LTF for Writing an Argument | World Literature

Lesson 1 -11/8/2017

Week 3 Materials pages 20-27

Close Reading: Understanding the Appeals

Objectives: Students will identify examples of three rhetorical appeals and analyze how the appeals are used to influence the audience or reader.

CC Standards:

R4: Interpret words and phases as they are used in a text

CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text,

CCSS.ELA-LITERACY.RI.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.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts

Differentiation:
Content: Students are provided with translators & dictionaries to help them with unfamiliar vocabulary.

Process: Instructions are scaffolded( annotation guidelines & graphic organizer) for students to follow. Guided questions and model answers are provided for students to emulate. Graphic organizers are provided for students to annotate a text.

Products: Various strategies are taught and choices provided to help students complete a task based on their individual abilities.

Texts:

copies of the dog adoptions
copies of student activities

Do Now:

How do you appeal to your audience when you want them to agree with you?

Mini Lesson and Guided Practice( see the handout)

Student Independent Practice: See the handout

Check for understanding: What’s your new understanding of the rhetorical appeals?

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Lesson 2 11/9/2017

Objectives: Students will be able to construct a coherent paragraph in which they they use specific evidence and analysis to support their claim.

CCS

Differentiation:
Content: Students are provided with translators & dictionaries to help them with unfamiliar vocabulary.

Products: Various strategies are taught and choices provided to help students complete a task based on their individual abilities.

Part I: period 7

Do now: In 6 -8 minutes, carousel to get all the answers to the questions in the left hand column.

Mini Lesson and Guided Practice

Answering the short answer questions using a chart appraoch

Questions to Evaluate the Argument	Answer	Evidence
What is the writer/speaker’s purpose? What does he/she hope to accomplish? ( Purpose)	To have audience consider adopting a rescued pet rather than buying a pure bred dog	“Don’t think of the animal shelter as a thrift sore for dogs, think of it as a meeting place where quality dogs are waiting to find quality owners so dog and human can both live happily after!”
First draft: The writer of the ad wants the audience to consider adopting a rescued pet rather than a pure bred dog. He makes it clear when he writes, “Don’t think of the animal shelter as a thrift sore for dogs, think of it as a meeting place where quality dogs are waiting to find quality owners so dog and human can both live happily after!”
2^nd Draft: The writer of the add suggests that we “ think of [the animal shelter] as a meeting place where quality dogs are waiting to find quality owners so dog and human can both live happily ever after!” hoping to influence the audience into considering adopting a rescued pet. By suggesting that an animal shelter is “a place” that results in both dogs and humans living “happily ever after,” the writer expects the audience to consider adopting a rescued pet.

Independent Practice:

step 1: Now you choose another question from activity 1 chart. Using the answer and evidence you have recorded int he chart, compose a response following the steps I have modeled for you. Write your first draft.

Step 2: Revise your response to create a more concise and analytical paragraph.

Check for understanding: Hand in the paragraphs.

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Part 2 ( period 8)

Mini Lesson on identifying types of appeal:

Quotation	Type of Appeal	Evidence for the Appeal	How does the appeal strengthen the argument?
“There is nothing in this world that will ever love you more unconditionally than a dog.”	Emotional	“Nothing… will ever love you more…”	Most people who ever had a dog believe that this is true. The desire for unconditional love exists in almost every one
“ Don’t pay hundreds of dollars to a breeder.”	Logical ( logos-fact)	“hundreds of dollars”	In many cases, breeders do charge hundreds of dollars for puppies. Most people want to avoid spending too much money for a dog.
“Dear Fellow Dog Lover”	Ethical ( Ethos-trust)	“fellow”	Using the word “fellow” creates a sense of connection to another. The writer is a dog lover and reaches out to other dog lovers who are just like him.
See page 6 for more quotations

Student Independent Practice
Work in a small group to complete the chart by identifying more examples of logos, ethos and pathos. Make sure you explain ” How does the appeal strengthen the argument?”

Check for Understanding: Hand in the completed chart for a class participation grade.

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Lesson 3 11/13/2017

Objectives: Students will be able to identify the types of appeal by examining the evidence and evaluate the use of the rhetorical appeals in argument through collaborative discussion and writing a well-developed analytical paragraph.

R 7: Integrate and evaluate content presented in diverse formats and media.

W. 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Differentiation:
Content: Students are provided with translators & dictionaries to help them with unfamiliar vocabulary.

Products: Various strategies are taught and choices provided to help students complete a task based on their individual abilities.

Do now: Is this cartoon funny? Why?

Mini Lesson:

Watch prezi presentations of the rhetorical appeals, in particular the one about ethos.

Although the three rhetorical appeals can be analyzed separately to some extent, these three appeals work in combination to create persuasion strong enough to sway the audience. The most effective argument use all three types of appeals.

Guided Practice:

Use the new gained understanding to revise your answers in the chart on page 6:

Quotation	Type of Appeal	Evidence for the Appeal	How does the appeal strengthen the argument?
“There is nothing in this world that will ever love you more unconditionally than a dog.”	Emotional	“Nothing… will ever love you more…”	Most people who ever had a dog believe that this is true. The desire for unconditional love exists in almost every one
“ Don’t pay hundreds of dollars to a breeder.”	Logical ( logos-fact)	“hundreds of dollars”	In many cases, breeders do charge hundreds of dollars for puppies. Most people want to avoid spending too much money for a dog.
“Dear Fellow Dog Lover”	Ethical ( Ethos-trust)	“fellow”	Using the word “fellow” creates a sense of connection to another. The writer is a dog lover and reaches out to other dog lovers who are just like him.
See page 6 for more quotations

Independent Practice:

Write a well-developed paragraph in which you discuss whether the ad is effective and why. Which appeal seems to be used , most often? Why might the speaker have chosen that particular appeal as the strongest for this subject? Be sure to analyze the evidence you provide.

Template:

The ad is effective because the author uses rhetorical appeals such as logos and pathos to persuade the audience to adopt a dog from a shelter instead of buying one from the market.

First of all, the author uses ___(logos) such as ____________________ and _____________________ to show that_______________________________________________. The facts the author provides are convincing because they___________________________________________________________________________________________________________________________________ (analysis).

Secondly, the author uses____ ( pathos ) to appeal to the audience________________( emotionally). He writes, “___________________________________ “ and “ ____________________________”. These two examples tap into people’s feelings about ___________________________________________________________________________________________________________________________________________________________________________________________________________________( analysis)

The author uses rhetorical appeals to persuade his audience that______________________________________________________________________________________________________________________________________________________________________________________________________________.

Check for understanding: Students need to be able to identify at least two rhetorical appeals in the ad and analyze their effect on the strengthening the claim.

Hand in your paragraph on the way out.

Homework: If you don’t finish your paragraph in class, finish it at home. Hand it in the next day.

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Lesson 4 11/14/2017

Objectives: Students will be able to analyze the purpose of a speech by analyzing the rhetorical appeals used.

W. 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Differentiation:
Content: Students are provided with translators & dictionaries to help them with unfamiliar vocabulary.

Products: Various strategies are taught and choices provided to help students complete a task based on their individual abilities.

Do Now: What’s the purpose of this cartoon? Why?

Pair share.

Mini Lesson with Guided Practice

Rhetorical triangle

Image result

How do we infer purpose of a writing?

Does author want the audience to think about or reconsider an idea or issue?
What are the ideas or issues and what new view does the author want the audience to consider?
Does the speaker want the targeted audience to take action? What action?
Does the speaker want the targeted audience to feel certain way?
What emotions does the writer attempt to evoke?

Purpose of pathos:

physical needs- life and health of the body
psychological needs- a person’s inner life, the need for love and self respect
social needs- the need for freedom, for status and power, and for acceptance by others

Strategies a writer uses to create emotional appeals(-

connotative diction, imagery and metaphors
appeal to pity and compassion- the qualities that unite all humans
carefully crafted syntax such as parallelism and anaphora to appeal to the reader’s sense of order and control

Guided Practice

Student Independent Practice:

Discuss the purpose of the excerpt of a speech by G.W. Bush after the 9/11 attack. How does Bush use rhetorical appeals to deliver his message?

Guided Questions:

What is President Bush’s purpose in this speech?
Who is the primary ( immediate) audience for this speech?
Is there a secondary audience, listeners who are physically not present? Explain.
Why is Bush a credible speaker in this situation?
What information in this speech can be considered factual?
In the chart below, list words from the speech that have strong connotations.

Words with Positive Connotations( emotional meaning)

Words with Negative Connotations

Courage

Terrorists

Complete Activity 2 on pages 3-4 and Formative assessment #2.

Formative Assessment Task #2: Write a well-developed paragraph in which you analyze the purpose of the speech by President Bush. Be sure to discuss how Bush uses diction with strong emotional connotations to create an emotional appeal to his audience. Use at least three example of pathos to support your claim.

In the speech following the 9/11 attack on the World Trade Center, Bush comforts a shocked and grieving nation/ world ( claim on purpose). In his speech, the speaker uses diction with strong emotional connotations/pathos (rhetorical strategy) to make connections with the audience emotionally ( topic sentence).

When the president states “We have seen the unfurling of flags, the lightening of candles, the giving of blood, the saying of the prayers…’( evidence from the text), he uses diction with rich emotional connotations such as “ the lightening of candles” ( specific parts of the evidence) to appeal to the audience’s emotions by making them think of love and security because candles are lit for birthday celebrations or religious ceremonies( Explain how the quote creates the appeal through association). This is effective because the phrase suggests a banishment of darkness and evil that creates an emotional appeal of comfort and safety after the shock ( analysis). The phrase “giving of blood” appeals to the audience because_________________________________________________________________

_________________________________________________________________________( association).

This is effective because _______________________________________________________________

___________________________________________________________________________( analysis). In addition, Bush states_________________________________________________________________

____________________________( textual evidence). In this quote, the phrase____________________

____________________________( specific word or phrase) appeals to the audience because __________________________________________________________________________( association). This is effective because _____________________________________________________________________________(analysis).

Check for understanding: Share responses to the questions in a small group. Teacher provides critique.

Upon Exiting: Show your work to the teacher to receive a grade.

Homework: Continue working on the questions if you didn’t finish them in class.

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Lesson 5

R 7: Integrate and evaluate content presented in diverse formats and media.

W. 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Differentiation:
Content: Students are provided with translators & dictionaries to help them with unfamiliar vocabulary.

Products: Various strategies are taught and choices provided to help students complete a task based on their individual abilities.

Do Now:

Text: Read carefully this excerpt from the Nobel Peace Prize acceptance speech by former Vice President Albert A. Gore, Jr. Then complete the questions and activities that follow.

So today we dumped another 70 million tons of global-warming pollution into the thin shell of atmosphere surrounding our planet, as if it were an open sewer. And tomorrow, we will dump a slightly larger amount, with the cumulative concentrations now trapping more and more heat from the sun. . . . Last September 21st, as the Northern Hemisphere tilted away from the sun, scientists reported with unprecedented alarm that the North Polar ice cap is in their words: “falling off a cliff.” One study estimated that it could be completely gone during the summer in less than 22 years. Another new study, to be presented by U.S. Navy researchers later this week, warns it could happen in as little as 7 years. Seven years from now. After performing 10,000 equations by hand, Svante Arrhenius calculated that the earth’s average temperature would increase by many degrees if we doubled the amount of CO2 levels day by day. Seventy years later, my teacher, Roger Revelle, and his colleague, Dave Keeling, began to precisely document the increasing CO2 levels day by day. But unlike most other forms of pollution, CO2 is invisible, tasteless, and odorless—which has helped keep the truth about what it is doing to our climate out of sight and out of mind. Moreover, the catastrophe now threatening us is unprecedented—and we often confuse the unprecedented with the improbable. We have everything we need to get started, save perhaps political will, but political will is a renewable resource. So let us renew it, and say together: “We have a purpose. We are many. For this purpose we will rise, and we will act.”

Mini Lesson:

Inductive and Deductive reasoning, logical fallacies

How to identify logos?(Logos: logical reasoning, evidence)
Logos: : How has the writer attempted to appeal to the audience’s reasoning or logic?

Review:

Ethos: How does the author attempt to gain the reader’s trust?
Pathos: How has the author attempted to make emotional connection with his/her reader?

Guided Practice

Use the questions to guide you to discuss the purpose of the internet ad about dog adoption.

What is Vice President Gore’s purpose in this speech?
Look up “Nobel Peace Prize” either online or in a print reference. When and where is the acceptance speech for this prize delivered? What is the immediate audience for the speech? What is the extended audience for this speech?
Using an online or print reference, find out why the Nobel Peace Prize committee selected Al Gore as the 2007 recipient of this award. Write a brief summary of that information here.
Do you think Vice President Gore is a credible speaker on this topic? Explain your answer.
What information in this speech can be considered factual?

Independent Practice

Analyzing Logical Appeal Now read the excerpt again. Find and highlight examples of facts, research, references to experts, and cause and effect. You may wish to use a different color for each element. Then complete the chart below by filling in appropriate quotations from the text and commentary about the quotations.

Complete this statement: Vice President Gore’s purpose in this speech is to_______________________________________________________

____________________________________________________________________.

Quotation from the Passage	Element That Creates Appeal	Commentary: How use of this element creates a logical appeal
	facts
	statistics
	research
	reference to experts
	Cause and effect

Checking for understanding: Organize the information you have gathered to help you write a well-developed paragraph in which you discuss the speaker Al Gore’s purpose and how he uses logos to persuade his audience.

Rubric: The paragraph should have the following elements:

Elements of the paragraph	Exceeding Standards	Meeting Standards	Almost meeting standards	Below Standards
Claim ( purpose) statement	Clear and arguable	Somewhat clear and partially arguable	Vague/cliche	none
3 Examples of Logos	3	2	1	0
Examples of facts, research, cause & effect, reference to experts, statistics	100%	70%	50%	20%
Explanation of why the example is effective	convincing	acceptable	Implicit connection to the purpose	No connection
Conventions	Excellent	Good	Average	Hinder understanding

Exit Slip: Hand in the paragraph to be graded.

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Lesson 6: Analyzing ethical appeals

Lesson 7: Parts in a Counter argument/( page 39)

acknowledgement

Accommodating (concession )

refuting

To make a concession, we can use the following transitional words-

admittedly
I concede that
CERTAINLY… BUT…
Even though
Granted
It goes without saying that …
I can’t argue with
Perhaps…, yet
While it is true that…
Undoubtedly…

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Lesson 8 Dialectical Journals- Rhetorical analysis and Persuasion Compiling evidence and writing commentary

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Lesson 9: Summarizing and Identifying Issues in Nonfiction

Lesson 10: Time to Debate

Common Core Regents Prep