English Language Arts, Grade 10: Rhetoric, Summaries of Literature

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English Language Arts, Grade 10: Rhetoric 151 UNIT: RHETORIC ANCHOR TEXT “What Is Rhetoric?,” Brigham Young University (Informational) RELATED TEXTS Literary Texts (Fiction) • Chapter 14 of The Jungle, Upton Sinclair Informational Texts (Nonfiction) • “The Most Dangerous Job” from Fast Food Nation, Eric Schlosser • “Address to Congress on Women’s Suffrage,” Carrie Chapman Catt • “Thoughts on the Present State of American Affairs,” from Common Sense, Thomas Paine • “A Fable for Tomorrow” from Silent Spring, Rachel Carson • “Speech to the Second Virginia Convention,” Patrick Henry • “Does Great Literature Make Us Better?,” Gregory Currie • “Reading Literature Makes Us Smarter and Nicer,” Annie Murphy Paul • “The Matthew Effect” from Outliers, Malcolm Gladwell • “It’s Not Talent; It’s Just Work,” Annie Dillard Nonprint Texts (e.g., Media, Website, Video, Film, Music, Art, Graphics) • “Ethos, Pathos, Logos,” Krista Price (Video) • “Rachel Carson’s Silent Spring,” PBS (Video) • “Pearl Harbor Address to the Nation,” Franklin D. Roosevelt (Audio) • World War II Propaganda Posters UNIT FOCUS Students engage with texts that have persuasive power and examine how argument is created. The variety of texts allows students to evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of media. Through this set, students will come to understand the immeasurable power of words and language and develop an understanding of the subtle yet important differences between argument, persuasion, and propaganda. Text Use: Examine how argument is created and evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of texts and media Reading: RL.9-10.1, RL.9-10.2, RL.9-10.4, RL.9-10.10, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9, RI.9-10.10 Writing: W.9-10.1a-e, W.9-10.2a-f, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7, W.9- 10.8, W.9-10.9, W.9-10.10 Speaking and Listening: SL.9-10.1a-d, SL.9-10.2, SL.9-10.3, SL.9-10.4, SL.9-10.5, SL.9- 10.6 Language: L.9-10.1a-b, L.9-10.2a-c, L.9-10.3, L.9-10.4a, L.9-10.5a-b, L.9-10.6 CONTENTS Page 151: Text Set and Unit Focus Page 152: “What Is Rhetoric?” Unit Overview Page 153-156: Sample Unit Assessment Tasks: Culminating Writing Task, Cold-Read Task, and Extension Task Page 157: Instructional Framework Pages 158-169: Text Sequence and Sample Whole-Class Tasks English Language Arts, Grade 10: Rhetoric 152 “What Is Rhetoric?” Unit Overview Unit Focus • Topic: Rhetoric • Themes: Examine the power of words and language and develop an understanding of the subtle yet important differences between argument, persuasion, and propaganda • Text Use: Examine how argument is created and evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of texts and media Summative Unit Assessments A culminating writing task: • Determine author’s purpose • Evaluate the effectiveness of language choices, devices, and rhetoric in achieving determined purpose A cold-read task: • Read and understand grade-level texts • Write in response to a text An extension task: • Conduct topical research • Write and deliver an argumentative speech to advance a position using rhetorical device and appeals Daily Tasks Daily instruction helps students read and understand text and express that understanding. • Lesson 1: “What is Rhetoric?” “Ethos, Pathos, Logos” (sample tasks) • Lesson 2: “The Most Dangerous Job” from Fast Food Nation and “Chapter 14” from The Jungle (sample tasks) • Lesson 3: “Thoughts on the Present State of American Affairs” from Common Sense and “Address to Congress on Women’s Suffrage” (sample tasks) • Lesson 4: Silent Spring, “A Fable for Tomorrow” from Silent Spring, and “Speech to the Second Virginia Convention” (sample tasks) • Lesson 5: “Does Great Literature Make Us Better?” and “Reading Literature Makes Us Smarter and Nicer” • Lesson 6: “Pearl Harbor Address to the Nation,” Annotated Typewritten Copy, and WWII Propaganda Posters (sample tasks) • Lesson 7: Various texts for independent research (extension task) • Lesson 8: “It’s Not Just Talent, It’s Work,” “The Matthew Effect” from Outliers (cold-read task) • Lesson 9: “What is Rhetoric?” (culminating writing task) English Language Arts, Grade 10: Rhetoric 155 EXTENSION TASK6 Thoroughly research a self-selected topic and use your findings to develop an argumentative speech that advances a position. (W.9-10.7, W.9-10.8) Compose a speech that appropriately and effectively uses language, content, and structure modeled after texts read in this unit. (W.9-10.1a-e, W.9-10.4, W.9-10.9b, W.9- 10.10, SL.9-10.2, SL.9-10.4) Create a multimedia presentation to accompany your speech to achieve a variety of logical and emotional appeals to the intended audience and to convince them of your argument. (RI.9-10.6, W.9-10.6, SL.9-10.5) Deliver the speech to the class. (SL.9-10.6) Guidance for Teachers: 1. Have students select a topic to research and generate multiple lines of inquiry to guide their research. Teachers may want to limit the scope of topics to something related to topics in another class, the time of year, or key issues happening in the community. (W.9-10.7) BEGIN IN LESSON 1. 2. Allow opportunities for students to conduct research on their selected topics in order to gather relevant information from multiple sources, assessing the usefulness and credibility of each source. (W.9-10.7, W.9-10.8) BEGIN IN LESSON 1. 3. Have students draft their speeches, integrating information from multiple sources. (SL.9-10.2) Students should articulate strategies they are using from the texts in the unit. BEGIN IN LESSON 2. 4. Prompt students to refine their speeches in multiple drafts throughout the unit as they read the texts and study the authors’ use of rhetorical appeals, integrating techniques that support the purpose, audience, and task. (RI.9-10.6, W.9-10.4, W.9-10.10, SL.9-10.4) BEGIN IN LESSON 4. 5. Provide multiple rounds of feedback on students’ speeches from the teacher and from peers. (W.9-10.5) Feedback should focus on (1) the quality and accuracy of the overall argument and use of research to validate the argument, (2) strong use of strategies of argument gleaned from the unit, and (3) appropriate and grade-specific use of language, vocabulary, and sentence structure. (W.9-10.1b, SL.9-10.3, L.9-10.1a-b, L.9-10.2a-c, L.9-10.6) BEGIN IN LESSON 4. 6. Have students deliver their final speeches and multimedia presentations. BEGIN IN LESSON 6. 7. During each speech, have students use a class-generated rubric7 to evaluate each speaker’s content, presentation style, and point of view, including evaluating the credibility and accuracy of the information and identifying any fallacious reasoning or distorted evidence. (SL.9-10.3) Following each speech, prompt students to ask questions and engage in discussion about the various issues. (SL.9-10.1 c-d, SL.9-10.6) BEGIN IN LESSON 6. 6 Extension Task: Students connect and extend their knowledge learned through texts in the unit to engage in research or writing. The research extension task extends the concepts studied in the set so students can gain more information about concepts or topics that interest them. The writing extension task either connects several of the texts together or is a narrative task related to the unit focus. 7 Sample: http://bie.org/object/document/9_12_presentation_rubric_ccss_aligned English Language Arts, Grade 10: Rhetoric 156 UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks help students learn it? • Topic: Rhetoric • Themes: Examine the power of words and language and develop an understanding of the subtle yet important differences between argument, persuasion, and propaganda • Text Use: Examine how argument is created and evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of texts and media This task focuses on: • Conducting topical research • Writing and delivering an argumentative speech to advance a position using rhetorical devices and appeals • Lesson 1 (sample tasks included) • Lesson 3 (sample tasks included) • Lesson 4 (sample tasks included) • Lesson 5 (sample tasks included) • Lesson 6 (sample tasks included) • Lesson 7 (use this task) English Language Arts, Grade 10: Rhetoric 157 INSTRUCTIONAL FRAMEWORK In English language arts (ELA), students must learn to read, understand, and write and speak about grade-level texts independently. To do this, teachers must select appropriate texts and use those texts so students meet the standards, as demonstrated through ongoing assessments. To support students in developing independence with reading and communicating about complex texts, teachers should incorporate the following interconnected components into their instruction. Click here8 to locate additional information about this interactive framework. Whole-Class Instruction This time is for grade-level instruction. Regardless of a student’s reading level, exposure to grade-level texts supports language and comprehension development necessary for continual reading growth. This plan presents sample whole-class tasks to represent how standards might be met at this grade level. Small-Group Reading This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. intervention for students below grade level using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for advanced readers using challenging texts. Small-Group Writing Most writing instruction is likely to occur during whole-class time. This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. intervention for students below grade level; 2. instruction for different learners to support whole-class instruction and meet grade-level writing standards; 3. extension for advanced writers. Independent Reading This time is for increasing the volume and range of reading that cannot be achieved through other instruction but is necessary for student growth. Teachers can: 1. support growing reading ability by allowing students to read books at their reading level; 2. encourage reading enjoyment and build reading stamina and perseverance by allowing students to select their own texts in addition to teacher-selected texts. 8 http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/lesson-assessment-planning-resources English Language Arts, Grade 10: Rhetoric 160 TEXT SEQUENCE TEXT USE UNDERSTAND THE TEXT: • Divide the class into two groups. Assign one group “The Most Dangerous Job” and the other Chapter 14 of The Jungle. Give each group yellow and green highlighters. Ask each group to highlight words, phrases, or sentences that create trust for the author in yellow, and highlight words, phrases, or sentences that elicit an emotional response in green. (RL.9-10.1, RL.9-10.4, RI.9-10.1, RI.9-10.4, RI.9-10.6, SL.9-10.1a-b, SL.9-10.3) Prompt students to use their notes from Lesson 1 to support this activity. • Prompt students to analyze their assigned text using the SOAPSTone strategy13 and graphic organizer14 to identify and discuss the rhetorical devices used in their assigned text. (RL.9-10.2, RL.9-10.4, RI.9-10.2, RI.9-10.3, RI.9-10.5, RI.9-10.6) Ensure students cite evidence from the text to support the rhetorical devices identified. (RL.9-10.1, RI.9- 10.1) • Instruct each group to determine the credibility of their text based on the ethos and pathos used and prepare to defend it in a debate between the groups. (SL.9-10.2) Students should cite examples to support their argument. • Have students conduct a debate on the credibility of each source in order to argue that their assigned text is the more credible, citing evidence from their sources. Direct members from the opposite group to pose questions and call into question evidence used. (SL.9-10.3) This allows the students to practice verbal argument and to develop and refine their understanding of ethos and pathos. (SL.9-10.1, SL.9-10.4, SL.9-10.6) Express Understanding: • Prompt students to return to their graphic organizer to make updates. They should revise or add examples and associated explanations for how each appeal is used in both texts, citing examples and page numbers from each text. As needed, have students work with a partner to complete this task. (W.9-10.5) • Have students write an essay in response to the following prompt: When commenting on The Jungle, the social commentator Randolph Bourne described the American time period in which Sinclair wrote as a period when “a whole people” woke up “into a modern day which they had overslept. . .they had become acutely aware of the evils of the society in which they had slumbered and they snatched at one after the other idea, programme, movement, ideal, to uplift them out of the slough in which they had slept.” Sinclair’s novel The Jungle had powerful political effects, resulting in the Pure Food and Drug Act of 1906. Explain how graphic depictions like those found in Chapter 14 impact an audience and achieve a purpose, such as changes to law. Cite specific and thorough textual evidence to 13 http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/lesson-assessment-planning-resources/whole-class 14 https://d3jc3ahdjad7x7.cloudfront.net/MOI1HRmZ1DPqGpN3dVzvIkcdUv59a5aaiGxwiDUN8UevkzSc.pdf English Language Arts, Grade 10: Rhetoric 161 TEXT SEQUENCE TEXT USE support your explanation. (RL.9-10.1, RL.9-10.2, W.9-10.2a-f, W.9-10.4, W.9-10.9a, W.9-10.10, L.9-10.5, L.9-10.6) • Extension Task Preparation: Have students begin to prepare for the extension task. Have students: o Go back to their initial research and find examples to use in their argument. Have students continue researching to find additional information to support their argument. (W.9-10.7, W.9-10.8) o Direct students to draft the introduction for their speech, incorporating ethical and emotional appeals to build ethos and pathos, modeling from the texts they read in this lesson. (RI.9-10.6, SL.9-10.3) Students use their SOAPSTone graphic organizers15 to identify model rhetorical techniques to imitate in their introductions. (W.9-10.1a, W.9-10.4, W.9-10.5) LESSON 3: “Thoughts on the Present State of American Affairs” from Common Sense, Thomas Paine “Address to Congress on Women’s Suffrage,” Carrie Chapman Catt TEXT DESCRIPTION: Both texts are seminal US documents. Paine’s piece states his argument for American independence, and Catt’s speech is an address to Congress in support of women’s suffrage. TEXT FOCUS: Both texts make effective use of logos16 and ethos17 to establish and develop their central arguments. (RI.9- 10.6) MODEL TASKS LESSON OVERVIEW: Students consider the occasion and audience for each of these texts and how effective use of facts, historical precedent, analogies, etc. advances each author’s argument. Students consider the following questions: Which text is more convincing? What rhetorical devices are present? How does the logos of each argument emerge through the rhetorical devices? READ AND UNDERSTAND THE TEXT: • Read the “Address to Congress on Women’s Suffrage” aloud to students one time while students read along. Read the text a second time and ask students to identify and mark the words or phrases that reveal the overall structure of the texts (e.g., three distinct causes made it inevitable, first, second, and third). (RI.9-10.3, L.9-10.4a, L.9-10.6) • In pairs, students identify the major claims of the text by underlining them, and then write a concise summary of each claim that Catt makes. Direct students to join with another partner group to form a group of four, and review and provide feedback on each other’s summaries. The group of four refines and revises to generate one set of concise, objective summaries. (RI.9-10.2, W.9-10.4, W.9-10.5, SL.9-10.1a-b, SL.9-10.4) 15 https://d3jc3ahdjad7x7.cloudfront.net/MOI1HRmZ1DPqGpN3dVzvIkcdUv59a5aaiGxwiDUN8UevkzSc.pdf 16 http://rhetoric.byu.edu/Persuasive%20Appeals/Logos.htm 17 http://rhetoric.byu.edu/Persuasive%20Appeals/Ethos.htm English Language Arts, Grade 10: Rhetoric 162 TEXT SEQUENCE TEXT USE • Facilitate a whole-class discussion that explores how the claims connect to one another, including how the second and third claims logically arise from the development of prior claims. (RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.5) • Students return to their groups of four and use a blue highlighter to highlight all of the words, phrases, sentences, or paragraphs that present logical support for each claim and a yellow highlighter to highlight all of the words, phrases, sentences, or paragraphs that build credibility. Then, in annotations or in a dialectical journal, students explain how the highlighted text supports their understanding of the logic of each claim and builds Catt’s credibility as a speaker. (RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6) • Have students go back to their graphic organizer from Lesson 1. Have students include an explanation in the column(s) that are most appropriate for this article. Students should include examples from the text to explain their rationale, citing appropriate page numbers. • Read the excerpt from Common Sense aloud to students one time while students read along. Read the text a second time and ask students to identify and mark the words or phrases that reveal the overall structure of the texts. (RI.9- 10.3) • In pairs, students identify the major claims of the text by underlining them, and then write a concise summary of each claim that Paine makes. Direct students to join with another partner group to form a group of four and review and provide feedback on each other’s summaries. The group of four refines and revises to generate one set of concise, objective summaries. (RI.9-10.2, W.9-10.4, W.9-10.5) • Facilitate a whole-class discussion that explores how the claims connect to one another, including how the second and third claims logically arise from the development of prior claims. (RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.5) • Students return to groups of four and use a blue highlighter to highlight all of the words, phrases, sentences, or paragraphs that present logical support for each claim and a yellow highlighter to highlight all of the words, phrases, sentences, or paragraphs that build credibility. Then, in annotations or in a dialectical journal, students explain how the highlighted text supports their understanding of the logic of each claim and builds Paine’s credibility. (RI.9-10.1, RI.9-10.4, RI.9-10.6) • Have students go back to their graphic organizer from Lesson 1. Have students include an explanation in the column(s) that are most appropriate for this article. Students should include examples from the text to explain their rationale, citing appropriate page numbers. English Language Arts, Grade 10: Rhetoric 165 TEXT SEQUENCE TEXT USE UNDERSTAND THE TEXT: • Working in pairs or small groups, prompt students to analyze each text using the SOAPSTone strategy23 and graphic organizer.24 (RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6) • Have students go back to the graphic organizer from Lesson 1 (used in all previous lessons) and have them include examples of each text’s use of ethos, logos, and pathos. Students should use examples from each text to support their rationale, including noting page numbers. (RI.9-10.1, RI.9-10.6, RI.9-10.8, RI.9-10.9) • Have students work in small groups to discuss each author’s use of rhetorical devices to elicit powerful emotions that move an audience to action. Ensure students cite evidence from the texts to support their discussion. (SL.9-10.1a-d) Possible discussion questions include: o Who is the audience, and what is the occasion for each of the texts? (RI.9-10.2) o Which rhetorical appeals are present? Which rhetorical devices are employed? Which devices are most effective in each text? (RI.9-10.4, RI.9-10.6, SL.9-10.3, L.9-10.5a) o How does Henry structure and pace his speech? What impact does his structure and pace have on his key ideas? o What is Henry’s argument (his position, his evidence, etc.)? (RI.9-10.3) How does Henry respond to the opposing argument? Evaluate Henry’s argument: Where is his reasoning logical and his evidence sufficient? Identify any fallacious reasoning or missing or irrelevant evidence. (RI.9-10.8, SL.9-10.3) o What were Carson’s goals in writing the text? What was her ultimate purpose? (RI.9-10.2) o What is the tone? How is it established in the piece? (RI.9-10.4) o How did the author attempt to move her audience to take action against pesticides? (RI.9-10.6) o Why do the authors use different techniques to achieve their purposes? Evaluate whether their choices are appropriate given their individual purposes. (RI.9-10.6, SL.9-10.3) • Engage the full class in a conversation about the above discussion questions following the small-group conversations. • Following the conversations, have students return to their graphic organizers to refine their examples. 23 http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/lesson-assessment-planning-resources/whole-class 24 https://d3jc3ahdjad7x7.cloudfront.net/MOI1HRmZ1DPqGpN3dVzvIkcdUv59a5aaiGxwiDUN8UevkzSc.pdf English Language Arts, Grade 10: Rhetoric 166 TEXT SEQUENCE TEXT USE EXPRESS UNDERSTANDING: • Extension Task Preparation: Have students continue to work on their extension task. Have students: o Complete a full draft of their essay. (W.9-10.1a-e) o Share the drafts in a writers workshop format in groups of two or three. Ask peers to provide targeted feedback on: (1) the quality and accuracy of the overall argument and use of research to validate the argument, (2) strong use of strategies of argument gleaned from the unit, and (3) appropriate and grade- specific use of language, vocabulary, and sentence structure. (W.9-10.1b, W.9-10.4, W.9-10.5, SL.9-10.3, L.9- 10.1a-b, L.9-10.2a-c, L.9-10.6) o Revise and rewrite their arguments based on peer feedback. (W.9-10.10) o Meet with students in their groups to discuss their arguments and their targeted revisions. Ask students what changes they made based on peer feedback and how those changes improved the effectiveness of their writing. If necessary, prompt students within the group to ask questions, suggest revisions, or offer constructive feedback so that the group meetings are fully interactive. (SL.9-10.1a-d) LESSON 5: “Does Great Literature Make Us Better?,” Gregory Currie “Reading Literature Makes Us Smarter and Nicer,” Annie Murphy Paul TEXT DESCRIPTION: These articles present contrasting arguments in exploration of the idea that reading literature impacts people emotionally and may even impact their moral development. TEXT FOCUS: The use of argument and counterargument provides a model for students as they work to strengthen their writing. These articles can support students in using counterargument to build credibility and logical reasoning in their writing. (RI.9-10.2, RI.9-10.3, RI.9-10.5, RI.9-10.8) A sample task for supporting student’s argument development is available here25. • Extension Task Preparation: Have students continue to work on their extension task. Have students: o Strengthen their final drafts by further developing a counterargument and pointing out its limitations using evidence from their research. (W.9-10.1b) o Share the drafts in a writer’s workshop format in groups of two or three. Ask peers to provide targeted feedback on: (1) the quality and accuracy of the overall argument and use of research to validate the argument, (2) strong use of strategies of argument gleaned from the unit, and (3) appropriate and grade- specific use of language, vocabulary, and sentence structure. (W.9-10.1b, W.9-10.4, W.9-10.5, SL.9-10.3, L.9- 10.1a-b, L.9-10.2a-c, L.9-10.6) 25 http://www.mesd.k12.or.us/si/Pennys_PortaPortal_Docs/ArgumentvsPersuasiveWriting.pdf English Language Arts, Grade 10: Rhetoric 167 TEXT SEQUENCE TEXT USE o Revise and rewrite their arguments based on peer feedback. (W.9-10.10) o Meet with students in their groups to discuss their arguments and their targeted revisions. Ask students what changes they made based on peer feedback and how those changes improved the effectiveness of their writing. If necessary, prompt students within the group to ask questions, suggest revisions, or offer constructive feedback so that the group meetings are fully interactive. (SL.9-10.1a-d) LESSON 6: “Pearl Harbor Address to the Nation,” Franklin D. Roosevelt (audio) Annotated Typewritten Copy, Franklin D. Roosevelt World War II Propaganda Posters TEXT DESCRIPTION: Franklin Roosevelt’s speech was given to gain support for retaliating against the Japanese after the attack on Pearl Harbor. Many of the World War II posters were also created to gain and maintain support for the military leading into and throughout the course of the war. TEXT FOCUS: As this lesson will lead into the extension task, students should pay special attention to not only the rhetorical devices employed in FDR’s speech, but also to choices made in his delivery. It may also be helpful to students to examine FDR’s edits of the first draft of the speech to see the changes that were made. Also consider whether the propaganda posters reinforce or counter the sentiments conveyed by FDR. MODEL TASKS LESSON OVERVIEW: Students combine their knowledge of all three rhetorical appeals to gain a deeper understanding of FDR’s speech as well as explore the differences between argument, persuasion, and propaganda as they analyze various media in order to craft their own multimedia support for their speeches. READ THE TEXT: • Listen to the audio recording26 of the speech while students follow along with a printed copy. • Have students read the speech independently and objectively summarize the text. (RI.9-10.2) • Have students update their graphic organizer from Lesson 1, pulling examples from the text to support their argument about which appeal(s) is used in the text. (RI.9-10.6) UNDERSTAND THE TEXT: • Working in pairs or small groups, have students to annotate27 FDR’s speech. Prompt students to use the anchor text and their notes from lesson 1 as a guide. Students should note rhetorical devices and their effects on FDR’s credibility, logic, and emotion. (RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.8) 26 http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm 27 http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/lesson-assessment-planning-resources/whole-class