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10/14/14 Implementation of Persuasion Across Time and Space: Analyzing and Producing Complex Texts Lessons 3, 4, and 5 Lydia Stack Understanding Language Project Language, Literacy and Learning in the Content Areas Stanford University Ell.stanford.edu Lesson 3: Goals for Students Three Appeals Matrix Sort and Label Anticipatory Guide Wednesday Interacting w/ text Students: • Deepen understanding and analysis of persuasive techniques as they engage in close reading • Learn about Aristotle’s Three Appeals, and analyze how these rhetorical devices are used to persuade a reader or audience to take action or identify with a particular cause • Analyze either King’s I Have a Dream, Robert Kennedy’s On the Assassination of Martin Luther King or George Wallace’s The Civil Rights Movement: Fraud, Sham, and Hoax using the three appeals Ethos, Pathos and Logos in Civil Rights Speeches Week 3 – Lesson 3 Monday Tuesday Preparing Sts Interacting w/ Text Lesson 3: Ethos, Logos, & Pathos in Civil Rights Movement Speeches PREPARING LEARNERS Thursday Extending Learning Friday Extending Learning Reading with Expert Base Group Finish Mind a Focus Group Round Mirror & plan Reading with Robin presentation a Focus Round Robin Mind Mirror Dyad Share Mind Mirror Presentations Expert Out Group Dyad Expert Group Consensus Task 1 • Three Appeals Matrix • Sort and Label • Anticipatory Guide Task 2 Task 3 INTERACTING WITH TEXT Task 4 TEXT TEXT Task 5 Task 6 Task 7 • Reading with a Focus with Round Robin • Expert Group: Dyad Reading • Expert Group: Reading with a Focus with Dyad Share • Dyad Share Out • Expert Group Consensus • Base Group Round Robin Task 8 EXTENDING UNDERSTANDING • Mind Mirror • Mind Mirror Presentations Task 9 Task 10 © WestEd, Quality teaching for English Learners, 2012 Lesson 3: Ethos, Pathos, and Logos in Civil Rights Speeches Introduction Purpose Preparing the Learners • Three Appeals Matrix • Sort and Label • Anticipatory Guide of a speech is to explain, persuade or inspire. Speeches accomplish these aims with rhetorical devices This lesson focuses on how rhetorical devices are used and why they are used 6 1 10/14/14 Three Appeals Matrix: Ethos, Pathos, and Logos Characteristics of Speeches Speeches are meant for a specific Students sit in groups of four. student receives an Handout #!: Appeals Card Matrix Each group of four forms two dyads Each dyad receives a set of Appeals Cards. Dyads take turns reading each card aloud and complete the matrix cells collaboratively. audience Each Speeches have a purpose Speeches emphasis a main idea A good speech conveys emotions to the audience 7 Sort and Label Groups of four receive one set of sentence strips. Process: • One student reads a sentence aloud to the other three • Collaboratively, students decide in which category the sentence belongs: Ethos, Pathos, or Logos. They explain reasons for their choice. Anticipatory Guide Distribute Handout #4, Anticipatory Guide. Remind students that an Anticipatory Guide is used to tap into their prior knowledge, what they already know. (Note students are still in their group of four) Student read the statement on their own and place a check mark in the agree or disagree box. Students provide one reason for their choice. Students use Lesson 1 page 10 to share in dyads 1 2 2 10/14/14 Lesson 3: Ethos, Pathos, and Logos in Civil Rights Speeches Interacting with Texts • Reading Background with a Focus with Round Robin • Expert Group: Dyad Reading • Expert Group: Reading with a Focus with Dyad Share • Dyad Share Out • Expert Group Consensus • Base Group Round Robin Jigsaw Project: Sourcing Base Groups of Three Students begin this portion of the lesson sitting in small groups of three. This is their “Base Group.” Students move to “Expert Groups,” where they become an “Expert” on one of three speeches. (Expert Groups should have four members so they can work in dyads) Students ultimately return to their Base Groups of three to share what they have learned. Expert Groups BASE GROUP Assign Heterogeneous groups work together preparing for specialized work 1 2 3 1 2 3 1 2 3 Instruct students to move to their assigned Expert Group, A, B, or C. EXPERT GROUP Handout 1 each student in the Base Group the letter A, B, or C. Handout 2 Handout 3 There BASE GROUP 1 2 3 1 2 3 1 2 3 1 2 3 Participants share content of their readings and get ready to put it all together in preparation for joint reading should be no more than four “Experts” in each group, so there may be several small groups of A’s, B’s, and C’s. 3 10/14/14 Differentiation using a Jigsaw Reading Note: Expert Groups • When creating Expert Groups, be sure to place students who need the least scaffolding in the group that will read George Wallace’s speech, as this is the most difficult text. • Place students who need medium scaffolding in the group that will read Martin Luther King Jr.’s speech • Place students in need of the most scaffolding in the group who will read Robert’ Kennedy’s speech, which is the easiest text to access. Raphael’s Types of Question/ Answer Relationship (QAR) 1. 2. 3. 4. Right There Questions: look for information that is explicitly stated in the paragraph. Think and Search Questions: the answer to these questions is implicit in the text, so you need to infer, conclude, etc. On My Own: the question asks for information that is not present in the text, but is related to the theme of the text. The Author and Me: these are questions that readers would ask the author if they had the opportunity to meet. Expert Group Reading with a Focus and Round Robin: Background Information Each student reads his/her assigned Background Information reading (Handout #5) silently to themselves, focusing on: • When was your speech delivered? • Who delivered the speech? • Where was the speech given? • Who was the audience? • Why was it given? • What questions you have about the era. Students share their responses in a Round Robin structure in their Expert Groups. Model Question Answer Response (QAR) Process for Students The first time QAR is used, it needs to be modeled for students. Use Handout #6a: Practice Speech with sample QAR questions for modeling. Model QAR with the Chief Joseph Speech Ask students to read Chief Joseph’s speech on their own or in pairs. Ask a “Right There Question”: Who are the people Chief Joseph says have been killed? Ask students to turn to a partner and answer the question. Next ask a “Think and Search Question” Why does Chief Joseph include the names of certain Chiefs who have been killed? Again ask partners to tell each other the answer. 2 4 4 10/14/14 Model QAR with the Chief Joseph Speech Expert Group Dyad Reading Students read the first six paragraphs of their assigned speech in dyadic interaction. Ask a “On My Own Question”: Why are all of the chiefs and the elders dead, and not the young people? Ask students to turn to a partner and answer the question. Finally ask a “Author and Me Question”: How is it that you are a chief, and you still survived? Again ask partners to tell each other the answer. One student begins with paragraph one and then asks his/her partner questions using Raphael’s “Types of Questions/Answer Relationships.” The second student reads the the second paragraph and asks his/her partner QAR questions 2 5 Expert Group Reading with a Focus Dyad Share Students work with a partner to respond to the Matrix questions and to find examples to support their assertions. Individually, students read the speech assigned to their group Distribute Handout #7: Speech Matrix and read the questions with the students Explain they will use evidence from the text to support their findings. Dyad pairs share with each other in a small group of four and reach consensus before completing the matrix for their speech. 2 8 Quality Control • During the sharing and recording process, the teacher circulates the room, checking for quality. • It is important to remember, and to remind students, that this is the information they will bring back to their Base Group, and that they will be the only “Expert” in their Base Group for their speech. 5 10/14/14 Base Group Round Robin Students return to their Base Groups and share their column of the Speech Matrix. Round Robin directions: Each person in your group will share his or her Matrix response with your group. Take notes as they talk. Do not interrupt or comment until everyone has expressed their ideas. Discuss, ask questions and complete the Matrix for all three speeches. Mind Mirror in Expert Groups, with Rubric Returning to the Expert Groups, students create a Mind Mirror for their speaker (Martin Luther King, Robert Kennedy, or George Wallace) that shows the ◦ situation in which the speech was written, ◦ the author’s purposes, thoughts, concerns, or dilemmas. Lesson 3: Ethos, Pathos, and Logos in Civil Rights Speeches Extending Understanding • Mind Mirror • Mind Mirror Presentations Mind Mirror must include: • Two quotes from the speech, properly marked with quotation marks • Two original phrases that the group has written about the speaker or the speech • Two symbols that relate to the speech • Two relevant drawings Example of a Mind Mirror 6 10/14/14 Lesson 4: Persuasion as Text: Organization, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now Review Lesson 3 Annotate for: • Explanations that you find especially helpful • Questions you have ◦ Discussion Students: • Examine how writers construct persuasive texts at the macro and micro level. • Analyze the structural, organizational, grammatical, and lexical choices made in one speech. • Write for a particular audience • Compare and Contrast this speech to one read in Lesson 3. 3 7 Week 4 – Lesson 4 Monday Preparing Students Tuesday Interacting w/ Text Lesson 4: Goals for Students Reading How Writers with a Focus Accomplish their Goals What is Persuasive Writing? Three Step Interview Wednesday Interacting w/ Text Listening with a Focus Find the Tie Jigsaw Reading Lesson 4: Persuasion as Text Thursday Extending Learning Friday Extending Learning Collaborative Compare/ Poster with Contrast Rubric Matrix: Two Speeches Gallery Walk Deconstructing Reviewing and with a Focus Constructing Modality Compare/ Contrast Collaborative Poster with Independent Writing Table Discussion: • What do we need to stress when teaching persuasive writing? • What do students need to understand in order to write a successful persuasive piece? Novel Ideas Only Lesson 4: Persuasion as Text: Organization, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now Three-Step Interview Preparing the Learners • Three Step Interview • Novel Ideas Only 7 10/14/14 Three Step Interview Students sit in groups of four: A, B, C, and D. Step One: ◦ At the same time, and using the questions provided, students A and C interview students B and D, who respond providing their personal opinion Three Step Interview Step Three: ◦ Working as a group of four, each student reports to the other three the information provided by their partners. Three Step Interview Step Two: ◦ Now students B and D request the same information from students A and C simultaneously. Questions for the Three Step Interview What is the most memorable argument you have had? Were you able to convince the person you were arguing with about anything? Was the person you were arguing with able to convince you of anything? If so, how did this happen? If not, why do you think that it did not? Novel Ideas Only In their groups of four, students copy the following prompt in their notebooks and number lines from 1 to 8: We think an essay called, “All Together Now” may be about: 1. 2. 3. 4. 5. Novel Ideas Only Structure Students will have two minutes to predict what an essay called “All Together Now” may be about. Within each team one student offers a suggestion, another student repeats it, and all students write the suggestion on their papers without discussion. Students should help each other write ideas in the best possible way, and should not proceed until the four have already completed writing the idea on their paper. 8 10/14/14 Novel Ideas Only Structure After two minutes ask students to draw a line under the last item on their list. All teams stand with their list Call on one team member to read the first two items on their team’s list Novel Ideas Only Structure Other teams pay close attention A second student is called to add two more “novel ideas” only. When a team has heard all their ideas they sit down. They should use the prompt: “We think an essay called All Together Now may be about ….” Lesson 4 Persuasion as Text: Organization, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now Reading with a Focus with Round Robin Biography of Barbara Jordan, Handout #1 Interacting with the Texts • Reading with a Focus with Round Robin • Listening with a Focus • Jigsaw Reading • How Writers Accomplish their Goals • Find the Tie • Deconstructing and Constructing Modality In their groups of four, each student is assigned ONE of the four “Reading with a Focus” questions in Handout #2. Students read silently to themselves, answer their question and then share their answers in a Round Robin. 9 10/14/14 Listening with a Focus Distribute Handout #3: All Together Now listen and follow along as the teacher reads “All Together Now” The listening focus question is: ◦ “After reading her biography and listening to her essay, what do you think the title “All Together Now” means now? Ask students to share their response with a partner and then to the class. Note: Collect handout #3. Students Jigsaw Reading Students sit in groups of seven. Task: To reassemble a text that has been divided into sections. Purpose: To help students understand how connections work to make a text cohesive. Jigsaw Reading Students read their individual section silently. decide where in the text it belongs – beginning, middle, end – and why. Then in the group, any who have sections from the beginning state their reasons. (I think I have the first piece because…) Agreeing and disagreeing they construct the text placing the pieces on the table in order. Then groups share their ordering. They How Writers Accomplish their Goals Students Focus sit in groups of four. on Structure and Language. 10 10/14/14 Common Structure for Persuasive Text The author: ◦ Introduces topic and states a position or opinion about the topic ◦ Provides examples and evidence to support the position ◦ Anticipates readers’ concerns by providing a counterargument ◦ Restates compelling evidence and sums up argument in a conclusion How Writers Accomplish Their Goals Teacher guides the close reading of Handout 5. Paragraph 1- read aloud, think aloud how to go about answering the question, and model for the students how to look for the answers. Paragraph 2 – read aloud, after first sentence ask the students to predict what might follow, then finish reading the paragraph. Have partners discuss, then hear from volunteers, and guide students to write down the response. Remaining paragraphs – work through using a combination of guided response, partner and whole class discussion. Find the Tie Students are in groups of four. Teacher leads discussion of how writers make connections among ideas through sentence structure and cohesive devices ◦ Repetition, Associated words, References back to information in sentences and paragraphs, and Expanding ideas from previous sentences and paragraphs. Handout 6 Paragraph 1- Teacher reads aloud and students find examples of repetition. Paragraphs 2 & 3 – Teacher reads aloud and students look for ways writer connects ideas Students work through speech in groups, then class discussion, and posting of connectors. Deconstructing and Constructing Modality Connection to Lesson 1: Modality in advertising to distinguish between soft and hard sells. Writers use modal verbs to “sell” or persuade the reader. 11 10/14/14 Deconstructing and Constructing Modality Modals or helping verbs are used in persuasive writing to convey whether the author is indicating something is suggested, recommended = Should or should not possible = Can/could or cannot/could not Certain = Will/would or will not/would not required = Must or must not. Lesson 4 Persuasion as Text: Organization, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now Deconstructing and Constructing Modality Students work in pairs or groups of four read the sentence from the speech They choose one of the two options from the second column representing their opinion of the authors view. Respond and provide a reason for their choice They Collaborative Poster with Gallery Walk Students will create a Collaborative Poster for a younger audience (sixth grade classes) to help them with their own persuasive texts. The poster will summarize what they have learned about how writers construct persuasive texts. Extending Understanding • • • • Collaborative Poster with Gallery Walk Reviewing with a Focus Compare/Contrast Matrix: Two Speeches Collaborative Poster with Independent Writing Collaborative Poster must address: • • • • • Purpose of persuasive texts How persuasive texts are organized How writers sound like authorities How they connect ideas Recommendations about how to write a persuasive letter or text 12 10/14/14 Gallery Walk Students Instruct display the posters in the classroom. students to look at other group’s posters. Comparing and Contrasting Speeches Option 1: Implementation with Moderate Scaffolding Students compare Barbara Jordan’s speech, All Together Now, to Martin Luther King’s I Have a Dream speech. Ask students to take notes and to focus on common elements in posters. Teacher debriefs with students making a list of big ideas from class. Tasks for Moderate Scaffolding Tasks for Moderate Scaffolding • • • • • • Reviewing with a Focus Compare/Contrast Matrix Trio-Share Class Discussion • • • Tasks for Moderate Scaffolding • Reviewing with a Focus (con’t) Tasks for Moderate Scaffolding • • • • • Distribute King’s speech so that they all have the reference Optional: Play audio of speech Students review together in pairs or threes on the matrix for King’s speech from the earlier lesson Handout #7: Speech Matrix – Lesson 3. Reviewing with a Focus Students are in heterogeneous groups of 3. Trio should include 1 student who read King’s speech, 1 who read Kennedy’s, and 1 who read Wallace’s Remind students they shared analysis of the speeches in an earlier lesson when they did the base/expert jigsaw. Now they will compare 2 speeches before writing their own • • Compare/Contrast Matrix Distribute Handout#8 Compare/Contrast Matrix: Two Speeches and review categories for comparison. As a class complete the matrix for the first category of comparison using King’s and Jordan’s speeches. Students work together at their table of threes on the matrix for King’s speech. 13 10/14/14 Tasks for Moderate Scaffolding • • Trio Share – Table groups cross share at another table, adding and revising as needed. Then the table groups work together to complete the matrix for Jordan’s speech. • Class Discussion – Lead a discussion on how the students completed the matrix • Class Discussion Tasks for Minimal Scaffolding Comparing and Contrasting Speeches Option 2: Implementation with Minimal Scaffolding Students compare Martin Luther King’s I Have a Dream speech to George Wallace’s speech, The Civil Rights Movement: Fraud, Sham, and Hoax. Tasks for Minimal Scaffolding • • • • • • • • Reviewing with a Focus Compare/Contrast Matrix Read with a Focus Pair Share Round Robin Come to a Consensus Tasks for Minimal Scaffolding • Reviewing with a Focus (con’t) • • • Tasks for Minimal Scaffolding • • • • • Distribute King’s speech so that they all have the reference Optional: Play audio of speech Students work on the matrix for King’s speech and then do the same for Wallsce’s speech. Reviewing with a Focus Students are in heterogeneous groups of 3. Trio should include 1 student who read King’s speech, 1 who read Kennedy’s, and 1 who read Wallace’s Remind students they shared analysis of the speeches in an earlier lesson when they did the base/expert jigsaw. Now they will compare 2 speeches before writing their own • • Compare/Contrast Matrix Distribute Handout#8 Compare/Contrast Matrix: Two Speeches and review categories for comparison. As a class complete the matrix for the first category of comparison using King’s speech. Pair-Share: partners complete the matrix and cross-share with others, adding or revising as needed. 14 10/14/14 Collaborative Poster with Independent Writing Tasks for Minimal Scaffolding Reading with a Focus – students then read Wallace’s speech individually taking notes on a separate paper with the questions in the matrix as a guide. Round Robin - students share their notes/ responses with group in Round Robin format Come to Consensus – Students then come to consensus about their answers, get teacher quality check, and then fill in the matrix. • • • Collaborative Poster must contain: • • • One image for each speech that captures the purpose of the speech. One quote from each speech they find especially powerful Original phrase: • an original phrase that compares or contrasts the main idea in each speech • or • an original phrase for each speech that summarizes its main idea. • Each group will prepare a Collaborative Poster comparing and contrasting the two speeches they have analyzed. • Then students will individually write an explanation of their group’s Collaborative Poster. Independent Writing • Students now individually write an explanation of how their original phrase relates to the other elements in their team’s Collaborative Poster. • They need to explain how the phrase: • Expresses important differences or similarities in the purpose of each speech • Expresses important differences or similarities in the main ideas of each speech. Lesson 5: Putting it Together: Analyzing and Producing Persuasive Text Review Lesson 4 Annotate for: • Explanations that you find especially helpful • Questions you have ◦ Discussion Extending Understanding Students demonstrate their understanding of persuasive texts by: ◦ Independently analyzing a persuasive speech ◦ Writing their own persuasive speech 8 9 15 10/14/14 Week 5 – Lesson 5 Monday Extending Understading Tuesday Extending Learning Wednesday Extending Learning Lesson 5: Goals for Students Speech Analysis Post Post Post Assessment Assessment Assessment Role Play and Mixer Speech Analysis Persuasive Writing Persuasive Writing Read Peer Informational Evaluation of texts Persuasive Writing using the Rubric Thursday Extending Learning Revise and finalize persuasive writing Friday Extending Learning If needed to complete Assessment Optional Present Speeches In small groups Extending Understanding • Role Play and Mixer • Speech Analysis • Persuasive Writing Volunteers present speeches to the class Role Play Students are assigned a writer discussed in the unit to review and play the author in a role-play. Students Lesson 5: Putting it Together: Analyzing and Producing Persuasive Text may use notes, handouts, texts, and information from the internet to find information in order to assume the identity of their assigned author. Role Play Distribute Handout #1 Role Play. the focus questions they will use: ◦ Who am I? ◦ Some important facts to know about me ◦ Why I wrote my speech ◦ Why people read my speech today ◦ How I made a difference in the world When responding students can turn the question into a statement. Review Mixer Prepare index cards with authors names: Abraham Lincoln, Martin Luther King Jr.,Robert Kennedy, George Wallace, Barbara Jordan Each student draws an index card with an author’s name that is different than their own. Students circulate the room until they find the person on their card (and vice versa) by asking, “Who are you?” Students sit and interview each other. Process is repeated at least twice. 16 10/14/14 Speech Analysis The students are going to listen, read and analyze a speech written by a 12 year old girl. Distribute Handout #2 The Girl Who Silenced the World for Five Minutes Read aloud and discuss the background information. Listen/Watch the speech then ask for students’ reaction ◦ what struck them, what lines stood out, listener’s body language. Speech Analysis Distribute Handout #3 Speech Analysis for Girl Who Silenced World for Five Minutes Review the concepts covered in the unit. Students independently complete questions 1-5 and select two additional choice questions regarding appeals and cohesive devices Before the students begin the analysis distribute and review with students Handout #4 Speech Analysis Rubric. Post Assessment Persuasive Writing ◦ Students write their own persuasive texts. ◦ Remind students of the persuasive essays they wrote at the beginning of the unit ◦ This essay will be a chance to show what they learned in the unit. ◦ They may chose the same situation or one of the others ◦ This time they will read an article about the issue and use information from the article to support their viewpoint. Persuasive Writing ◦ Remind students what they have studied over the past weeks ◦ Distribute the post-assessment and point out the texts that correspond to the writing situations. ◦ Review guidelines and language for Persuasive Texts 17 10/14/14 Four Guidelines You should have a strong opinion stated as a thesis or claim that you want your reader to accept You should supply evidence from the informational text and your own experience to support your thesis You should acknowledge the other side, and offer evidence against it (anticipate the arguments of your opponents) Your conclusion should restate or expand what it is that you want to convince the reader to believe Post Assessment The audience will be your teacher and other educators The writing will be assessed on how well you develop: ◦ A strong opening making the reader care ◦ A clearly stated opinion easy to understand ◦ Evidence that supports your opinion ◦ Differing viewpoints and countering them ◦ Your ideas in an organized way ◦ Language used appropriately for your audience and purpose Writing Topics pollution at school phones and ipods on campus Cheating under certain circumstances Language of Persuasive Texts Use of high, medium, or low modality of appeals to Ethos, Logos, or Pathos Repetition of words and phrases Use of words associated with the same topic Expanding on ideas Words that refer back to previous paragraphs Use Post Assessment Students will select a situation and read the informational text Brainstorm ideas (10 minutes) Write a first draft (30 minutes) Read a partner’s essay and provide feedback (10) minutes Reflect on how essay might be revised (10) Revise the essay in a final draft (30 minutes) (might need 2 periods same or successive day) Scaffolded Writing Tasks Environmental Cell Free Write Persuasive Essay Outline Dyad Share Persuasive Essay Graphic Organizer Peer Response Peer Conference Revision Quick Write Individual Essay Revision Editing and Proofreading Peer Conference Final Revision 18 10/14/14 Optional Scaffolding Tasks Handout #5 Persuasive Essay Outline Handout #6 Persuasive Essay Graphic Organizer Handout #7 Peer Response Sheet Optional Rubric Handouts Optional Handout #1 Peer Response Persuasive Essay Rubric ◦ Student uses to score partner’s first draft and then provides suggestions for revision. Optional Handout #2 Self-assessment Persuasive Essay Rubric ◦ Students can use to score their own writing at the end of the assessment. Optional Rubric Handouts Persuasive Essay Rubric for Students Optional Handout #1 Peer Response Persuasive Essay Rubric ◦ Student uses to score partner’s first draft and then provides suggestions for revision. Optional Handout #2 Self-assessment Persuasive Essay Rubric ◦ Students can use to score their own writing at the end of the assessment. 19 10/14/14 Review Lesson 5 Thank you for your participation. Annotate for: • Explanations that you find especially helpful • Questions you have ◦ Discussion Questions? Lydia Stack [email protected] Understanding Language ELL.stanford.edu 1 1 5 1 1 6 20