English 10 CP Persuasive Unit

Daily Activities and unit assessments

(See KUDos attachment for objectives)

Day One

  • Introduce and talk through unit KUDOS
  • Introduce and read “Tolerance” on page 679 of textbook
  • Have students practice objective summaries by partners writing 20 word summaries. Share out and discuss main ideas
  • Review facts vs. options by finding ex's of each in the essay
  • recall MLK's dream speech. Compare and contrast their two arguments and which students agree with more. Brain storm how each is effective and why
  • Homework: Tolerance in the News (Extra credit option) Due in two days.

Day Two

  • SSR and reaction sheet, use as semicolon practice
  • Debrief Tolerance discussion: what did he found his argument on?
  • Fill in part on of the rhetorical devices chart, coming up with definitions and examples as a class.

Day Three

  • Find examples of Rhetorical Devices in “Tolerance”: logical appeal, ethical appeal, Rhetorical Questions, parallelism, and refutation
  • Discuss why/how the R.D. Are effective.

Day Four

·  Introduce and come up with examples for words’ denotations versus connotations

·  Rewatch MLK’s Dream speech and have students write down 5 words he used to inspire his audience. After the video, students write down the cited quote (using speech handout) and explore the five words: 1) their connotations and associations, 2) whether King as using emotional or ethical appeal.

·  HW: Finish backside of Rhetorical Device Practice worksheet, using the speech

Day Five

·  Show an example response for the backside of worksheet, give students time to make additions/corrections, and collect

·  Share out on some good connotation explanations from Friday

·  Introduce Rule three of the semicolon: use with conjunctive adverbs. Take notes, discuss examples, and have students come up with their own examples.

·  Return conflict essays, analyzing several good examples of intros and body paragraphs on the projector. Make goals for next writing assignment. Offer time for revisions.

Day Six

  • Semicolon review for tomorrow’s quiz: Use each rule once in a sentence, projector sentence corrections.
  • Students complete the “Stride Toward Freedom” MC as a class warm up. Discuss answers in class. AS they read, students should outline the three ways people react to oppression, according to MLK.
  • Analyze why/how the argument is deductive, rather than inductive. Discuss use of appeals
  • Discuss the meaning and significance of the “monologue” and “militant” quotes
  • Partners identify the highlighted examples of R.D. In the excerpt. Review the Devices and discuss their effectiveness.

Day Seven

  • Semicolon Quiz
  • Discuss how important knowing your audience is by discussing several sample scenarios. Then introduce the scenario of RFK's “Eulogy”
  • Students read “Eulogy” on p. 136 and complete the worksheet that has them identify and evaluate RFK's use of R.D. Tell students that this counts as a formative assessment: meaning, it is worth credit and will show if the class is ready to move on.
  • After the worksheet is collected, discuss RFK’s attention to audience. Have the class finds quotes that show his sensitivity to the audience, and discuss what he would have said differently to a variety of different audiences.

Day Eight

  • SSR and reaction
  • Review unit KUDOS and what we've covered so far. Today we will focus on word choice (in addition to R.D.) that develop tone (review Definitions). We will also look at how authors actually set up their arguments.
  • review connotation
  • Partners are assigned one of three readings (Forster, MLK, RFK). Hand out “Stride” to groups with MLK.
  • Partners label the subject/topic of the piece. Label the authors overall tone (using tone list). Then list the specific words that develop the tone and their connotations.
  • Then partner create an outline of the text in order to analyze how the arguments is set up. What style does he use? Cause/effect, problem/solution, thesis/examples or explain another. Why is/isn't it effective. Is it deductive or inductive?

Day Nine

·  Finish and share tone activity from yesterday.

·  Discuss the persuasive speeches we’ve covered so far: why/how have most of them been ethical appeal?

·  Read an example persuasive piece that is based on logical appeal: a student model on p. 139 of the textbook. As students read, they should outline the writer’s main points. Afterward, look at the outline to determine if it is inductive or deductive. Discuss the effectiveness of the choice.

o  Have the students write a paragraph explaining why they are personally more persuaded by logical or ethical/emotional appeal, referencing examples from the readings.

o  Collect/share out

·  Rhetorical Device quiz is in three days!

Day Ten and Eleven

·  SSR and reaction

·  Explain that we are going to watch a video as a final review before the test on effective Rhetorical Devices. The reason we are watching this video is because it is a good example of a person effectively using the devices, not necessarily because of what it is persuading. If students use the same techniques in their research papers in the following unit, they will be very successful. In fact, if students disagree with the content of the video, it would make a great research paper topic.

o  Introduce the background and viewing activity for An Inconvenient Truth.

o  View the film, stopping periodically for comprehension checks and examples of persuasive techniques/rhetorical devices. Students complete an activity in which they find and explain examples in the movie.

o  After the film, discuss, time to finish, and collect activity.

·  Field any questions about the quiz tomorrow

Day Twelve

·  Finish the movie and activity as needed

·  Rhetorical Device Quiz

·  As students finish, they should use their textbooks to define the fallacies and propaganda on the back page of the notes.

Day Thirteen

·  SSR and reaction

·  Go over the definitions and come up with common examples of the fallacy and propaganda terms

·  Have students think back to the movie and previous readings in the unit for literary examples

Day Fourteen

·  Lab day for fallacy and propaganda web hunt: Groups/partners are assigned different terms to research. They create a power point presentation that explains the terms more in depth and provides examples (pictures, articles, video clips, etc) of the terms.

Day Fifteen

·  SSR and reaction

·  Groups/partners share out on the fallacies and propaganda. Discuss why an academic author would want to avoid these techniques.

·  Creative writing brainstorming, as time permits: have the class choose several Rhetorical Devices and fallacies/propaganda terms. Give them a topic, eg. Why dogs are better than cats (or vice versa), and have them do a “quick write” that utilizes the terms

Day Sixteen, Seventeen, and Eighteen

·  Introduction, work time, and presentations of the Fallacy project. Explain to students that this will be the assessment (in place of a paper quiz)

Need to make/prepare:

1.  P. 139 activities (handout/worksheet?)

2.  Inconvenient Truth Activity

3.  Dream Speech/RD Quiz

4.  Fallacy Web Hunt assignment

5.  Fallacy Project