UNIT: RHETORIC ANCHOR TEXT UNIT FOCUS Students engage with texts that have persuasive power and examine how argument is “What Is Rhetoric?,” Brigham Young University (Informational) created. The variety of texts allows students to evaluate the impact of occasion and audience upon the use of rhetorical appeals in a variety of media. Through this set, RELATED TEXTS students will come to understand the immeasurable power of words and language Literary Texts (Fiction) and develop an understanding of the subtle yet important differences between argument, persuasion, and propaganda. • Chapter 14 of The Jungle, Upton Sinclair Text Use: Examine how argument is created and evaluate the impact of occasion and Informational Texts (Nonfiction) audience upon the use of rhetorical appeals in a variety of texts and media • “The Most Dangerous Job” from Fast Food Nation, Eric Schlosser 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, • “Address to Congress on Women’s Suffrage,” Carrie 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 Chapman Catt 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- • “Thoughts on the Present State of American Affairs,” 10.8, W.9-10.9, W.9-10.10 from Common Sense, Thomas Paine • “A Fable for Tomorrow” from Silent Spring, Rachel Carson 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- • “Speech to the Second Virginia Convention,” Patrick 10.6 Henry 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 • “Does Great Literature Make Us Better?,” Gregory Currie CONTENTS • “Reading Literature Makes Us Smarter and Nicer,” Annie Murphy Paul • “The Matthew Effect” from Outliers, Malcolm Gladwell Page 151: Text Set and Unit Focus • “It’s Not Talent; It’s Just Work,” Annie Dillard Page 152: “What Is Rhetoric?” Unit Overview Nonprint Texts (e.g., Media, Website, Video, Film, Music, Art, Page 153-156: Sample Unit Assessment Tasks: Culminating Writing Task, Cold-Read Graphics) Task, and Extension Task • “Ethos, Pathos, Logos,” Krista Price (Video) Page 157: Instructional Framework • “Rachel Carson’s Silent Spring,” PBS (Video) • “Pearl Harbor Address to the Nation,” Franklin D. Pages 158-169: Text Sequence and Sample Whole-Class Tasks Roosevelt (Audio) • World War II Propaganda Posters English Language Arts, Grade 10: Rhetoric 151 “What Is Rhetoric?” Unit Overview Unit Focus Summative Unit Assessments Daily Tasks • Topic: Rhetoric A culminating writing task: Daily instruction helps students read and understand text • and express that understanding. Themes: Examine the power • Determine author’s purpose of words and language and • Evaluate the effectiveness of • Lesson 1: “What is Rhetoric?” “Ethos, Pathos, Logos” develop an understanding of language choices, devices, and (sample tasks) the subtle yet important rhetoric in achieving determined • Lesson 2: “The Most Dangerous Job” from Fast Food differences between purpose Nation and “Chapter 14” from The Jungle (sample argument, persuasion, and tasks) propaganda A cold-read task: • Lesson 3: “Thoughts on the Present State of American • Text Use: Examine how • Read and understand grade-level Affairs” from Common Sense and “Address to Congress argument is created and texts on Women’s Suffrage” (sample tasks) evaluate the impact of • Write in response to a text • Lesson 4: occasion and audience upon Silent Spring, “A Fable for Tomorrow” from An extension task: Silent Spring the use of rhetorical appeals in , and “Speech to the Second Virginia Convention” (sample tasks) a variety of texts and media • Conduct topical research • • Write and deliver an Lesson 5: “Does Great Literature Make Us Better?” and argumentative speech to advance “Reading Literature Makes Us Smarter and Nicer” a position using rhetorical device • Lesson 6: “Pearl Harbor Address to the Nation,” and appeals Annotated Typewritten Copy, and WWII Propaganda Posters (sample tasks) • Lesson 7: Various texts for independent research (extension task) • Lesson 8: “It’s Not Just Talent, It’s Work,” “The Matthew Effect” from Outliers (cold-read task) • Lesson 9: “What is Rhetoric?” (culminating writing task) English Language Arts, Grade 10: Rhetoric 152 SUMMATIVE UNIT ASSESSMENTS CULMINATING WRITING TASK1 In “What Is Rhetoric?,” the author says, “How one says something conveys meaning as much as what one says.” Consider the texts in this unit and determine which text most effectively employs the resources of language to achieve a desired effect on the intended audience. Write an essay that analyzes how the author uses rhetoric to advance a point of view or achieve a purpose. Discuss as part of the analysis how the author unfolds the series of ideas or events and the effect of specific word choices on meaning and tone. Cite strong and thorough textual evidence to support the analysis. (RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9- 10.4, RI.9-10.5, RI.9-10.6, W.9-10.1, W.9-10.4, W.9-10.5, W.9-10.9b, W.9-10.10) Teacher Note: The completed writing should use grade-appropriate words and phrases, as well as a variety of sentence patterns, and language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. It should also demonstrate command of proper grammar and usage, punctuation, and spelling. (L.9-10.1, L.9-10.2, L.9-10.3a, L.9-10.6) Use peer and teacher conferencing, as well as small-group work that targets student weaknesses in writing to improve student writing ability (e.g., using appropriate organization and style or correct grammar and punctuation). (W.9-10.4, W.9- 10.5) UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks help students learn it? • Topic: Rhetoric This task assesses: Read and understand text: • Themes: Examine the power of words and • Determining author’s purpose • Lesson 1 (sample tasks included) language and develop an understanding of • Evaluating the effectiveness of language • Lesson 3 (sample tasks included) the subtle yet important differences choices, devices, and rhetoric in achieving Express understanding of text: between argument, persuasion, and determined purpose • propaganda Lesson 2 (sample tasks included) • Lesson 9 (use this task) • 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 1 Culminating Writing Task: Students express their final understanding of the anchor text and demonstrate meeting the expectations of the standards through a written essay. English Language Arts, Grade 10: Rhetoric 153 COLD-READ TASK2 Read “It’s Not Talent; It’s Just Work”3 by Annie Dillard and “The Matthew Effect”4 by Malcolm Gladwell independently, and then answer a combination of multiple-choice and constructed-response questions5 about the text and in comparison to the other texts in the unit, using evidence for all answers. Sample questions include: 1. In “It’s Not Talent; It’s Just Work,” Dillard uses a variety of techniques to grab the reader’s attention (e.g., humor, idioms). Identify two examples and discuss the impact of their use in the development of Dillard’s central idea. (RI.9-10.1, RI.9-10.2, RI.9-10.6) 2. In “The Matthew Effect,” Gladwell discusses the “accumulative advantage.” How does Gladwell develop this idea throughout the chapter in sentences, paragraphs, or larger sections? (RI.9-10.3, RI.9-10.5) Does his development effectively support his claims? Why or why not? (RI.9-10.1, RI.9-10.8) 3. Based on the texts studied throughout the unit, classify each of these texts as argument, persuasion, or propaganda and explain your reasoning, citing strong and thorough evidence to support your explanation. (RI.9-10.1, RI.9-10.6, RI.9-10.8, W.9-10.1, W.9-10.9b, W.9-10.10) UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks help students learn it? • Topic: Rhetoric This task focuses on: Read and understand text: • Themes: Examine the power of words and • Reading and understanding grade-level • Lesson 1 (sample tasks included) language and develop an understanding of texts • Lesson 3 (sample tasks included) the subtle yet important differences • Writing in response to a text • Lesson 4 (sample tasks included) between argument, persuasion, and • Lesson 6 (sample tasks included) propaganda Express understanding of text: • Text Use: Examine how argument is • Lesson 2 (sample tasks included) created and evaluate the impact of • Lesson 8 (use this task) occasion and audience upon the use of rhetorical appeals in a variety of texts and media 2 Cold-Read Task: Students read a text or texts independently and answer a series of multiple-choice and constructed-response questions. While the text(s) relate to the unit focus, the text(s) have not been taught during the unit. Additional assessment guidance is available at http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/end-of-year- assessments. 3 http://stonecentral.weebly.com/uploads/8/3/3/4/8334408/talent_work_reading.pdf 4 http://blogs.ausd.net/users/thearchofthesky2010/uploads/thearchofthesky2010/OutliersRedux.pdf 5 Ensure that students have access to the complete texts as they are testing.