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9-10R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) |
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9-10R3 |
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL)
- In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)
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9-10R8 |
Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL) |
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9-10SL3 |
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning or exaggerated or distorted evidence. |
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AS.LP.W.2 |
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What is our responsibility to others?
What is justice?
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Argument structure of seminal U.S. and global documents
- Central argument
- Claims
- Evidence
Rhetorical appeals
Rhetorical analysis
(3 weeks)
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Students will be able to:
- Identify the central arguments, claims, and evidence of texts on the topics of justice and human rights.
- Evaluate the effectiveness of rhetorical appeals and arguments.
- Compose a rhetorical analysis utilizing relevant textual evidence from the source document.
- Analyze the sequence of ideas presented in documents, speeches, and essays.
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Resources
Suggested texts:
- Universal Declaration of Human Rights published by the United Nations (document) Useful in analyzing the sequence of ideas and their development throughout the document.
- Convention on the Rights of the Child published by the United Nations (document) Useful in analyzing the sequence of ideas and their development throughout the document.
- "On Civil Disobedience" by Mohandas Gandhi (essay) Useful in teaching about central arguments, claims, and evidence.
- "Second Inaugural Address" by Abraham Lincoln (speech) Useful in teaching about rhetorical appeals.
- "Declaration of Conscience" by Margaret Chase Smith (speech) Useful in teaching about rhetorical appeals.
- "Rough Justice" by Alejandro Reyes (article) Useful in teaching about central arguments, claims, and evidence on the topics of justice and human rights.
- UN Convention on the Rights of the Child--PhotoEssay1 Useful in teaching students to read and analyze visual arguments and photojournalism.
- UN Convention on the Rights of the Child--PhotoEssay2 Useful in teaching students to ready and analyze visual arguments and photojournalism.
Other resources:
- Analyzing Famous Speeches as Arguments requires that students analyze the rhetorical strategies used in speeches.
- Interactive Declaration of Human Rights provides a plain-language text of the Universal Declaration of Human Rights with key terms and discussion questions.
- Lincoln's Second Inaugural is a lesson plan for exploring the themes and context of Lincoln's "Second Inaugural Address."
- Voices of Youth is an electronic forum for young people to read and discuss the UN Convention on the Rights of the Child.
- Gettysburg Address (1863) (Interactive Document)
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Assessments
- Writing a Rhetorical Analysis is an essay assignment with a pre-writing activity that involves conducting an analysis of the rhetorical appeals used in any of the selected speeches or essays.
- Argument Essay Rubric can be used with the lesson plan "Analyzing Famous Speeches as Arguments" or the rhetorical analysis writing assignment.
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9-10L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (1) |
9-10L5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (2) |
9-10R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (1) |
9-10R2 |
Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL) |
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9-10R5 |
- In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)
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9-10W4 |
Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain divergences from the original when appropriate. |
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What sacrifices are made in the name of justice?
How are conscience and culture related to one another?
How does a conscience guide action?
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Central themes of a narrative
Internal and external conflicts
Relationships between conflicts, characterization, and theme
Foreshadowing and flashback
Allusions
Imagery
Figurative language (simile, metaphor, personification, paradox, hyperbole)
(4-5 weeks)
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Students will be able to:
- Distinguish the central themes of a text.
- Differentiate between internal and external conflicts.
- Analyze conflicts and their relationship to the characters' motivations.
- Determine the purposes and effects of flashbacks and foreshadowing.
- Understand the significance of both historical and literary allusions and their relationship to the themes of a narrative.
- Analyze the effects of imagery and figurative language.
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Resources
Suggested texts:
- "Living Well. Living Good." from Wouldn't Take Nothing for my Journey Now by Maya Angelou (autobiography) Useful in teaching about theme and internal conflict.
- The Trial by Franz Kafka (novel) Useful in teaching about internal and external conflict as well as theme.
- In the Time of the Butterflies by Julia Alvarez (novel) Useful in teaching about flashback, foreshadowing, and allusions.
- David Copperfield by Charles Dickens (novel) Useful in teaching about conflict, characterization, and theme.
- Nectar in a Sieve by Kamala Markandaya (novel) Useful in teaching about allusions and thematic development through conflict.
- Antigone by Sophocles (drama) Useful in teaching about allusions, imagery, and conflict.
- "Work Without Hope" by Samuel Taylor Coleridge (poem) Useful in teaching about allusion and personification. This poem contains the line from which the title of Nectar in a Sieve is drawn.
- "Ballad of Birmingham" by Dudley Randall (poem) Useful in teaching about imagery, allusions, and theme.
- "The Waking" by Theodore Roethke (poem) Useful in teaching about paradoxes and metaphors.
- "Do not go Gentle into that Good Night" by Dylan Thomas (poem) Useful in teaching about metaphors, imagery, and theme.
- "Dover Beach" by Matthew Arnold (poem) Useful in teaching about allusion, similes, metaphors, and hyperbole.
- "If We Must Die" by Claude McKay (poem) Useful in teaching about imagery.
Other resources:
- Antigone Lesson Plan explores issues of power and honor, as well as the familial obligations of ancient Greece.
- Minor Characters and Networking in David Copperfield is a lesson requiring students to apply their social networking skills to the characters of the novel.
- A Rap can be used to teach about figurative language.
- Allusions contains ideas for using popular television shows and film to introduce allusions.
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Assessments
- Element Tracking Journal is a formative assessment to ensure that students are able to recognize literary elements and ultimately analyze their development throughout the course of a text.
- Essential Questions Character Conversation is an assignment that requires students to write the transcript of a conversation between three characters from the texts that have been studied. Students must engage three different characters in a discussion of the unit's essential questions on sacrifice, justice, and conscience.
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| (1) |
9-10R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL) |
| (1) |
9-10SL4 |
Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (1) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (1) |
9-10W6 |
Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation. |
| (1) |
9-10W7 |
Gather relevant information from multiple sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for citation. |
| (1) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
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How can rhetoric lead to change?
Are there universal rights for which you're willing to take a stand?
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Evaluating sources for integration into a researched argument
Rhetorical strategies
Central arguments
Counter arguments
Rebuttals
(2 weeks)
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Students will be able to:
- Outline and construct an argument that draws evidence from multiple sources.
- Central argument
- Claims
- Evidence (from shared texts and gathered research)
- Anticipation of counter-argument
- Rebuttal
- Utilize parallel structure.
- Revise for dependent clauses and appositive phrases.
- Present an oral argument.
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Resources
- Persuasive Arguments and Ethical Inquiry is a pre-writing activity that engages students in an analysis of both content and ethical issues related to argument-driven, persuasive writing.
- Emphasize, Minimize includes a lesson plan and corresponding PowerPoint on how to emphasize an argument while minimizing counter-claims. The lesson embeds instruction on subordinating conjunctions.
- Website Evaluation Form is an interactive web-based tool the guides students through the process of evaluating web sources.
- Using Popular Music to Explore Injustice is a pre-writing activity that engages the essential question "Can rhetoric lead to change?" The activity subsequently motivates students to develop and support their own arguments related to social injustice.
- Using Rhetoric to Address Injustice includes a series of lessons where students learn to apply the Aristotelian appeals to their own persuasive writing.
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Assessments
- Persuasive Speech Assignment describes the requirements for students' persuasive arguments on a social injustice that is derived from one of the unit's literary texts.
- Oral Presentation Rubric can be used to assess students' argument-driven oral presentations.
- Persuasive Writing Rubric can be used to assess students' written arguments.
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