AUTHORS NAME: Brandon Purvis DATE: 10/8/16

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BACKGROUND INFORMATION
1. TITLE OF LESSON: Rhetorical Device Vocab

2. CURRICULUM AREA & GRADE LEVEL

English 11 American Lit Unit 2: Practicing Rhetorical Analysis

3. DATE OF LESSON/TIME NEEDED

1 50 minute class period

1. RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organizer
18 x 11 piece of paper for each student
Markers
Vocabulary cheat sheets
Copies of Declaration of Independence Chunks for each group of 4

CENTRAL FOCUS OF LESSON

2. CA CONTENT STANDARD(S): Address the content area and/or common core standards
CA CCSS 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 where the text leaves matters uncertain.

3. CA ELD STANDARD(S): Address how this lesson helps develop language

Analyze language choices (Bridging)
explain how a writer's or speakers choice of a variety of different types of phrasing or words (hyperbole, varying connotation,
the cumulative impact of word choice) produces nuances and different effects on the audience.

UDL
Accessible Texts: Students will have access to a paper copy of the Chunks
Flexible Grouping: Students will have time to explore the Vocab words with a group of their peers
Choice: Let students choose their Vocab word.
Themed music: To link the sounds to the lesson, for the musically inclined students.

Differentiation
Aide in the class providing Notes on Vocab
SPED Students are in two groups and have the direct guidance of either the classroom aide or CT.
Opportunity to tie visuals to content, all posters will be displayed on the walls to refer back to.
Modeled example poster that students can refer to as they create their own.

4. BIG IDEA/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit
How speakers/writers utilize specific word choice and rhetorical devices to manipulate their audiences.

5. ESSENTIAL QUESTIONS: Open-ended, arguable questions that organize the purpose of learning
In what ways can an audience be manipulate by the effective use of rhetorical devices?
How do speakers utilize explicit and implicit meaning into their speeches?

EVIDENCE OF LEARNING
6. OBJECTIVE(S) OR LEARNING GOAL(S): Choose one: Cognitive, Affective, Psychomotor or Language Development
Cognitive Content Objective: After reviewing the rhetorical Vocab and Declaration of Independence SWBAT cite strong textual
evidence to analyze the political speech in it's explicit or implicit meaning. SWBAT create a poster about the chunks meaning using at
least 3 of the rhetorical devices highlighted on the student's Rhetorical Devices cheat sheet in their English 11 Journals.

1.) Logos 4.) Tricolon (N) 7.) Hyperbole (N) (N) = New Vocab all
2.) Ethos 5.) Anaphora 8.) Irony other terms are being
3.) Pathos 6.) Appeal to pride 9.) Allusion (N) practiced.
 Language Development Objective 1: After reviewing the rhetorical Vocab and the Declaration of Independence chunk SWBAT
work in groups of 4 to create a poster explaining how their chosen device was used in their portion of The Declaration of Independence
to affect the audience. The poster will feature 2-3 devices with examples from the text. Three students will be tasked with finding one
rhetorical device each.

Language Development Objective 2: After creating their poster SWBAT present their examples of the rhetorical devices they
identified and how the authors use of different phrasing, diction, and rhetorical devices affects the audience. (Will be put into the
poster presentation). Each student will have to make one comment to receive credit for the speaking portion of the day.

7. ASSESSMENT(S): Choose one: Diagnostic - entry level, Formative - progress-monitoring or Summative evaluative

Assessment Plan (Content Areas)

1. TYPE
a. Formality: Informal
B. Benchmarks: Formative/Progress Monitoring
2 . FORMAT
Constructed Response creating a poster.
Performance: presenting the examples.
Informal: Observations of collaboration
3. PURPOSE: Assess Skills or Knowledge/Concepts
Assesses students understanding of various rhetorical devices. Assesses ability to
analyze a speech or nonfiction document.
4. IMPLEMENTATION
a. Student Organization: approx. 8 groups of 4 students each
b. Student Action: Verbal & written
c. Correction Method: Rubric
5. FEEDBACK: Instructor review, peer review of collaboration process.

1 2 3 4

Language Able to identify that Students will Students will Students will
Development a speaker is using explain by writing or explain by writing or explain by writing or
Objective phrases or words to presenting how a presenting how a presenting how a
produces different writers or writers or writer's or speakers
effects on the speakers choice of speakers choice of choice of a variety
audience. phrasing or specific phrasing or specific of different types of
words (e.g., words (e.g., using phrasing or words
describing a figurative language (hyperbole, varying
character or action or words with connotation, the
as aggressive multiple meanings cumulative impact
versus bold) to describe an of word choice)
produces nuances event or character) produces nuances
and different effects produces nuances and different effects
on the audience. and different effects on the audience.
Uses 1 example. on the Uses 3 examples
audience.Uses 2
examples from the
text.
Presentation Often mumbles or Speaks clearly and Speaks clearly and Speaks clearly and
can not be distinctly most ( 94- distinctly all (100- distinctly all (100-
understood OR 85%) of the time. 95%) the time, but 95%) the time, and
mispronounces Mispronounces no mispronounces few mispronounces a
many words more than one words couple to no words.
word. Covers all the
examples.

Collaboration Rarely listens to, Often listens to, Usually listens to, Almost always
shares with, and shares with, and shares with, and listens to, shares
supports the efforts supports the efforts supports the efforts with, and supports
of others in the of others in the of others in the the efforts of others
group. Often is not group but group. in the group. Tries
a good team sometimes is not a to keep people
member. good team member. working well
together.

Content Does not seem to Shows a good Shows a good shows a full
understand the understanding of understanding of understanding of
topic very well. parts of the topic. the topic. the topic.
Does not generate Demonstrates little Demonstrates Demonstrates a
an example of a understanding of some clear understanding
rhetorical device in how a speaker uses understanding of of how a speaker
the text. rhetorical devices to how a speaker uses uses rhetorical
create meaning. rhetorical devices to devices to create
Generates 1 create meaning. meaning.
example of Generates 1 Generates 1
rhetorical device example of example of
used in the text on rhetorical device rhetorical device
poster. used in the text on used in the text on
poster. poster.

INSTRUCTIONAL AND LEARNING TASKS

Underline or highlight the differentiation strategies for specific students.

11. INSTRUCTIONAL TASKS: Teacher Steps 12. LEARNING TASKS: Student Steps
1. Anticipatory Set: Instructor will get students attention and 1. Anticipatory Set: Students will listen to instructor giving
inform them that they have one poster for every group of 4 instruction for the project. Once the song starts playing
students. Instructor will play a song Little Pink Houses by students will begin working with their group to graffiti their
John Cougar Mellencamp and students have until the song vision of the American Dream onto their piece of construction
finishes to graffiti their piece of construction paper with any paper.
words or images that connect to their vision of The American
Dream.
(4 min)
2. State Purpose: Students will refocus and listen to Instruction
2. State Purpose: After the song ends Instructor will get students after the song ends. Students will raise fingers into the air and
attention again. Instructor will ask students to raise their then point at someone in their group. Students will either read
fingers in the air and on the count of three point to a person in or listen to a peer read their chunk of The Declaration of
their group. After they point Instructor will tell the students that Independence. Students that are listening are practicing
the person with the most fingers pointing at them is the reader. Habits of mind and active listening skills.
Instructor will ask students to flip over the poster to reveal
chunks of the Declaration of Independence. Instructor will
inform students that the reader will have 2 minutes to read the
chunk. Instructor will remind students that those listening
should be practicing Habits of Mind, specifically, active
listening strategies. Instructor then gives students 2 minutes to
read their groups assigned chunk.
(4 min)
3. Input - Modeling: Students will watch as the instructor models
3. Input - Modeling: After groups have completed their readings the process of analyzing the Declaration chunk and creating
Instructor will model the process of the next step in the the poster. Students will take mental notes on how the
process. Instructor will have an example poster with the chunk example poster looks and attempt to follow the same format
having clear annotations: underlined words/phrases with lines for their own posters.
connecting them to commentary on the side of the poster.
Commentary should include which rhetorical device is being
used and an example of how this affects the audience.
Instructor will model this process with one of the new vocab
rhetorical devices, tricolon, by highlighting the phrase Life,
Liberty, and the Pursuit of Happiness. Instructor will then
draw a line from the phrase to a blank part of the poster and
write Tricolon: Instructor will then write a brief description
about how combining these three things creates an easily
remembered list of qualities that the authors believed we
should have, and then use this to show how the current
government (Britain) wasnt supplying these needs.
(8 min)
4. Check for Understanding: Once prompted by the Instructor
students will raise their hands in the air with the number of
4. Check for Understanding: Instructor will ask students to work fingers that corresponds to their confidence in their ability to
on a fist to five scale of whether or not they understand their follow the correct format. Students are following the fist to five
task. If the students have mostly 4s and 5s then the instructor procedure. Once the Instructor releases students to do the
can ask the students to work on identifying, highlighting, and task students will take out their rhetorical devices cheat sheet
explaining the rhetorical devices that they find in their chunk of located in their English 11 journals. Then work on locating
the Declaration. As the students begin the instructor will rhetorical devices within their chunk. Students will then explain
remind them that they can use the Rhetorical Devices cheat how each device they find affects the reader/audience.
sheet they have glued into their journals. Instructor will then Students will work together in their groups to place this
circulate around the room looking for participation from all information on their posters.
members of the group and checking for understanding from
the groups.
(6 min)
5. Guided Practice : Students will listen to the instruction on how
to summarize their portion of the Declaration and for the final
5. Guided Practice: Instructor will get the students attention and portion of the poster making process. Students will then work
then model for them the process of summarizing their chunk of with their group members to summarize their section in 20
the constitution. Instructor will inform students that their words or less. Then they will work to explain if their chunk
summary should be in their own words and no more than 20 shares any connections with the American Dream Graffiti they
words. After this the Instructor will explain that the final portion drew, and explain how it is, or isnt , connected. Students are
of the task is to look at the groups chunk and connect it back working in their groups until the end of the song to complete
to the vision of the American Dream that they students any elements of the poster they have not finished.
graffitied on the front of the poster. Instructor will then tell
students they have until the end of the song to complete both
 tasks. Instructor will then start playing song American Pie by
Don Mclean.
(8 min). 6. Independent Practice: Students will get in larger groups with
the two groups who share chunks 1, 2, 3, and 4. Once in
6. Independent Practice: Instructor will organize students by these larger groups students will decide on which group
chunk number, there should be two groups with chunk 1, two members will present which information and how to split up
with chunk 2, two with chunk 3, and two with chunk 4. any shared devices so that every member of the big group has
Instructor will then inform students that they are each one big an opportunity to speak. After they have decided this and been
super group and will present their information to the class. asked to return to their seats students will actively listen while
Instructor will inform students that they must each make one their peers present, taking notes in the work books starting on
comment during the presentation in order to score points. pg 65 where the Declaration appears in whole. Students
Instructor will ask students to give a summary of their section, should jot down information about the chunks they did not
followed by the rhetorical devices they found, and what effect have, an aide will move around the room monitoring that
these devices have on the audience. Instructor will also inform students are staying on task. During their presentation
students that when they are listening to their peers they students will stand at the front of the room with their larger
should practice active listening and are expected to take notes group. Each student is tasked with making one comment.
in their workbooks about the sections of the Declaration they Students will summarize their section, explain the rhetorical
didnt make a poster on. Instructor will then give groups 4 to 5 devices used, explain their effect on the audience, and how
min to plan their presentation. After this instructor will have their vision of the American Dream connects to their chunk.
students return to their seats and prepare to listen or present.
Chunk 1 will be called up to give their presentation first. During
presentations Instructor will keep a running tally to make sure
that each students makes a comment so they can receive
points for that portion of the day. Graphic organizer will be
supplied later to summarize the information. 7. Closure/Beyond: Student will actively listen as the Instructor
(15 min). wraps up the activity with a quick lecture about the power of a
well structured argument to change the world. Students will
7. Closure/Beyond: After all the groups have finished their have a few minutes to ask question or get clarification.
presentations Instructor will debrief the class about the way Students will write a quick peer evaluation about how their
that this document is an example of a powerful argument that group member contributed to the learning process as the
used rhetorical devices and excellent structure to create a ticket out the door.
movement that would change the course of human history.
Instructor will ask students to take a minute to write a quick
peer evaluation of how they feel their group member
contributed to be turned in as the ticket out the door.
(5 min).

REFLECTION AFTER THE LESSON: I felt that as a whole my students did really well with the activity. It allowed them to
connect back to the previous devices we have been learning as well as implementing some new devices. All of the
students really impressed me with the connections they made between their chunks of the Declaration and their vision
of the American Dream. Especially my SPED students who were very insightful in their identification of rhetorical
devices and the impact this would have on an audience. All the students really performed well when it came time to
have the group presentations. Students that hardly ever talk, or who I have to call on ended up making really
interesting and insightful comments. I think having them work in a group then form an even bigger group to present
made the students feel more comfortable because they were standing up there with of the class. I feel that my
assessment was helpful because it allowed me to see how my students work in groups, if they are able to speak to the
class, and it give them an opportunity to explain their thinking to me verbally instead of always in writing. I also felt
that my assessment was helpful because it showed me not only how much they understood about this activity, but
how well they can speak in front of the class as their Summative project for this unit involves a debate type activity. I
felt that most of my students except maybe one or two found the lesson to be engaging, some of that was because I
let them draw their vision of the American Dream and they were wondering what that had to do with the Declaration
the whole time, so when I did bring it all together some of them went to some really interesting places. I also felt that
the use of iconic songs to time their work added a different atmosphere to the lesson. Overall I felt like a lot of the
students really had a good time working on this activity. Both of my classes went through the lesson in very similar
styles, first period went well so I felt confident that I could use the lesson unmodified in sixth period. However, this
does lead me into what I would do differently next time I give this lesson. I would have a paper with all the instruction
listed out and a graphic showing the layout of the poster. It did feel a little awkward to keep interrupting them and
having them move onto the next portion of the poster. It just felt like I could have figured out a more effective way of
giving them all the steps at once without drowning them in the process.