Unit 1 Lesson 1 Ethos Logos Pathos Donn
Ronald Donn Neville High School 2016-2017 English II Pre-AP & Gifted
Unit 1: ALL ABOUT WRITING
Lesson 3: Schlosser Vs. Sinclair
Text(s): “The Most Dangerous Job” from Fast Food Nation, Eric Schlosser ; Chapter 14 of The Jungle, Upton Sinclair
Lesson 2 Summary: Students examine the ethos and pathos in each of these texts while considering the different context, audience, and purpose of each. Students will compare how authors with similar goals develop arguments through various evidence strategies.
Vocabulary: Propaganda, argument/ counterargument, muckraking
2. Lesson Exemplar:
Unit Assessment ConnectionSee example of paragraph development and rhetorical development of counterargument:
http://www.pob.k12.ny.us/cms/lib/NY01001456/Centricity/Domain/308/Persuasive-Counteragrument%20Example.pdf / Students will learn/learn to:
· Consider how the authors’ choices in how to present their claims (e.g., medium, perspective) impact the overall effectiveness of their arguments. (RI.9-10.8, RI.9-10.9)
· Pay special attention to the ethos and pathos of the texts. (RI.9-10.6)
Although both pieces intend to inform the public of the issues in the meat-packing industry, one is an informational text and the other is a novel.
Lesson Content
Day 1 (or may be done prior to lesson as preparation/introduction to complex texts and annotation)
Instructional Outcome: Students will identify conventions of writing and provide feedback to other students concerning their writing and analytical abilities.
Preparation: Student notes on logos, ethos, pathos; practice annotating, using Cornell notes, and identifying claims and evidence.
CCSS Standards: W.10.1-5 (Citing evidence and written analysis)
Type of Instruction / Lesson StepsDirect/modeling
Independent reading
TT / Materials:
-LDOE Texts
-TMAT: Rubrics
-SA: Previous summaries and notebooks
-TECH: Smartboard
LECTURE: Using PPT, “Schlosser Versus Sinclair,” teacher will provide BRIEF historical background for both texts, to be taken as notes.
-Provide each TT member a copy of argument/counterargument notes.
1. Explain to students that they will be writing to compare the two texts.
2. Explain that they will be conducting research on a topic selected from a list, and that they should keep this topic in mind as the lessons continue.
Home: Read and annotate selected parts of both texts.
Students should be made aware that they will use their notes for a timed writing exercise in the next class period (analytical summaries). Students should annotate texts using YELLOW for claims and BLUE for evidence, making notes targeting how each author establishes ETHOS.
Days 2-3 (or 1-3 if one of the texts--Schlosser or Sinclair--is prepared ahead of time)
Preparation:
● LDOE: Have students read “The Most Dangerous Job” and Chapter 14 of The Jungle independently and summarize12 both texts. (RI.9-10.2, RI.9-10.10)
CCSS Standards: RI 10.6, W.10.8-10
Type of Instruction / Lesson StepsTT / Materials:
LDOE Texts
SA: Student Notebooks
TMAT: AP terms quizlet
TECH: Smartboard, Actively Learn learning software online
WC
TT / 1. Introduction to Text:
a. Review annotations and provide examples of claims/evidence strategies.
b. Focus on locating examples of the following AP Literary Terms: Diction, Imagery, Cacophony. Discuss connotations and denotations that are essential to understanding the text. Then, use SOAPSTONE method to answer the following:
c. What do these rhetorical strategies tell us about the…SPEAKER/OCCASION/AUDIENCE/PURPOSE/TONE?
2. REVIEW: Teams should prepare questions to add to their notes and to ask in class. Using jigsaw task, representatives from each team should "visit" other teams to get answers to their questions.
3. After sharing out, teams should use slates to prepare a statement of what authors' purpose seems to be, basing each statement on a piece of hard evidence.
Using Cornell notes (CUE/THEY SAY/I SAY*) students will engage in Socratic Seminar. Student notes will be used for next week’s Weekly Writing Warmup task.
*Students will revamp THEY SAY/I SAY note-taking when classes get to UNIT 2, which focuses on classic close reading for literary analysis.
“Fishbowl” Socratic Seminar: Students debate the issue of which author is more credible and effective. Teacher should remind students that one is investigative journalism and the other is fiction based on the author's own experiences. Students should discuss how each medium affects its credibility while comparing how each author uses PATHOS to persuade.
Fishbowl Grading:
--Inner Circle: Students graded on full participation, covering a-d above.
--Outer Circle: Students must 1) Ask a question, 2) Provide an “add-on” to a point made, and 3) Provide a disagreement or alternative point of view.
Prepare for Argument Essay:
1. Students will begin writing process for argument essay by writing a critical summary* of each text. This will be a timed exercise.
2. Then provide time to have a mini-lesson on paragraph development, giving time for feedback and questions.
*Analytical Summary “formula” for struggling writers. To be used with research proposal:
a. STATEMENT: Introduction/Attention getting sentence
b. EXPLANATION: Explain the text’s main idea
c. EVIDENCE: Supporting Example 1 & 2
d. CONNECT: Comment on author’s purpose and style
Home: Review argument essay topics and use Actively Learn to annotate and assign topics.
Materials Key: Accommodations: 504's Present. Students have been given preferential seating and extended time.
DL: Differentiated Learning
LDOE: Louisiana Department of Education materials
TECH: Use of Technology
TMAT: Teacher Made Materials