19
Introduction
Directions for Google Drive
Common Core Alignment MatrixLesson 1: The Rhetorical Triangle
Student Handout A: The Rhetorical TriangleLesson 2: SOAPS
Student Handout B: SOAPS Lesson 3: Introduction to Style and Tone
Student Handout C: SOAPS Activator Student Handout D: Rhetorical Analysis Overview Student Handout E: Rhetorical ModesStudent Handout F: Alphabetized Tone Words Student Handout G: Tone Word Connotation Sort
Lesson 4: ToneStudent Handout H: Tone Words in Categories
Lesson 5: Detail and ToneLesson 6: Paragraph Construction Lesson 7: Introduction to Diction
Student Handout I: Diction Rhetoric Tool BoxLesson 8: Diction Analysis
Bonus Handout: Diction Scavenger HuntStudent Handout J: Diction Scavenger HuntStudent Handout K: Cartoon Analysis
Lesson 9: Thesis Statement ConstructionStudent Handout L: Thesis Statement TemplateStudent Handout M: The Power of Diction: Ethnic Slurs
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Page 1 of 3
Lesson 10: Writing About DictionStudent Handout N: Rhetorical Analysis Plan A: Device by DeviceStudent Handout O: Body Paragraph Template
Lesson 11: Introduction to ScoringRhetorical Analysis Matrix Rubric (two versions)
Lesson 12: Figurative Language AnalysisStudent Handout P: Terminology Knowledge Spectrum Student Handout Q: Figurative Language Rhetoric ToolBox
Lesson 13: Figurative Language Analysis Student Handout R and Student Handout S: John Smith’s 1616 Letter to Queen Anne of Great Britain
Lesson 14: Imagery AnalysisAdvanced Figurative Language Quiz (two versions)Student Handout T: Excerpt from “Sinners in the Hands of an Angry God”
Lesson 15: Syntax OverviewStudent Handout U: Syntax Overview NotesStudent Handout V: Basic Syntax
Lesson 16: Writing About SyntaxLesson 17: Advanced Syntax Techniques
Student Handout W: Discovery Organizer: Advanced Syntax Techniques
Lesson 18: Syntax Analysis PracticeLesson 19: Syntax Review
Student Handout X: Syntax Scavenger Hunt Student Handout Y: Syntax Rhetoric Tool Box
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Lesson 20 : Syntax Assessment (Test with key) Lesson 21 : Point of View
Student Handout Z: Point of View Rhetoric Tool BoxStudent Handout AA: Point of View Analysis Exercise (Slave Narrative)
Lesson 22: OrganizationStudent Handout BB: Point of View Analysis Exercise (The Stone Angel)Student Handout CC: Organization Rhetoric Tool Box Student Handout DD: Chief Joseph’s Letter to President HayesLesson 23 : Planning Options
Lesson 23: Planning OptionsStudent Handout EE: Rhetorical Analysis Plan B: Author’s Organization
Lesson 24: IronyLesson 25: The Introduction and ConclusionLesson 26: Practice
Lined Paper (identical to that used for the AP Lang Exam)Lesson 27: Scoring
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Teachers,
I hope you find this unit helpful as you navigate your way through rhetorical analysis. These lessons might be used in several different ways, so make them work for you. I have made no attempt to balance the lessons; there are many more for syntax than for any other device because that tool is so challenging for our students.
Each lesson lists materials needed, suggests an essential question and “I can” statement,indicates the AP English Language & Composition skill, and provides instructions for activation of prior knowledge, teacher input, student active participation, and summarizing. Following the instructions for Google Drive, you will find an alignment document for Common Core State Standards. You will note as well my inclusion of modeled, shared, guided, and independent work in the skill-based lessons. I have made an effort to include many instructional styles, learning styles, and ability levels. Some lessons may seem too rudimentary for your students if your school administration has an “only the cream of the crop” philosophy in scheduling classes. If, like mine, your administration believes that any student willing to accept a challenge should be afforded the opportunity to meet it, you will find many of the exercises, strategies, and graphic organizers helpful as these students learn to read closely. Although this unit was originally designed for Advanced Placement students, all secondary students will benefit.
In the course of the unit, you will find references to copyrighted material that you will need to obtain for your students. I have provided authors and titles, and when they are in the public domain, the texts themselves.
Warning: Avoid getting hung up on terminology. While a broad device vocabulary is always helpful, students will never see esoteric terms like anaphora or synecdoche on the multiple-choice portion of the AP Lang exam. Exam free response readers will not reward a student who can show off an understanding of metonymy if that student cannot connect the device to the author’s purpose. Contrast can get the job done even if the student does not know the term juxtaposition. Teach the terms and help students learn to recognize them, but most importantly, guide students toward the broader skill set of making connections between author’s choices and author’s purpose.
Terms of Use: Feel free to photocopy what you need for your own classroom or share the Google Slides with your own students. Please do not distribute this material in any way to another educator unless you have purchased an additional license for that person. Do not post this unit or any part of this unit on a classroom, school, district, or file-sharing site.
Warmly,
AngieAngie Burgin Kratzer, NBCT
[email protected]©Angie Burgin Kratzer All rights reserved. www.angiekratzer.com
GOOGLEThis unit includes access to all 92 pages on Google Slides.
What you need to get started:
1. Download this link for the Google Slides.
LINK PROVIDED IN PURCHASED VERSION
2. Have access to the Internet and a Google Account. (FREE)
3. Open the file on your own Google Drive and engage while in the edit mode.
4. Have printer access to print out the finished product. (OPTIONAL)
If you haven’t created a free Google account, you will need to do that before
beginning the unit. Each student will need his or her own account in order to
work in Google Slides.
Before you add any text to the handouts, it is VERY important to save a copy of
the file on your own Google Drive and then edit the copy. You do not want to
edit the original file.
©Angie Burgin Kratzer All rights reserved. www.angiekratzer.com
Common Core
Standard
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.9Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts.
SL.9-10.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
©Angie Burgin Kratzer All rights reserved. www.angiekratzer.com
Common Core
Standard
RI.11-12.5 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.
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.
RI.11-12.9 Analyze 17
th-,18
th-, and
19th-
century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.
SL.11-12.3Evaluate 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.
©Angie Burgin Kratzer All rights reserved. www.angiekratzer.com
Common Core
Standard
W.9-10.2Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
©Angie Burgin Kratzer All rights reserved. www.angiekratzer.com
Common Core
Standard
W.11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
©Angie Burgin Kratzer All rights reserved. www.angiekratzer.com
©Angie Burgin Kratzer All rights reserved. www.angiekratzer.com
Lesson 1: The Rhetorical Triangle
Materials Needed:
• Emily Prager’s “Our Barbies, Ourselves” (copies or electronic access)
• Copies of Student Handout A (color and black & white provided)
• Recommended reading (for the instructor) prior to lesson:
http://mjreiff.com/uploads/3/4/2/1/34215272/grant-davie.pdf
APELC Skill: RHS 1.A Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
Essential Question: What is the rhetorical triangle, and how do I apply it to non-fictiontext?
“I can” statement: I can identify the elements of the rhetorical triangle and apply the graphic tonon-fictiontext.
Activator: In pairs, have students describe to one another a time they had to inform a parent of badnews (such as a bad grade or getting in trouble at school) or ask permission for something they doubted they would get (such as permission to go to a party or money for a school trip). Each student takes one minute to tell his or her story. As a whole group, ask a few students to share their stories with the group, and try to get a variety of stories. The goal is to create a smooth segue to a discussion of the importance of context, knowing the audience, and presenting information in a way that will get the intended result, e.g., forgiveness for a grade of F in Algebra II.
Teacher Input:• Using Student Handout A, explain the rhetorical triangle. If you have not already done so prior
to this unit, define rhetoric as theart of writing and speaking effectively.
• In a class discussion, guide students in applying the rhetorical triangle to the stories theyshared during the activator.
Student Active Participation:
• Students read silently (or in pairs or small groups) an article of the teacher’s choice (Emily Prager’s “Our Barbies, Ourselves” works well). Consider using the reading as a pre-instruction homework assignment (See Marzano’s Classroom Instruction thatWorks.).
• Individually, students identify the most important sentence in the essay, the most important phrase, and the most important word. The instructor may choose to give them moreinstruction (such as trying to point them toward the thesis), or you may leave the directionsbroad. This “Most Important Word” strategy is a great way to get students to identify author’spurpose with any text.
• Assemble students in groups of three to four (no more). Have them share their sentences first, then phrases, then words within each small group. Each group comes to consensus on ONE sentence, phrase, or word from among all discussed and writes it on the board (or newsprint,etc.).
• Use the group choices on the board to introduce purpose and map the rhetorical triangle
together as a whole group. Have the class come to consensus on the author’spurpose.
Summary: In the original activator pairs or small groups, students teach each other the elements ofthe rhetorical triangle. For example, one student might explain speaker, another audience, a third purposeand a fourth context. Monitor closely to check for misconceptions.
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A
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Rhetoric is the art of writing and speaking effectively. Rhetorical analysis is the process of breaking down how a writer or speaker gets a message across to a reader or listener. How an author communicates is also knows as an author’s style, but style is just is one element of rhetoric.
Think of this analysis process as the unpacking of a tool box. An author has at his or her disposal numerous tools to help communicate with an audience.
D
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Tone 1: ______________________________ (Think of Tone 1 as the first tone encountered in the piece or the primary tone of the piece. Think of the dominant indicators of the author’s opinion about the topic. Since a writer mayshow an evolution of thought, this dominant tone may not appear first.)Tone 2: ______________________________ (Think of Tone 2 as oneencountered at an organizational shift or the secondary tone of the piece. Expect this one to be more difficult to discern, particularly if it is a subtle, underlying perspective. Keep a close eye out for sarcasm and watch for shift words like but, however, and except.)
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John Smith's 1616 Letter to Queen Anne of Great Britain:
Most admired Queen,
Model Paragraph: (Teacher demonstrates)
The ①love I bear my God, my King and country, hath so oft emboldened me in the worst of extreme dangers, that now ②honesty doth constrain me to presume thus far beyond myself, to present your Majesty this short discourse: ③if ingratitude be a deadly poison to all ④honest virtues, I must be guilty of ⑤that crime if I should omit any means to be thankful.
①personification ②personification ③metaphor ④personification ⑤metaphor
Shared Paragraph: (Students and teacher identify the found examples together)
So it is, that some ten years ago being in Virginia, and taken prisoner by the power of Powhatan their chief King, I received from this great Savage exceeding great courtesy, especially from his son Nantaquaus, the most manliest, comeliest, boldest spirit, I ever saw in a Savage, and his sister Pocahontas, the King’s most dear and well-beloved daughter, being but a child of twelve or thirteen years of age, whose ⑥compassionate pitiful heart, of my ⑦desperate estate, ⑧gave me much cause to respect her: I being the first Christian this proud King and his grim attendants ever saw: and thus enthralled in their barbarous power, I cannot say I felt the least occasion ofwant that was in the power of those my mortal foes to prevent, notwithstanding all their threats. After some six weeks ⑨fatting amongst those ⑩Savage courtiers, at the minute of my execution, she hazarded the beating out of her own brains to save mine; and not only that, but so prevailed with her father, that I was safely conducted to Jamestown: where I found about eight and thirty miserable poor and sick creatures, to keep possession of all those large territories of Virginia; such was the weakness of this ⑪poor commonwealth, as had the savages not fed us, we directly had starved. And this relief, most gracious Queen, was commonly brought us by this Lady Pocahontas. ⑥ ⑦ ⑧ ⑨ ⑩ ⑪
Guided Paragraph: (Students work in pairs or trios to identify and label)
Notwithstanding all these passages, when inconstant fortune turned our peace to war, this tender virgin would still not spare to dare to visit us, and by her our jars have been oft appeased, and our wants still supplied; were it the policy of her father thus to employ her, or the ordinance of God thus to make her his instrument, or her extraordinary affection to our nation, I know not: but of this I am sure; when her father with the utmost of his policy and power, sought to surprise me, having but eighteen with me, the dark night could not affright her from coming through the irksome woods, and with watered eyes gave me intelligence, with her best advice to escape his fury; which had he known, he had surely slainher.
Independent—remainder of essay: (Each student works alone to identify and label)
Jamestown with her wild train she as freely frequented, as her father’s habitation; and during the time of two or three years, she next under God, was still the instrument to preserve this colony from death, famine and utter confusion; which if in those times, had once been dissolved, Virginia might have lain as it was at our first arrival to this day.
S
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Match each term with itsexample.A. synecdoche E. meiosis I. metaphorB. paradox F. hyperbole J. simileC. metonymy G. apostrophe K. antithesisD. oxymoron H. personification L. litotes
______1. Let's go to bed now.
______2. It was an open secret that the company had used a paid volunteer to test the plastic glasses.
______3. "If you wish to preserve your secret, wrap it up in frankness."
______4. "Language is a road map of a culture. It tells you where its people come fromand where they are going."
______5. "Human speech is like a cracked cauldron on which we bang out tunes thatmake bears dance, when we want to move the stars to pity."
______6. "The sputtering economy could make the difference if you're trying to get adeal on a new set of wheels."
______7. “My shrink just killed himself and blamed me in the note.”
______8. "[W]ith a vigorous and sudden snatch, I brought my assailant harmlessly, hisfull length, on the not over clean ground--for we were now in the cow yard."
______9. “[. . .] Do deeds to make heaven weep, all earth amazed [. . .]”
______10. "O, pardon me, thou bleeding piece of earth, / That I am meek and gentlewith these butchers! / Thou art the ruins of the noblest man / That ever lived in the tide of times." ______11. Man proposes and God disposes.
______12. “ Here once the embattled farmers stood/And fired the shot heard roundthe world.”
Syntax is the way an author designs sentences to have an effect on the reader or listener. In other words, a writer or speaker can manipulate through grammar. The author can slow you down, speed you up, or even force you to pay attention to a particular word (diction!) by placing it strategically in a sentence.
Look at the difference between these passages:
“I closed my eyes so I couldn’t see the darkness, scrunching them together in terror, clamping my mouth shut so I wouldn’t scream. Edward let me fall. It was silent and short. The air whipped past me for just half a second, and then, with a huff as I exhaled, Alice’s waiting arms caught me.”
Meyer, Stephanie. New Moon. New York: Little, Brown and Company, 2006.
“Beyond the fire were two mattresses made of deerskin and stuffed, presumably, with reeds; and neatly rolled on top of each was a wolf fur. Ellen and Jack would sleep there, with the fire between them and the mouth of the cave. At the back of the cave was a formidable collection of weapons and wicked daggers, a carefully made wooden lance with its tip sharpened and fire-hardened; and, among all those primitive implements, threebooks.”
Follett, Ken. Pillars of the Earth. New York: Penguin Books, 1989.
Pace
You may have noticed that the first passage contains shorter sentences than the second and that the second passage has more description than the first. That’s because short sentences speed up a reader and are often used to describe action. Longer sentences slow a reader down and provide a medium for physical description, often of settings that are vital to the purpose of the passage. Remember that all devices you discuss must point back to author’s purpose.
Emphasis
Short sentences put the brakes on a reader and make him or her pay attention. The sentence “Edward let me fall” would have much less effect if it were long and involved rather than short and loose. The placement of “three books” at the end of the sentence in the second passage is meant for emphasis: Three books? Isn’t this a cave, after all? Why are there books in a cave?
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About the Artists
Tool Clip Art by Glitter Meets Glue Designs
Cover Photographer by David Castillo Dominici on 123rf
Skinny Borders by RamonaM Graphics
