Printed and audio versions of Coretta Scott King’s speech, The Death Penalty is a Step Back Hatch, Gary. 3rd edition. Arguing in Communities : Reading and Writing Arguments in Context. SMART Bank of rhetorical terms; glossary of rhetorical terms. Additional rhetorical terms: 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. Content area/course: English Language Arts Grade 11 Unit: Rhetorical Analysis and Annotation (Part 1 of larger unit on Instructional resources/tools: persuasion) Handout with Rhetorical Triangle 1 and 2 charts) Lesson 2: Understanding Rhetorical Elements Audio/visual display access (interactive whiteboard or projector) Time (minutes): 90-120 Printed and versions of Coretta Scott King’s speech, The Death Penalty is a Step Back By the end of this lesson students will know and be able to: SMART Bank of rhetorical terms Identify a variety of rhetorical concepts within an audio context. Glossary of rhetorical terms. Comprehend the connection between a speaker’s word choice and audience. Anticipated student preconceptions/misconceptions: Students might feel uncertain about the way the various rhetorical Essential Question addressed in this lesson: terms should be applied to the speech. Q1 How do writers and speakers persuade audiences? Students might need to reference a glossary of the rhetorical terms. Q3 How does the mode of delivery the message? Instructional model: Standard(s)/unit goal(s) to be addressed in this lesson: Cooperative learning and direct instruction 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 Instructional tips/strategies/suggestions: how style and content contribute to the power, persuasiveness, or beauty It may be necessary to model a few of the terms for students so that they of the text. can gain a greater understanding of the process and apply the terms effectively.
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.
ELAg11-PersuasionArgument_0.docx