Design+Project+2


 * Project Title:** Text Analysis with the Rhetorical Triangle


 * REVISIONS SINCE REPORT 1:**
 * ** Brief explanation of the rhetorical triangle: **The rhetorical triangle is composed of the three elements that Aristotle, a Greek philosopher in the 300s BC and a famous speaker (rhetor), identified. According to Aristotle, rhetoric is "the faculty of observing in any given case the available means of persuasion." Aristotle identified those three elements as the subject, audience, and speaker. The three elements are encompassed by the context. All together, the rhetorical triangle and its encompassing context make the rhetorical situation.
 * //Rationale:// This added introduction following the project title is to clarify the purpose of the project and define key terms referenced throughout the instructional design.
 * **Revised Goals Statement:**Ninth-grade English honors students **//will write a rhetorical analysis//**of a contemporary speech as measured by a 75% on the rubric.
 * //Rationale:// The goals statement has been slightly revised to clarify the level of cognition indicated by the instructional unit. The original goals statement was: //Ninth-grade English honors students will demonstrate an understanding of the rhetorical triangle through a written analysis of a contemporary speech as measured by a 75% on the rubric.// The goal of “demonstrate an understanding of the rhetorical triangle” has been revised for the higher-level skill of “will write a rhetorical analysis.”
 * **Final Goals in Goals Analysis:**
 * 1) Distinguish between summary and analysis.
 * 2) Explain Aristotle’s rhetorical triangle.
 * 3) Examine the appeals used in rhetoric.
 * 4) Explain the impact of author, purpose, audience, and context in rhetoric.
 * 5) Compose a written rhetorical analysis on nonfiction text.
 * //Rationale:// The order of the goals has changed. One previous goal, find examples of rhetoric in print media, has become a subobjective of goal number 2 because it supports the larger objective of explaining the rhetorical triangle. The last goal has been changed to reflect the change in the overall goal statement for the unit.


 * TASK ANALYSIS TIED TO GOALS:**
 * Note:** As new knowledge, skills, and attitudes are added, they are underlined.


 * Skills Needed for Objective 1:**
 * //Knowledge//: Students need to know the definition of audience and speaker.
 * //Skills//: Students need to be able to read and comprehend text within their grade level range of 8 to 10; to write complete sentences; to behave in small group and whole class discussions; to participate in small group assignments
 * //Attitudes//: Students need to be motivated to learn; to participate in small groups; to understand the relevance of the content to their lives; to complete assignments at home


 * Skills Needed for Objective 2:**
 * //Knowledge//: Students need to know the definition of audience and speaker; __the difference between analysis and summary__
 * //Skills//: Students need to be able to read and comprehend text within their grade level range of 8 to 10; to write complete sentences; to behave in small group and whole class discussions; to participate in small group assignments; __to analyze as opposed to summarize__
 * //Attitudes//: Students need to be motivated to learn; to participate in small groups; to understand the relevance of the content to their lives; to complete assignments at home; __to search for samples outside of class__.


 * Skills Needed for Objective 3:**
 * //Knowledge//: Students need to know __ the rhetorical triangle including definitions and examples for the various parts of the rhetorical triangle __ ; the difference between analysis and summary
 * //Skills//: Students need to be able to read and comprehend text within their grade level range of 8 to 10; to write complete sentences; to behave in small group and whole class discussions; to participate in small group assignments; to analyze as opposed to summarize; __to discuss the rhetorical situation of a given piece__
 * //Attitudes//: Students need to be motivated to learn; to participate in small groups; to understand the relevance of the content to their lives; to complete assignments at home; to search for samples outside of class.


 * Skills Needed for Objective 4:**
 * //Knowledge//: Students need to know the rhetorical triangle including definitions and examples for the various parts of the rhetorical triangle; the difference between analysis and summary
 * //Skills//: Students need to be able to read and comprehend text within their grade level range of 8 to 10; to write complete sentences __and paragraphs__; to behave in small group and whole class discussions; to participate in small group assignments; to analyze as opposed to summarize; to discuss the rhetorical situation of a given piece
 * //Attitudes//: Students need to be motivated to learn; to participate in small groups; to understand the relevance of the content to their lives; to complete assignments at home; to search for samples outside of class.


 * Skills Needed for Objective 5:**
 * //Knowledge//: Students need to know the rhetorical triangle including definitions and examples for the various parts of the rhetorical triangle; the difference between analysis and summary; __the levels of language__
 * //Skills//: Students need to be able to read and comprehend text within their grade level range of 8 to 10; to write complete sentences and paragraphs; __to write at the formal level of language__; to behave in small group and whole class discussions; to participate in small group assignments; to analyze as opposed to summarize; to discuss the rhetorical situation of a given piece; __to combine analysis of rhetorical situation and analysis of rhetoric appeals for one piece__
 * //Attitudes//: Students need to be motivated to learn; to participate in small groups; to understand the relevance of the content to their lives; to complete assignments at home; to search for samples outside of class.


 * INSTRUCTIONAL OBJECTIVES:**


 * Objective 1: __Distinguish between summary and analysis.__**
 * 1) Explain the difference between summary and analysis.
 * 2) Classify examples as summary or analysis.
 * 3) Create a summary and analysis.


 * Objective 2: __Explain Aristotle’s rhetorical triangle.__**
 * 1) Define the parts of the rhetorical triangle.
 * 2) Find examples of rhetoric in print media.
 * 3) Identify the features of the rhetorical triangle in found rhetoric.


 * Objective 3: __Examine the appeals used in rhetoric.__**
 * 1) Define the rhetorical appeals.
 * 2) Identify examples of rhetorical appeals.
 * 3) Theorize why specific appeals were chosen.


 * Objective 4:** **__Explain the impact of author, purpose, audience, and context in rhetoric (rhetorical situation).__**
 * 1) Discuss the influence of author and purpose on rhetoric.
 * 2) Analyze the impact of audience on writing.
 * 3) Analyze the impact of context on writing.


 * Objective 5: __Compose a written rhetorical analysis of nonfiction text.__**
 * 1) Analyze the impact of the rhetorical situation on the text.
 * 2) Analyze the effect of rhetorical appeals on the text.
 * 3) Combine analyses into well-written paragraph at the appropriate level of language.


 * Note:** I chose Gronlund-style **cognitive objectives** as opposed to behavioral objectives: “Cognitive objectives are well suited for describing higher levels of learning” (Morrison et al., 2006, p 121).


 * INSTRUCTIONAL SEQUENCE:**

**TIMELINE**: Each teacher will have to devise their own timeline. The instructional situation at our school dictates that teachers have flexibility within the delivery of the unit to account for other requirements within the curriculum. The above sequence should be consistent, but the timeline would vary from teacher to teacher.


 * STRATEGIES FOR OBJECTIVES:**


 * Learner-Centered Sequencing:**

Over the course of the entire instructional unit, the objectives are designed sequentially from simple to complex while the assignments within each objective are designed from easy to difficult.


 * __Simple to Complex:__
 * Each of the subsequent objectives build on skills developed through the previous objectives.


 * __Easy to Difficult:__
 * Assignments increase in difficulty from the beginning of the unit to the end of the unit culminating with a challenging writing assignment to analyze a challenging piece of nonfiction.

Within the sequence for segments of the instructional unit, additional sequencing strategies are employed.
 * __More Interesting to Less Interesting:__
 * Teachers will use interesting examples and media at the beginning of each portion of the unit for objectives 1-4. Examples: video commentaries for Objective 1, teacher and student-selected advertisements for Objective 2 and 3, the abandoned wallet activity for Objective 4. The content becomes less interesting to students as each lesson progresses.


 * __Known to Unknown:__
 * Students are introduced to the concepts with examples from mainstream media that will be familiar. Students supply examples of their choosing that are familiar to them in the beginning of the instructional unit. Content used for assignments in the last two objectives will not be familiar.


 * __Easy to Difficult:__
 * Within each step of the instructional process, students begin working with the whole class through guided instruction. Students then work in smaller groups with less guidance and more independence. Each objective has one activity that requires students to produce work independently or with only one partner. The assignments increase in difficulty.


 * Concept-Centered Strategies:**


 * __Logical Prerequisites:__
 * Objective 1, distinguish between summary and analysis, is the first objective in the instructional sequence because all of the subsequence objectives require analysis at some level.


 * Elaboration Theory Sequencing:**


 * __Task Expertise Sequencing:__


 * DETAILS ON OBJECTIVES:**

**Objective 1: __Distinguish between summary and analysis.__**

 * //1. Explain the difference between summary and analysis.//**

__Lesson Summary__: Students will view a short video clips from a political speech or debate and the Republican and Democratic commentary following. Students will view a short video clip from a sporting event and the commentary after. Through class discussion, students will complete a graphic organizer outlining the definitions of and components of summary and analysis.

__Materials__: video clips, graphic organizer, audio/video equipment for showing the videos


 * //2. Classify examples as summary or analysis.//**

__Lesson Summary__: Working in small groups, students will read several examples of analyses and summaries and correctly categorize the examples.

__Materials__: sample summaries and analyses from various sources (audio transcripts, articles, book reviews, etc.)


 * //3. Create a summary and analysis.//**

__Lesson Summary__: Working in pairs, students will choose a movie, television show, song, play, novel, etc. They will write a summary of the piece and an analysis of the piece in the form of a review.

__Materials__: students will choose their own content, laptops for typing final assignments (//optional//)

**Objective 2: __Explain Aristotle’s rhetorical triangle.__**
__Lesson Summary__: Teacher will introduce the rhetorical triangle and related vocabulary. Teacher will facilitate a class discussion using a few samples of rhetoric to apply the concepts of the rhetorical triangle. Students will record definitions and notes on a graphic organizer. Students will complete the graphic organizer independently by illustrating the diagram.
 * //1. Define the parts of the rhetorical triangle.//**

__Materials__: sample rhetoric (advertisement, political cartoon, article headlines), rhetorical triangle graphic organizer


 * //2. Find examples of rhetoric in print media.//**

__Lesson Summary:__ Students will find several examples of rhetoric outside of class and prepare to share the “found rhetoric” with their classmates. [Note: teachers should consider having students continuously bring in pieces of rhetoric so that each student has several examples by the end of the unit.]

__Materials:__ Student-selected pieces of rhetoric, teacher-supplied extra samples (//optional for students who do not have their own//)


 * //3. Identify the features of the rhetorical triangle in found rhetoric.//**

__Lesson Summary:__ In small groups, students will share their “found rhetoric” with the peers. The group will identify the features of the rhetorical triangle for each piece of “found rhetoric.” The group will select the two of the pieces to share with the class. Each group will share their two pieces of found rhetoric. The teacher will facilitate a class discussion on the shared pieces. Students will individually submit their found rhetoric and a written statement outlining its rhetorical features.

__Materials:__ student-selected rhetoric

**Objective 3: __Examine the appeals used in rhetoric.__**

 * //1. Define the rhetorical appeals.//**

__Lesson Summary:__ To introduce rhetorical appeals, students will respond in writing to the following question: //Why did the piece of rhetoric you chose appeal to you?// (preinstructional strategy: pretest) Teacher will then facilitate a class discussion for students to share their thoughts, taking notes on a board. Teacher will introduce the three rhetorical appeals (ethos, pathos, logos) and work with the class to define the appeals and supply examples from teacher-supplied examples. Students will complete a graphic organizer on the three rhetorical appeals and independently illustrate the organizer.

__Materials__: graphic organizer on the rhetorical appeals, rhetoric examples


 * //2. Identify examples of rhetorical appeals.//**

__Lesson Summary__: In small groups, students will discuss the rhetorical appeals in their “found rhetoric”.

__Materials__: student-selected rhetoric


 * //3. Theorize why specific appeals were chosen.//**

__Lesson Summary__: Continuing in small groups, students will select the strongest example for each of the three appeals to share with the class. Students will discuss why they think the producers of the rhetoric chose to use the appeals chosen. Each group will share their three chosen pieces, explain the rhetoric appeals, and supply their theory as to why the appeals were chosen. Teacher will facilitate a class discussion as groups share their pieces with the class. Students will individually write a summary of the group’s decision-making process and presentation.

__Materials__: student-supplied examples of rhetoric

**Objective 4:** **__Explain the impact of author, purpose, audience, and context in rhetoric (rhetorical situation).__**

 * //1. Discuss the influence of author and purpose on rhetoric.//**

__Lesson Summary__: (a) “the abandoned wallet” – Students will be presented with an abandoned wallet at the front of the classroom. They will identify which word (opportunity, misfortune, obligation) they think best describes the abandoned wallet. Teacher will facilitate a class discussion on what the word choice reveals about the speaker and the speaker’s message. (b) the political cartoon – Teacher will present a timely political cartoon referencing a mainstream news story or headline. Students will identify the political parties or ideas being supported and opposed and the purpose of the message. [Note: teachers should be prepared to provide some background information about the political cartoon. //Optional Idea:// allow students to bring in political cartoons and present the cartoon along with the necessary background information to inform the class. Teacher chooses a few excellent examples.] (c) Students will return to their small groups and examine previous examples of found rhetoric. Groups will discuss the author and purpose of the found rhetoric and record responses in note-taking form.

__Materials__: an abandoned wallet or photograph of an abandoned wallet; a timely, mainstream political cartoon


 * //2. Analyze the impact of audience on writing.//**

__Lesson Summary__: (a) levels of language – Teacher will facilitate a class discussion on the levels of formality of language. Working as a class, students will produce a chart identifying the overlapping nature of the formality of language and how that language changes depending on the intended audience. Students will record the class consensus on their own “levels of language” organizer. Independently, students will add details to the organizer identifying sample sentences and audiences for each level. (b) Write **//__This__//** Story - In small groups, students will write the same anecdote to three intended audiences, each of which would receive writing at a different language level. Groups will choose two pieces to share with the class. Teacher will facilitate a class discussion on the levels of language and its impact on the written anecdotes.

__Materials__: levels of language graphic organizer, prewritten anecdotes


 * //3. Analyze the impact of context on writing.//**

__Lesson Summary__: (a) political cartoons – Teacher will facilitate a discussion of context by presenting previous examples and identifying the important contextual elements for those pieces of rhetoric. Teacher will show a video clip of a comedic, news-related segment that is highly dependent on context (for example, Letterman’s top 10, Leno’s monologue, Colbert’s tip of the hat/wag of the finger or threat down, Stewart’s “moment of zen”, etc.). The class will discuss: What was the context for these jokes? Would they make sense a year from now? Would they be as funny? (b) Opening Sentence Changes Everything – Given an opening sentence of narrative and several different contexts, students will discuss in small groups how each context changes the meaning of the narrative. In groups, students will produce an opening paragraph for each of the contexts. The group will choose one piece to share with the class. The teacher will facilitate a class discussion on the impact of the context on each group’s writing sample.

__Materials__: political cartoons, video clip, audio/visual equipment, opening statements

**Objective 5: __Compose a written rhetorical analysis of nonfiction text.__**

 * //1. Analyze the impact of the rhetorical situation on the text.//**

__Lesson Summary__: In small groups, students will analyze the rhetorical situation of a nonfiction text. Students will work together to write a paragraph analysis of the rhetorical situation.

__Materials__: nonfiction text

//**2. Analyze the effect of rhetorical appeals on the text.**//

__Lesson Summary__: In small groups, students will identify the rhetorical situation and analyze the rhetorical appeals of a nonfiction text. Students will work together to write a paragraph analysis of the rhetorical appeals.

__Materials__: nonfiction text

//**3. Combine analyses into well-written paragraph at the appropriate level of language.**//

__Lesson Summary__: (a) Collaborative Writing – working within the small groups, given a nonfiction text, students will complete a full analysis of the rhetorical situation and the rhetorical appeals of the text. Students will write, at the formal level of language, a two or three paragraph analysis of the text to share with the class. Teacher will facilitate a class discussion on group presentations. (b) Independent Writing – serves as final unit assessment – given the transcript of a contemporary speech, students will compose a formal written rhetorical analysis of the text.

__Materials__: nonfiction text, transcript of a contemporary speech


 * PRACTICE FOR OBJECTIVES:**

//1. Explain the difference between summary and analysis.// __Practice__: students participate in a class discussion __Feedback__: provided by teacher and peers
 * Objective 1: __Distinguish between summary and analysis.__**

//2. Classify examples as summary or analysis.// __Practice__: students identify summary and analysis with groups __Feedback__: provided by teacher circulating to groups and during class discussion, peers within groups, peers within class discussion

//3. Create a summary and analysis.// __Practice__: students writing their own summary and analysis with peer, students discuss classmates’ work, students will continue to practice the distinguishing summary and analysis for the duration of the unit __Feedback__: teacher provides feedback on writing exercise; peers provide feedback within groups and class discussion on presentation of writing exercises

//1. Define the parts of the rhetorical triangle.// __Practice__: students record information on graphic organizers and independently illustrate organizers to personally connect to concepts; students participate in class discussion __Feedback__: teacher provides feedback on individualized graphic organizers; teacher provides feedback on student commentary during discussion; peers provide feedback on student commentary
 * Objective 2: __Explain Aristotle’s rhetorical triangle.__**

//2. Find examples of rhetoric in print media.// __Practice__: students search for examples of rhetoric __Feedback__: teacher provides feedback on student samples

//3. Identify the features of the rhetorical triangle in found rhetoric.// __Practice__: students identify the rhetorical features of their found rhetoric and work with group members to identify the rhetorical features of their found rhetoric; students participate in class discussion on classmates’ examples of rhetoric; students produce a written statement outlining the rhetorical features of their found rhetoric __Feedback__: teacher provides feedback to groups while circulating during group work; teacher provides feedback during class discussion; teacher provides feedback on the written statement; students provide feedback to each other during group work; students provide feedback to one another during class discussion

//1. Define the rhetorical appeals.// __Practice__: students write about and discussion rhetorical appeals; students participate in class discussion on rhetorical appeals by providing commentary on teacher-supplied examples; students complete graphic organizer on rhetorical appeals; students individually illustrate their graphic organizer on rhetorical appeals __Feedback__: teacher provides individual feedback on complete graphic organizers; teacher provides feedback on student commentary; students provide feedback to each other during class discussion
 * Objective 3: __Examine the appeals used in rhetoric.__**

//2. Identify examples of rhetorical appeals.// __Practice__: students identify and discuss the rhetorical appeals in their examples of rhetoric and those of their peers; students collaboratively determine the strongest examples of each of the appeals __Feedback__: teacher provides feedback while circulating during group work; peers provide feedback during discussions

//3. Theorize why specific appeals were chosen.// __Practice__: students discuss the reasons why producers chose different appeals; students participate in class discussion; students will write a summary of the group decision-making process __Feedback__: teacher provides feedback while circulating; teacher provides feedback during group presentations of their selected rhetoric; teacher provides feedback on student summary; students provide feedback to each other during the discussion; students provide feedback during the class discussion

//1.Discuss the influence of author and purpose on rhetoric.// __Practice__: students participate in class discussion; students identify the author and purpose of their found rhetoric in small groups __Feedback__: teacher provides feedback during class discussion; teacher supplies feedback while circulating during group work
 * Objective 4:** **__Explain the impact of author, purpose, audience, and context in rhetoric (rhetorical situation).__**

//2. Analyze the impact of audience on writing.// __Practice__: students participate in class discussion; students create graphic organizer on the levels of language; students discuss the levels of language for their writing assignment; students collaboratively write for various audiences; students participate in class discussion __Feedback__: teacher provides feedback during class discussion; teacher supplies feedback on completed graphic organizer; teacher supplies feedback while circulating during group work; teacher supplies feedback on completed writing assignment; students provide feedback during discussion; students provide feedback during group work

//3. Analyze the impact of context on writing.// __Practice__: students participate in class discussion; students discuss the how the contexts change their writing assignment; students collaboratively write narrative with different contexts; students participate in class discussion __Feedback__: teacher provides feedback during class discussion; teacher supplies feedback while circulating during group work; teacher supplies feedback on completed writing assignment; students provide feedback during discussion; students provide feedback during group work

//1. Analyze the impact of the rhetorical situation on the text.// __Practice__: students analyze the text with classmates; students write analysis paragraph collaboratively __Feedback__: teacher provides feedback while circulating; students provide feedback to each other during group work
 * Objective 5: __Compose a written rhetorical analysis of nonfiction text.__**

//2. Analyze the effect of rhetorical appeals on the text.// __Practice__: students analyze the text with classmates; students write analysis paragraph collaboratively; students participate in class discussion __Feedback__: teacher provides feedback while circulating; teacher provides feedback during class discussion; students provide feedback to each other during group work; students provide feedback during the class discussion

//3. Combine analyses into well-written paragraph at the appropriate level of language.// __Practice__: this activity should serve as the final unit assessment [Note: teachers may repeat this activity until students reach the desired level of mastery, in which case, this activity becomes practice for the final assessment.] __Feedback__: teacher provides feedback on the final assessment


 * SAMPLE ASSESSMENTS:**


 * __* Pretest__:** As part of the data collecting stages of this process, 70 students participated in an online survey to determine the need for this instructional unit. Questions on this survey also apply as a pretest because many of the questions address concepts that will be addressed during the instructional unit. **Location:**[| http://www.quia.com/sv/549518.html]


 * __* Formative Assessments__:** Throughout the unit of instruction there are many opportunities for assessment, all of varying degrees of formality. All of these assessments can be formative. If a teacher finds that students are not mastering the material, teachers can remediate at that time. Each objective has one assessment to be used as that objective’s benchmark assessment. Objective 1: student writing sample, Objective 2: individual written statement, Objective 3: student summary, Objective 4: student writing sample, Objective 5: student writing sample (the first to be used as a formative sample to provide remediation prior to the final writing assessment)


 * Objective 1: __Distinguish between summary and analysis.__** 1.Explain the difference between summary and analysis. 2. Classify examples as summary or analysis. 3. Create a summary and analysis.


 * __* Sample Assessments__**: student graphic organizers, completed group assignment, student writing samples


 * Objective 2: __Explain Aristotle’s rhetorical triangle.__** 1. Define the parts of the rhetorical triangle. 2. Find examples of rhetoric in print media. 3. Identify the features of the rhetorical triangle in found rhetoric.


 * __* Sample Assessments__**: student graphic organizers, evaluation of found rhetoric, group presentations, individual written statements


 * Objective 3: __Examine the appeals used in rhetoric.__** 1. Define the rhetorical appeals. 2. Identify examples of rhetorical appeals. 3. Theorize why specific appeals were chosen.


 * __* Sample Assessments__**: student graphic organizers, group presentations, individual student summaries


 * Objective 4:** **__Explain the impact of author, purpose, audience, and context in rhetoric (rhetorical situation).__** 1. Discuss the influence of author and purpose on rhetoric. 2. Analyze the impact of audience on writing. 3. Analyze the impact of context on writing.


 * __* Sample Assessments__**: student notes on group discussion of author and purpose in found rhetoric, student completed graphic organizers, student writing samples


 * Objective 5: __Compose a written rhetorical analysis of nonfiction text.__** 1. Analyze the impact of the rhetorical situation on the text. 2. Analyze the effect of rhetorical appeals on the text. 3. Combine analyses into well-written paragraph at the appropriate level of language.


 * __* Sample Assessments__**: student writing samples with group and individual


 * __* Additional Assessments Throughout__**: class discussion participation rubric to assess students’ participation during class discussions; continually assessment of student comprehension based upon student choices in found rhetoric; final assessment of group work contribution based on work product and member evaluations (//optional//)


 * __* Student Self-Evaluation__:** Prior to their final written assessment, students will have an opportunity to retake the content-based questions on the survey. **Location:**[| http://www.quia.com/sv/549559.html]


 * __* Summative Assessment__:** Each student’s final written analysis completed at the end of the unit will be used as the summative assessment. Written assignments will be measured against a rubric. A score of 75% will be considered proficient. There is no criterion-based summative assessment for this instructional unit.


 * PREINSTRUCTIONAL STRATEGIES:**


 * Overview:** The introduction to the instructional unit will be a paragraph overview with a single open-ended pretest question. //Rationale:// Providing students with a concrete overview of the lesson will boost their confidence at the beginning. Asking students to respond to an open-ended question will help students personally connect to the unit. The open-ended question will be designed around a mainstream example of rhetoric. The purpose is to give the class a common ground to begin our discussion of the topic.


 * Behavioral Objectives:** Specific objectives will be the pre-instructional strategy for each portion of the unit. Prior to beginning instruction for each objective, students will be provided with the behavioral objectives. //Rationale:// Ninth grade students benefit from the concrete identification of the instructional objectives. When students have clear objectives and know what is expected of them, it is easier to build confidence. Confidence is key to motivating ninth grade students.


 * Pretest:** At the onset of the unit, students will be provided with one open-ended question to form a foundation for introducing the topic (see above). Prior to beginning objective 3, students will be provided with a pretest question. //Rationale:// Understanding rhetorical appeals is one of the most intimidating parts of the unit; therefore, asking students to think about how the rhetorical appeals impacting their own decision-making prior to introducing the vocabulary (ethos, pathos, and logos) will help build confidence and establish a common framework for discussing the concept as a class. I believe it will be better to introduce the topic in a concrete, meaningful way rather than beginning with the vocabulary. (Learning Strategies: Known to Unknown, Concrete to Abstract)


 * GROUPINGS and MEDIA:**


 * __Student Groupings__**: Students will be organized into groups of 4 to 5 students. Groups will be the same for the duration of the unit. Student groups will be pre-arranged by the teacher to account for various levels of achievement within the groups. Achievement levels will be based on standardized test scores in the category of informational text, reading levels, and current class grade. When students have the opportunity to work in pairs, they may choose their partner; however, partners should be constant for the duration of the unit.

//Rationale:// Working in groups is essential for the content of this unit because students will benefit from diverse viewpoints and diverse experiences when interpreting the rhetorical elements within these texts. Ninth-grade students are motivated by opportunities to work in groups. Because group work is a huge component of this unit, groups should have consistency to minimize disruption when changing activities during class and when students are absent. Teachers should assign the groups to ensure a balance of various achievement levels and student interests within each group. Students should choose their own partners because partnered activities may require work outside of school, and students should feel comfortable with peers with whom they will be working outside the classroom.


 * __Media__**: Various video clips from contemporary television will be used throughout this unit (see lesson summaries and materials sections for details). This team leader is in the process of compiling the resources to provide links (when available) and to reproduce on a DVD. In addition, audio for some of the contemporary speeches is available and links will be provided for teachers who choose to include these.


 * REFERENCES:**

Beckelimer, L. (2010). From Hitler to Hurricanes, Vietnam to Virginia Tech: Using Historical Nonfiction to Teach Rhetorical Context. //English Journal//, //99(4)//, 55-60. Cuff, S. & Statz, H. (2010). The Story of Stuff: Reading Advertisements through Critical Eyes. //English Journal, 99(3),// 27-32. Franklin, K. (2010). Thank You for Sharing: Developing Students’ Social Skills to Improve Peer Writing Conferences. //English Journal, 99(5),// 79-84. Frey, N. & Fisher, D. (2010). Motivation Requires a Meaningful Task. //English Journal, 100(1),// 30-36. Goebel, B. (2009). Comic Relief: Engaging Students through Humor Writing. //English Journal, 98(6),// 38-43. Joliffe, D. A. (2011a). Introduction: Analysis as "Undoing". In //AP English Language: Reading and Writing Analytically// (pp. 1-4). The College Board. Joliffe, D. A. (2011b). On Reading and Writing Analytically: Theory, Method, Crisis, Action Plan. In //AP English Language: Reading and Writing Analytically// (pp. 5-18)//.// The College Board. Keller, J. (2000, February). How to integrate learner motivation planning into lesson planning: The ARCS model approach. //John Keller's Academic Website//. Retrieved from [|http://mailer.fsu.edu/~jkeller/Articles/Keller] 2000 ARCS Lesson Planning.pdf Kendrick, M (2010). Using Student Collaboration to Foster Progressive Discourse. //English Journal, 99(5),// 85-90. Lamb, M. R. (2010). Teaching Nonfiction through Rhetorical Reading. //English Journal, 99(4)//, 43-49. McDonald, K. (2011). Asking Students to "Play" with a Text: Teaching Analysis of Audience and Purpose. In //AP English Language: Reading and Writing Analytically// (pp. 69-78). The College Board. Morrison, G. R., Ross, S. M., Kalman, H. K. & Kemp J. E. (2009). //Designing Effective Instruction//. United States of America: John Wiley & Sons, Inc. Mulvaney, M. K. (2011). Analytic Writing in College: Forms, Sites, and Strategies. In //AP English Language: Reading and Writing Analytically// (pp.19.42). The College Board. Patterson, J. P. & Duer, D. (2006). High School Teaching and College Expectations in Writing and Reading. //English Journal, 95(3),// 81-87. Phelan, B. (2011). Teaching Analysis of Nonfiction Prose as Language Landscape. In //AP English Language: Reading and Writing Analytically// (pp. 57-68). The College Board. Rice, J. (2011). The Appeals and the Audience: The Rhetoric of Dramatic Literature. In //AP English Language: Reading and Writing Analytically// (pp. 79-98). The College Board. Roskelly, H. (2005). What Do Students Need to Know About Rhetoric? In //Workshop Materials for AP English Language and Composition// (pp. 25-31). The College Board. Roskelly, H. (2011). New Worlds in Old Texts. In //AP English Language: Reading and Writing Analytically// (pp. 43-56). The College Board. Simmons, A. M. & Page, M. (2010) Motivating Students through Power and Choice. //English Journal, 100(1)//. 65-69. Swain, S. S., Graves, R. L. & Morse, D. T. (2010). Prominent Feature Analysis: What It Means for the Classroom. //English Journal, 99(4),// 84-89. Taum, A. W. (2010). Adolescents and Texts: Raw Writing: A Critical Support for Adolescents. //English Journal, 99(4)//, 90-93. VanDeWeghe, R. (2006) Research Matters: What Is Engaged Learning? //English Journal, 95(3),// 88-91. Willingham, D. (2005). Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? //American Educator//. Retrieved from []