​Week 4: Aug. 23 - 27

It’s Hoya Pride Week!
 
Planning your week:
Wed. 8/25 - SAMPLED rhetorical analysis for Antigone due by the end of class
 
Upcoming Due Dates:
Mon. 8/30 - Have the introduction to the rhetorical analysis essay for Gandhi completed when you come to class. We will work in class to finish the draft.
 
Monday, August 23 - Early Release/Pajama Day!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI6: Determine 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.ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Work Session

1. Ponder and Respond: Think about a time when you persuaded someone to do or think something. What did you say or do in order for them to agree with you/do what you wanted them to do?
2. The Art of Rhetoric - Rhetorical Appeals handout and SOAPSTone explained
3. SAT Practice Passage Test 6: Lincoln & Thoreau
   • First, read Lincoln’s speech and complete a quick SOAPSTone analysis. Then answer # 33-37.
   • Second, read Thoreau’s essay and complete a quick SOAPSTone analysis. Then answer # 38-42.

1. How is each speaker able to persuade his audience to accept his argument?

Closer

• Answer any questions about today’s content

 
Tuesday, August 24 - Twin Day!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI6: Determine 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.ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Work Session

1. Review The Art of Rhetoric - Rhetorical Appeals handout and SOAPSTone explained
2. Continue the SAT Practice Passage Test 6: Lincoln & Thoreau
   • First, read Lincoln’s speech and complete a quick SOAPSTone analysis. Then answer # 33-37.
   • Second, read Thoreau’s essay and complete a quick SOAPSTone analysis. Then answer # 38-42.

1. Class Discussion: How is each speaker able to persuade his audience to accept his argument?
2. Review Persuasion and Social Justice in Antigone.
3. Complete a SAMPLED rhetorical analysis for Antigone

Closer

• Answer any questions about today’s content

 
Wednesday, August 25 - Jersey Day!
Learning Goal(s): Students will examine rhetoric delivered by characters in Antigone using the SAMPLED graphic organizer. 
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine 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. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Work Session

1. Class discussion:  What do Antigone, Lincoln, and Thoreau all have in common?
2. Complete a SAMPLED rhetorical analysis for Antigone - due by the end of class today!
3. If you finish early, read Malala Yousafazi’s speech at the United Nations. (handout packet here)

Closer

• Answer any questions about today’s content

 
Thursday, August 26 - Vine/Meme/TikTok Day!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine 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. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• Magic Lens level 1 practice sentence

Agenda

1. Read Malala Yousafazi’s speech at the United Nations. (handout packet here)
2. Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer in the packet on page 316, explain the intended effect on the audience for each of these rhetorical examples. 
3. View Diane Sawyer’s interview with Malala Yousafazi (here). Learn the media vocabulary “lead-in,” “close-up shot,” and “slant” (page 318 of the packet), then answer the “Media Vocabulary” questions also provided on page 318.
4. View Malala’s speech to the United Nations (here).
5. Using the printed copy of her speech in the packet, annotate for all of the rhetorical appeals she employs. (You may want to highlight in three different colors.)
6. With a partner, complete a sticky note for the most effective use of ethos, pathos, and logos you found in her speech, and add to the posters.

Closer

• Ponder and Respond: Malala’s call to action is “So, let us wage a global struggle against illiteracy, poverty, and terrorism. Let us pick up our books and pens. They are our most powerful weapons” (para. 33). Based on her claim here and her use of rhetorical appeals (ethos, logos, pathos) throughout, how likely are you to be persuaded by her speech? Reflect and explain.

• Likely: If you have been persuaded, reflect on and explain why this might be. (Are you already an advocate for education? Were you moved by her ethos as a speaker?)
• Unlikely: If you are not persuaded, reflect on why this might be. (Is there a disconnect between you as an audience and the message in the speech? Are you already too “set in your ways” to listen to other perspectives?

 
Friday, August 27 - Class Colors - Sophomores wear GREEN!
Learning Goal(s): Students will examine the rhetorical situation of informational texts using the SOAPSTone graphic organizer.
Targeted Standards: ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI6: Determine 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. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Agenda:
Opener

• 15 minutes of IR!

Work Session

1. Magic Lens level 1 practice sentence
2. What is a rhetorical analysis essay? Review the strategies we have used this week: SOAPSTone, SAMPLED.  
3. Complete a left-right reading to prepare for a rhetorical analysis essay on Gandhi’s “On Civil Disobedience.”
4. Begin your Rhetorical Analysis Essay: Gandhi’s “On Civil Disobedience.”

Closer

• Look at the timeline for the rhetorical analysis essay.

Student Action Items

• Monday 8/30 by class time -Have the introduction to the rhetorical analysis essay for Gandhi completed when you come to class. We will work in class to finish the draft.