• Differentiation: Students select details from the scene  based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem.
• Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer/facilitator, recorder,presenter, spelling/ grammar checker.

Material: Rubric for rhetorical analysis, copies of famous speeches

Do Now: Reflect two messages you sent to two very different people. Did you change the subject or language? Why? Pair share.

Mini Lesson

How does use specific diction to appeal to a specific audience ( pathos) ? How does it impact the author’s purpose?

Independent Practice

In a small group of three or four, appoint a recorder, presenter, facilitator and timer. Complete a SOAPStone analysis of one of the texts you have read and annotated with special attention to purpose audience and diction.

1. Obama’s inauguration speech 
2. Reagan’s D-Day 40th Anniversary Speech

We’ll discuss three passages written by Malcolm X for different audiences and purposes.

Passage 1: Excerpt from a Malcolm X speech to a Detroit Civil Rights group

Just as the slavemaster of that day used Tom, the house Negro, to keep the field Negroes in check, the same old slavemaster today has Negroes who are nothing but modern Uncle Toms, 20th century Uncle Toms, to keep you and me in check, keep us under control, keep us passive and peaceful and nonviolent. That’s Tom making you nonviolent. It’s like when you go to the dentist, and the man’s going to take your tooth. You’re going to fight him when he starts pulling. So he squirts some stuff in your jaw called novocaine, to make you think they’re not doing anything to you. So you sit there and ’cause you’ve got all of that novocaine in your jaw, you suffer peacefully. Blood running all down your jaw, and you don’t know what’s happening. ’Cause someone has taught you to suffer — peacefully.

Passage 2: Excerpt from a Malcolm X speech to Harvard Law School

There was another man back in history whom I read about once, an old friend of mine whose name was Hamlet, who confronted, in a sense, the same thing our people are confronting here in America. Hamlet was debating whether “To be or not to be”—that was the question. He was trying to decide whether it was “nobler in the mind to suffer, peacefully, the slings and arrows of outrageous fortune” or whether it was nobler “to take up arms” and oppose them. I think his little soliloquy answers itself. As long as you sit around suffering the slings and arrows and are afraid to use some slings and arrows yourself, you’ll continue to suffer. The OAAU has come to the conclusion that it is time to take up whatever means necessary to bring these sufferings to a halt.

Passage 3: Excerpt from a Malcolm X speech to the Nation of Islam

God’s Judgement of White America (The Chickens Come Home to Roost)
Malcolm X, edited by Imam Benjamin Karim

December 4 , 1963

note – this speech was delivered before Malcolm left the Nation of Islam and accepted true Islam — so his views in this speech do not reflect his own or those he held near the end of his life.

This speech is sometimes called “The Chickens Come Home To Roost,” because of an answer Malcolm X gave in response to a question following the speech. The question concerned the late President John Kennedy. It was Malcolm X’s answer, that the Presidents death was a case of “chickens coming home to roost” — that the violence that Kennedy had failed to stop had come back to him, this resulted in the Elijah Muhammad silencing him. Malcolm X left the Nation of Islam a short time later.

The Honorable Elijah Muhammad teaches us that as it was the evil sin of slavery that caused the downfall and destruction of ancient Egypt and Babylon, and of ancient Greece, as well as ancient Rome, so it was the evil sin of colonialism (slavery, nineteenth-century European style) that caused the collapse of the white nations in present-day Europe as world powers. Unbiased scholars and unbiased observers agree that the wealth and power of white Europe has rapidly declined during the nineteen-year period between World War II and today.

So we of this present generation are also witnessing how the enslavement of millions of black people in this country is now bringing White America to her hour of judgment, to her downfall as a respected nation. And even those Americans who are blinded by childlike patriotism can see that it is only a matter of time before White America too will be utterly destroyed by her own sins, and all traces of her former glory will be removed from this planet forever.

The Honorable Elijah Muhammad teaches us that as it was divine will in the case of the destruction of the slave empires of the ancient and modern past, America’s judgement and destruction will also be brought about by divine will and divine power. Just as ancient nations paid for their sins against humanity, White America must now pay for her sins against twenty-two million “Negroes.” White America’s worst crimes her hypocrisy and her deceit. White America pretends to ask herself: “What do these Negroes want?” White America knows that four hundred years of cruel bondage has made these twenty-two million ex-slaves too (mentally) blind to see what they really want.

White America should be asking herself: “What does God want for these twenty-two million ex-slaves?” Who will make White America know what God wants? Who will present God’s plan to White America? What is God’s solution to the problem caused by the presence

Homework:

• Write a paragraph analyzing the purpose of either Reagan or Obama’s speech.  As you read the speech, analyze the ways his purposes affect his voice and style, the tone he takes, the way he organizes his address, the kind of argument he makes and the type of evidence he uses.
• Write a paragraph analyzing the ways an audience shapes a composition ( speech). Identify the target audience and explain why you think the target audience is(language used, imagery or syntax) how the target audience shapes the speech(tone), and why you think the speech is effective in appealing to the target audience( pathos).

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Lesson 3

Part III

Objectives: Students will be able to analyze literacy personas of a complex passage by examining rhetorical appeals implied.

Differentiation:

• Students select details from various texts  based on their individual reading experience and understanding of the text.
• They are also given various options to respond to the task depending on their personal level of challenges or strengths.
• Students can raise their own questions to probe into the implied meaning of the passage.
• Students can use video clips and online dictionary

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Do Now: Imagine you need to email a friend and tell him/her happened in school. Then write an atoer email to your parent or teacher to report the same incident. What did you notice?

Mini Lesson: 

Literary Personas: how is it shaped by the writing situation such as purpose, audience and genre?

Watch a video of TEDTalk: What Aristotle and Joshua Bell can teach us about persuasion

Read the passage on page 15 of Everything is a Text by Dan Meltzer.

• What specific jargon terms does he use? How does that reveal what he does?
• What genre of writing is shown by the conventions he uses?
• Is it possible a composer’s persona can change depending on the context of the composition?

Independent Practice

• Share one of the paragraphs you have written ( purpose or audience) based on one of the speeches. Use the rhetorical analysis rubric to evaluate the paragraph. Give it a score and write a brief commentary why you gave the score. Pair share. Reflect.
• Analyze the persona of the speaker ( Reagan or Obama as revealed in the specific speech he delivered).

( Exit Slip)Expected Outcome: 

1. Hand in the Self-evaluated paragraph as well as the 2nd paragraph.
2. Identify and analyze three pieces evidence that reveal the speaker’s persona.

Homework: Compose a well developed paragraph analyzing the persona of the speaker.

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Lesson 4

PART IV Literacy Mediums

Objectives: Students will be able to analyze literacy mediums of a complex passage by examining rhetorical appeals implied.

Differentiation:

• Students select details from various texts  based on their individual reading experience and understanding of the text.
• They are also given various options to respond to the task depending on their personal level of challenges or strengths.
• Students can raise their own questions to probe into the implied meaning of the passage.
• Students can use video clips and online dictionary

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Do Now: Think of a text that you have read in two different mediums: a book that has been made into a film, a comic strip that was made into a video game, a play that was made into a film, a book that is made into a tv show, and so forth. How did the change in medium affect the content of the composition ( purpose, audience and persona)?

Mini Lesson: 

Mode is a channel of communication- oral, visual, digital. print

Medium is the tool that the composer uses within the channel to deliver his/her message. For a composer who works in a visual mode, he can use the mediums such as photographs, painting, billboards.

COMPOSERS WHO WORK IN A PRINT MODE MAY USE MEDIUMS SUCH AS BOOKS, MAGAZINES, NEWS LETTERS, OR FLIERS.

The medium that a composer uses to deliver her message affects every aspect of the content of the message.

Let’s look at an example on pages 16-17 , an excerpt from the Tolkien’s novel The Return of the King and a film script based on the same scene.

Check for Understanding: How does the description in the book differ from the one in the script?

• Language: detailed description of the scene and characters vs visual motion, camera angles, stage directions for close ups, sound etc.
• Sentence Structure: long and distinctive, varied vs ” intercuts”- jumping from scene to scene

Independent Practice

Use the handout( rubric)  to draft your rhetorical analysis.

Homework: Begin to draft your final rhetorical analysis of one of the speeches by Reagan or Obama.

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