10H UNIT 1 RHETORIC #4 POWER OF PERSUASION VIDEO Points for - - PowerPoint PPT Presentation

10H – UNIT 1 RHETORIC

#4 “POWER OF PERSUASION” VIDEO

Points for Consideration: ■ What prevents people from agreeing with others? ■ What is the purpose of rhetoric? ■ What are the tools of rhetoric used to persuade others and how do people use them? ■ How does Mr. Rogers effectively use rhetoric to accomplish his goals? ■ How does Schoder define “argument” and what is the purpose of an argument? ■ What are the two caveats presented? ■ What is Schoder’s ultimate thesis? How does Schoder apply rhetoric in his video essay to prove his thesis?

Complete a Cornell Note on Will Schoder’s video essay.

WED 8/22 Bellringer

On a fresh “Bellringer” page, use blue/black ink to respond to the prompt.

For 6 minutes, you will write a story inspired by these StoryCubes. Pick an image as a starting point. Then continue your story to incorporate all the images/ideas in any order. Please have your #2 & 4 out on your desk for me to check & stamp.

Rhetoric One-Pager

(50 Assessment Points)

■ Include concepts from “3 Ways to Persuade” and “Power of Persuasion” in your One-Pager. ■ Completely fill the page with words, symbols, and illustrations that represent the readings. Leave no white space! ■ An original title that captures the theme of both works. ■ A border that includes words and images to represent the main themes of Rhetoric. ■ Include 3 important quotations or excerpts (proper MLA citation) with your personal response (thorough interpretation / analysis) accompanying it. ■ Illustrations must be insightful, original, and relevant to the themes of Rhetoric. ■ Must be colorful, visually appealing, and legible.

Requirements

INDEPENDENT READING TIME

Begin reading now. Enjoy your book quietly. Seek compelling quotes.

• Effective and/or creative use of stylistic or literary devices
• Passages that remind you of your own life or something

you’ve seen before

• Structural shifts or turns in the plot
• A passage that makes you realize some new insight
• Examples of patterns: recurring images, ideas, colors,

symbols, or motifs

• Passages with challenging language or unfamiliar vocabulary
• Events you find surprising or confusing
• Passages that illustrate a specific character or setting

• DO NOT SUMMARIZE. Provide only 1-2 sentences of context

to provide background for the quote.

• Select 2-3 words from the passage to explain the diction

(effect of word choice on meaning of the text).

• Analyze figurative language.
• Explain how the quote contributes to the theme.
• Discuss foreshadowing or make predictions about character

development.

• Connect the passage to a different text or world event and

explain how it adds to your understanding of the book.

SIGN UP FOR TURNITIN.COM

Enroll in my class ID (18523586) using the enrollment key 2tse10h

Detailed instructions found on webpage.

WED 8/29 Bellringer

Continuing on your “Bellringer” page, use blue/black ink to respond to the prompt.

Are e th ther ere e any y pr protection ections s th that t all l pe people ple sh should uld have? e? If so so, wh what t are e th they?

UNIT: “EXTENDING FREEDOM’S REACH”

Essential Question: What is the relationship between power and freedom?

DISCUSS WITH A PARTNER What are the basic rights and freedoms that belong to everyone, everywhere?

Tips for Writing a Summary

■ Write in present tense. ■ Make sure to include the title of the work: In “Born Free,” the author explains that… ■ Be concise but comprehensive ■ If you need to quote the words of the author, use quotation marks “ “ ■ Don’t put your own opinions, ideas, or interpretations. Accurately represent what the author says, not provide a critique.

Launch Activity (264)

“People who stand up for their rights will always win.”

Record your position and explain your thinking in your textbook.

Quickwrite (265)

Consider class discussions, the video, and the Launch Text as you think about the prompt: What does it mean to “be free”?

First Read “Four Freedoms” Speech Mark the Text

NOTICE the general ideas of the text. Who is Franklin Delano Roosevelt? What is the historical context for this speech? CONNECT President Roosevelt’s “four freedoms” to your own life: what you already know and what you have already been exposed to in other texts. ANNOTATE passages that express President Roosevelt’s main points and motivations. RESPOND by completing the Comprehension Check questions on page 277 and writing an objective summary on a separate sheet of paper.

FIRST T READ

HERE’S A RIDDLE… WHAT HAS FOUR LETTERS? SOMETIMES HAS NINE LETTERS? NEVER HAS FIVE LETTER? FIRST TABLE TO ANSWER CORRECTLY GETS A POINT.

Close Read of “Four Freedoms” Speech Rhetorical Appeals

• Create a

highlighting color key.

• Ethos
• Logos
• Pathos
• Annotate for

rhetorical appeals.

• Explain the

effect of the appeal in the margins.

Formal address Defines diction as appropriate Establishes urgency & fear Historical allusion to nation’s founding and Civil War to evoke comparison of threat Highlights population #s for inclusivity Metonymy to inspire nationalism

EVIDENCE LOG

Title of Text: “Four Freedoms” Type: : Speec ech h Excer erpt pt

CONNECTION TO THE PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS

How does the text address the prompt? “Quote” (par. #) Respond to the textual evidence. Pose questions to answer later. Make connections beyond the text. Critique the ideas in the text. How does s this s text xt change e or add to my think nking? ing?

First Read “Inaugural Address” by JFK Mark the Text

NOTICE the general ideas of the text. What is the historical context for this speech? CONNECT the ideas of President Kennedy’s address to President Roosevelt’s “Four Freedoms” speech. ANNOTATE passages that express President Kennedy’s intentions and use of rhetorical devices. RESPOND by completing the #9 Comprehension Check questions on page 287.

FIRST T READ

#11 JFK “Inaugural Address” Analysis

On a separate sheet of paper, answer in complete sentences and cite evidence (para. #) for… Page 288

– “Analyze the Text” – Answer questions 1-4

Page 289 “Analyze Craft & Structure”

– Read “Seminal Documents: Emotional Appeals” – Answer Practice questions 1-3

Page 291 “Author’s Style”

– Read “Author’s Choices: Use of Language” – Answer Read It questions 1-2

EVIDENCE LOG

Title of Text: “Inaugural Address” by JFK Type: : Speec ech

CONNECTION TO THE PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS

How does the text address the prompt? “Quote” (par. #) Respond to the textual evidence. Pose questions to answer later. Make connections beyond the text. Critique the ideas in the text. How does s this s text xt change e or add to my think nking? ing?

Writing a Comparison & Contrast Essay

■ A brief summary of the historical context (the state of the country and the world at these two moments in history) of each speech ■ An explanation of each speaker’s purpose—the call to action each leader issues ■ An explanation of the role each president thinks American should play in the world ■ Explanations of rhetorical devices used by each speaker and their intended effect on his message and audience Explain how each leader rhetorically demonstrates his stance on what protecting “freedom” means during his historical context.

Structure of Essay

1) Introduction 2) 3-Chunk Body Paragraph 3) 3-Chunk Body Paragraph 4) Conclusion

Your thesis must indicate the major similarities and differences between the two works to be discussed in your essay. Discuss one speech holistically in one body paragraph. Then, discuss another speech holistically in another body paragraph. Include an explanation of the vision of America and its role in the world that the two presidents put forward.

Wed 9/12 Bellringer

Continuing on your “Bellringer” page, use blue/black ink to respond in complete sentences to the prompt. Examin ine these four r ic iconic ic Norma man Rock ckwell ll pain intin

• ings. Explain

in the representa tati tion

• n of

FDR’s “Four Freedoms” within Rockwell’s pain intin

• ings. How mig

ight t audi diences (then & now) react t to these pain intin ings? Cit ite det detail ils from

• m the artwor
• rk

k to support t your r answers.

FDR & JFK Graphic Organizer

Similarities

Idea: Supporting Evidence & Reasoning Idea: Supporting Evidence & Reasoning FDR JFK Idea: Supporting Evidence & Reasoning Idea: Supporting Evidence & Reasoning Idea: Supporting Evidence & Reasoning Idea: Supporting Evidence & Reasoning At least 2 of your CDs for each speech must contain rhetorical devices that are discussed within your essay.

Differences

FDR & JFK Body Paragraphs

• Topic Sentence introducing main idea of paragraph (either invoking a

comparison/contrast of both or focusing on one of the speeches as a whole)

• Introduce Concrete Detail by EMBEDDING the quote into your own writing
• Example: With impassioned pathos, Kennedy implores his constituents to “ask

not what [their] country can do for [them]” and instead to “ask what [they] can do for [their] country” (Kennedy par. 26).

• Provide at least 2 Commentary sentences explaining the relevance and

significance of the quote to the main idea being developed in this paragraph. Discuss rhetorical devices and their effect here. [at least 2x for each speech]

• Example: Kennedy employs a chiasmus to motivate his audience to focus on

the national and global threat against freedom and their potential contributions to protecting it. By exposing the innate impulse of thinking only of personal gain and reversing it in his chiasmic phrasing, Kennedy simultaneously shames and inspires his audience to action.

• Repeat CD and CM structure two more times
• Concluding Sentence to transition into the next paragraph

INDEPENDENT READING TIME

Begin reading now. Enjoy your book quietly. Seek compelling quotes. Place typed draft on desk for me to check & stamp.

Homecoming Nominations

Plea ease e nomin inate e one bo e boy and o d one g e gir irl in in y your r gr grade de. The e stud uden ents ts you u ar are e no nomin inat atin ing g wil ill be e rep epres esen enti ting ng your ur clas ass. s. They should uld be in e involved ed on campus, mpus, be a e a po posit itiv ive e role e mode del l and d kin ind d to one an e another er. Ret eturn urn ballot t to Ms. Tse’s en envel elope pe when en do done. e. Take e out 2 di differ eren ent t colore lored d pe pens (1 (1 red ed) and 3 d 3 di differ eren ent t colore lored d hig ighlig ight hter ers. s.

Notice Organization

• 1. BOX your THESIS.
• 2. Write A B C D E F at the bottom of the page.
• 3. Use 3 different colors to highlight the BODY PARAGRAPHS.

Create a key on the top of the front page for the following:

– Topic Sentence/Concluding Sentence (TS/CS) – Concrete Details (CD) – Commentary (CM)

10 5

1.Take out a red pen and a different colored pen. 2.Trade Papers with someone at your table. 3.Write C/B Your name at the bottom. 4.As you complete each station, cross out the corresponding letter to keep track.

PEER REVISION Procedure

Peer Revision Stations

• A. Organization & Content (T1)
• B. Concrete Detail (T2)
• C. Grammar & Mechanics (T3)
• D. Analysis (T4)
• E. MLA Format (T5)
• F. Rubric Grade (T6)

As you complete each station, cross out the corresponding letter at the bottom of the 1st page to keep track.

Reflect & Revise

When your group has completed all stations, read through your essay and peer comments to think about how you need to revise your essay. Respond to the following questions on the back of your rough draft. 1) What areas do you specifically need to revise? How will you do so? 2) Through this peer revision process, what have you realized about the strengths and weaknesses of the essay and your writing? 3) Which area of the essay do you want Ms. Tse to give you feedback on tomorrow? Construct a specific question about that area of concern in your essay.

WED 9/19 Bellringer

Continuing on your “Bellringer” page in blue/black ink pen, respond thoroughly to the prompt in complete sentences.

Rewrite the following sentence to eliminate DEAD words: She got a lot of fun things from the nice guy, but she said he makes her really mad.

BLACKOUT POETRY

■ You will take a piece of existing text and create a new piece of art, omitting most of the original text to highlight a new meaning fused with your own original visual design. ■ Scan for the most striking words first, those that stand out, repeat, or speak to the themes you want to explore in your poem. ■ Outline the words you're keeping first, before proceeding to blackout the rest. ■ You should be able to make sense of the poem by reading it from left to right and from top to bottom. ■ Don’t feel like you have to read your source document in full — start at the end, jump around, read from right to left; however the muse moves you. ■ Rather than just blacking out the entire page, incorporate color and visuals into your design.

Blackout Poetry Gallery Walk

■ Examine all the Blackout Poetry on the desks. ■ On your sheet of paper, select one poem (name on back) for each of the following categories: – Most Thought-Provoking Poem – Best Visual Design – Best Poem/Visual Connection – Personal Favorite ■ Top 2 contenders in each category will be awarded two table points.

DISCUSS: WHO IS MALALA? WHAT DO YOU KNOW ABOUT HER?

DIANE SAWYER INTERVIEW MALALA YOUSAFZAI

Tak ake e notes es on p. 319 Comple plete e th the Com

• mp

p Check eck (1 (1-5) 5) on p. 320 20 Analyze alyze th the e Me Media ia (1 (1-3) 3) on p. 321

INDEPENDENT READING TIME

Begin reading now. Enjoy your book quietly. Seek compelling quotes. Have #12-13 with stamp log on your desk for me to check.

Blackout Poetry Table Point Recipients Most Thought Provoking

Blackout Poetry Table Point Recipients Best Visual Design

Blackout Poetry Table Point Recipients Best Poem & Visual Design Connection

Blackout Poetry Table Point Recipients Personal Favorites

Honorable Mentions

GROUP POSTER: WHO IS MALALA YOUSAFZAI?

GROUP POSTER: WHO IS MALALA YOUSAFZAI?

• Include 2 significant quotes and a 1-2 sentence

explanation of their rhetorical effect and meaning

• Include 3 character traits (Adjectives that are not

just brave, smart, strong. Use strong diction!)

• One graphic/visual/symbol to represent her

message

Annotate poems for figurative language. Explain their meaning & effect in annotations. ■ #14 “Caged Bird” & “Some Advice…” Comp mp Chec ecks ks – An Answer r questi tion

• ns

s 1-5 5 for

• r bo

both th poe

• ems

ms [p.33 330-33 331] 1] ■ #15 “Caged Bird” & “Some Advice…” Analysis is – [p. 333] 3] An Analyz lyze Craft t & Str & Struct cture 1-2 – [p. 334] Author’s Style

■ “Read It” Chart ■ “Write It” – Pa Paragraph agraph or Poem

“Caged Bird” & “Some Advice for Those Who Will Serve Time in Prison” [p. 327-329]

In your group, create a collective poem that infuses themes from “Caged Bird” and “Some Advice for Those Who Will Serve Time in Prison,” as well as your own inspiration to reinforce your group’s idea of what it mean to be free. ■ Discuss what you want to include as a group and who will write which stanza (at least 5 lines per). [p. 335] ■ Use either poem as a model for the structure and literary techniques (extended metaphor, repetition, rhyme, etc.). ■ Put it together & revise for unity and coherence.

“Caged Bird” & “Some Advice for Those Who Will Serve Time in Prison”

Annotate “The Censors” by Luisa Valenzuela for characterization (What do we learn about Juan’s character and how does he develop?) and setting (world-building). For #16, complete “Comprehension Check”

• n p. 339, answer question 1 & 3 from

“Analyze the Text” on p. 340.

“Freedom of the Press Report 2015” Comp Check & Analysis As a group, complete “Comprehension Check” on p. 347, answer question 1 from “Analyze the Media” on p. 348.

Freedom of the Press Resear esearch ch

In your group, research the issue of freedom of the press in one country, and then create an infographic that captures your findings. Your group will present the infographic to the whole

• class. You must obtain approval for your

country selection, as there can be no overlaps. Your infographic must address the questions

• n p. 349, an additional research question,

and include two current event examples to demonstrate the status of freedom of the press in your selected country. Res esea earch ch Res esour urce ces Freedomhouse.org Rsf.org/en Pres esen enta tati tion

• n Tools

ls Piktochart.com Canva.com Microsoft Powerpoint Google Slides

INDEPENDENT READING TIME

Begin reading now. Enjoy your book quietly. Seek compelling quotes.

Remember all 15 DJs due by 12/14 and Book Projects for both books are due by 12/17!

Essay Correction Process

• 1. Write a number on all of the codes (both numbers and letters)

that you’ve written on the essay.

• 2. On a fresh sheet of binder paper, go through your errors one-by-
• ne.
• 3. Write the rule/guideline from the Essay Corrections sheet.
• 4. Isolate the error and write down what the sentence should have

looked like. (You are NOT rewriting the entire essay. Just note and fix the specific errors.)

• 5. Move on to the next number/letter code on your essay and

repeat the process

• 6. On the tally grid, tally the amount of numbered grammar errors

found in your essay.

Name

• Ms. Tse

English 10H, Per. 2 15 October 2018

FDR & JFK Essay Corrections

1) Use a comma ma to set off introdu roducto ctory y elemen ments. ts. FIX: : Introducing roducing the notion ion of

• f freed

edom, Kennedy utilizes… 2) 2) Omit unnecess cessary ary words rds. . This section tion is fluff f or filler er just takin ing g up space ce witho thout ut saying ng anything ing new. . Get t to the poin int, t, already. ady. FIX: Take out the phrase “this shows…” so now it will reads “Roosevelt conveys veys his conviction iction that t war is neces essar sary y for protec tectin ting g freedo edom m at home.” 3) Avoid id unsure re languag age e in formal mal writing; ting; it makes es you sound d as though ugh you are not sure of what you are writi iting g about ut and robs your r essay y of its power wer. . Such words rds lead d to wishy-wash shy y writin ting. g. FIX: Rephrase rase the the senten ence ce to to remove

• ve “how” phrasing

ing, so it now reads ds “Kennedy demonstrates the need for unity as a state to ensure freedom.”

Independent Choice Selection

The struggle for human rights around the world is an

• ngoing battle. In this section, you will complete your

study of the literature of freedom by exploring an additional selection related to the topic. Choose one selection (print from webpage). Annotat tate any new ideas, key passages, and connections you make to other ideas or texts. As your #17 Choice Selection (Summary & Quickwrite)… Respond nd by writing a brief summary of the selection. Qu Quickwrit ckwrite by picking a paragraph from the text that grabbed your interest. Explain the power of this passage.

Multimedia Synthesis Project

What does it mean to “be free”?

■ What can one person do to defend the human rights of all people? ■ What is the relationship between power and freedom? ■ When, if ever, are limits on freedom necessary?