Rhetorical Thinking, Writing & Speaking Unit
Unit Goals
Students will engage with texts that have persuasive power and examine how argument is created. The variety of texts will allow students to evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of media. Through this unit, students will come to understand the immeasurable power of words and language and develop an understanding of the subtle yet important differences between argument, persuasion, and propaganda. Text Use: Examine how argument is created and evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of texts and media.
Unit Standards
Reading: RL.9-10.1, RL.9-10.2, RL.9-10.4, RL.9-10.10, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9, RI.9-10.10 Writing: W.9-10.1a-e, W.9-10.2a-f, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7, W.9- 10.8, W.9-10.9, W.9-10.10 Speaking and Listening: SL.9-10.1a-d, SL.9-10.2, SL.9-10.3, SL.9-10.4, SL.9-10.5, SL.9- 10.6 Language: L.9-10.1a-b, L.9-10.2a-c, L.9-10.3, L.9-10.4a, L.9-10.5a-b, L.9-10.6
The information in this unit was compiled with great reliance on the following source: Louisianabelieves.com
Students will engage with texts that have persuasive power and examine how argument is created. The variety of texts will allow students to evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of media. Through this unit, students will come to understand the immeasurable power of words and language and develop an understanding of the subtle yet important differences between argument, persuasion, and propaganda. Text Use: Examine how argument is created and evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of texts and media.
Unit Standards
Reading: RL.9-10.1, RL.9-10.2, RL.9-10.4, RL.9-10.10, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9, RI.9-10.10 Writing: W.9-10.1a-e, W.9-10.2a-f, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7, W.9- 10.8, W.9-10.9, W.9-10.10 Speaking and Listening: SL.9-10.1a-d, SL.9-10.2, SL.9-10.3, SL.9-10.4, SL.9-10.5, SL.9- 10.6 Language: L.9-10.1a-b, L.9-10.2a-c, L.9-10.3, L.9-10.4a, L.9-10.5a-b, L.9-10.6
The information in this unit was compiled with great reliance on the following source: Louisianabelieves.com
Introduction to Rhetoric
- Video on defining Rhetoric - Ethos, Pathos & Logos ..(see below)
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Assignment #1: Understanding Rhetoric
- Read “What Is Rhetoric?” article from the above BYU website independently and take notes on the article. (Be sure to click on the link on the left of the page for the "What is rhetoric?" tab)
- Watch “Ethos, Pathos, Logos” & "In Defense of Rhetoric" videos above. Take notes on the videos noting each of the following: (1) ethos, (2) pathos, and (3) logos.
- Then to EXPRESS YOUR UNDERSTANDING of RHETORIC: • Write a brief paragraph summary that integrates the information gleaned from both the text article and the videos above defining rhetoric and describing the concepts of ethos, pathos & logos.
Assignment #2: Creating a Storyboard
- View these following Rhetoric Storyboards on STORYBOARDTHAT.com
- In a group create your own STORYBOARD presentation modeling after the above examples on ethos, pathos & logos.
- Your group must create one Storyboard to demonstrate understanding of Ethos, one Storyboard to demonstrate understanding of Logos, and one Storyboard to demonstrate understanding of Pathos. Each Storyboard must have at least three squares.
- Combine all slides into ONE Google Doc & make a copy for yourself before you turn it in. * We will be uploading and critiquing these storyboards in part 2 of this assignment.
- Make sure to TITLE your storyboard presentation and LABEL which is Ethos, Pathos & Logos.
- Present your STORYBOARDS to the class.
- Critique of Story Board Presentations.. see below for the Student Critique Handout
student_critique_of_storyboards.docx | |
File Size: | 12 kb |
File Type: | docx |
Assignment #3: Rhetorical Excerpt on Meatpacking Industry - Part 1 - Ethos, Logos, Pathos
- Read the following NON-FICTION article titled, "The Most Dangerous Job", from the book titled Fast Food Nation"
- As you read through the article, identify the use of Ethos in GREEN color, use of Pathos in PINK, and use of Logos in Yellow.
- Answer the 2 questions at the end of the article on a separate sheet of paper.
Assignment #4: Rhetorical Excerpt on Meatpacking Industry - Part 2 - Analyzing Author's Intent
PART 1:
- Read the following FICTION excerpt, CHAPTER 14 from the book titled The Jungle, by Upton Sinclair
- Complete the SOAPSTONE Activity as a "Close Reading" Activity to help you Analyze the Text & Author's Intent of the piece.
- Compare/Contrast both articles on the meat packing industry. Complete the following:
Part 2:
Respond to the following in an essay response:
- Consider how the authors’ choices in how to present their claims (e.g., medium, perspective, use of ethos, pathos, logos, etc.) impact the overall effectiveness of their arguments. With this in mind, which article is more convincing/effective? Why?
Assignment #5: Michigan's Good Samaritan Law
What is a Good Samaritan law? Although they differ from state to state, the Good Samaritan laws are in place to protect citizens from liability during rescues or rescue attempts. Fear of being sued for any mistake made during a reasonable rescue attempt can prevent bystanders from stepping forward. These laws only apply if the individual offering aid is acting out of kindness and not being paid for services rendered. Professional rescue personnel are expected to do their jobs correctly and must be accountable for mistakes.
In certain parts of the country, the Good Samaritan laws actually require citizens to aide individuals who need help. Any citizen who stands by and makes no attempt to assist a victim can be taken to court for failing to make a reasonable effort to help.
Part 1:
1. Review what a Good Samaritan Law is (see above).
2. Review Michigan's Good Samaritan Law
3. Read the article "A Duty to Act..." While reading, highlight one example of each ethos, pathos & logos in the article.
4. Complete the essay response on Handout, "Does MI need a new/revised GSL?"
Part 2:
1. Watch video clips 1-5 from The Incredibles:
2. Complete the Handout for viewing The Incredibles.
What is a Good Samaritan law? Although they differ from state to state, the Good Samaritan laws are in place to protect citizens from liability during rescues or rescue attempts. Fear of being sued for any mistake made during a reasonable rescue attempt can prevent bystanders from stepping forward. These laws only apply if the individual offering aid is acting out of kindness and not being paid for services rendered. Professional rescue personnel are expected to do their jobs correctly and must be accountable for mistakes.
In certain parts of the country, the Good Samaritan laws actually require citizens to aide individuals who need help. Any citizen who stands by and makes no attempt to assist a victim can be taken to court for failing to make a reasonable effort to help.
Part 1:
1. Review what a Good Samaritan Law is (see above).
2. Review Michigan's Good Samaritan Law
3. Read the article "A Duty to Act..." While reading, highlight one example of each ethos, pathos & logos in the article.
4. Complete the essay response on Handout, "Does MI need a new/revised GSL?"
Part 2:
1. Watch video clips 1-5 from The Incredibles:
2. Complete the Handout for viewing The Incredibles.
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The Incredibles CLIPS 1-4
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Mr. Incredible Saves & Sued
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The Incredibles: CLIP 5
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Assignment #6: Rhetorical Devices in Historical Speeches
Part A:
- Review the Handout on Rhetorical Devices
- Read Franklin D. Roosevelt's - Pearl Harbor Address to the Nation (see video version below)
- Read Patrick Henry's - Give Me Liberty or Give Me Death Speech
- When reading note the Rhetorical Devices, Ethos, Pathos, Logos and Author's Intent of each piece.
Part B:
When finished reading and noting the above points, complete the following Handout.
Assignment #7: Common Fallacies
- Handout on Common Fallacies
- Another Handout on Common Fallacies
- Advertisements - WWII Propaganda Ads
Videos Demonstrating Fallacies
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See Fallacies in Pop Culture, Advertisements, & Elected Offical's Campaigns
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Watch for several different types of Fallacies in this scene from Monty Python's Holy Grail
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Assignment: Fallacies in Ads/Pop Culture Assignment
Culminating Project:
Rhetorical Analysis of an Historical Speech
The Written Analysis Assignment - An MLA Paper w/ Work's Cited page
****Find a Speech here*****
Helpful Links/Examples:
PowerPoint Explanation of the Written Rhetorical Analysis
Formatting the Analysis in MLA format
The Outline
your outline; you will include one with your paper
Integrating Quotes to Avoid SAQs in Your Essay:
Rhetorical Analysis of an Historical Speech
The Written Analysis Assignment - An MLA Paper w/ Work's Cited page
****Find a Speech here*****
Helpful Links/Examples:
PowerPoint Explanation of the Written Rhetorical Analysis
- Example 1 of a Rhetorical Analysis
- Example 2 of a Rhetorical Analysis
- KHS Student Sample
Formatting the Analysis in MLA format
- Also see Examples & Citation Generator Here (this is the OWL @ Purdue Link)
- NEW GOOgle MLA Explanation/Template - this explains how to format your MLA paper in Google!
- MLA Works Cited Page Example
- MLA Works Cited Page WEBSITE Citation Examples i.e. how do you make a citation on your Works Cited page from a web source?
- EASY BIB.com - A Citation Generator to help you make citations for your Work's Cited Page. Make sure to chose MLA 8 at the top of the page, as it is the most recent version of MLA Format.
The Outline
- Step by Step Guide for OUTLINE & Formatting of Your Speech & Analysis
- OUTLINE EXAMPLE - make sure to scroll down to look for the PERSUASIVE example
your outline; you will include one with your paper
- Student Sample Outlines:
- Student 1 Sample
- Student 2 Sample
Integrating Quotes to Avoid SAQs in Your Essay: