LESSON 1

WEDNESDAY, 95 MIN PERIOD

Agenda Written for Students
Argument and Persuasion
The Persuasion Game
HW: finish Persuasion presentation
Learning Objective:
Students will apply knowledge of rhetoric and persuasive techniques to: 1) understand how writers and
speakers make effective choices in language to develop meaning and style, 2) better understand the
purpose of a text while reading or listening, and 3) understand how to develop their own arguments to
effectively persuade an audience.
Common Core Standards:
L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on
grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.
Progression of Learning:
Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments
Time Into Possible Questions Formative
5 The prompt, Consider the last time you had How do I explain how I Assessments
min an argument with someone. What were you convince people I am As I am walking around
arguing about? How did you try to convince right? listening for students
the other person that you were right?, will be who I can call on to
written on the board. Students think & write What if I have never share their ideas, I am
their responses to this prompt. (I collect FRP been able to convince also listening for each
proposals that are due from Monday) anyone I am right? students recognition
5 level of the strategies
min Students will share their responses with a Does every argument that they use in an
shoulder partner while I walk around and have identifiable argument. Especially for
listen for what different strategies students strategies that can be students who are
use to convince others that they are right in examined for their struggling with this
an argument. I will pick 2-3 students who likelihood of success? concept of being able to
have a good grasp of their strategies to share explain their strategies
their responses with the class if I do not have Just because this or that there are
enough volunteers for the Share phase of strategy worked for me in strategies that can be
this Think Pair Share. this argument, would it pulled out and
5 always work if I use it in examined in an average
min I will bring attention back to the front of the another argument? argument with a sibling
room and ask for volunteers to share their or friend.
experiences and strategies or if their partner
had a good response. I will ask my pre-picked
students to share if I do not have enough
volunteers to fill the time allotted.
3
min I will go over the agenda for the day,
Learning about Rhetorical Devices and other
strategies to persuade others in an argument
and explain how this connects to their
Freshmen Research Paper (FRP that they
were introduced and instructed on during the
last class). Every thesis and paper that you
write and construct, is an argument or an
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 attempt to persuade your reader that you are
right. So we will learn about different
persuasive techniques that you can use in
arguments in general and your FRPs in
particular.
EL Literacy Focus, Possible Supports, and Strategies
EL students will have three different opportunities to consider the strategies that they already know
and are able to use in arguments- they will have time to think about their last argument and how they
tried to convince someone they were right on their own and write down their thoughts, then they will
be able to talk to a partner who will maybe tell them about new strategies and have them talk and
explain their own strategies in a way that they are able to express their thoughts orally, they will be
able to share their thoughts with the class and show their language skills in both presentation of
ideas and being aware of how they convince others in an argument and also hear other students
strategies to be exposed to new strategies or ways to think about how you convince people you are
right.
Through If an argument is
2 I will pass out the Argument and Persuasion effective and persuasive,
min handout to students with A List of Rhetorical does that mean it is
Devices chart on the back. A Google Docs correct?
copy of the handout will be displayed on the
board so that it can be edited as we go Are all rhetorical devices
through the activity. effective in every
argument/for every
5 We will start by reading the definitions at the audience?
min top of the page and explain, in students own
words, what these mean. I will prompt a short How do I make a
discussion about how rhetoric and rhetorical convincing or persuasive
devices are used to convince the audience argument about a position
that an argument is correct, and how we can that I dont agree with?
search out and find these strategies to
examine an argument more closely, can Why does the sound of
determine more accurately the authors your words make your
purpose in a text, and what the writers point argument more
of view is. persuasive?

10 Next, I will model how to fill in the rhetorical What is the difference While I am modeling
min devices chart. As a class, we will read the between being a skilled how to fill in the
definitions and examples for ethos, persuader and having a Rhetorical Device chart,
pathos, and logos, and how pathos is good argument? I am also listening for
used to convince people in an argument. I will any confusion or gaps in
ask for students to explain how ethos and understanding that
logos are useful to persuade an audience. I students may have in
will prompt them to look back at the given figuring out how these
definitions of rhetoric and rhetorical device at devices may be used to
the top of the page if they are having trouble persuade an audience. I
understanding how they are supposed to fill will be able to catch any
in this part of the chart. If it seems like the glaring misconceptions
class is having trouble understanding either and correct it right away
the format of the chart /how they need to fill it for the whole class to
out or are having trouble explaining how benefit from.
these devices are persuasive, we will go
through more rhetorical devices together in
the same way.

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5-10 I will display the group list for students on the While students are
min board. Students will move into their groups working in groups to fill
that I have selected for them (for this activity in the chart I will be
and the next). Each group will be assigned a walking around listening
rhetorical device to come up with an example for particular groups or
and explain how the device is persuasive. individual students that
Once the group has filled in that row on their are struggling, if there is
chart, one student will come to the computer a section of the chart
and write what the group came up with on the that they are having
class copy. As students are working together, trouble answering.
I will walk around and listen for any confusion Decide if one-on-one is
or incorrect answers. I will ask questions and sufficient or if the class
prompt responses about the different devices would benefit from a
and rhetoric itself. targeted instruction.

5 After the class chart has been filled in, we will The class List of
min come back as a class and each group will Rhetorical Devices will
share what they wrote. Students will be let me know the general
encouraged to ask questions about the level of understanding
explanation of persuasion. Students will use that the class has when
this time to write their classmates answers explaining how these
on their own charts. (The finished List will be devices are persuasive.
available to them on Google Classroom as Through discussion and
well) the types of questions
that are asked of fellow
10 We will transition to the next activity: The classmates, I can gauge
min Persuasion Game. I will pass out the whether we will need to
instructions for the game and explain that continue with the how of
they will be in these same groups to present these devices in the
arguments in front of the class. This is a next lessons.
modified debate, more of a competition,
between your group and one other group. As
a class, we will read through the instructions.
Students can ask questions and I will explain
in more detail different aspects of the game.

3 Students will discuss in their groups which job

min each group member has. Once each member
has a job, the group will call me over and they
will pick their topic and position out of a jar.
Groups will know who they are competing
against when all the topics are picked.
EL Literacy Focus Possible Supports, and Strategies
The terms rhetoric and rhetorical devices will be written on the A List of Rhetorical Devices for EL
students to see and have the chance to put these definitions in their own words or to listen to another
classmate explain it in a different way so that this content specific vocabulary is given attention and
defined in two different ways.

I have chosen groups so that there is a range of ability and differing perspectives in every group
(gender, language background, IEP, etc.). Students will learn from their peers and construct
knowledge on their own with me as a resource instead of transmitting knowledge into them.

I will model how to use the chart and as a class we will fill in the first few rhetorical devices so that all
students have a model to follow how to fill in the chart and the resources that they can use to
understand what is being asked of them (fellow classmates to discuss how these are persuasive in

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 arguments, internet, me, etc.). Students will work in groups to fill in the rest of the chart, working
together on parts that they dont understand and have a chance to explain the areas that they do
understand to others. I will be walking around while students are working in groups to fill in any gaps
and prompt students with questions so that they can reach the answers themselves or with their
groups. We will go through the more difficult parts of the chart as a class to make sure everyone is
understanding it.

The instructions for the Persuasion Game are written in front of each student to be read aloud as a
class then explained and discussed in multiple ways to make sure students who require directions in
multiple ways understand what the requirements are for this game.
Beyond How does defining a
29- I will pass out the Persuasion Map which rhetorical device and
39 will be used to organize their arguments more thinking about how it is
min clearly. Students will work in their groups to used to persuade the
write their arguments and be ready to present audience help in actually
it tomorrow. Each group needs to include at using them to write or
least 4 rhetorical devices in their come up with persuasive
presentations and have a poster to assist in arguments?
their presentation.
What is more important:
Before students leave I will remind them that knowing the definitions
they You will be presenting your arguments and what to look for in
to the rest of the class tomorrow, so if you did another argument or how
not finish in class you will need to do it for to use these devices in
homework. our own arguments?
EL Literacy Focus Possible Supports, and Strategies
Every group member has a job and is expected to help out with developing the argument in some
way, one of the jobs is to make sure every group member is contributing their thoughts and opinions
and that they are being considered by the group. I will be walking around, checking in that all the
members in each group is contributing and figuring out if they are not helping because they are
confused and where their confusion is.

Besides the argument, every group has to create a poster to be used during their presentations. This
allows some students who struggle with language to have another way to participate in the argument,
by creating a visual representation of the groups argument.

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LESSON 2
THURSDAY, 52 MIN PERIOD
Agenda Written for Students
Rhetorical devices review
The Persuasion Game presentations!
HW: finish the first section of the Anticipation-Reaction Guide, finish Group Evaluation
Learning Objectives:
Students will analyze each speakers point of view, reasoning, and rhetoric to determine the groups point of
view and purpose in the argument and analyze how the group uses rhetoric to advance that point of view
and purpose.
Students will present their groups argument clearly, concisely, and logically (using appropriate eye contact,
adequate volume, and clear pronunciation) such that the student evaluators can follow the line of reasoning.
Common Core Standards:
SL.9-10.3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically (using
appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience,
and task.
RI.9-10.6: Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric
to advance that point of view or purpose.
Progression of Learning:
Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments
Time Into Possible Formative Assessments
5 I will call on students at random to explain Questions I am checking to make sure
min what we did yesterday, one device they students remember, at least
remember and its definition, or to choose a generally, how language can be
device to explain how it can be used to used to persuade an audience.
persuade an audience. If students do not remember we
will pull out the List of Devices
5 Students have some time to work with their and review through reading
min groups to finish their arguments/posters and them and coming up with more
be ready to present. (I collect late FRP examples.
Proposals)
EL Literacy Focus, Possible Supports, and Strategies
Rapid fire questions that any student may be called on to answer will warm students up to pay
attention to classmates arguments and have a review/refresh on what devices they will be looking
for.
Through How do I explain During the presentations, I will
2 I pass out the Audience Score Card for why or how I think be filling in the Score Card as
min students to fill out during each presentation. I something is well and taking notes on
explain how they will be filling out the score persuasive? presentation skills, if directions
card during the presentations: Students will be had been followed, and
listening for the rhetorical devices that each What if I thought whether the devices are being
group used and decide if the pro or con group the evidence that used effectively or at all in each
for each topic did better at persuading them. one group had argument. I am looking for
Pay attention to how they are saying things was better, but whether devices were thrown in
as well as what they are saying. Can someone they were not as or if there is an understanding
explain the difference? persuasive as the of how to use these devices to
other group? persuade .
30 I pick a topic at random and ask which group
min would like to go first- the pros or cons? All of
the group members come up to stand with
their Speaker who will do the presenting, while
the rest of the class fills out the Audience
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 Score Card. After the group finishes I will ask
for one of the audience members to say one of
the Rhetorical Devices that was used in the
argument. The competition or opposite
position for the same topic will then present
and follow the same format as the first group. I
will ask for some quick feed-back from the
audience- Only positive responses!- for which
group they thought was more persuasive and
why. I pick the next topic at random and this
sequence is repeated until every group has
gone.
EL Literacy Focus Possible Supports, and Strategies
Each group is required to have a poster as part of their presentation. Students who struggle with
language will have a visual aid during each presentation to focus in on important aspects of each
argument.

After each presentation, the class will do a quick debrief and come up with at least one Rhetorical
Device that the group had used in their argument. This will allow students who are having trouble
hearing one of the devices in use have 1 or more devices written down and have an explanation for
how it was used. After two competing groups finish their presentations students will have a chance to
write down which they thought was more persuasive and why they think this, and then 1-2 students
will share their answer with the class to prompt or help any students who are struggling with how to
explain why they think one argument was more persuasive.
Beyond Why do I have to I will look at the Audience
5 After all the groups have gone and the know how to use Score Cards to see that
min audience score cards are filled in, I will ask the rhetorical devices students are able to find
students which of the rhetorical devices that as well as how to examples of rhetorical devices
they saw/heard that day was the most find them, isnt in others arguments and if they
effective at persuading them and why they that the same are able to give well thought out
think that was? Prompt a discussion on the thing? explanations for why they think
difference between persuasive/rhetorical a certain argument was more
techniques and sounding good versus having Would the same persuasive. My findings will be
a truly stronger argument. persuasive used in tomorrows lesson,
techniques that check if there are individual
2 Students pass their Score Cards and worked with this students, whole groups, or
min Persuasion Maps to the front and I collect audience, work even the whole class is
them. While I am collecting the papers, the same for struggling with particular
students will pull out their phones and another? concepts, and figure out where
complete the Persuasion Game: Group the confusion is to target this in
Evaluation. What is the the lesson tomorrow.
3 difference
min As students are finishing their Evaluations, I between Check that students are filling
pass out the Anticipation-Reaction Guide persuasion and in the Persuasion Maps
which will be used for the lesson tomorrow. argument? correctly to see if the ELA
Students mark whether they agree or disagree discourse of argument is
with each statement and explain what their understood (to be used in
perspective is regarding the statement. another learning segment).
EL Literacy Focus Possible Supports, and Strategies
The Anticipation-Reaction Guide prepares students for the articles that we will be reading tomorrow,
students are given four controversial statements that they are asked to respond to with their own
opinions on these statements. These statements tell the students the topics that we will be reading
about and gives them a chance to start thinking about it before the articles are in front of them to be
read.

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LESSON 3
FRIDAY, 52 MIN PERIOD
Agenda Written for Students
Anticipation-Reaction Guide
Wall Street Journal articles
Persuasive letters
HW: finish letters due Monday
Learning Objectives:
Students will understand how to cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text in order to determine an authors point of view
and purpose in a text and analyze how an author uses rhetoric to advance that point of view and purpose.
Common Core Standards:
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RI.9-10.6: Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric
to advance that point of view or purpose.
Progression of Learning:
Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments
Time Into Possible Questions Formative
5 Students share with partners whether they What if I agree and Assessments
min agreed or disagreed with each statement on disagree with a
the Anticipation-Reaction Guide and explain statement? Students are able to
why. As a class, we will discuss what students support their opinions
thought about the statements, I will ask for How do you explain with written and verbal
volunteers from those who agreed and both sides of explanation of their
disagreed to each statement. If there is no one something? perspective. If students
who either agreed or disagreed with a are not able to come up
statement, I will ask for someone to come up Why should I consider with a differing
with what somebody else would say if they another position if I think perspective, I will model
agreed or disagreed-like what you did for your that it is wrong? the different sides of a
presentations if you did not agree with the statement and discuss
position you were assigned. What is the difference who might make each of
between point of view these arguments.
5 As a class, we will review the questions: What and purpose?
min is point of view? How can you know an In reviewing point of view
authors point of view? How does knowing the and purpose, students
authors point of view help the reader will be called on to state
understand the text and what they can learn and explain the
from it? We will connect these answers to difference between these
their Anticipation-Reaction Guides and how two concepts and how
each of them responded to the prompts- each are used by the
looking at the students point of view in reader to better construct
responding to the given statements on the meaning from a text. I
guide. will assess students
understanding of these
1 I will explain the agenda for the rest of the day, concepts through oral
min that we will be reading two opposing articles. discussion and
These two articles have the opposite views determine if we need
on subjects similar to the statements that you more time practicing or
thought about on the Anticipation-Reaction explaining these
Guide. One written by Sherman Alexie, who concepts before moving
wrote The Absolutely True Diary of a Part- on.
Time Indian.

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 EL Literacy Focus, Possible Supports, and Strategies
Students will have time to think to themselves and work with a partner to understand the statements
and what their own positions are regarding each statement.

During class discussion, we will review academic vocabulary that we have learned the past two days
to draw attention to these words and concepts for todays lesson. We will look at what each word
means and how it is used in this English language arts context.
Through How does knowing
2 I pass out the first article, Darkness Too point of view in these
min Visible. I will draw students attention to what articles help to better
is written on the board: Annotate as you read: understand it?
number the paragraphs, circle words that you
do not know, underline big or main ideas, write If someones point of
questions that you have in the margin, note view is different from
anything you disagree with in the margin, star mine, why do we agree?
any rhetorical devices that you see the author If someones point of
using. view is the same as
mine why do we
5 As a class, we will read through the article disagree?
min aloud by going around the room, each student
reading a paragraph or a sentence. After we
finish the article I will ask for words that the
students circled, we will define 3-4 words
written out on the board.

5 Students will do a second read through

min individually. On the board, will be what they
should be annotating for: Star any rhetorical
devices that the author uses and take notes in
the margin what you think the effect of this
device is on the authors argument, what do
you think the authors point of view is? Find
evidence in the text and mark it. Who is the
intended audience? Find evidence in the text
and mark it. Students will turn to a partner
and share their annotations.

12 I pass out the next article, Why the Best Kids

min Books are Written in Blood to follow the same
steps as above (class read, targeted vocab
definitions, time for individual read, and
sharing with a partner).

5 I pass out the Compare and Contrast Two Listen to partners, if

min Opposing Texts graphic organizer. Students students are struggling to
will have the choice to work individually or with fill in Compare and
a shoulder partner to examine the texts and fill Contrast, shift to
out the chart on the organizer. modeling the handout
and class discussion of
2 As a class, we share what partners have ways to respond to
min written on the handout. Discuss parts that questions.
students are having trouble answering on their
own.

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5 Students finish their Anticipation-Reaction
min Guides. Share their evidence with partners
and then whole class.
EL Literacy Focus Possible Supports, and Strategies
Unfamiliar vocabulary is defined and discussed after first read through (cold read) so that during each
students individual read through students are better able to comprehend the text (instead of skipping
over unfamiliar words)

The individual reading time is differentiated so that students who are strong readers can look through
the text and analyze it and struggling readers have a second opportunity to read the text with
vocabulary and some main ideas discussed already so that they too can analyze the text using
guided annotations.

Students partner up so that they share what they have annotated with a partner and have help
finding parts in the text that they may have missed on their own.
Beyond Letters are summative
5 As a class, we go over the letter template assessment. Check that
min instructions and template. Students have students have
choice to handwrite it or type it. understood new
concepts are able to
Can start letter in class if there is time left. Due display these concepts in
Monday. written form.
EL Literacy Focus Possible Supports, and Strategies
Students have a template to follow while writing their letters and still have their List of Rhetorical
Devices, Anticipation Reaction Guides and Compare and Contrast handouts to use while they are
writing their letters.