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Digital Unit Plan Template Unit Title: Analyzing and Using Rhetorical Devices Content Area: English

CA Content Standard(s)/Common Core Standard(s):

Name: Christopher Garcia Grade Level: 10

1. Speaking and Listening: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others to the discussion; and clarify, verify, or challenge ideas and conclusions. 3. Speaking and Listening: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exag gerated or distorted evidence . 5. Language: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 8. Reading: Assess the extent to which the reasoning and evidence in a text support the authors claims. 1. Writing: Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.
Big Ideas: What rhetorical strategies are used in writing to appeal to the readers emotions? What elements make up a strong persuasive essay? What can we learn from advertisements?

What can we learn about persuasive writing from expository texts? How does persuasive writing shape today's culture? Unit Goals and Objectives: Upon completion of this Digital Unit, students will have a firm grasp of the 3 most important elements in persuasive and argumentative writing (pathos, logos, ethos). Students will be able to identify persuasive writing in the media, and will be able to apply those same ideas to their writing. Working in groups, students will analyze a piece of writing that appeals to the readers' emotions, questioning the writer's use of tone and diction. Students will be creating two similar styles of writing: One that argues, and one that persuades. They will create an advertisement poster ad, advertising something that they feel strongly about or against and using that to try and persuade their intended audience. Students will also be required to show their critical thinking skills in the form of a 2 to 3 page-typed essay, in which they will be required to argue a position and defend that with supporting evidence. Unit Summary: The students will explore how persuasive writing is depicted in popular culture, and how good writing comes from that. Students will also take a look at qualities inherent in good argumentative writing, and how each student can utilize those same qualities in their own writing and lives outside of the classroom. As the main navigator, the teacher will get the students to realize that, unconsciously, they all inhibit a desire to persuade and to argue. Students will learn how to write with passion by defending their position and ideas. The teacher will emphasize the importance of this as being a necessity to progress through school and inevitably the real world. Also, there will be group work and digital exercises to get students thinking about how writers persuade, or "hook" readers. This Digital Unit is designed for 10th Grade English studies. Assessment Plan: Entry-Level: Survey: Arguments and Persuasion Formative: Think, Pair, Share: Discussion on letter by Sandy Hook mother Webercise: Finding rhetorical strategies Brainstorm: Student advertisements Analyzing Ads Exercise: Ethos, Pathos, and Logos Graphic Organizer: Persuasion map Summative: Argumentative Essay Personal Advertisement Poster

Lesson 1 Student Learning Objective: Demonstrate an understanding of how advertising works, and how it is tied closely to good persuasive writing. Students will also be able to distinguish between writing that argues and writing that persuades. Acceptable Evidence: Students will complete a survey on arguments and persuasion to get started. Students will also complete an Analyzing Ads chart, in which they will have to watch 6 advertising ads and chart where they stand with regards to ethos, logos, and pathos. Also, students will brainstorm ideas for their upcoming Poster Instructional Strategies: x Communication x Collection Collaboration x Presentation Organization Interaction
Lesson Activities: This lesson will serve as an introduction into arguments and persuasion in popular culture. The lesson will open up with students completing a survey entitled Arguments and Persuasion. This will tap into their prior -knowledge and get them interested for the upcoming lesson. Then, students will view a Prezi presentation entitled, Making an Advertisement. During the presentation, students will learn to distinguish between arguing and persuading. They will also learn how advertisements persuade consumers to buy things, and how those same tactics can be applied to writing. They will be introduced to the Personal Advertisement Poster at the end, as well as an Analyzing Ads Exercise chart that they will complete for homework. In the guided notes section of the Digital Unit Plan, students will also complete a Brainstorm activity during class, in which they are to draw up ideas for their

Advertisement assignment.

upcoming poster project. For the Analyzing Ads Exercise, students will choose six advertisements-two magazine ads, two television commercials, and two internet-based advertisements-and explain how each uses pathos, logos, and ethos on a chart resembling a rubric. For the Personal Advertisement Poster, students will pick a topic that they like or feel very strongly about. It could be about a particular hobby that they love, a favorite dish they enjoy, or a hot button issue that they feel strongly about. They will create an 11x17 poster, advocating for this item by appealing to the needs of a particular audience. They will use as many phrases, images from magazines and internet sources, and artwork to convey their message. The teacher advocates that students do not simply copy an advertisement already created, as they will receive a 0 for their grade and have possible plagiarism charges brought forth against them. Students will be graded based on creativity and if their message resonates clearly throughout the poster. The rubric for the assignment will be made available on the Digital Unit Plan website. Teacher will hold an advertisement exhibit in the classroom, posting the students advertisements all around the walls of the classroom. This will give an opportunity for all students to see each others creation and foster cultural diversity.

Lesson 2 Student Learning Objective: Analyze persuasive writing that appeals to the readers emotions; make connections between literary tone and diction to the overall theme of a text. Utilize internet resources to find pertinent information on rhetorical devices. Acceptable Evidence: Students will work together to find rhetorical devices used in prose and present their evidence to the rest of the class in a formative group exercise. After completion, students will complete a Webercise for homework, browsing selected websites to answer questions regarding rhetoric and persuasion in writing. Instructional Strategies: x Communication x Collection x Collaboration x Presentation Organization x Interaction
Lesson Activities: The teacher opens up the lesson by asking the class if they remember vividly the events of the Sandy Hook Elementary massacre that took place in December of 2012. The teacher also asks the class how they felt, followed by a brief introduction on a letter written by a mother of a child, Carrie Lendroth Battaglia that survived the shootings. The teacher hands students the letter and are to briefly read quietly for 10 minutes. Afterwards, the teacher reads aloud the letter to the class, placing emphasis on key words that elicit a response from the class. The students are encouraged to make notes on their own copy of the letter. After reading, the teacher has students get into groups of 2 to 3 in a Think, Pair, Share exercise to discuss the literary techniques that the writer employs to grab or pull her audience in. Using questions written on the board by the teacher, the students are to analyze the essay keeping these in mind: What figurative language (similes, metaphors) does the author use to convey her ideas to her audience? Does the author make any analogies or comparisons? How does the writer target the readers' emotions/intelligence? How does the writer get to trust the audience in what she is saying about guns? Is there repetition? If so, to what effect does that create?

Describe the writer's diction. What kinds of emotionally-charged words does she use? What is the tone of the letter? What sentences stood out to you the most? Is there a "cause-effect" argumentation going on? (If this happens, then...) Does the author address the opposition in such a way that it makes her argument appear stronger? After about 20 minutes of discussing the letter and the teacher providing scaffolding where needed, the class each takes turns discussing their findings, using the questions posed by the teacher as a vehicle. Each group is encouraged to not just share their findings, but to discuss how the letter made them feel when reading it. After each group has had a chance to speak, the teacher shares his final thoughts. Before the end of class, the teacher assigns the online assignment, the Webercise on rhetorical strategies writers use. To receive full credit for the assignment, the students are to search each website listed on the documents and to answer all questions pertaining to that particular website.

Lesson 3 Student Learning Objective: Utilize research skills and critical thinking skills to map out information in a logical sequence. Demonstrate analytical writing skills and organizational skills using a graphic organizer and in producing a written argument. Acceptable Evidence: Students will produce a graphic organizer, or content map, that allows them to visually see the components of their upcoming essay due. Students will turn in their summative assessment, an essay, in which they are to argue a particular issue using supportive evidence. Instructional Strategies: Communication x Collection Collaboration x Presentation x Organization Interaction
Lesson Activities: Teacher begins the lesson by handing out printouts of the Persuasion Map that students will have to complete on their own. In the exercise, the students are to research a controversial topic using the internet as a primary source. They must look under the website and find a debatable topic that they can map out. Once they have found a hot-button issue that they can work with, the students must choose a side for or against that topic. Then, the teacher explains in detail how to transfer that information to their own Persuasion Map using the following criteria: 1. State your goal or thesis in a 1-sentence introduction 2. List 3 reasons to support the assertion you made in your introduction, 1 sentence each. 3. List 3 hard facts or plausible examples to support those reasons. 4. Provide a 1-2 sentence conclusion referring back to your thesis statement.

The teacher provides a completed template in class and online, using a controversial topic and showing everything filled in with the above mentioned. The teacher expresses the importance of completing this exercise, as it will help the students immensely on their upcoming Argumentative Essay that is due at the end of the lesson. Students work individually researching After completion, students are assigned a 4-page, typed double-spaced Argumentative Essay. In the essay, students must argue for or against a particular issue that is controversial in nature. Using the criteria outlined for the Persuasion

Map, students must support their claim with evidence and facts. Essay will be graded on thoroughness; the student must take a stand on an issue and not be on the fence. The teacher will analyze to see if the student uses his/her critical thinking skills by looking for supportive criteria. Students are encouraged to look under the website for helpful ideas, as well as other internet sources. Essay topics must be approved by the teacher beforehand.

Unit Resources:
Digital Unit Plan site: California Content Standards: Teacher Lecture on Making Advertisements: Webercise on Rhetorical Devices: Lesson on Persuasion Map: Assessments Survey: Site Map: Letter from Sandy Hook mother: Essay Rubric: Poster Ad Rubric:

Link to Mr. Garcias Class:

Useful Websites:
List of Rhetorical Devices: Persuasion and Arguments: Debatable Topics: Persuasive Writing: The Owl Purdue Writing Lab: Persuasive Strategies PPT: See Below

Persuasive Strategies

Copyright 2006 IRA/NCTE. All rights reserved. materials may be reproduced for educational purposes. Images 2006 Microsoft Corporation. All rights reserved.

My unit will address the following content standard for English: Determine an authors 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. Through this unit, I will be promoting the 21st century skills that have to deal with Learning and Innovation Skills. Students during this lesson will think creatively by brainstorming a letter of persuasion - a letter written by a Sandy Hook mother whose daughter was involved in the mass shooting in December of 2012. In group work, they will discuss the various rhetorical devices that create effect and appeal to the reader's emotions. Also, students will be making judgments and decisions by analyzing advertising ads seen in popular culture. They will be able to make these connections between the information being presented and the argument at hand. They will utilize graphic organizers to map out their facts on a controversial topic, a tool that will lead into an argumentative essay do in the summative assessment. I chose the topic of analyzing and using rhetorical devices in reading because it's crucial that students, in this case tenth graders, learn how to argue a particular stance and apply the proper language modes when writing. By being able to persuade readers on a particular issue, students will better learn how to voice their own opinions and strengthen their own credibility by backing up their own argument-a vital necessity when dealing with real world situations. By using various online learning tools, students will not only read with comprehension but will write with clarity and speak with passion.