprintmedia........................................................................................ 183.Identifythefeaturesoftherhetoricaltriangleinfoundrhetoric. .......................................... 19
Component#3–RhetoricalAppeals ...........................................................................................201.Definetherhetoricalappeals. ............................................................................................................. 202.Identifyexamplesofrhetoricalappeals. ......................................................................................... 213.Theorizewhyspecificappealswerechosen................................................................................... 22
Component#4–ImpactoftheRhetoricalSituation ..............................................................231.Discusstheinfluenceofauthorandpurposeonrhetoric.......................................................... 232.Analyzetheimpactofaudienceonwriting..................................................................................... 253.Analyzetheimpactofcontextonwriting. ....................................................................................... 27
Component#5–WrittenRhetoricalAnalysis ..........................................................................301.Analyzetheimpactoftherhetoricalsituationonthetext. ....................................................... 302.Analyzetheeffectofrhetoricalappealsonthetext..................................................................... 31
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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3.Combineanalysesintowellwrittenparagraphattheappropriateleveloflanguage. ... 32TeacherResourcesandMaterials ................................................................................................34
References............................................................................................................................................36
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Unit Goal Statement Ninth‐gradeEnglishhonorsstudentswillwritearhetoricalanalysisofacontemporaryspeechasmeasuredbya75%ontherubric.Rationale:RhetoricalanalysisisacomponentofthenewlyadoptedCommonCoreStateStandardsforEnglish/LanguageArtsandSocialStudies.Currentlyonly17.8%ofthestudentbodyreceivesinstructiononrhetoricalanalysisbutallstudentswillbetestedonthisconceptforgraduationbeginningin2014‐2015.Rhetoricalanalysiswillimprovestudents’comprehensionofnon‐literarytexts.Theanalysisofnon‐literarytextsistheareaonwhichninth‐gradestudentshavethelowestperformanceonourstate’sstandardizedtest.
Needs Assessment Thisisafuture,expressed,andfeltneed.WewillnothavedatafornormativeandorcomparativeneedsuntilafterthefirstPARCCAssessment(PARCCisreplacingFCATasagraduationrequirementintheschoolyear2014‐2015).Criticalincidentneedstodonotapplytothissituation.FutureNeed:OurschooldoesnotincludeanyinstructiononrhetoricexceptintheAdvancedPlacementLanguageandCompositionclassforeleventhgradestudents,whichmeansthatonly4%ofstudentscurrentlyreceiveanykindofinstructiononthistopic.TheCCSSincludesrhetoricalanalysisbeginninginninthgrade.Fortheclassslatedtograduatein2016,theywillbeheldresponsibleforthisanalyticalconceptonastandardizedassessmentinthespringof2015whichmeansthatbeginningintheschoolyearfor2012‐2013ninthgradestudentswillneedtobeinstructedonrhetoricalanalysis.FeltandExpressedNeed:ThroughconversationswiththeheadoftheLanguageArtsDepartmentChair,ourschool’sadministrativeteam,andmyteamthatsupportsanddevelopstheschool‐sidestaffdevelopmentsfortheCommonCoreStateStandards(CCSS)implementation,rhetoricalanalysiswaslistedasoneofthemajorareasofweaknessforourstudentsacrossallcontentareas.
Alignment with Standards ThisinstructionalunitalignswithboththeNewGenerationSunshineStateStandards(NGSSS)andtheadoptedCommonCoreStateStandards(CCSS).NGSSSAlignment:AnalysisofnonfictiontextisamajorportionoftheNGSS.Rhetoricalanalysisprovidesstudentswithaconcretestrategyforanalyzingnonfictiontext.CCSSAlignment:CollegeandCareerReadinessAnchorStandardsforSpeakingandListening:Standard3.ReadingStandardsforInformationalText6‐12:Standards6(Grades9‐10,11‐12)andStandard9(Grades11‐12).
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Educator’s Introduction
Whatistherhetoricaltriangle?TherhetoricaltriangleiscomposedofthethreeelementsthatAristotle,aGreekphilosopherinthe300sBCandafamousspeaker(rhetor),identified.AccordingtoAristotle,rhetoricis"thefacultyofobservinginanygivencasetheavailablemeansofpersuasion."Aristotleidentifiedthosethreeelementsasthesubject,audience,andspeaker.Thethreeelementsareencompassedbythecontext.Whatisthepurposeofthisinstructionalunit?Thepurposeofthisinstructionalunitistointroduceninth‐gradehonorsEnglishstudentstothebasicsofusingtherhetoricaltriangletoanalyzetext.Forwhichstudentsisthisunitdesigned?OurintendedlearnersandninthgradehonorsEnglishstudents.Whyisthisinstructionunitneededforourstudents?(1)RhetoricalanalysisisacomponentofthenewlyadoptedCommonCoreStateStandardsforEnglish/LanguageArtsandSocialStudies.(2)Currentlyonly17.8%ofthestudentbodyreceivesinstructiononrhetoricalanalysisbutallstudentswillbetestedonthisconceptforgraduationbeginningin2014‐2015.(3)Rhetoricalanalysiswillimprovestudents’comprehensionofnon‐literarytexts.(4)Theanalysisofnon‐literarytextsistheareaonwhichninth‐gradestudentshavethelowestperformanceonourstate’sstandardizedtest.
About Learners and Learning Environment
Ourlearnerswillbenefitfromanintroductiontotherhetoricaltrianglebecausethisconceptisincludedinnewlyadoptedstandards.Rhetoricalanalysisisaconceptthatimprovescomprehensionandanalysisofnonfictiontext,whichisconsistentlytheninth‐gradestudents’areaoflowestperformanceonourstate’sstandardizedtest.
Ourlearnersaremotivatedtolearnnewthingswhenthecontentisrelevanttotheirlivesandwhentheirsuccesswillberewardedwithhighgrades.
Avarietyofsupportexiststohelplearnersrecognizetherelevanceofrhetoricalanalysistotheirlives:testscoresarelow;theymusttaketheFCATtwomoretimes;97%planontakingtheSAT;44%planontakingAPEnglishLanguageandComposition;59%areregularlyreadingnewspaperarticles;allstudentshavenonfictionreadingassignedinothercontentareas.
Themajorityofstudentspossessalltherequisiteskillsandabilitiestobesuccessfulinthisinstructionalunit.
Incorporationofvariousactivitiesandhigh‐interestmaterialwillencouragepositivestudentattitudestowardslearning.
Learnerattitudeswillbemorepositiveiftheyarepresentedwithopportunitiesforavarietyofactivitiesandareawareofthisplanatthebeginningoftheunit.
Studentsareinterestedinlearningmoreaboutadvertisingandpoliticalspeeches.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Studentshavepriorknowledgeofrhetoric;however,theydonotknowwhattheyalreadyknow(i.e.whatrhetoricis).
Thelearningenvironmentprovidesmostofwhatteacherswillneedintermsofphysicalspaceandamenities.Sometechnologicalresourceswillneedtobearrangedinadvanceonacase‐by‐casebasis.
Detailed Description of Learners
Attitudes:Themajorityofstudentsapproachnewunitswithoptimismandinterest.
Themajorityofstudentsexpressaninterestinlearning. Motivation:Studentmotivationisimprovedwhenstudentsrecognizetherelevance
oftheinstructionalunittotheirfutureacademicneeds.Motivationisalsostronglytiedtogrades.
Background:Studentsareculturallydiversewithanaverageof3studentsperclasshavingbeenbornoutsidetheUnitedStatesandmorethan10%ofstudentsspeakingmorethanonelanguageathome.
Abilities:Studentabilitiesvary.Studentreadinglevelsrangefromgradelevel7.5to12+withineachclasssampled.Students’skillsatanalysisofnonfictiontextisconsistentlythelowestscoringcomponentoftheFCATAssessmentforallclassessampledwithanaverageof57%ofstudents’scoresindicatinganalysisofinformationaltextbeingtheirlowestperformingareaoutoffourareastested.
LearningStyles:Forthegroupasawhole,withawiderangeofstudents,noonelearningstyleispreferredoverothers.Studentswillbenefitfromavarietyofactivities.
GroupCharacteristics:Asagroup,ninthgradestudentshaveshorterattentionspansandlessexperiencewithlong‐termassignmentsthanoldersecondarystudents.Peersareanimportantcomponentofthegroupdynamicforyoungadolescents,soattitudestowardslearningcanbestronglyinfluencedbyoneortwostrongpersonalitiesinaclassroom.
Unit Objectives with Rationales
Objective1:Distinguishbetweensummaryandanalysis.
1. Explainthedifferencebetweensummaryandanalysis.2. Classifyexamplesassummaryoranalysis.3. Createasummaryandanalysis.
Rationale:Beforebeingaskedtoconducttheirownanalyses,studentsmustbeexplicitlytaughtthedifferencebetweensummarizingandanalyses.Studentsmustalsobeprovidedwithpracticeinwritinganalyses.Objective2:ExplainAristotle’srhetoricaltriangle.
1. Definethepartsoftherhetoricaltriangle.2. Findexamplesofrhetoricinprintmedia.3. Identifythefeaturesoftherhetoricaltriangleinfoundrhetoric.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Rationale:Therhetoricaltriangleisaconcretemethodidentifyingthefeaturesoftext.Therhetoricaltriangleisthefoundationforthisunit.Studentsmustbeabletoindependentlydefinethepartsoftherhetoricaltriangle,findexamplesofrhetoric,andidentifyfeaturesoftherhetoricaltriangleinvariedexamplesofrhetoric.
Objective3:Examinetheappealsusedinrhetoric.
1.Definetherhetoricalappeals.2.Identifyexamplesofrhetoricalappeals.3.Theorizewhyspecificappealswerechosen.
Rationale:Acompleterhetoricalanalysismustaddresstherhetoricalappeals.Masteryofrhetoricalappealsisnotnecessarytomeetingtheunitgoal;however,anunderstandingoftherhetoricalappealsisessentialtoathoroughtextanalysis.Therefore,studentswillbeintroducedtothisconceptandhaveopportunitiestoidentifyappeals.Objective4:Explaintheimpactofauthor,purpose,audience,andcontextinrhetoric(rhetoricalsituation).
1. Discusstheinfluenceofauthorandpurposeonrhetoric.2. Analyzetheimpactofaudienceonwriting.3. Analyzetheimpactofcontextonwriting.
Rationale:Oncestudentshavemasteredthefeaturesoftherhetoricaltriangleandhaveanunderstandingoftherhetoricalappeals,theyneedtoexaminetheimpactofeachfeaturemorecloselyinordertoconductananalysis.Objective5:Composeawrittenrhetoricalanalysisofnonfictiontext.
1. Analyzetheimpactoftherhetoricalsituationonthetext.2. Analyzetheeffectofrhetoricalappealsonthetext.3. Combineanalysesintowell‐writtenparagraphattheappropriateleveloflanguage.
Rationale:Thefinalobjectiveisthesynthesisofthepreviousfourobjectives.Studentswillhavepracticebuildinguptothefinalobjectiveinwhichtheyindependentlycomposearhetoricalanalysisofnonfictiontext.
Measuring Learning Outcomes
PriortoInstruction:Studentswilltakeanonlinepretestthatfunctionsas(1)asurveyofstudentinterestsfortheeducatorstopullinexamplesthatwillappealtostudents,(2)apretestofthecontentbeingcoveredtoserveasabenchmarkforlatercomparison,and(3)atestofstudents’priorknowledge.URL:http://www.quia.com/sv/549518.htmlDuringInstruction:Throughouttheunit,therearemanyopportunitiesforassessment.Assessmentsarelistedattheendofeachlessonoutlineinthefollowingpages.Inadditiontotheassessmentslistedattheendofeachlesson,teachersmayopttoassessstudentsonadditionalaspectsasfollows:teachersmayincludeclassdiscussionparticipationmeasuredagainstarubrictoassessstudents’participationduringclassdiscussions;teachersmayalsousestudents’choicesin“foundrhetoric”toassessstudentcomprehension;teachers
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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mayincludeafinalassessmentofgroupworkcontributionbasedonworkproductandmemberevaluations.
Withinthelessonoutlines,assessmentsareindicatedbythecartoonexclamationpointtotheleft.
AfterInstruction:StudentSelfEvaluation:Priortotheirfinalwrittenassessment,studentswillhaveanopportunitytoretakethecontent‐basedquestionsonthesurvey.Studentscancomparetheirresponsestotheoriginalpretestandevaluatetheirownachievements.URL:http://www.quia.com/sv/549559.htmlSummativeAssessment:Eachstudent’sfinalwrittenanalysiscompletedattheendoftheunitwillbeusedasthesummativeassessment.Writtenassignmentswillbemeasuredagainstarubric.Ascoreof75%willbeconsideredproficient.Thereisnocriterion‐basedsummativeassessmentforthisinstructionalunit.ContinuingAssessment:Thestrategiesofrhetoricalanalysiscanbeappliedtoanyassignedreading,fiction,poetry,ornonfiction;therefore,theprocessofrhetoricalanalysisshouldbecomeacornerstonetoallliteraryanalysisconductedupontheconclusionofthisinstructionalunit.StudentswillhavecontinuousopportunitiestoapplytheirknowledgetoavarietyoftextsthroughouttheremainderoftheschoolyearandintothefollowingyearsofEnglisheducationathighschool.
Learning Strategies LearnerCenteredSequencing:Overthecourseoftheentireinstructionalunit,theobjectivesaredesignedsequentiallyfromsimpletocomplexwhiletheassignmentswithineachobjectivearedesignedfromeasytodifficult.
SimpletoComplex:Eachofthesubsequentobjectivesbuildonskillsdevelopedthroughthepreviousobjectives.
EasytoDifficult:Assignmentsincreaseindifficultyfromthebeginningoftheunittotheendoftheunitculminatingwithachallengingwritingassignmenttoanalyzeachallengingpieceofnonfiction.
Withinthesequenceforsegmentsoftheinstructionalunit,additionalsequencingstrategiesareemployed.
MoreInterestingtoLessInteresting:Teacherswilluseinterestingexamplesandmediaatthebeginningofeachportionoftheunitforobjectives1‐4.Examples:videocommentariesforObjective1,teacherandstudent‐selectedadvertisementsforObjective2and3,theabandonedwalletactivityforObjective4.Thecontentbecomeslessinterestingtostudentsaseachlessonprogresses.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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KnowntoUnknown:Studentsareintroducedtotheconceptswithexamplesfrommainstreammediathatwillbefamiliar.Studentssupplyexamplesoftheirchoosingthatarefamiliartotheminthebeginningoftheinstructionalunit.Contentusedforassignmentsinthelasttwoobjectiveswillnotbefamiliar.
EasytoDifficult:Withineachstepoftheinstructionalprocess,studentsbeginworkingwiththewholeclassthroughguidedinstruction.Studentsthenworkinsmallergroupswithlessguidanceandmoreindependence.Eachobjectivehasoneactivitythatrequiresstudentstoproduceworkindependentlyorwithonlyonepartner.Theassignmentsincreaseindifficulty.
ConceptCenteredStrategies:LogicalPrerequisites:Objective1,distinguishbetweensummaryandanalysis,isthefirstobjectiveintheinstructionalsequencebecauseallofthesubsequenceobjectivesrequireanalysisatsomelevel.Objective2introducesthepartsoftherhetoricaltrianglethatwillbeaddressedinstudentanalyses.Objective3includesmoredetailedinstructionaboutthemethodsusedinrhetoric.Objectives4and5buildonthecontentmasteredduringObjectives1,2and3.StudentswouldnotbeabletoaccomplishthetasksinObjective4withoutfirstmasteringthecontentinthepreviousobjectives.Studentswillnotbeabletoputitalltogether,Objective5,withouthavingthepracticeandmasteryaccomplishedinObjectives1,2,3and4.ElaborationTheorySequencing:TaskExpertiseSequencing:Individualstudenttasksareassignedinincreasingdifficultythroughouttheunit.ForeachObjective,studentsworkasamembersoftheclassinguidedinstruction,thenworkasmembersofasmallgroup,thenworkasindividuals.Inaddition,astheunitprogressivesthedifficultyofthetasksincreasessothatstudentsmustfirstmasteronetaskbeforebeingabletomoveontothenext.Forexample,beforebeingaskedtowriteananalysis,studentsarerequiredtodescribethedifferencebetweensummaryandanalysisandtoidentifyexamplesofanalysis.
Learning Theory Elementsofallthreelearningtheoriesareutilizedatdifferenttimesduringthisinstructionalunit.BehavioralTheory:Studentswillbeprovidedwithfeedbackandreinforcementthroughouttheunitofinstruction.Therearemanyopportunitiesforteacherstogivepositivereinforcementtoencouragelearners.SocialLearningTheory:Teacherswillusemodelingduringwholeclassdiscussionsandinstruction.Duringgrouppresentations,teachersandpeerswillprovidefeedbackgivingstudentsmoreexposuretomodelingandlearningvicariously.Throughcollaborativegroupworkstudentsalsoincreaseconfidence.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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CognitiveTheory:Explicitinstructionisbrokenintosmallerchunksofinformationwithconsistentopportunitiesforpracticeandreinforcementthroughouttheunit.Opportunitiesforconversationwiththeteacher,theclass,andpeersinasmallgroupenablestudentstoperformatahighercognitivelevel.Studentsaregivenopportunitiestoconnectthecontentofinstructiontotheirownexperiences.Usinggraphicorganizersandstudent‐selectedexamples,studentsareworkingtoconstructtheirownknowledge.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Instructional Sequence and Timeline Sequence:
Timeline:Teacherswilldevisetheirowntimelinessothattheyhaveflexibilitywithinthedeliveryoftheunittoaccountforotherrequirementswithinthecurriculum.Theabovesequenceshouldbeconsistent,butthetimelinecanvaryfromteachertoteacher.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Educator’s Unit Outline Overview
OrganizationalFramework:Thefollowingpageswilloutlinetheunit.Theentireunithasbeenbrokendownintofivecomponents.Eachcomponentcoversoneoftheobjectives(i.e.component1coversobjective1,etc.).Withineachcomponent,therearethreesub‐objectives.Together,masteryofthethreesub‐objectivesshouldindicatemasteryoftheoverallobjective.Forexample,oncestudentsareabletoexplainthedifferentbetweensummaryandanalysis,classifyexamplesofsummaryandanalysis,andcreateasummaryandanalysis,studentsshouldhavesuccessfullyachievedmasteryofmainObjective1:distinguishbetweensummaryandanalysis.PrepWork:Foreachportionofthelesson,anyworkthatneedstobecompleted,bytheteacherorthestudents,priortobeginningthelessonwillbeidentified.Materials:Throughouttheunitoutline,therewillbelinkstoonlineresources.Alloftheselinksareavailableinonecentrallocationonthewebatthefollowingaddress: https://mrsjmetzger.wikispaces.com/Unit+MaterialsBookmarktheaboveaddressforeasyaccesstoallonlinematerialsandresources.*Foracompletelistingofallresourcesandmaterials,seethesectionattheendofthisdocument.LessonSummary:Thereisalessonsummaryforeachlesson.Somesub‐objectiveshavemultiplelessonswhichareindicatedasPartA,B,andC.DetailedLessonOutline:Thereisasequencedoutlineofstepstocompletingeachlessonfollowingeachlessonsummary.PracticeandFeedback:Alistofopportunitiesforstudentpracticeandfeedbackwithineachlessonisincludedattheendofeachsection.Assessments:Wheneverassignmentsorassessmentsshouldbecompletedand/or
collected,anexclamationpoint(seetotheright)indicatesalistofassessments.Adescriptionofassessmentsandtheprocessesforcompletingtheassessmentsisincludedwithineachdetailedlessonoutline.
Acautionsignindicatesabenchmarkassessmentusedformeasuringmastery.
Learner Entry Competencies
Knowledge:Studentsneedtoknowthedefinitionofaudienceandspeaker.Skills:Studentsneedtobeabletoreadandcomprehendtextwithintheirgradelevelrangeof8to10;towritecompletesentences;tobehaveinsmallgroupandwholeclassdiscussions;toparticipateinsmallgroupassignmentsAttitudes:Studentsneedtobemotivatedtolearn;toparticipateinsmallgroups;tounderstandtherelevanceofthecontenttotheirlives;tocompleteassignmentsathome
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Instructional Context
Thisunitwasdesignedwiththeexpectationthatallclassroomsareequippedwith:o PrometheanBoardsandincludedPrometheanvoterso ceiling‐mountedLCDProjectorso ELMODocumentCameraso VCR/DVDcombinationso Microphones–bothhand‐heldandonethatcanbeworno Wirelessinterneto 25studentdesks,notables:forgroupworkstudentswouldhavetomove
theirdeskso TeachershaveaccesstoMacBookLaptopcartsthatcontain25‐30laptops,
buttheymustplaninadvancetocheckoutthecarts.LaptopswereupdatedinJuneandJulyof2011.
Rationale:Allninth‐gradeEnglishteachersarehousedinabuildinginwhichallclassroomscontaintheabovelistoftechnologyresources.
Pre-Instructional Activities
Pretest:StudentsshouldtakeapretestusingQUIAonlinequizzingservice.Thepurposeofthepretestis(1)togatherdataregardingyourstudents’priorknowledgeandareasofinterestand(2)toestablishabaselinepriortoinstructionforevaluationattheendoftheunit.QUIAPretestURL:http://www.quia.com/sv/549518.htmlOrganizeStudentGroups:Asessentialportionofthisinstructionalunitinvolvescollaborativegroupwork.Itisrecommendedthatteachersassigngroupsof4to5studentspriortobeginninginstructionforComponent#1.
Considerusinginformationaboutstudentinterestsandpriorknowledgegatheredduringthepretesttoguidegroupcreation.
TestVideos:ItisrecommendedthatteacherstestoutthevideospriortobeginningComponent#1toavoidanytechnicaldifficultiesduringinstruction.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Student Overview
PreInstructionalObjective:Tobuildstudentinterestintheinstructionalunit.TeacherInstructions:ShowstudentsthefollowingadvertisementsfromHSBCBanksalongwiththeparagraphoverview.Writethefive(5)unitobjectivesontheboardinalocationwheretheycanremainforthedurationoftheunitifpossible.NOTE:apdfandjpgoftheseimagesisavailableonthewikiunderUnitMaterials.
UnitOverview:TextAnalysiswiththeRhetoricalTriangle
Overthenextfewweeks,wewillbelearningaboutrhetoric.Asimpledefinitionofrhetoricistheartofpersuasion.Somepeoplesaythatrhetoriciseverywhereandeverythingisrhetoric.Wearegoingtolearnhowtoanalyze,ratherthansummarize.Wearegoingtolearnwhatarhetoricaltriangleisandhowpeopleuserhetorictoappealtous.Finally,wearegoingtolearnhowtoputallofthattogetherandanalyzepoliticalcartoons,speeches,andothertexts.Let’stryawarm‐upactivity.LookatthefollowingadvertisementsfromHSBCBanks.Whatmessagedoyouthinkthecreatorsoftheseadsaretryingtoexpresstoyou?Remembertothinkaboutthemessage.Writeyourresponseonasheetofpaperincompletesentences.
Advertisement A
Advertisement B
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Component #1 – Summary vs. Analysis
Objective1:Distinguishbetweensummaryandanalysis.PreInstructionalStrategy:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Askstudentstobeginthinkingabout,discussingwiththeclass,and/orlistingsituationsthatrequirethemtosummarizeandanalyze.
1.Explainthedifferencebetweensummaryandanalysis.Materials:videoclips,graphicorganizer,audio/videoequipmentforshowingthevideosTeacherPrep‐Work:ReviewJoliffe’s“Introduction:Analysisas‘Undoing’”forbackgroundonanalysis.LessonSummary:StudentswillviewashortvideoclipsfromapoliticalspeechordebateandtheRepublicanandDemocraticcommentaryfollowing.Studentswillviewashortvideoclipfromasportingeventandthecommentaryafter.Throughclassdiscussion,studentswillcompleteagraphicorganizeroutliningthedefinitionsofandcomponentsofsummaryandanalysis.DetailedLessonOutline:
Showstudentsthevideomontagetitled“Foxvs.MSNBC:Michelle’sSpeech.”BriefSynopsis:TheuserwhocreatedthisvideoshowsalternatingclipsofMichelleObama’sspeechfromthe2008DemocraticNationalConventionandthecommentaryfromleft‐leaningcommentatorsandright‐leaningcommentators.Thepurposeistoshowstudentshowanalysisresultswhenindividualstakeinformationanddrawtheirownconclusions.Studentswillseethatcommentatorsareanalyzingbecausesummarizingwouldresultinthecommentatorssayingthesamething.Inthisvideo,thecommentatorscontradicteachotheroneachclip.
Discussthevideoasawholeclass. Distributethegraphicorganizeronsummaryandanalysis.Thegraphicorganizer
canbedownloadedhere:https://mrsjmetzger.wikispaces.com/file/view/summary‐vs‐analysis‐organizer.pdfStudentsshouldcontinuetocompletetheirgraphicorganizersfortherestofthelesson.Studentswillalsoneedtoworkwiththegraphicorganizerduringthenextlesson.
Define“summary”and“analysis”.Includetheoriginoftheword“analysis”asdescribedinJoliffe’s“Introduction:Analysisas‘Undoing’”page2,includedinyourphotocopiedreferences.
ShowstudentsthevideoclipfromESPNCollegeGameDay“SportsCommentary–LSUvs.Alabama2011.”
BriefSynopsis:Thevideoclipfeaturestwoexpertsportsanalysts.Bothhaveanalyzedtheperformancesofbothteamsinpreviousgames,thestarathletes,andthestatistics.Oneexpert’sanalysishasledhimtobelievethatAlabamawillwinthegamewhiletheotherhaspredictedthatLSUwillwin.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Practice:studentsparticipateinaclassdiscussionFeedback:providedbyteacherandpeers
2.Classifyexamplesassummaryoranalysis.Materials:samplesummariesandanalysesfromvarioussources(audiotranscripts,articles,bookreviews,etc.)TeacherPrep‐Work:Collectexamplesforstudentgroupstocategorize.Examplesdonothavetobesummaryandanalysisofthesamematerial.Theobjectiveisforstudentstoread,hear,orviewamessageanddeterminewhetheritissummaryoranalysisasitstandsbyitself.Somesuggestionsinclude:additionalmoviereviewsandsynopses;televisionepisodereviewsandsynopses;televisionnewscast(summaryofanevent);newscastercommentaryaboutthemeaningofanevent;additionalsportsreviewsandcommentary;bookcovers;bookcriticisms.LessonSummary:Workinginsmallgroups,studentswillreadseveralexamplesofanalysesandsummariesandcorrectlycategorizetheexamples.DetailedLessonOutline:
Havestudentsseparateintogroups.Theyshouldstillhavetheirgraphicorganizerswiththemastheywillcontinuetoworkonthisorganizer.
Modeltheactivitywiththesamplemoviereviewsofthe2011remakeofFootloose(1984).
Threemoviereviewsareavailablerangingfroman“A‐“ratingto“1½stars”.LisaScwarzbaumofEntertainmentWeeklygivesFootlooseanA‐.RichardRoepergivesFootlooseaC.RogerEbertgivesFootloose1.5stars.AdetailedplotsynopsisisavailableonIMDb.comLinkstoallthreereviewsandplotsynopsisareavailablehere:https://mrsjmetzger.wikispaces.com/Unit+Materials#movie
Incollaborativegroups,studentswilllookthroughexamplesofsummariesandanalyses.Providestudentswithseveralexamplesofanalysisandsummary.
Studentsshouldcompletetheirgraphicorganizerscollaboratively.Practice:studentsidentifysummaryandanalysiswithgroupsFeedback:providedbyteachercirculatingtogroupsandduringclassdiscussion,peerswithingroups,peerswithinclassdiscussion
3.Createasummaryandanalysis.Materials:studentswillchoosetheirowncontent
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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LessonSummary:Workinginpairs,studentswillchooseamovie,televisionshow,song,play,novel,etc.Theywillwriteasummaryofthepieceandananalysisofthepieceintheformofareview.DetailedLessonOutline:
Havestudentschooseapartner.(Note:studentsshouldchoosetheirownpartnersbecausesomeworkoutsideofclassmayberequiredforcompletingthisassignment.)
Pairschooseonetextormediafortheirwriting.Allchoicesshouldbeteacher‐approved.
Workingtogether,pairsshoulddraftasummary.Studentsshouldusetheirgraphicorganizersasguides.
Workingtogether,pairsshoulddraftananalysisintheformofareviewoftheiteminquestion.StudentsshouldberemindedtousetheFootlooseexamplesasmodelsfortheirwork.Studentsshouldusetheirgraphicorganizersasguides.
Workingtogether,pairsshouldcompletefinaldraftsforsubmission.Practice:studentswritingtheirownsummaryandanalysiswithpeer,studentsdiscussclassmates’work,studentswillcontinuetopracticethedistinguishingsummaryandanalysisforthedurationoftheunitFeedback:teacherprovidesfeedbackonwritingexercise;peersprovidefeedbackwithingroupsandclassdiscussiononpresentationofwritingexercises
Assessments:(1) Completedgraphicorganizer
(2) SummaryandAnalysisWritingAssignment:BenchmarkAssessmenttomeasurestudentmasteryofObjective1.Toestablishmastery,80%ofstudentsshouldbescoring70%orhigheronthiswritingassignment.
Component #2 – Rhetorical Triangle
Objective2:ExplainAristotle’srhetoricaltriangle.PreInstructionalStrategy:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Askstudentstobeginthinkingabout,discussingwiththeclass,and/orlistingsituationsthatrequirepublicspeeches.
1.Definethepartsoftherhetoricaltriangle.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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TeacherPrep‐Work:(1)Collectexamplesofrhetoricfollowingthephilosophythat“rhetoriciseverywhere”and“everything’sanargument”(Lunsfordet.al.,2010).Considerpoliticalcartoons(seebelow),advertisements,newspaperheadlines,foodandproductlabels,etc.RefertotheChapter1ofeverything’sanargumentbyLunsford,Ruszkiewicz,andWaltersforideas.
Politicalcartoonscanbeeffective.Forabankofpoliticalcartoonsorganizedbytopic,visithttp://theweek.com/section/cartoon/0/221147/all‐cartoons
(2)Reviewthefeaturesoftherhetoricaltriangleintheenclosedteacherresources:“WhatDoStudentsNeedtoKnowAboutRhetoric”byHepzibahRoskellyandChapter1,“KeyElementsofRhetoric”pages1‐4fromTheLanguageofCompositiontextbook.Materials:samplerhetoric(advertisement,politicalcartoon,articleheadlines),rhetoricaltrianglegraphicorganizerLessonSummary:Teacherwillintroducetherhetoricaltriangleandrelatedvocabulary.Teacherwillfacilitateaclassdiscussionusingafewsamplesofrhetorictoapplytheconceptsoftherhetoricaltriangle.Studentswillrecorddefinitionsandnotesonagraphicorganizer.Studentswillcompletethegraphicorganizerindependentlybyillustratingthediagram.DetailedLessonOutline:
Projectacopyoftherhetoricaltriangleorganizerontheboard(usingeitherthedesktopoverlayfeaturewiththePrometheanBoardortheELMOprojector).
Distributecopiesoftherhetoricaltrianglegraphicorganizertostudents.Thegraphicorganizerisavailablefordownloadhere:https://mrsjmetzger.wikispaces.com/file/view/rhetorical‐triangle‐organizer.pdf
Usingyourexamplesofrhetoric,identifythefeaturesoftherhetoricaltrianglewithinexamples.
Labeltheprojectedcopyoftherhetoricaltrianglewhilestudentslabeltheirowncopies.(Note:studentswilllaterillustratetheircopiesandshouldbeinformedofthisatthistime.)
Studentsshouldillustratetheirgraphicorganizersasafollow‐upassignment.Practice:studentsrecordinformationongraphicorganizersandindependentlyillustrateorganizerstopersonallyconnecttoconcepts;studentsparticipateinclassdiscussionFeedback:teacherprovidesfeedbackonindividualizedgraphicorganizers;teacherprovidesfeedbackonstudentcommentaryduringdiscussion;peersprovidefeedbackonstudentcommentary
2.Findexamplesofrhetoricinprintmedia.StudentPrepWork:Studentswillneedtofindexamplesofrhetorictobringtoclassforthislesson.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Considerhavingstudentscontinuouslybringinpiecesofrhetoricsothateachstudenthasseveralexamplesbytheendoftheunit.Futurelessonswillrequiremore“foundrhetoric.”
Materials:Student‐selectedpiecesofrhetoric,teacher‐suppliedextrasamples(optionalforstudentswhodonothavetheirown)LessonSummary:Studentswillfindseveralexamplesofrhetoricoutsideofclassandpreparetosharethe“foundrhetoric”withtheirclassmates.DetailedLessonOutline:
Workingindependentlyandusingtheirgraphicorganizersasaguide,studentsidentifytherhetoricalfeaturesoftheir“foundrhetoric.”
Practice:studentssearchforexamplesofrhetoricFeedback:teacherprovidesfeedbackonstudentsamples
Assessments:(1) FoundRhetoric
3.Identifythefeaturesoftherhetoricaltriangleinfoundrhetoric.Materials:student‐selectedrhetoricLessonSummary:Insmallgroups,studentswillsharetheir“foundrhetoric”withthepeers.Thegroupwillidentifythefeaturesoftherhetoricaltriangleforeachpieceof“foundrhetoric.”Thegroupwillselectthetwoofthepiecestosharewiththeclass.Eachgroupwillsharetheirtwopiecesoffoundrhetoric.Theteacherwillfacilitateaclassdiscussiononthesharedpieces.Studentswillindividuallysubmittheirfoundrhetoricandawrittenstatementoutliningitsrhetoricalfeatures.DetailedLessonOutline:
Studentsseparateintotheirgroups.Itisrecommendedthatstudentsstayinthesamegroupsforthedurationoftheunit.
Studentssharetheirfoundrhetoricwiththeirgroups. Workingcollaboratively,studentsidentifytherhetoricalfeaturesofeachpieceof
foundrhetoricbydiscussing,checking,andcorrectingeachstudent’sindependentwork.
Eachgroupchoosestwopiecesofrhetorictosharewiththeclass. Informalpresentationsshouldincludeanexplanationoftherhetoricalfeaturesof
thepiecesoffoundrhetoric. Facilitateaclassdiscussionofeachpieceoffoundrhetoric.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Independently,studentswillwriteastatementthatoutlinestherhetoricalfeaturesofoneoftheirpiecesoffoundrhetoric.
Practice:studentsidentifytherhetoricalfeaturesoftheirfoundrhetoricandworkwithgroupmemberstoidentifytherhetoricalfeaturesoftheirfoundrhetoric;studentsparticipateinclassdiscussiononclassmates’examplesofrhetoric;studentsproduceawrittenstatementoutliningtherhetoricalfeaturesoftheirfoundrhetoricFeedback:teacherprovidesfeedbacktogroupswhilecirculatingduringgroupwork;teacherprovidesfeedbackduringclassdiscussion;teacherprovidesfeedbackonthewrittenstatement;studentsprovidefeedbacktoeachotherduringgroupwork;studentsprovidefeedbacktooneanotherduringclassdiscussion
Assessments:(1) Completed,illustratedgraphicorganizer
(2) Writtenstatement:BenchmarkAssessmenttomeasurestudentmasteryofObjective2.75%ofstudentsshouldbeabletoaccuratelyandclearlyidentifyallfeaturesoftherhetoricalsituationintheirfoundrhetoric.
Component #3 – Rhetorical Appeals
Objective3:Examinetheappealsusedinrhetoric.PreInstructionalStrategies:
(1) Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.
(2) Askstudentstopullouttheirfavoritepieceoffoundrhetoric.Havestudentsrespond,inwriting,tothefollowingquestions:Whydidthepieceofrhetoricyouchoseappealtoyou?Whydidyoulikeit?Whyisthisyourfavoriteexample?
1.Definetherhetoricalappeals.TeacherPrep‐Work:Reviewtherhetoricalappealsintheenclosedteacherresources:Chapter1,“AppealstoEthos,Logos,andPathos”fromTheLanguageofCompositiontextbookpages4‐6andChapter1,“AppealingtoAudiences”fromeverything’sanargumenttextbookpages33‐35.Reviewtheteacherresourceontropes,rhetoricalquestions,rhetoricaldevices,andrhetoricalmodesincludedinyourmaterials.Materials:graphicorganizerontherhetoricalappeals,rhetoricexamples
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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LessonSummary:Facilitateaclassdiscussionforstudentstosharetheirthoughtsabouttheassignedin‐classwriting(pre‐instructionalstrategy2),takingnotesonaboard.Teacherwillintroducethethreerhetoricalappeals(ethos,pathos,logos)andworkwiththeclasstodefinetheappealsandsupplyexamplesfromteacher‐suppliedexamples.Studentswillcompleteagraphicorganizeronthethreerhetoricalappealsandindependentlyillustratetheorganizer.DetailedLessonOutline:
Facilitateaclassdiscussionduringwhichstudentssharetheirreasonsforchoosingtheir“favorite”examplesofrhetoric.Theobjectiveisforstudentstobeginidentifyingexamplesofethos,logos,andpathosthatcanbeusedto
Distributecopiesoftherhetoricalappealsgraphicorganizer.Downloadhere:https://mrsjmetzger.wikispaces.com/file/view/rhetorical‐appeals‐organizer.pdf
Projectacopyoftherhetoricalappealsorganizerontheboard(usingeitherthedesktopoverlayfeaturewiththePrometheanBoardortheELMOprojector).
Usingexamplesofrhetoric,identifyinstancesofethos,logos,andpathos. Labeltheprojectedcopyoftherhetoricalappealsorganizerwhilestudentslabel
theirowncopies.(Note:studentswilllaterillustratetheircopiesandshouldbeinformedofthisatthistime.)
Createalistofrhetoricaldevicesthatauthorscanusetoappealtotheiraudiences(i.e.humor,literaryallusions,repetition,metaphors,etc.)
Studentsshouldillustratetheirgraphicorganizersasafollow‐upassignment.Practice:studentswriteaboutanddiscussionrhetoricalappeals;studentsparticipateinclassdiscussiononrhetoricalappealsbyprovidingcommentaryonteacher‐suppliedexamples;studentscompletegraphicorganizeronrhetoricalappeals;studentsindividuallyillustratetheirgraphicorganizeronrhetoricalappealsFeedback:teacherprovidesindividualfeedbackoncompletegraphicorganizers;teacherprovidesfeedbackonstudentcommentary;studentsprovidefeedbacktoeachotherduringclassdiscussion
2.Identifyexamplesofrhetoricalappeals.Materials:student‐selectedrhetoricStudentPrepWork:Studentsshouldfindmoreexamplesofrhetoricwiththerhetoricalappealsinmind.Studentsmayuseexamplesfrombefore,butitisrecommendedthatstudentscontinuetocollectrhetoricfortheentireunit.Themoreexamplesofrhetorictheyfind,themoreexposuretheywillhavetoanalysis.LessonSummary:Insmallgroups,studentswilldiscusstherhetoricalappealsintheir“foundrhetoric”.DetailedLessonOutline:
Studentsseparateintotheirgroups.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Studentssharetheirfoundrhetoricwiththeirgroups. Workingcollaboratively,studentsidentifytherhetoricalappealsusedineachpiece
offoundrhetoric. Studentsshouldworktogethertobuildaconsensusregardingwhichappealsappear
ineachpieceofrhetoricwhilekeepinginmindthatoftenrhetoricwillappealtoone,two,orallthreeappeals.
Studentsshouldcontinuebuildingontheirgraphicorganizersbyaddingexamplesfromtheirgroupwork.
Practice:studentsidentifyanddiscusstherhetoricalappealsintheirexamplesofrhetoricandthoseoftheirpeers;studentscollaborativelydeterminethestrongestexamplesofeachoftheappealsFeedback:teacherprovidesfeedbackwhilecirculatingduringgroupwork;peersprovidefeedbackduringdiscussions
Assessments:(1) FoundRhetoric
3.Theorizewhyspecificappealswerechosen.Materials:student‐suppliedexamplesofrhetoricLessonSummary:Continuinginsmallgroups,studentswillselectthestrongestexampleforeachofthethreeappealstosharewiththeclass.Studentswilldiscusswhytheythinktheproducersoftherhetoricchosetousetheappealschosen.Eachgroupwillsharetheirthreechosenpieces,explaintherhetoricappeals,andsupplytheirtheoryastowhytheappealswerechosen.Teacherwillfacilitateaclassdiscussionasgroupssharetheirpieceswiththeclass.Studentswillindividuallywriteasummaryofthegroup’sdecision‐makingprocessandpresentation.DetailedLessonOutline:
Studentscontinuetoworkintheircollaborativegroups. Studentsdiscusstheirexamplesofrhetoricwhiletryingtofindthestrongest
examplesofeachoftheappeals. Studentsmustcometoaconsensusandbeabletoexplainwhytheappealofone
examplerhetoricisstrongerthanthatofanother. Studentsmustalsoidentifythefeaturesoftherhetoricalsituation. Inaninformalpresentation,eachgroupwillpresenttheirexamplesoftherhetorical
appealstotheclass:oneeachforethos,pathos,andlogos. Teacherwillfacilitateaclassdiscussionduringthepresentationstohighlightthe
featuresofthefoundrhetoricintermsoftherhetoricaltriangleandtohighlighttheexamplesofappealstoethos,logos,andpathos.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Individually,asafollow‐upassignment,studentsshouldwriteabriefsummarydetailinghowtheyandtheirgroupmemberscametoaconsensusonthethreepieceschosenforthepresentation.Thesummaryshouldalsoincludespecificexamplesidentifyingrhetoricalappeals.
Studentsshouldcontinuebuildingontheirgraphicorganizersbyaddingexamplesfromtheirgroupwork.
Practice:studentsdiscussthereasonswhyproducerschosedifferentappeals;studentsparticipateinclassdiscussion;studentswillwriteasummaryofthegroupdecision‐makingprocessFeedback:teacherprovidesfeedbackwhilecirculating;teacherprovidesfeedbackduringgrouppresentationsoftheirselectedrhetoric;teacherprovidesfeedbackonstudentsummary;studentsprovidefeedbacktoeachotherduringthediscussion;studentsprovidefeedbackduringtheclassdiscussion
Assessments:(1) Completed,illustratedgraphicorganizer
(2) BriefSummary:BenchmarkAssessmenttomeasurestudentmasteryofObjective3.Studentsummariesshouldincludecorrectexamplesoftherhetoricalappealswithaccuracyin70%ofassignments.
Component #4 – Impact of the Rhetorical Situation
Objective4:Explaintheimpactofauthor,purpose,audience,andcontextinrhetoric(rhetoricalsituation).
PreInstructionalStrategies:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Havestudentsreviewtheirgraphicorganizersoftherhetoricaltriangle.
1.Discusstheinfluenceofauthorandpurposeonrhetoric.Materials:anabandonedwalletorphotographofanabandonedwallet;atimely,mainstreampoliticalcartoon
PartA
TeacherPrepWork:Searchthroughrecentpoliticalcartoonsandpickseveralforexamples.Bepreparedtoprovidesomebackgroundinformationaboutthepoliticalcartoonforstudentswhomaynotbeawareofthecontext.Keepalistofthecartoonsyouchoose
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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becauseyouwillanalyzethesamecartoonsagaininthenextportionofthiscomponent.TrysearchingTheWeekMagazineforrecentpoliticalcartoonsorganizedbysubject:http://theweek.com/section/cartoon/0/221147/all‐cartoons
OptionalIdea:allowstudentstobringinpoliticalcartoonsandpresentthecartoonalongwiththenecessarybackgroundinformationtoinformtheclass.Teacherchoosesafewexcellentexamples.
LessonSummary:(A)“TheAbandonedWallet”–Studentswillbepresentedwithanimageofanabandonedwalletatthefrontoftheclassroom.Theywillidentifywhichword(temptation,misfortune,obligation)theythinkbestdescribestheabandonedwallet.Teacherwillfacilitateaclassdiscussiononwhatthewordchoicerevealsaboutthespeakerandthespeaker’smessage.DetailedLessonOutline:
Studentsobservethe“abandonedwallet”imageontheELMOorthePrometheanBoard(downloadthejpgorpdffilehere:https://mrsjmetzger.wikispaces.com/Unit+Materials#Obj4)Optional:Arealabandonedwalletcouldbeplacedonthefloorinthecenteroftheclassroominsteadofusingtheimagetocreateamorerealisticexperience.
Studentswillwriteinashortparagraphwhichwordbestdescribestheabandonedwalletandexplainwhy.
Facilitateaclassdiscussonthethreechoicesandwhateachchoicecouldpossiblyshowaboutaspeaker.
Studentsshouldbeconnectingtheword,misfortune,opportunity,orobligation,withthespeaker’smessageabouttheabandonedwallet.
Studentsshouldaddtotheirparagraphattributesofaspeakerwhowouldalsochoosethewordtheychose.
Studentsshouldwritetwoadditionalstatements,innote‐takingform,toaddressattributesofspeakerswhomightchoosetheothertwowordsandthespeaker’smessage(i.e.whatmakesthisanobligation?anopportunity?amisfortune?)
PartB
LessonSummary:(B)thepoliticalcartoon–Teacherwillpresentatimelypoliticalcartoonreferencingamainstreamnewsstoryorheadline.Studentswillidentifythepoliticalpartiesorideasbeingsupportedandopposedandthepurposeofthemessage.DetailedLessonOutline:
Projectanimageofapoliticalcartoon(usingtheELMOorPrometheanBoard). Facilitateaclassdiscussioninwhichstudentsdeterminetheattributesofthe
speakerofthecartoon(i.e.apoliticalliberal,pro‐teacheractivist,anti‐waractivist,politicalconservative,etc.)andthemessageofthecartoon.
Continueprojectingseveralcartoonsfordiscussion.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Forthelastcartoon,havestudentssilentlyandindependentlyaddressthefollowing:Summarizetheactivitypresentedincartoon.Analyzethecartoonbyanswering:whoisthespeakerandwhatishisorhermessage?
PartCLessonSummary:(C)foundrhetoricrevisitedStudentswillreturntotheirsmallgroupsandexaminepreviousexamplesoffoundrhetoric.Groupswilldiscusstheauthorandpurposeofthefoundrhetoricandrecordresponsesinnote‐takingform.DetailedLessonOutline:
Studentsreturntotheirgroups. Determinethenumberofpiecesoffoundrhetoricyouwouldlikestudentsto
examinebasedupontheamountoftimeyouhaveavailable. Usingfoundrhetoricfromthepreviouslessonsandanyadditionalexamplesof
rhetoricthatstudentshavecollected,studentsshouldexaminetheirfoundrhetoricfortheauthorandmessageofthepieces.
Remindstudentstoconsiderthedirectmessageandanyhiddenmessages. Remindstudentstoconsidertherhetoricappealsastheyexaminethemessages. Studentsshouldrecordwhattheydiscussinnote‐takingformidentifyingthe
rhetoricalsituation,rhetoricalappeals,anddetailtheirobservationsaboutspeakerandmessage.
Practice:studentsparticipateinclassdiscussion;studentsidentifytheauthorandpurposeoftheirfoundrhetoricinsmallgroupsFeedback:teacherprovidesfeedbackduringclassdiscussion;teachersuppliesfeedbackwhilecirculatingduringgroupwork
Assessments:(1) Optional:PoliticalCartoonAnalysis:thewritingassignmentshouldbeshort
(twoparagraphs)withaportionofsummaryandaportionofanalysisspecifictothespeakerandmessage.
(2) Optional:Notes:fromthegroupactivityanalyzingtherhetoric
2.Analyzetheimpactofaudienceonwriting.Materials:levelsoflanguagegraphicorganizer,prewrittenanecdotes
PartA
TeacherPrepWork:Considerwritingoutyourown“LevelsofLanguage”priortopresentingthelesson.Considerincludingexamplesfromstudentwritingtoillustratethelevels.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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LessonSummary:(A)LevelsofLanguage–Teacherwillfacilitateaclassdiscussiononthelevelsofformalityoflanguage.Workingasaclass,studentswillproduceachartidentifyingtheoverlappingnatureoftheformalityoflanguageandhowthatlanguagechangesdependingontheintendedaudience.Studentswillrecordtheclassconsensusontheirown“levelsoflanguage”organizer.Independently,studentswilladddetailstotheorganizeridentifyingsamplesentencesandaudiencesforeachlevel.DetailedLessonOutline:
Distributecopiesofthelevelsoflanguagegraphicorganizer.Downloadhere:https://mrsjmetzger.wikispaces.com/file/view/levels‐of‐language‐organizer.pdf
Projectacopyoftherhetoricalappealsorganizerontheboard(usingeitherthedesktopoverlayfeaturewiththePrometheanBoardortheELMOprojector).
Facilitateaclassdiscussionoverthevaryingformalityoflanguage.Discusshowthesituationandtheaudienceimpactsthechoiceoflanguage.Keyideastoaddress:slang,abbreviations,text‐speak,“fancy”vocabulary,sentencelength,etc.
Instructstudentstoleaveroomontheirorganizersforaddingadditionalcontentaftertheclassdiscussion.
Recordontheprojectedcopyexamplesofthekindsoflanguagefoundineachlevelofformality.
Recordontheprojectedcopyexamplesoftheaudienceswhowouldreceivethevariouslevelsofformallanguage.
Asafollow‐upactivity,studentsshouldwriteanexamplesentenceforlevel1,3,and5withanexampleaudienceforeach.
PartB
LessonSummary:(B)WriteThisStory‐Insmallgroups,studentswillwritethesameanecdotetothreeintendedaudiences,eachofwhichwouldreceivewritingatadifferentlanguagelevel.Groupswillchoosetwopiecestosharewiththeclass.Teacherwillfacilitateaclassdiscussiononthelevelsoflanguageanditsimpactonthewrittenanecdotes.DetailedLessonOutline:
Studentsshouldreturntotheircollaborativegroups.Optional:Allowstudentstochooseapartnerforthiswritingactivity.Partnersmaybeespeciallyeffectiveifthisbecomesatake‐homeassignment.
Distributeanecdoteideas.Comeupwithyourownideasorfeelfreetousethefollowing:https://mrsjmetzger.wikispaces.com/file/view/write‐this‐story‐ideas.pdfTherearesixdifferentanecdotesonthisdocumentalongwithdirectionsandrulesforwriting.Itisrecommendedthatyouprovideoneanecdoteforeachgroup.
Establishatimeframeforwritingandaduedateforallthreeanecdotes. Reviewthe“LevelsofLanguage”andinstructstudentstoreferencetheirorganizers
astheycollaborativelywritetheanecdotes.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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CAUTION:studentsshouldcollaborateonallthreewritingassignments.Studentsshouldnottakeindividualresponsibilityforoneanecdoteeach.
Uponcompletionofthewritingassignments,studentgroupsshoulddecidewhichtwoofthethreepiecestheywouldmostliketosharewiththeclass.Itisrecommendedthattheteacherapproveofthechoices(1)becausesomeinformalpiecesmayincludeinappropriatematerialthatshouldbeeditedand(2)becauseitisessentialthatavarietyofpiecesfromallthreelevelsoflanguagearerepresented.
Studentgroupswillreadtheirassignmentsandpassaroundtheirassignmentsfortheclasstohearandview.
Studentsshouldtakenotesduringthereadingskeepingthefocusinmind:whatisdifferentinwritingforaudiencesofvaryingformality?
Teacherwillfacilitateashortdiscussionaftereachgroup’spresentationandafterallgroupshavepresented.
Practice:studentsparticipateinclassdiscussion;studentscreategraphicorganizeronthelevelsoflanguage;studentsdiscussthelevelsoflanguagefortheirwritingassignment;studentscollaborativelywriteforvariousaudiences;studentsparticipateinclassdiscussionFeedback:teacherprovidesfeedbackduringclassdiscussion;teachersuppliesfeedbackoncompletedgraphicorganizer;teachersuppliesfeedbackwhilecirculatingduringgroupwork;teachersuppliesfeedbackoncompletedwritingassignment;studentsprovidefeedbackduringdiscussion;studentsprovidefeedbackduringgroupwork
Assessments:
(1) “WriteThisStory”WritingAssignments:BenchmarkAssessmentforevaluationofstudentmasteryoverlevelsoflanguageandintendedaudiences.Collectallthreefromeachgrouptobegradedholistically.
(2) Optional:Notes:fromstudentsduringclasspresentations(3) “LevelsofLanguage”graphicorganizers:organizersshouldbecompletewith
examplesfromclassaswellasstudents’originalsentencesandexampleaudiencesfromthefollow‐upactivityattheendofLesson2,PartA.
3.Analyzetheimpactofcontextonwriting.Materials:politicalcartoons,videoclip,audio/visualequipment,“contextchangeseverything”writingassignment
PartA
TeacherPrepWork:Chooseoneortwoappropriatevideoclipsfromcomedians.Itisrecommendedthatyouchooseacurrentclipthatishighlydependentonthenewscontext
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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ofthemostrecentevents.Bepreparedtohelpstudentsunderstandanyofthereferencestocurrentevents. CBS’sLateShowwithDavidLettermanhasmostofhismostrecent“TopTen”video
segmentsavailableforviewingontheirwebpageat:http://www.cbs.com/late_night/late_show/top_ten/
NBC’sTheTonightShowwithJayLenoprovidesclipsfromLeno’smonologueat:http://www.nbc.com/the‐tonight‐show/video/categories/monologues/1239765/
Pre‐InstructionalStrategy:OpenendedQuestion–Thinkofasituationduringwhichsomethingyouorsomeoneelsesaidwastakenoutofcontext.Writeyourresponseincompletesentences.First,summarizethesituation.Then,explainhowthestatementbeingtakenoutofcontextimpactedyouandothersinvolved.(Ifyouarehavingtroublethinkingofasituationinwhichthishappenedtoyouorsomeoneyouknow,feelfreetorecountasituationyousawinatelevisionshowormovie.)LessonSummary:(A)thepoliticalcartoon(revisited)andthecomedian’sapproachtonews–Teacherwillfacilitateadiscussionofcontextbypresentingpreviousexamplesofpoliticalcartoonsandidentifyingtheimportantcontextualelementsforthosepiecesofrhetoric.Teacherwillshowavideoclipofacomedic,news‐relatedsegmentthatishighlydependentoncontext(forexample,Letterman’stop10,Leno’smonologue,Colbert’stipofthehat/wagofthefingerorthreatdown,Stewart’s“momentofzen”,etc.).Theclasswilldiscuss:Whatwasthecontextforthesejokes?Wouldtheymakesenseayearfromnow?Wouldtheybeasfunny?DetailedLessonOutline:
Showtwoorthreepoliticalcartoonsfromthelistofpoliticalcartoonsusedinthepreviouslesson.Saveonepoliticalcartoonforthelastassignment.
Facilitateaclassdiscussiononcontextofthepoliticalcartoons.Studentsshouldbeabletoidentifythecurrenteventssurroundingthecartoon.
Includeareviewdiscussionoftherhetoricalsituationandrhetoricalappealsofthecartoons.
Showoneortwovideoclipsfromcomediansreferencingcurrentevents(forexample,Leno’smonologueandLetterman’s“topten”).Studentsshouldtakenotesidentifyingreferencestocurrenteventsthatestablishthecontextofthejokes.
Facilitateaclassdiscussiononcontext.Focuson:Whatwasthecontextforthesejokes?Wouldtheymakesenseayearfromnow?Wouldtheybeasfunny?
Forthelastcartoon,havestudentssilentlyandindependentlyaddressthefollowing:Summarizetheactivitypresentedincartoon.Analyzethecartoonbyanswering:Whatisthecontextofthiscartoon?Howisthecontextimportant?
Assessments:(1) OptionalPoliticalCartoonAnalysis:collecttheanalysisofthelastcartoon(2) Optional:Notes:fromstudentswhilewatchingthevideos
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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PartBLessonSummary:(B)ContextChangesEverything–Givenanopeningsentenceofnarrativeandseveraldifferentcontexts,studentswilldiscussinsmallgroupshoweachcontextchangesthemeaningofthenarrative.Ingroups,studentswillproduceanopeningparagraphforeachofthecontexts.Thegroupwillchooseonepiecetosharewiththeclass.Theteacherwillfacilitateaclassdiscussionontheimpactofthecontextoneachgroup’swritingsample.DetailedLessonOutline:
Studentsreturntotheircollaborativegroups. Distributeacopyof“ContextChangesEverything”writingassignmenttoeach
group.Thiscanbedownloadedhere:https://mrsjmetzger.wikispaces.com/file/view/Context‐Changes‐Everything.pdf
Instructstudentstochoosethreeoftheprovidedsevencontextsforwriting. CAUTION:studentsshouldcollaborateonallthreewritingassignments.Students
shouldnottakeindividualresponsibilityforonecontextpieceeach. Uponcompletionofthewritingassignments,studentgroupsshoulddecidewhich
oneofthethreepiecestheywouldmostliketosharewiththeclass.Itisrecommendedthattheteacherapproveofthechoices(1)toensureschoolappropriatecontentand(2)becauseitisessentialthatavarietyofpiecesfromthedifferentcontextsbepresented.
Facilitateaclassdiscussionafterallstudentshaveshared.Discusshowsignificantlythecontextimpactedthedirectiontakeninthewritingaftertheopeningsentence.
Asafollow‐upactivity,askstudentstorespondtothefollowinginwriting:Thinkofatimewhenthecontextofsomethingyouwerereadingimpactedyourabilitytocomprehend.Whatwereyoureading?Howdidthecontextcreatethischallenge?Whatwouldyoudonowtohelpimproveyourcomprehension?
Practice:studentsparticipateinclassdiscussion;studentsdiscussthehowthecontextschangetheirwritingassignment;studentscollaborativelywritenarrativewithdifferentcontexts;studentsparticipateinclassdiscussionFeedback:teacherprovidesfeedbackduringclassdiscussion;teachersuppliesfeedbackwhilecirculatingduringgroupwork;teachersuppliesfeedbackoncompletedwritingassignment;studentsprovidefeedbackduringdiscussion;studentsprovidefeedbackduringgroupwork
Assessments:(1) OptionalPreInstructionalOpenEndedQuestion:collectstudentparagraphs
describingasituationinwhichastatementwastakenoutofcontext
(2) “ContextChangesEverything”WritingAssignments:BenchmarkAssessmenttoevaluatemasteryoverunderstandingcontext.Collectallthreefromeachgrouptobegradedholistically.
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(3) Optional:FollowUpActivity:collectstudentparagraphsdescribingasituationinwhichcontextimpactedtheircomprehension
(4) “LevelsofLanguage”graphicorganizers:organizersshouldbecompletewithexamplesfromclassaswellasstudents’originalsentencesandexampleaudiencesfromthefollow‐upactivityattheendoflessona.
Component #5 – Written Rhetorical Analysis
Objective5:Composeawrittenrhetoricalanalysisofnonfictiontext.PreInstructionalStrategies:Introducethiscomponentbywritingthemainobjectiveandthreesub‐objectivesontheboardsothattheycanbeviewedfortheentireinstruction.Writethedefinitionofanalysisontheboardsothatitcanbeviewedfortheentireinstruction.Havestudentsreviewtheirgraphicorganizersofsummaryversusanalysis,rhetoricaltriangle,rhetoricalappeals,andlevelsoflanguage.
1.Analyzetheimpactoftherhetoricalsituationonthetext.Materials:nonfictiontextsTeacherPrepWork:Choosepiecesofnonfictiontextforstudentstoanalyze.Commencementspeechesandshortpoliticaladdressesareexcellent.Itisrecommendedthatyouchoosesignificantexcerptsforstudentstoanalyze.Reviewwhichevernonfictiontextsyouwillbeofferingtostudents.Chooseenoughpiecessothateachgroupanalyzingadifferenttext. Highlightsfromeightmajorcommencementspeechesof2011areavailablehere:
http://theweek.com/article/index/217057/the‐best‐advice‐from‐2011s‐commencement‐speakers#
LessonSummary:Insmallgroups,studentswillanalyzetherhetoricalsituationofanonfictiontext.Studentswillworktogethertowriteaparagraphanalysisoftherhetoricalsituation.DetailedLessonOutline:
Studentsreturntotheircollaborativegroups. Distributeexcerptsofspeeches(orothernonfictiontexts)toeachgroup.Besureto
giveeachgroupadifferenttext. Workingcollaboratively,studentsshouldidentifytherhetoricalsituation. Workingcollaboratively,studentsshouldwriteaparagraphanalysisoftheir
assignednonfictiontexts.Remindstudentstowriteatlevel4or5offormality. Distributecopiesofalltextstoeachstudent.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Inaninformalpresentation,eachstudentgroupshouldreadtheirnonfictiontextwhiletheclassfollowsalong.Avolunteerfromeachstudentgroupshouldreadtheiranalysistotheclass.
Studentsshouldtakenotesonthepresentationsandtheclassdiscussions. Facilitateaclassdiscussionovertherhetoricalanalysisaspresentedbyeachgroup.
Practice:studentsanalyzethetextwithclassmates;studentswriteanalysisparagraphcollaborativelyFeedback:teacherprovidesfeedbackwhilecirculating;studentsprovidefeedbacktoeachotherduringgroupwork
Assessments:(1) RhetoricalAnalysis:collecteachgroup’sparagraphwritingassignment
2.Analyzetheeffectofrhetoricalappealsonthetext.Materials:nonfictiontextsLessonSummary:Insmallgroups,studentswillidentifytherhetoricalsituationandanalyzetherhetoricalappealsofanonfictiontext.Studentswillworktogethertowriteaparagraphanalysisoftherhetoricalappeals.DetailedLessonOutline:
Studentsreturntotheircollaborativegroups. Distributenonfictiontextsforanalysis.Usethesametextsaswiththeprevious
activity,butbesuretogiveeachgroupadifferenttextthanthetextfromthepreviousactivity.
Workingcollaboratively,studentsshouldidentifytherhetoricalsituation. Workingcollaboratively,studentsshouldidentifytherhetoricalappeals. Workingcollaboratively,studentsshouldwriteatwo‐paragraphanalysisoftheir
assignednonfictiontexts.Remindstudentstowriteatlevel4or5offormality. Distributecopiesofalltextstoeachstudent. Inaninformalpresentation,eachstudentgroupshouldreadtheirnonfictiontext
whiletheclassfollowsalong.Avolunteerfromeachstudentgroupshouldreadtheiranalysistotheclass.
Studentsshouldtakenotesonthepresentationsandtheclassdiscussions. Facilitateaclassdiscussionovertherhetoricalanalysisaspresentedbyeachgroup.
Practice:studentsanalyzethetextwithclassmates;studentswriteanalysisparagraphcollaboratively;studentsparticipateinclassdiscussion
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Feedback:teacherprovidesfeedbackwhilecirculating;teacherprovidesfeedbackduringclassdiscussion;studentsprovidefeedbacktoeachotherduringgroupwork;studentsprovidefeedbackduringtheclassdiscussion
Assessments:
(1) RhetoricalAnalysis:BenchmarkAssessmentcollecteachgroup’stwo‐paragraphwritingassignment
(2) Optional:Notes:fromstudentswhilewatchingthevideos
3.Combineanalysesintowellwrittenparagraphattheappropriateleveloflanguage.PartA
Materials:nonfictiontext,transcriptofacontemporaryspeechTeacherPrepWork:Choosealistofspeechesforyourstudentstoanalyze.Therearelinkstoseveralrecent(2011)commencementspeecheshere:https://mrsjmetzger.wikispaces.com/Unit+Materials#Obj5
Ifpossible,providelaptopsforstudentsforthisactivity.Allowstudentstovieworlistentospeecheswhenthataudio/videoisavailable.
LessonSummary:(A)CollaborativeWriting–workingwithinthesmallgroups,givenanonfictiontext,studentswillcompleteafullanalysisoftherhetoricalsituationandtherhetoricalappealsofthetext.Studentswillwrite,attheformalleveloflanguage,atwoorthreeparagraphanalysisofthetexttosharewiththeclass.Teacherwillfacilitateaclassdiscussionongrouppresentations.DetailedLessonOutline:
Studentsreturntotheircollaborativegroups. Assignonespeechtoeachstudentgroup.Trytodistributetheassignedspeechesso
thatnotwogroupshavethesameassignment. Workingcollaboratively,studentswillconductacompleteanalysisofthespeech
includingtherhetoricalsituationandtherhetoricalappealsaswellasanyothertextfeaturesthatstudentsfindnoteworthy(i.e.humor,literaryallusions,metaphors,etc.)
Workingcollaboratively,studentswillwriteatwo‐tothree‐paragraphformalrhetoricalanalysisofthespeech.
Inaninformalpresentation,eachstudentgroupshouldreadtheiranalysistotheclass.Timepermitting:alloweachgrouptoshowthespeech,orhighlightsofthespeech,totheirclass.
Studentsshouldtakenotesonthepresentationsandtheclassdiscussions. Facilitateaclassdiscussionovertherhetoricalanalysisaspresentedbyeachgroup.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Assessments:(1) RhetoricalAnalysis:collecteachstudent’swritingassignment.
PartB
TeacherPrepWork:Chooseaspeechforyourstudentstoanalyzeasafinal,summativeevaluationofthisunit.Considercuttingexcerptsofaspeechtoshortenthetext.Distributetherubricsforthefinalwritingassignmentinadvance.
Therubriccanbedownloadedhere:https://mrsjmetzger.wikispaces.com/file/view/Rhetorical‐Analysis‐Writing‐%20Final‐RUBRIC.pdf
Therearelinkstoseveralrecent(2011)commencementspeecheshere:https://mrsjmetzger.wikispaces.com/Unit+Materials#Obj5
StudentPrepWork:Studentsshouldreviewtherubricforthewritingassignment.Studentsshouldreviewtheirgraphicorganizers.Materials:nonfictiontext,transcriptofacontemporaryspeech,rubricLessonSummary:(B)IndependentWriting–servesasfinalunitassessment–giventhetranscriptofacontemporaryspeech,studentswillcomposeaformalwrittenrhetoricalanalysisofthetext.
Ifpossible,allowstudentstovieworlistentothespeechbeforebeginning.Considerallowingaccesstoalaptopstationforstudentswhomaywanttoview/hearthespeechasecondtimeoncestudentsareworkingontheiranalysis.
DetailedLessonOutline:
Distributecopiesofthetexttobeanalyzed. Workingindependently,studentsshouldreadthetextandanalyzethetext
rhetorically.Studentsshouldhaveacopyoftherubricwhiletheyworktoensurethattheyareaddressingallaspectsoftheanalysis.
Assessments:
(1) RhetoricalAnalysis:SUMMATIVEEVALUATION–collecteachstudent’swritingassignment.Thisassignmentistheformalevaluationforthestudent’smasteryoverthisunit.75%ofstudentsshouldearn75%orhigherasmeasuredagainsttherubricprovided.
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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Practice:thisactivityshouldserveasthefinalunitassessment[Note:teachersmayrepeatthisactivityuntilstudentsreachthedesiredlevelofmastery,inwhichcase,thisactivitybecomespracticeforthefinalassessment.]Feedback:teacherprovidesfeedbackonthefinalassessment
Teacher Resources and Materials
TextbookandAPWorkshopMaterialExcerpts:Thefollowingreadingsarenotavailableonlineandwillbeprovidedashardcopies. “Introduction:Analysisas‘Undoing’”byD.JoliffefromCollegeBoardworkshop
materials2011 “WhatDoStudentsNeedtoKnowAboutRhetoric?”byH.RoskellyfromCollegeBoard
workshopmaterials2005 TheLanguageofComposition:Chapter1,“KeyElementsofRhetoric”pgs.1‐4 TheLanguageofComposition:Chapter1,“AppealstoEthos,Logos,andPathos”pgs4‐6 everything’sanargumentwithreadings:Chapter1,“AppealingtoAudiences”pgs33‐35 RhetoricalDevices,etc.scannedcopyfromAPLanguageandCompositionSummer
InstituteMaterialsbySylviaSarrettGraphicOrganizersandWorksheets:Allgraphicorganizers,rubrics,andassignmentworksheetsareavailablefordownloadfromthewikiunderUnitMaterials.Belowisalistoftheresourcesfordownload.URL:https://mrsjmetzger.wikispaces.com/Unit+Materials Summaryvs.AnalysisGraphicOrganizer RhetoricalTriangleGraphicOrganizer RhetoricalAppealsGraphicOrganizer LevelsofLanguageGraphicOrganizer “WriteThisStory”AnecdoteIdeasforWritingAssignment “ContextChangesEverything”WritingAssignment RubricforRhetoricalAnalysisFinalWritingAssignmentAudio/VisualMaterials:Linkstomanyaudio/visualresourcesareavailableforviewingand/ordownloadfromthewikiunderUnitMaterials.Belowisalistofresourcesavailableaslinksordownloads.URL:https://mrsjmetzger.wikispaces.com/Unit+Materials StudentOverviewforPreinstruction(JPGandPDFfordownload) “Foxvs.MSNBC:Michelle’sSpeech”(video) “SportsCommentary–LSUvs.Alabama2011”(video) Footloosemoviereviews(links,video) Footloosemoviesynopsis(link) TheWeekMagazinepoliticalcartoons(link) NBC’sTheTonightShowwithJayLeno,Leno’smonologues(linktovideo) CBS’sTheLateShowwithDavidLetterman,“TopTen”(linktovideo)
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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“TheBestAdvicefrom2011’aCommencementSpeakersfromTheWeekMagazine(link,PDFdownload)
ConanO'Brien'sDartmouthCommencementSpeech(linktovideoandtranscript) COOofFacebook,SherylSandberg'sBarnardCollegeCommencementSpeech(linkto
videoandtranscript) Actor,DenzelWashington'sUniversityofPennsylvaniaCommencementSpeech(links
totranscriptandvideo) Author,JohnFranzen'sKenyonCollegeCommencementSpeech(linkstotranscriptand
audio) Actor,TomHanks'YaleUniversityCommencementSpeech(linktovideo) Comedian,FredArmisen'sOregonEpiscopalSchool'sCommencementSpeech(linkto
video) Comedian,StephenColbert'sNorthwesternUniversityCommencementSpeech(linksto
videoandtranscript) SteveJobs'2005StanfordCommencementSpeech(linktotranscriptandvideo)StudentPreTest,IntermediateSurveys,andPostTest:Alltestsandsurveysareonlineatwww.QUIA.com.ThereareseventotalandlinkstoeachareavailableonthewikiatURL:https://mrsjmetzger.wikispaces.com/Evaluation+Instruments
Project Designer: Jessie Metzger URL: https://mrsjmetzger.wikispaces.com/
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References .(2011,July8).TheBestAdvicefrom2011’sCommencementSpeakers.TheWeek
Magazine.Retrievedfromhttp://theweek.com/article/index/217057/the‐best‐advice‐from‐2011s‐commencement‐speakers#.
Beckelimer,L.(2010).FromHitlertoHurricanes,VietnamtoVirginiaTech:UsingHistoricalNonfictiontoTeachRhetoricalContext.EnglishJournal,99(4),55‐60.
Frey,N.&Fisher,D.(2010).MotivationRequiresaMeaningfulTask.EnglishJournal,100(1),30‐36.
Joliffe,D.A.(2011a).Introduction:Analysisas"Undoing".InAPEnglishLanguage:ReadingandWritingAnalytically(pp.1‐4).TheCollegeBoard.
Joliffe,D.A.(2011b).OnReadingandWritingAnalytically:Theory,Method,Crisis,ActionPlan.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.5‐18).TheCollegeBoard.
Lamb,M.R.(2010).TeachingNonfictionthroughRhetoricalReading.EnglishJournal,99(4),43‐49.
Lunsford,A.,Ruszkiewicz,J.,&Walters,K.(2010).everything’sanargumentwithreadings.Boston:Bedford/St.Martin’s.
McDonald,K.(2011).AskingStudentsto"Play"withaText:TeachingAnalysisofAudienceandPurpose.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.69‐78).TheCollegeBoard.
Mulvaney,M.K.(2011).AnalyticWritinginCollege:Forms,Sites,andStrategies.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.19.42).TheCollegeBoard.
Rice,J.(2011).TheAppealsandtheAudience:TheRhetoricofDramaticLiterature.InAPEnglishLanguage:ReadingandWritingAnalytically(pp.79‐98).TheCollegeBoard.
Roskelly,H.(2005).WhatDoStudentsNeedtoKnowAboutRhetoric?InWorkshopMaterialsforAPEnglishLanguageandComposition(pp.25‐31).TheCollegeBoard.
Shea,R.,Scanlon,L.,&Aufses,R.(2008).TheLanguageofComposition.Boston:Bedford/St.Martin’s.
slatestar.(2008,August27).Foxvs.MSNBC:Michelle’sSpeech[Videofile].Videopostedtohttp://youtu.be/J2Pjudf0810
theweeblecat.(2011,November4).SportsCommentary–LSUvs.Alabama2011[Videofile].Videopostedtohttp://youtu.be/t0Tbn46g0YA