Around the World 10th Grade World Literature Designed by: Angela Boddie ened 4414 Fall 2007

Unit 3: Narration and Short Stories

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Unit 3: Narration and Short Stories

Weeks 13-18
National Standards:

  • 1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

  • 2)  Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

  • 3)  Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

  • 4)  Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • 5)  Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

  • 6)  Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

  • 8)  Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

  • 9)  Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

  • 10)  Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

  • 11)  Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

  • 12)  Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Goals and Standards:

    1. ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:

a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative).

b. Identifies and analyzes patterns of imagery or symbolism.

c. Relates identified elements in fiction to theme or underlying meaning.

    1. ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works and provides evidence from the works to support understanding. The student

a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.

c. Applies knowledge of the concept that a text can contain more than one theme.

d. Analyzes and compares texts that express a universal theme, and locates support in the text for the identified theme.

e. Compares and contrasts the presentation of a theme or topic across genres and explains how the selection of genre affects the delivery of universal ideas about life and society.

i. Archetypal Characters (i.e., hero, good mother, sage, trickster, etc.)

ii. Archetypal Patterns (i.e., journey of initiation, search for the father, etc.)

iii. Archetypal Symbols (i.e., colors, water, light/dark, etc.)

iv. Universal Connections (i.e., making choices, winning/losing, relationships, self and other, etc.)

    1. ELA10RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

    2. ELA10RC4 The student establishes a context for information acquired by reading across subject areas. The student

a. Explores life experiences related to subject area content.

b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

Essential Questions:

  1. Is fiction simply a collection of lies because it is not necessarily based on facts?  Why or why not?

  2. How do personal experiences affect writing?

  3. Why do some people find it difficult to write about themselves?

Persuasion and Perspective

Around the World

Ms. Boddie’s 10th Grade World Literature Class

Contact Information:

Ms. Angela Boddie

Room 202

(770) 000-0000

MONV High School

1234 Right Street

Rightville, Georgia 30001

Welcome to my classroom, students!

I’m looking forward to helping you discover your world through literature this year, so I’ve put together this syllabus for you so you know what I expect of you and what you can expect from me. Please read the entire syllabus and sign the contract on last page, along with your parent/guardian and return it to me on your 2nd day of class.
This semester we will be looking at the idea of perspective and how influences, or colors, how we see our world. As we study modern and classic works from around the world, we will be studying research, poetry, and narratives and how they are all influences by personal worldviews.

Ms. Boddie

Dear Parents and Guardians,

Please read through my syllabus and sign the last page. On the last page I also ask you to share any concerns or suggestions you have for me as your child’s teacher, so please take the opportunity to help me be better equipped to teach your child. In particular, if you have any concerns about the texts or media I plan to use in the class, please list them here so that I can make other accommodations for your student.

I strongly believe that students cannot be successful in school without the help of both their guardians and the teacher. Because of this, I welcome all comments, concerns, and advice, so please email me at any time at
Thank you for the privilege of teaching your student.

Angela Boddie

  1. Attendance and Tardy Policy

Students, as listed in the MONV High School handbook, are allowed 8 unexcused absences a year; all other absences must have documentation. I expect my students to behave as mature adults, so tardiness is not excused. Students who arrive late to class without other permission will be written up according to the school policy, and 3 tardies will be counted as 1 absence.

  1. Late and Missed Work Policy

Late work will have a letter grade deducted for each school day it is late. Missed work will receive a zero. Exceptions: students with excused absences can do make up work; students who arrive at the school later on in the semester can do a special project for me which determines what work they will need to make up in order to be prepared for the state tests and be on track with the rest of the class; such students will receive varying levels of make up work, depending on their preparedness.

  1. Revision Policy

For high-stakes projects, students may request a revision and attempt a better grade IF:

  1. They approach the teacher with respect and ask nicely

  2. They ask the day they receive their grade

  3. They turn in the revision within 1 week

  1. Classroom Expectations

10th-Grade is not middle school. My students are old enough to behave as adults – to respect other people and receive the same respect. I hold high expectations for my students and expect them to live up to them. I will address behavior issues on an adult-level and expect students to be responsible.

  1. Required Materials

    1. Pencil/Pen

    2. Notebook

    3. Textbook

    4. Journal: students will be writing in it almost every day, so they need to have at least 100 pages

    5. A good attitude

    6. A few small stationary items (such as a plain file folder) will be requested later on in the semester – I will let you know at that time. These will not cost more than $5 a student.

Texts and Media selections covered in this class:

This list covers the primary selections – smaller selections, such as cartoons and ads will vary and are not included her. Some items on this list will not be covered completely, but will touch on their highlights.

  1. “I’ve Seen the Promised Land”

  2. The Declaration of Independence

  3. “The Bombing of Hiroshima”

  4. “The Prince” by Machiavelli

  5. Persepolis

  6. “In the Waiting Room”

  7. “In Egypt, tourism and Islam…”

  8. “The Perils of Indifference”

  9. “The Butter Battle Book” by Dr. Seuss

  10. “A Modest Proposal”

  11. Utopia by Thomas More

  12. “Do you speak American?”

  13. “Mr. Smith Goes to Washington”

  14. Hannah More

  15. “Fiddler on the Roof”

  16. “Make-up and other crucial questions” by Slavenka Draculic

  17. “Did I miss anything”

  18. “The Soldier”

  19. “Anthem for Doomed Youth”

  20. “Aztec mask”

  21. “We wear the mask”

  22. Bhagavad-Gita

  23. Dante’s Inferno

  24. “We are many”

  25. “A far cry from Africa”

  26. “Christmas in Quatar”

  27. “Afro-American Fragment”

  28. “All Quiet on the Western Front”

  29. Hedda Gebler by Henrik Ibsen

  30. One thousand and one nights

  31. Oedipus by Sophicles

  32. “Notes from the Underground” by Fyodor Dostoevsky

  33. “The Nose” by Gogol

  34. “The Metamorphosis” by Franz Kafka

  35. The Good Soldier Schweik

  36. Madame Bovary

  37. Aesop’s Fables

  38. “The Censors”

  39. “Ninotchka”

  40. “Press Censorship Around the World”

  41. “The Mask of Red Death” by Edgar Allen Poe

  42. Red Scarf Girl

  43. “Reflections in a cell”

  44. “Civil Peace”

  45. “The Dark prince” by Joyce Carol Oates

Student – Teacher – Parent/Guardian Contract
The Student:

I, ____________, promise that I will do my best to cooperate and learn in Ms. Boddie’s World Literature class this year.
__________________________ ___________________

Signature Date
The Parent/Guardian:

I, ________________________, the parent/guardian of ____________________________, have read this syllabus and agree with Ms. Boddie’s plans, and understand that the success of my child depends on the cooperation of not just the student and teacher, but also the parent. Because of this I will try to make sure the teacher is aware of any concerns.

__________________________ ___________________

Signature Date
The Teacher:

I, Ms. Boddie, promise to do my best to teach this student and work help them learn what they need to successfully cover the material as required by the Georgia and County School Boards.

__________________________ ___________________

Signature Date

Parent/Guardian Comment & Concern Sheet:
Dear Ms. Boddie,

I read your syllabus but I have a comment/concern (circle one):

(Please write your concern here and then sign and date it)





________________________________ _______________

Parent/Guardian Name Date

Narrative for Assessment #1: Academic Prompt (Essay)

Persuasive Research Essay
This essay assignment asks students to develop a critical stance on issues we’ve covered in the nonfiction pieces so far and use research to support their stance. Students will enhance their writing skills by participating in writing workshops for writing their thesis, outline, and research. The process of synthesizing and analyzing information required by this assignment will enhance the life-long skill of critical thinking.
Student essays will be based on a six-trait rubric from Jim Burke (281) and his standards for persuasive writing (145); it also considers the topics we will have covered in class about writing theses and research. I emphasize an awareness of the audience and consideration for other worldviews in order to see if students understand the theme of the semester. I include grades for conventional expectations for essays because I want students to know it is important although not the most important aspect of this project – my goal is to increase their ease and comfort with working on essays, rather than achieving perfection.
I believe this essay will be an effective way to increase my students writing skills and set a high standard for the semester – it is due after only 4 weeks into the semester. As a new teacher, I want to have high standards for my students that are attainable – thus, while this assignment will be pretty intense, the grade is a small percentage of the final semester grade. A lower-staked assessment will allow students to get the experience they need with essays without unnecessary amounts of stress. I want students to understand that writing essays are an important part of academic education, and so learn how to do well on them. At the same time, knowing that students will probably not be writing essays for a living, by emphasizing the skill of persuasion students will hopefully be able to see beyond the typically bland 5-paragraph essay into a live audience and understand the need to convince them.

Ms. Boddie’s 10th Grade World Literature Student:___________________________________

Period:____________________________________ Date: ___________________________________

he Art of Persuasion

Essay Assignment

What’s the big deal?

Since we’ve been studying about persuasion in nonfiction texts, I want you to pick an issue based on one of the texts we’ve read so far and write a persuasive essay about it. Remember, research is a way to validate your argument, so I want you to include at least 3 sources in your paper. I want you to think about your audience – who might read your paper? If they have a different outlook on life than you, would it convince them? Persuasion…

What do I have to do?

Step #1: Decide on your topic, and then submit your idea to Ms. Boddie

Step #2: Choose your thesis and submit it to me

Step #3: Write your outline

Step #4: Research for your essay and find 3 sources

Step #5: Write your essay

Step #6: Put your sources in your works cited page

Step #7: Workshop your draft

Step #8: Fine-tune your paper

Step #9: Turn it in! 

Rubric for Assessment #1: Persuasive Essay

Grading Rubric for Writing Prompt

Individual Grade: ___/50: Letter grade:___

Student name: _________________________________________

Title of Essay: _________________________________________

  1. Thesis statement is clear: student develops a controlling idea that makes a clear

and knowledgeable judgment (/15 points)

  1. Engages the reader by establishing a context, creating a persona, and otherwise

developing reader interest. (10 points)

  1. Provides a sense of closure to the writing (5 points)


  1. Creates an organizing structure that is appropriate to the needs, values, and

interests of a specified audience, and arranges details, reasons, and examples,

and anecdotes effectively and persuasively(10 points)

  1. Student shows an awareness of and respect for the audience and the purpose for

writing (10 points)

  1. Anticipates and addresses reader concerns and counter-arguments (5 points)

  2. Supports arguments with detailed evidence – citing at least 3 sources of

information (15 points)

  1. Includes appropriate information and arguments (5 points)

  2. Excludes information and arguments that are irrelevant (5 points)

  3. Uses a range of strategies to elaborate and persuade, such as definitions,

descriptions, and anecdotes (5 points)


  1. Essay was free of grammatical errors (10 points)

  2. Essay was free of spelling mistakes (5 points)

Narrative for Assessment #2: Performance Project


This project is designed to help students become more aware that there are always valid points to the other side of the issue, while increasing their public speaking, research, group dynamics, and persuasive skills. I include a list of possible issues that we address over the course of the semester and will model example for them; however, I want to increase student creativity and interest and will not limit them to these choices – they simply have to get their topic choice approved.

Students will be graded based on four mediums: they will be expected to turn in their proposed topic choice and the argued sides, written versions of their speeches, a list of questions and answers for their audience (classmates), and they will also be graded on their cooperation. I do not expect or want to see 10th-graders give perfect speeches – this is a learning process, so I will be focusing on how prepared they are and how hard they try instead. Since this is a performance task, I will invite other teachers and administrators to drop in on one of the performance days, and have students invite their parents.
I am excited about evaluating students this way because I know that making a usually terrifying project such as debates more accessible increases the learning process and the lessons retained. The total possible grade for the project (a possible 55 points) only composes a minor percentage of the total semester grades, so it is not a a high-stakes project. By assigning students to work in pairs, anxiety is decreased because they are partners, but in a fair manner because if one partner does their part and the other does not it will be fairly obvious to me as the teacher. I want students to appreciate other forms of communication – to be able to listen to a presidential debate and appreciate the complexity of it because they understand how hard it is. At the same time, I believe this project will dramatically help to boost students’ confidence levels because it is not an impossible project, but definitely worthy of their efforts and their completion will, rightfully, let them know that they know how to use rhetoric effectively.

Group Project: Mini-Debates


You need to partner up to research two sides to each issue, and each partner will write a two-paragraph speech (1 minute) about the topic and present to the class. Each speech must:

  1. Be persuasive

  2. Not make assumptions

  3. Be mindful of the audience

  4. Contain answers for the opposing side

After the speeches, students need to be prepared to answer questions and comments from the audience (their classmates and Ms. Boddie).
Step #1: Pick your partner

  1. Your name: _______________________________

  2. Partner’s name: ____________________________

Step #2: Pick an Issue: Choose one of the following issues or come up with your own (if you have your own idea, get it approved by Ms. Boddie). Submit your issue choice to Ms. Boddie and sign up for a presentation day.

  1. Jena, Arkansas? Nooses in yard

  2. Sudanese Genocide

  3. English-only

  4. Immigration

  5. Ways that women are treated around the world (guys why it’s not right, girls why it is).

Step #3: Choose your sides

Which side are each of you taking?

  1. Your side and argument: ____________________________________________________________________________________________________________________________________________________________

  2. Your partner’s side and argument:


Step #4: Research your side of the issue

Step #5: Draft your speech and make sure you use each of the 3 forms of rhetoric – logos, pathos, and ethos.

Step #6: Practice your speech with your partner

Step #7: Invite your favorite teachers and parents/guardians!

Step #8: Make a list of possible questions your audience might ask you and your answers

Step #9: Give your speeches (debate) in front of the class on the day you signed up. Turn in a written copy of your speech and your list of questions and answers.

Rubric for Assessment #2: Mini-Debates

Grading Rubric for Presentation





0-29 = F
ndividual Grade: ___/50:Letter grade:___

Topic of Debate: _____________________________________________

Team Members & their respective sides of the argument:

  1. Student name: _________________________________________

  2. Partner: ______________________________________________


    1. Team turned in their debate topic proposal and list of questions for

audience with possible answers (5 points)

    1. Student worked well with his teammate - tried to put aside their

disagreements and worked together (5 points)

    1. Student had a professional attitude throughout the preparation process

(5 points)

    1. Extra Credit: Student was observed encouraging his/her partner (5 points)


    1. Student spoke in a manner that aided the audience’s appreciation

and understanding of their side of the argument (5 points)

    1. Student responded to audience questions with prepared answers (5 points)


    1. Student had a prepared speech (5 points)

    2. Student’s speech used LOGOS (5 Points)

    3. Student’s speech used ETHOS (5 Points)

    4. Student’s speech used PATHOS (5 Points)

    5. Student’s argument was based on research (5 points)

Narrative for Assessment #3: Test

Unit Exam

This unit exam attempts to assess how much information my students acquired and retained over the course of the nonfiction unit. Specifically, I want to see how well they understand persuasion and methods of persuasion, as well as how to write a research paper. I believe that after having them complete the performance project (mini-debates) and the academic prompt (persuasive research essay), a mini quiz (not included in the 3 primary assessments), and 2 days of review before administering the exam – students will be prepared and equipped for this thorough but not daunting test.

I ask students to demonstrate their skills and acquired knowledge through multiple choice, true/false, and short answer. I’ll use the multiple choice and true/false questions to assess students’ knowledge and comprehension; I’ll use short answer questions to assess their ability to apply, analyze, synthesize, and evaluate.
I believe this will be an effective test of what my students learned because it covers the broad range of topics I taught over the course of the 8-week unit, while serving reinforce this same information. I strongly believe that test-taking is another form of the learning process, and although multiple-choice exams do not directly assess higher-order thinking skills, they do reinforce prior knowledge by helping students to confirm what they already know. Test-taking is also an important skill students need to be familiar with in order to succeed in education, so I want to make sure students are familiar and comfortable with different forms of questions.

Ms. Boddie’s 10th Grade World Literature Student:___________________________________

Period:____________________________________ Date: ___________________________________

Unit One Exam:

Persuasion and Nonfiction Texts


  1. Explain in your own words what persuasion means AND then use it correctly in a sentence. (3 points)

________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________Sentence: (3 points)



  1. Circle the most effective persuasive method: (4 points)

    1. Force (beating someone up)

    2. Indoctrination (repeating it until they believe it)

    3. Presenting both sides of the argument and letting the audience decide

    4. Assumption (Thinking everyone thinks the same way you do)

    5. Bribing (offering a reward if someone agrees with you)

    6. Explain your choice: (4 points) ______________________________________________________________________________________________________________________________________________________________________________________________________


  1. List the steps you would go through to write a persuasive research essay: (8 points)

    1. __________________________________________________________________

    2. __________________________________________________________________

    3. __________________________________________________________________

    4. __________________________________________________________________

    5. __________________________________________________________________

    6. __________________________________________________________________

    7. __________________________________________________________________

  2. Which website would be the best one to help you write your works cited page? (3 points)





  3. There are six steps for finding research – choose the correct list: (4 points)

    1. Planning, mixing, discussing, evaluating, swimming, and answering

    2. Surfing, Looking, Finding, Copying, Pasting, and Printing

    3. Talking, Singing, Yelling, Screaming, Whining, and Snoring

    4. Questioning, Planning, Gathering, Sorting, Synthesizing, and Evaluating

  4. Why do we include other opinions (resources and works cited pages) in a persuasive essay? (5 points)


  1. True or False (circle one): “You have to memorize MLA in order to write a good works cited page.” (3 points)


  1. Pick 3 of the following texts that we read and explain 1) what it was about, 2) Who the story was about, and 3) what the writer wanted you to know.

“I’ve Seen the Promised Land” The Declaration of Independence

“The Bombing of Hiroshima” “The Prince”

“In the Waiting Room: The Advantages of Speaking French” Persepolis

“In Egypt, Tourism and Islam Live Uneasily Side-by-Side” “The Perils of Indifference”

The Butter Battle Book “A Modest Proposal”

From Utopia: “of their slaves, and of their marriages” “Kerosene, Weapon of Choice”

“English Only at Famous Philly Cheesesteak Joint” “Make-up and other crucial questions”

“Strictures on the Modern System of Female Education”

  1. Text: __________________________________________________________________

      • What was it about? (1 point)_______________________________________


      • Who was the story was about? (1 point)_____________________________


      • What did the writer want you to know? (Hint: what was the argument?) (3 points)__________________________________________________________


  1. Text: __________________________________________________________________

      • What was it about? (1 point)_______________________________________


      • Who was the story was about? (1 point)_____________________________


      • What did the writer want you to know? (Hint: what was the argument?) (3 points)__________________________________________________________


  1. Text: __________________________________________________________________

      • What was it about? (1 point)_______________________________________


      • Who was the story was about? (1 point)_____________________________


      • What did the writer want you to know? (Hint: what was the argument?) (3 points)__________________________________________________________

Thesis Statement Writing

  1. True/False (circle one): “An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The goal of the argumentative [persuasive] paper is to convince the audience that the claim is true based on the evidence provided.” (3 points)

  2. A thesis statement (choose the best answer): (4 points)

    1. Should be specific – it covers only what you talk about in your paper and should be supported with specific evidence

    2. Should be broad – it covers everything that might have anything to do with your topic. You don’t need evidence.

    3. Should be specific – it covers everything you studied and all interesting information.

    4. Should be funny – it’s most important purpose is to make the reader laugh.

  3. This is an example of a persuasive thesis statement: (6 points)


The paper that follows it should:

    1. Discuss the need for volunteer workers in Madagascar.

    2. Present an argument and give evidence to support the claim that students should pursue community projects before entering college

    3. Present a discussion of college courses available

    4. Analyze the benefits of going to college

  1. A thesis statement should go (5 points)

    1. In your conclusion

    2. In your body paragraph

    3. In your title

    4. In your introduction

  2. Which of the following formulas makes a good thesis? (5 points)

    1. The first sentence + good grammar = Thesis Statement

    2. The last sentence + evidence = Thesis Statement

    3. What you plan to argue + How you plan to argue it = Thesis Statement

    4. Your argument + your resources = Thesis Statement


  1. What are the three parts of persuasive appeals according to Aristotle? (5 points)

    1. Legitimacy, Pathology, and Ethnicity

    2. Legalism, Penitence, and Emotionalism

    3. Legos, Duplos, and Oreos

    4. Logos, Pathos, and Ethos

  2. Logos is: (5 points)

    1. A type of little toy blocks

    2. The appeal to emotion

    3. The appeal to ethics, or morality

    4. The appeal to reason

  3. Pathos is: (5 points)

    1. The appeal to ethics, or morality

    2. The appeal to emotion

    3. The appeal to reason

    4. A device used by doctors in the Emergency Room

  4. Ethos is: (5 points)

    1. The appeal to reason

    2. The appeal to ethics, or morality

    3. The appeal to emotion

    4. The appeal to children

  5. Although any figure of speech can be used to create an emotional response, many questions are specifically designed to do so, or indicate the emotional state of the speaker. Example: “Why are you so stupid?” This is an example of:

(5 points)

    1. Ethos

    2. Pathos

    3. Logos

Answer Key for Unit Exam:

  1. Answers will vary. Look for student comprehension

  2. B; look for understanding in the explanation

  3. Should include some variation of the writing steps

    1. Brainstorm/Pre-plan

    2. Research

    3. Organize information

    4. Draft

    5. Revise

    6. Proofread

  4. C

  5. D

  6. Answer should explain how it increases the persuasiveness of the argument

  7. False

  8. Answers will vary; mostly look for whether or not they can answer what the author’s argument was.

  9. True

  10. A

  11. B

  12. D

  13. C

  14. D

  15. D

  16. B

  17. B

  18. B

Lesson Plan #1

Friday of Week 3 in Unit 1 of the Semester

Name: Ms. Boddie

School: MONV High School

Lesson Title: “Rhetoric – Tricks You Can Use to Persuade your Audience”
Annotation: I begin today’s lesson by analyzing a non-fiction piece brought in by a student (my request for student pieces was given during the first week of class), and then I will give a mini-lesson on Rhetorical methods and their significance in relation to persuasion. I will reinforce the mini-lesson with a small-group activity that prepares students for using rhetoric in their essays.
Primary Learning Outcome: After the lesson is completed, the students should have understanding of the three rhetorical methods of persuasion: Logos, Pathos, and Ethos. They learn “how to write for an audience and how to use persuasive appeals to sway the audience into adopting their point of view” (Rhody), and should be able to use them in practical settings and be prepared to use them in their research essays.
Additional Learning Outcome (optional): Students will also increase their vocabulary by understanding what Rhetoric, Logos, Ethos, and Pathos mean. Students will improve their social skills by working in groups and exercise higher-level thinking skills by applying, analyzing, synthesizing, and self-evaluating the small group projects.
Assessed GPS’s:

  1. ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

    1. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

      1. Analyzes the logic and use of evidence in an author’s argument.

  2. ELA10RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

    1. Demonstrates awareness of an author’s use of stylistic devices for specific effects.

  3. ELA10W2 The student demonstrates competence in a variety of genres.

    1. The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

    2. The student produces persuasive writing that structures ideas and arguments in a sustained and logical fashion; the student:

      1. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning).

      2. Addresses readers’ concerns, counterclaims, biases, and expectations.

Non-Assessed GPS’s (optional):

  1. ELA10RC3 The student acquires new vocabulary in each content area and uses it correctly. The student

    1. Demonstrates an understanding of contextual vocabulary in various subjects.

    2. Uses content vocabulary in writing and speaking.

  2. ELA10LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

    1. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

  3. ELA10LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

    1. Analyzes the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

National Standards:

  • 5)  Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

  • 7)  Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience

  • 12)  Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


  1. Student piece for interactive warm-up (or backup piece in file)

  2. Rhetoric Mini-lesson PowerPoint (see end of lesson)

  3. Handout for Small-group activity (see end of lesson)

Total Duration: 1 hour block
Technology Connection (optional): Rhetoric Mini-lesson PowerPoint (see end of lesson)

  1. Discuss student piece (5 minutes): Have student explain what it is and what argument they think the creators were trying to make. Allow the class to comment.

  2. Remind students about homework: write outline for paper (1 minute)

  3. Mini-lesson: rhetorical methods (use PowerPoint included at the end of this lesson) (14 minutes)

  4. Small Group Activity: practice rhetoric in small groups (see attached handout at the end of the lesson) (35 minutes total)

    1. Explain activity (1 minute)

    2. Part 1: fun topics (10 minutes)

    3. Share results (4 minutes)

    4. Explain and demonstrate part 2 (2 minutes)

    5. Part 2: Brainstorm rhetorical methods to use for paper (14 minutes)

    6. Share results (4 minutes)

  5. Remind students of homework: write outline for paper (5 minutes)

Assessment: This lesson will be assessed when I collect the rhetoric activity worksheets. I will assess these using the check system (√,√-, or √+) as suggested by Burke (201). I will examine them qualitatively, looking for comprehension, participation, and completion.
Extension: Have students begin writing their outlines (homework) and review the steps for writing them.
Remediation: Pair students who are struggling with group members who will patiently accommodate. By placing students in small groups, it will be easier for the teacher to walk around and assist struggling students.
Works Consulted:

Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom,

Curriculum, and the Profession. Portsmouth. NH: Heinemann, 2003.

Georgia Department of Education. “Tenth-Grade Literature and Composition.”

GeorgiaStandards.Org. 1 December 2007 <

National Council of Teachers of English. “Standards for English Language Arts.” NCTE and

IRA. 1 December 2007 <>.

"Rhetoric." Unabridged (v 1.1). Random House, Inc. 01 Dec. 2007.>.

Rhody, Jason. “Introducing the Essay: Twain, Douglass, and American Non-Fiction.”

EdSiteMent: National Endowment for the Humanities. 10 June 2004. National Endowment for the Humanities. 30 November 2007. <>.
PowerPoint for Rhetoric Mini-Lesson:

Ms. Boddie’s 10th Grade World Literature Group Members_____________________________ ________________________________________________________________________, and_______________.

Period:____________________________________ Date: ___________________________________

hetoric Small-Group Activity

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