Objectives: Students will be able to analyze an author’s purpose of a speech by using dialectical journal and questioning writing strategies.
Text: 2012 AP Lang free response question page 10
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Differentiation: Students are grouped by their learning styles and abilities; different access points are provided for students to “enter” the lesson; template and lesson tools are provided based on students’ needs; questions are tiered to meet varied learning needs; definitions are provided for new vocabulary and academic concepts; question options are provided; lesson is scaffolded.
Lesson Voc and Concept:
| Lesson Voc | Lesson Concepts |
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Do Now: How do you feel about price gauging of a very popular sport event or concert?
Mini Lesson and Guided Practice
Round Activities for Close Reading and Rhetorical Analysis
Preparation: Read the text out loud and students annotate by following the annotation guidelines
Round 1: Pick words, phrase or a line that stands out the most to you for any reason. Share it in your group by reading it out loud without any explanation.
Round 2: Repeat what you have said with #line and explain why you picked it.
Round 3: Connecting your line to a theme
- Based on the listed thematic ideas, pick one theme.
- Justify how your line connects to the theme or find a line from the different line to support it
Round 4: Writing dialectical journals
- Students go to a specific location in the classroom by which chunk their selected line is from ( 4 chunks- beginning, middle 1, middle 2, ending)
- Students get in a new group of 4 by the chunk #
- In the new small group, students create a dialectical journal on an index card based on the line they have quoted. Do Save the Last Word for Me to share the quote and commentary
| Concreate details | Commentary ( no complete sentences) |
| Chunk 1:
Evidence: __________________ ( line #) Context: use 12 words or fewer to lead into the quote
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Assertion: abstract – your claim, inference connecting to the theme
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| Chunk 2:
Evidence: __________________ ( line #) Context: use 12 words or fewer to lead into the quote
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| Chunk 3:
Evidence: __________________ ( line #) Context: use 12 words or fewer to lead into the quote
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| Chunk 4:
Evidence: __________________ ( line #) Context: use 12 words or fewer to lead into the quote
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Student Independent Practice
Round 5: In a small group, students prepare two types of questions ( Avid questioning) relating to the theme. Post the questions on the poster paper.
- Question 1: a question that requires to steps to answer ( what, how and why question based on the content of your reading)
- Question 2: open-ended question ( level-3 question)
Count off 1 and 2 to divide the class evenly to conduct the Socratic seminar.
Lesson Assessment: What purpose can you infer from the text? How do you know? How does the author successfully convey it ( a specific rhetorical device)? Use a Marker Verb.
If time permits, we’ll share. Or the responses get collected as the exist slip.
Homework: Write a well-developed paragraph to illustrate how our evidence supports the thematic idea.