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English as a Second Language Curriculum
Proficiency Level: Advanced Grades: 9-12
UNIT: 2
Debating Our Health
Section
Unit Title and Description with Learning Targets
Page Number
2
Unit Language
3-4
Unit Assessments
5-7
Sample Unit Calendar
8-10
Detailed Unit Calendar
11-17 (INCOMPLETE)
Unit Anchor Charts
16-21
Student Handouts
22-32
Unit Grammar Cheat Sheet
33-35
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ESOL LEVEL: Advanced
GRADES: 9-12
UNIT 1: Debating Our Health
Stage 1
Identify Desired Results
Unit
Description
Unit Goals
Learning
Targets
(I can…)
Unit duration: 5 Weeks
In this unit students express and support opinions using complex sentences and modals.
Students ask and answer specific questions using detailed questions with expanded verb phrases
on a variety of health related topics. Students compare and contrast various attributes of
healthy relationships using comparing and contrasting adjectives.
I can express and
support opinions.
I can ask and answer
specific questions.
I can use complex
sentences.
I can include details
and specifics in
questioning.
I can use verb phrases
in questioning.
I can use modals
within complex
sentences
I can efficiently
locate supporting
evidence.
I can compare and
contrast various
attributes of healthy
relationships.
I can use compare and
contrast adjectives.
I can participate in a
formal debate.
I can write a compare
and contrast essay.
I can support my
opinions with evidence.
I can organize my
thinking prior to writing.
I can use comparatives
and superlatives.
I can use formal
expressions to agree
and disagree.
I can follow appropriate
debate etiquette.
I can organize my essay
according to my plan.
I know the attributes of
healthy relationships.
I can support my opinions
with cited evidence.
I can use comparative
language.
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Stage 2
Assessment Evidence:
Key Vocabulary
 Dating
 Initial attraction
 Friendship
 Life-long love
 Going steady
 Deep relationship
 Abuse
 Companionship
 Disagreements
 Effective communication
 Emotional support
 Sexual activity
 Emotion and physical health
 Morals
 Values
 Selfish
 Inconsiderate
 Tolerant
 Jealously
 Honest
 Trustworthy
 Generous
 Possessive
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Academic Language (What language will students need to sound like experts?)
Language Scaffolding
Express and Support Opinions:
 In regards to _____, I believe______.
 My opinion on the issue of _____ is _______.
 _____ presents the position that_____.
 My views are based on _____.
 Many experts claim that______.
 According to _____, ______.
 Further evidence can be found in ____.
 _____ urges us to consider _____.
 On page ____, it states that____.
 Based on the evidence, _____.
 As described by ____, _____.
 The text provides proof that ____ by stating that_____.
 I found it interesting that ______.
 It occurred to me that _____.
Agree and Disagree:
 If that is the case, then ___.
 That’s how I see it too, because ___.
 I agree with the point that ___.
 Actually, isn’t it true that…
 Another way to look at it is…
Ask and Answer Questions:
 What
o What…. next?
o What do you think about…?
o What is the result of…?
o What would happen if…?
o What is meant by…?
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
Why
o Why did ___ react like…?
o Why do you think that….?
 How
o How has ___ affected …?
o How come…?
o How does ___ relate to …?
Compare and Contrast:
 The similarities between ___ and ___ indicate.
 By comparing ____ to ____, it becomes clear that___.
 A comparison of ____ to ____ reveals _____.
 Although ____ and _____ are ____, ___ is _____.
 ____ is _____, whereas _____ is _____.
 The most obvious difference between ____ and ___ is _____.
 One similarity/difference is ____.
 Their common characteristics include: _____, ____ and ______.
 By comparing ___ to___, we learn ______.
 The differences between _____ and _____ are important because _____.
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What evidence from formative and summative assessments should you collect to verify student learning?
Assessment
Tools:
Assessment
(Student
performance
based on
language
productive
skills).
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 Rubric
 Assessment Checklist
Reading
Writing
Speaking
Listening
Readings for assessment
 Advice column
 Student participate in debates
must include comparative
o What are the most important attributes
 Compare and
language, information
of a healthy relationship?
contrast essay with
with supporting evidence,
o Should a mother leave her husband if he
in text citations
and detailed questions
is abusive?
 Notes with
and answers.
o What is the most important red flag that
questions and
 Student notes from
a relationship won’t work?
answers for
readings
o What are healthy ways to improve a
student debate
relationship?
 Quiz over reading
o Etc… (Generate list of questions with
 Students create
students related to vocabulary related
their own quiz
topics)
based off of a
reading
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Student Name
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5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1
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I can organize my
essay according to my
plan.
I can use formal
expressions to agree
and disagree.
I can use
comparatives and
superlatives.
I can use compare
and contrast
adjectives.
I can use verb phrases
in questioning.
I can include details
and specifics in
questioning
I can efficiently locate
supporting evidence.
I can express and
support opinions
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Unit of Study Assessment Checklist
Notes
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Implemented with Style
I can express and support I am able to use a variety of
sentence structures (both
opinions
simple and complex) and the
alteration of structures lends to
the flow of my discourse.
I am able to use a variety of
modals when appropriate.
I can efficiently locate
supporting evidence.
I can include details and
specifics in questioning
I can use verb phrases in
questioning.
I can use compare and
contrast adjectives.
I can use comparatives
and superlatives.
I can use formal
expressions to agree and
disagree.
I can organize my essay
according to my plan.
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I can use verb phrases to add
specificity to complex
questions.
I can use comparatives and
superlatives to effectively
describe and define the objects
of comparison.
I am selective in choosing
which formal expressions to
use to agree and disagree with
a particular audience in a
specific setting.
I can generate and use an
organizational tool to plan the
structure of my essay.
Implemented
(Proficient)
Toying with
implementation
Not implementing
I am able to use a variety of
sentence structures(both
simple and complex)
I am able to use a variety of
modals when appropriate.
I am able to use complex
sentences though they may
sound redundant or forced.
I am able to use modals though
I may not always use them
appropriately.
I’m able to use simple
sentences to express and
support opinions.
I can efficiently locate
supporting evidence.
I am able to locate
information, but do not always
take the most efficient route.
I am able to ask detailed
questions although I may lose
control of syntax.
I am able to locate
information with help from
peers or the teacher.
I can ask simple questions
using basic terminology.
I can include verb phrases
when asking a question. I
might struggle with word
order.
I can use verbs in a question.
I can use comparatives and
superlatives but I may over
generalize the rule.
(i.e. more better than)
I can use a mix of informal and
formal expressions to agree
and disagree. I can use
complex sentences to agree
and disagree.
Given a graphic organizer I can
plan the structure of my essay.
I am able to compare objects
without using the
comparatives and
superlatives.
I can use informal expression
to agree and disagree.
I can include details and
specifics in questioning with
only occasional errors of
syntax.
I can use verb phrases to add
specificity to a question with
minimal errors.
I can use comparatives and
superlatives with minimal
disruption to syntax
I can use formal expressions
to agree and disagree using a
variety of sentence structures.
I choose from among graphic
organizers to help me plan the
structure of my essay,
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I can generate a plan to
organize my essay with the
help of teachers and peers
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Stage 3
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Blue text indicates an assessed goal.
Monday
Tuesday
Wednesday
Thursday
Friday
Day 1
Day 2
Day 3
Day 4
Day 5
Students will use a word sort
to classify vocabulary about
healthy relationships.
Day 6
I can use formal expressions
to agree and disagree.
Students read an additional
article on healthy
relationships. Teacher asks
for student opinions as to
whether they agree or
disagree with statements.
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Students will read two
articles about healthy
relationships and classify
attributes as healthy or
unhealthy.
I know the attributes of
healthy relationships.
Given a statement regarding
relationships, students use
formal language to agree or
disagree.
Day 7
Students will refer back to
the original healthy
relationship articles and
other articles to support their
statements.
Students make a statement
regarding relationships.
Students use formal
language to agree or
disagree.
Day 8
Day 9
In small groups students use
the Chalk-Talk protocol to
discuss healthy relationships
by agreeing and disagreeing
with statements and
producing in-text citations.
High School, Advanced ESOL, Unit 3
I can support my opinions
with evidence.
Compare healthy and
unhealthy relationships using
comparative language.
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In small groups students use
the Chalk-Talk protocol to
discuss healthy relationships
by agreeing and disagreeing
with statements.
Day 10
Students compare healthy
and unhealthy relationships
using comparative language
comparative superlatives
when appropriate.
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Day 11
Day 12
Day 13
Day 14
I can use comparative
language.
I can use comparatives and
superlatives.
Teacher gives explanation of
how verbs can be one or
more words. Teacher will
post a list of commonly used
verb phrases.
Students acknowledge that
verbs can be a single word or
multiple words.
Students notice and note any
new verb phrases that they
run across or use. (Teacher
facilitated)
Students notice and note any
new verb phrases that they
run across or use. (Teacher
facilitated)
Students notice and note any
new verb phrases that they
run across or use. (Teacher
facilitated)
I can include details and
specifics in questioning.
I can use verb phrases in
questioning.
Students classify questions as
detailed or vague.
Students read text and write
down specific questions
about the text focusing on
detailed questions.
Students participate in a
Socratic Seminar using
questions they create from
the Healthy Relationships
articles.
Link to Example of Socratic
Seminar:
http://www.youtube.com/wa
tch?v=JHPoPyizSEU
You may choose to assess by
having students participate in
the Socratic Seminar with a
new text.
Day 16
Day 17
Day 18
Day 19
Day 20
Students take simple
sentences and combine them
to make complex sentences.
Students use Socratic
Seminar to ask detailed
questions and respond with
complex sentences. Students
are given think time between
question and response to
prepare response.
I can use modals within
complex sentences.
I can use complex sentences.
Students use Socratic
Seminar to ask detailed
questions and respond with
complex sentences.
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Given a statement
students will search for
supporting evidence.
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Day 15
Students provide a
statement and search for
supporting evidence.
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Day 21
I can effectively locate
supporting evidence.
Students provide a
statement and search for
supporting evidence and
provide oral citation.
Day 26
Students will complete an
outline for a comparative
essay.
Day 22
Day 23
Using the Chalk-Talk protocol,
students write a statement,
search for supporting
evidence and provide a
written citation to support
their statement. Other
students respond with
supporting evidence and
citation.
I can support my opinion with
cited evidence.
Day 27
Day 28
I can organize my thinking
prior to writing.
Using the comparative essay
example, students write a
comparative essay from a
variety of topics.
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Day 24
You may choose to assess by
having students participate in
the Chalk Talk Protocol with a
new text.
Debate Etiquette Video:
http://www.youtube.com/wa
tch?v=Vv1S9QPblv0
Day 29
Students are given a day to
continue writing while
teacher reinforces previously
learned material.
High School, Advanced ESOL, Unit 3
Students are exposed to
proper debate etiquette.
Students are able to note
each phase of the debate.
I can organize my essay
according to my plan.
Students edit and turn in
comparative essay.
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Day 25
I can follow appropriate
debate etiquette.
Students are broken into
teams and participate in a
run through of debate
etiquette.
Students are exposed to a
comparative essay outline
and comparative essay.
Day 30
Student teams participate in
formal debate on the topics
provided for their
comparative essay.
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Monday
Tuesday
Wednesday
Thursday
Friday
OBJECTIVE
Students use topic-specific
vocabulary to describe
attributes of relationships.
LANGUAGE
 I found it interesting
that ______.
 It occurred to me that
_____.
 Another way to look
at it is…
Students demonstrate
their understanding of a
healthy relationship by
using a Venn Diagram to
classify by categories.




ACTIVITY
Vocabulary –Flashcards
Students make flashcards for
healthy relationships.
Picture sortTeacher models picture sort.
Then class/teacher do picture
together prior to student
word sort.
In regards to _____, I
believe______.
My opinion on the
issue of _____ is
_______.
_____ presents the
position that_____.
My views are based
on _____.
Vocabulary classification(Venn Diagram-poster size to
guide class)
Students are given the terms
to classify and the categories
into which they must place
them. Students work in small
groups or pairs to complete
the classifications.
Students use formal
expressions to agree about
healthy teen relationships.





What do you think
about…?
What is meant by…?
Why do you think
that….?
I agree with the point
that ___.
That’s how I see it
too, because ___.
Statement Cards (Clock
appointments)
Students give agreement
statements for descriptions of
healthy or unhealthy
relationships.
Students use formal
expressions to disagree
about healthy teen
relationships.





Statement Cards (Clock
appointments)
Students give disagreement
statements for descriptions of
healthy or unhealthy
relationships
Word sortStudents are provided a list of
terms to classify. Students
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What would happen
if…?
How come…?
If that is the case,
then ___.
Actually, isn’t it true
that…
Another way to look
at it is…
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Students can support their
opinions with evidence
from articles.





According to _____,
______.
On page ____, it
states that____.
Based on the
evidence, _____.
As described by ____,
_____.
The text provides
proof that ____ by
stating that_____.
Statement Cards (Clock
appointments)
Students give agreement or
disagreement statements for
descriptions of healthy or
unhealthy relationships
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identify classification and sort
words.
MATERIALS
Page 3 and 4 of unit
Index cards
Markers
Picture sort cards
Deck of cards
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Teens Health Magazine article
Venn Diagram
Vocabulary list
Article 2
Statement cards
Clock appointment sheet
High School, Advanced ESOL, Unit 3
Article 3
Statement cards
Clock appointment sheet
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Articles 1,2 and 3
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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Friday
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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Friday
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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Friday
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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Friday
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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Friday
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Anchor Charts
Classifying Questions Anchor Chart
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Detailed Questions Anchor Chart
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Combining Simple Sentences to Form Complex Sentences
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Possible transition words for combining simple sentences
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Unit Handouts
Cornell Notes Tutorial
Divide the paper into three sections.


Draw a dark horizontal line about 5 or
6 lines from the bottom. Use a heavy
magic marker to draw the line so that
it is clear.
Draw a dark vertical line about 2 inches
from the left side of the paper from
the top to the horizontal line.
Document
Write course name, date, and topic at the top
of each page.
Write notes

The large box to the right is for writing
notes.

Skip a line between ideas and topics.
Don't use complete sentences. Use
abbreviations, whenever possible. Develop a
shorthand of your own, such as using "&" for
the word "and".
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Review and clarify

Review the notes as soon as possible
after class.
Pull out main ideas, key points, dates, and
people, and write these in the left column.
Summarize
Write a summary of the main ideas in the
bottom section.
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Structures for Comparative Essay
1. Alternating method: Point-by-point pattern
In the alternating method, you find related points common to your central subjects A and B, and
alternate between A and B on the basis of these points (ABABAB …). For instance, a comparative essay
on the French and Russian revolutions might examine how both revolutions either encouraged or
thwarted innovation in terms of new technology, military strategy, and the administrative system.
A Paragraph 1 in body
new technology and the French Revolution
B Paragraph 2 in body
new technology and the Russian Revolution
A Paragraph 3 in body
military strategy and the French Revolution
B Paragraph 4 in body
military strategy and the Russian Revolution
A Paragraph 5 in body
administrative system and the French Revolution
B Paragraph 6 in body
administrative system and the Russian Revolution
Note that the French and Russian revolutions (A and B) may be dissimilar rather than similar in the way
they affected innovation in any of the three areas of technology, military strategy, and administration.
To use the alternating method, you just need to have something noteworthy to say about both A and B
in each area. Finally, you may certainly include more than three pairs of alternating points: allow the
subject matter to determine the number of points you choose to develop in the body of your essay.
When do I use the alternating method?
Professors often like the alternating system because it generally does a better job of highlighting
similarities and differences by juxtaposing your points about A and B. It also tends to produce a more
tightly integrated and analytical paper. Consider the alternating method if you are able to identify
clearly related points between A and B. Otherwise, if you attempt to impose the alternating method,
you will probably find it counterproductive.
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Alternating or Point by Point Comparative Essay
Eating is an activity that we as humans do at least two times a day. We live in a world where
the variety of food is immense, and we are responsible for what we eat. We decide what we
are about to eat and how it will affect our bodies. The purpose of this essay is to compare and
contrast the differences between eating fresh foods instead of canned foods. The three main
differences are flavor, health benefits, and cost.
The most notable difference between these two kinds of foods is their flavor. Fresh foods have
great flavor and taste because they keep all their natural conditions. Canned foods however,
lack a lot of its flavor characteristics because there are some other chemical products added to
the natural foods. It is logical that the fresh foods will have a greater taste and flavor when
consumed just because of the time in which they have been prepared.
Comparing both types of foods we notice another difference. There is a health factor that
affects both of them. Canned foods lose some of the original fresh food nutrients when stored,
and also it has to be tinned with many conservatives and chemical factors that prolong the
shelf life and apparent freshness of the food but could also become toxic if consumed too
often.
Yet another difference between these two types of foods is the cost. Canned foods are much
more expensive than fresh foods. Here the benefit of buying tinned foods is that they are
easier to find, for example, in a supermarket instead of the market like the fresh foods, and
they require less work to prepare than fresh foods, just open and serve.
Here are the main three differences between buying fresh foods and buying canned foods. As
we can see it comes down to a personal choice, based on the time each person has, the money
and the importance he/she gives to his/her nutrition and health. Therefore it is important that
you consider your possibilities and choose the best type of foods for your convenience and
lifestyle. (347 words)
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Structures for Comparative Essay
2. Block method: Subject-by-subject pattern
In the block method (AB), you discuss all of A, then all of B. For example, a comparative essay using the
block method on the French and Russian revolutions would address the French Revolution in the first
half of the essay and the Russian Revolution in the second half. If you choose the block method,
however, do not simply append two disconnected essays to an introductory thesis. The B block, or
second half of your essay, should refer to the A block, or first half, and make clear points of comparison
whenever comparisons are relevant. (“Unlike A, B . . .” or “Like A, B . . .”) This technique will allow for a
higher level of critical engagement, continuity, and cohesion.
A Paragraphs 1–3 in body
How the French Revolution encouraged or thwarted innovation
 new technology and the French Revolution
 military strategy and the French Revolution
 administrative system and the French Revolution
B Paragraphs 4–6 in body
How the Russian Revolution encouraged or thwarted innovation
 new technology and the Russian Revolution
 military strategy and the Russian Revolution
 administrative system and the Russian Revolution
When do I use the block method?
The block method is particularly useful in the following cases:
 You are unable to find points about A and B that are closely related to each other.
 Your ideas about B build upon or extend your ideas about A.
 You are comparing three or more subjects as opposed to the traditional two.
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Block Method Comparative Essay
People are always looking forward to their vacation period. There are many options where to
choose. I think that the two most common places people choose for taking a vacation are the
beaches and the mountains. Both places offer a variety of fun activities. The beach offers
activities that the mountain cannot offer and vice versa. The mountain and the beach are
totally different. The purpose of this essay is to contrast the climate, types of activities and
locations of beaches and mountains.
I’m going to discuss mountains first. The three aspects I’m going to discuss are climate, types
of activities and location. Climate is always important in order to enjoy vacations. If a person
dislikes cold weather, he or she might have a hard time in the mountains. The cold climate in
the mountains is the first barrier to enjoying them, but the climate and the temperature of
these zones also determine the types of activities they offer. Snow boarding, mountain
climbing, mountain biking, hiking, and skiing are some activities people can enjoy when going
to the mountains. There are many regions that have mountains where people can go and have
a great vacation. Canada is a country located in North America and contains many mountain
vacation sites where people can go and have fun.
I’m going to discuss the beach second. The three aspects I’m going to discuss are climate,
types of activities and location. Warm climate is one of the most important features that the
beach has. Sun and fun are two words that describe the beach. The temperature in those
places is always hot. The sea and the warm climate determine the activities that are available
at the beach. People can swim, play volleyball, play soccer, and ride water bikes. In most
coastal sites, there are discos and restaurants where people can dance or party throughout
the night. Mexico offers many amazing coastal sites to visit. Acapulco and Cancun are two of
the most beautiful and famous beaches in the word.
It doesn’t matter what place a person decides to choose. The fun is 100% guaranteed. People
often choose one of these two options to spend their vacations. Depending on what the
person likes is what he or she will choose. I like the beach better than the mountains, but
sometimes it is better to take a risk and try a different place to enjoy. (399 words)
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Example Comparative Essay
Lincoln and Douglass: Struggle between Freedom and Slavery
by Feross Aboukhadijeh, 11th grade
During the Civil War era there existed many factions seeking to dramatically change America. Remarkable
speakers spread their ideas through oratory, thrilling their audiences through powerful speeches that
appealed to both emotion and logic. Frederick Douglass, a black American, fought for black civil rights through
compelling speeches like “What to the slave is the Fourth of July?” depicting the terrors of slavery in graphic
detail. Abraham Lincoln, on the other hand, spoke peacefully and optimistically during his Second Inaugural
Address to demonstrate his desire for peace and reconciliation with the Confederate states. Both speakers
captivated their audiences through compelling diction, tone, and argumentative methods to win them over
and gain their support.
Lincoln’s sole desire before, during, and after the Civil War was to maintain national unity. This was his job as
president and the entire reason for fighting the Civil War. During his Second Inaugural Address, Lincoln
reaffirmed the purpose of the war through choice diction. He stated that the South would “…make war rather
than let the nation survive…” and though the he “…deprecated war…” he would accept it “…rather than let the
nation perish…” Furthermore, during the course of the war, Lincoln freed all the slaves with his Emancipation
Proclamation in order to weaken the South. However, he did not want the American people to think that he
had altered the original objective of the war: preserving the Union. In order to demonize slavery and gain
support for destroying it, Lincoln described slavery as a “…peculiar and powerful interest…” Lincoln persuaded
Americans that slavery was the cause of their problems and the nation’s Northern and Southern sectional
differences. Furthermore, Lincoln made an effort to unite himself with his audience. He addressed the nation,
Northerners and Southerners alike, with the words “Fellow-countrymen…” to make himself socially equal with
his audience. This removed the typical formalities between president and citizen and allowed him to speak to
the Americans at a more personal level. Like Lincoln’s diction, his tone conveyed harmony, reconciliation, and
unyielding unity. Lincoln encouraged peaceful Reconstruction “…with malice toward none; with charity for all,
with firmness in the right…” Throughout his speech, he remained positive and hopeful for the future. Lincoln
calmed and reassured the Americans that the nation’s wounds would eventually heal and peace would once
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again return to the United States. Lincoln appealed to Northerners, Southerners, and foreigners as well, by
offering optimism and “high hope” to everyone. He isolated no one and reached out to everyone in his
audience. Furthermore, Lincoln used appeal to emotionas a means to reach out to his audience and unify the
nation. His subjective arguments stirred up his audience’s religious zeal. Lincoln stated, “The judgments of the
Lord are true and righteous altogether” to support the almost-certain victory of the North. This pleased
Northerners because it justified the ethics of the war and cleared any lingering doubts in their consciences.
Lincoln also drew on his audience’s compassion for human suffering in order to further justify the war when
he said, “…[it would be righteous if the war continued] until every drop of blood drawn with the lash…[was]
paid by another drawn with the sword…” Lincoln used the imagery of a slave being lashed with a whip to
touch his audience’s emotions and make them empathize with the slaves’ dire situation. Finally, he made
numerous allusions to the Bible and God in order to stir up religious excitement and fervor. Through the
skilled use of diction, tone, and appeal to emotion in his Second Inaugural Address, Lincoln gained enough
support from the American citizens to win the Civil War and successfully reunite the Union.
Like Lincoln, Douglass had a very clear, singular purpose in making his speech: to gain civil liberties for blacks.
Douglass believed in the equality of all men, regardless of skin color. As a former slave who had experienced
the terrors of slavery firsthand, Douglass gained credibility and even sympathy from his audience during his
speech “What to the slave is the Fourth of July?”. Because of his personal experiences, Douglass was able to
use condescending diction and pessimism in his speech to describe how he and his fellow black Americans felt.
Douglass even admitted in his speech, “I will use the severest language I can command; and yet not one word
shall escape me that any man…shall not confess to be right and just.” This genuinely grabbed the audience’s
attention and forced them to listen to what he had to say. Unlike Lincoln who tried to sooth and calm his
audience, Douglass used inflammatory language and even derogatory remarks to force his audience to
contemplate the issue of slavery from his perspective. He called the Fourth of July “…a day that reveals [to the
American slave]…the gross injustice and cruelty to which he is the constant victim.” He went on to call the
celebration a “…sham…” and his audience “...unholy…”, “…empty…”, “…heartless…”, “…impudent…”,
“…savage…”, “…mocking…”, and “…deceptive…” The primary purpose of Douglass’ insulting diction was to
shock the audience and awaken them to the reality of the situation. In this way, Douglass was able to reach
out to his white audience (who might have otherwise shrugged him off) and communicate his message
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extremely effectively. Like his diction, Douglass’ tone was also very denigrating and even ostentatious at
times. In spite of this, his tone worked to his advantage and served as a call to action for Northerners in the
pre-Civil War era. Douglass’ tone caused his audience to question their beliefs and consider Douglass’
standpoint seriously. So, like Lincoln, Douglass used tone to influence his audience’s emotions. Further akin to
Lincoln, Douglass used appeal to emotion to make his audience empathize with the slaves’ dismal situation.
However, because of Douglass’ status as a former slave, he also used logical arguments so he could appeal to
his skeptical white audience. Douglass combined subjective and objective details to appeal to both their
emotional and logical sides. He subjectively argued that it was wrong “…to flay their flesh with the lash, to
load their limbs with irons…” but objectively stated “…Would you have me argue that man is entitled to
liberty? That he is the rightful owner of his own body? You have already declared it.” In this way, Douglass
caused his audience to question slavery on both emotional and logical grounds. Additionally, his vivid diction
and understandable hyperbole caused the white audience to realize the error in their ways—or at least
consider his point of view. He further hammered home the point by isolating himself from the audience with
words like “…you…”, “…us…”, “…yours…”, and “…ours…” By choosing to argue his point in this manner,
Douglass highlighted the drastic discrepancy between the lives of slaves and white men. Through his carefully
selected diction, tone, and argumentative style Douglass directly contributed to the pervasive abolitionist
movement of the 1850s.
In conclusion, Lincoln and Douglass’ speeches come from entirely different time periods and perspectives and
communicate entirely distinct purposes. However, the speeches are similar because they both use powerful
diction, tone, and argumentative methods to draw on their audience’s emotions and religious fervor to call
them to action. Lincoln and Douglass, both great American patriots, reached out to their audiences to
eventually change the world.
Works Cited
Douglass, Frederick. "What to the slave is the Fourth of July?" United States. 05 July 1852.
Lincoln, Abraham. United States. Library of Congress. Second Inaugural Address. GPO, 04 Mar 1865.
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Name: _________________________________________ Date: __________________ Period: ________
Statements
Directions: Read each of the statements then using the articles read in this unit find the supporting evidence.
Statement
As you grow older beauty
changes with age.
Supporting Evidence
It is perfectly fine to have a
relationship with a person
that is 10 or more years
older than you because age
is only a number.
Being in a relationship where
there is large age difference
allows you to share and
enjoy different experiences
out of chronological order.
Good communication is
normal. People learn this by
imitating the people close to
them.
Being disrespectful,
untrusting, dishonest,
unsupportive, unfair,
controlling, selfish, and
incommunicative are
unhealthy traits in a
relationship.
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It is difficult to be in a
relationship when your
boyfriend or girlfriend act
controlling and keep you
away from your other
friends.
Making excuses for violent
actions in a relationship is a
warning sign to end the
relationship.
It is hard for teenagers to be
in a health relationship
because of their age.
Adolescences don’t yet
know what they want in a
relationship.
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Unit Grammar Cheat Sheet
Complex sentences
A complex sentence has an independent clause joined by one or more dependent clauses. A
complex sentence always has a subordinator such as because, since, after,
although, or when or a relative pronoun such as that, who, or which. In the following complex
sentences, subjects are in yellow, verbs are in green, and the subordinators and their commas
(when required) are in red.
A. When he handed in his homework, he forgot to give the teacher the last page.
B. The teacher returned the homework after she noticed the error.
C. The students are studying because they have a test tomorrow.
D. After they finished studying, Juan and Maria went to the movies.
E. Juan and Maria went to the movies after they finished studying.
When a complex sentence begins with a subordinator such as sentences A and D, a comma is
required at the end of the dependent clause. When the independent clause begins the
sentence with subordinators in the middle as in sentences B, C, and E, no comma is required. If
a comma is placed before the subordinators in sentences B, C, and E, it is wrong.
Note that sentences D and E are the same except sentence D begins with the dependent
clause which is followed by a comma, and sentence E begins with the independent clause
which contains no comma. The comma after the dependent clause in sentence D is required,
and experienced listeners of English will often hear a slight pause there. In sentence E,
however, there will be no pause when the independent clause begins the sentence.
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Modals
Here's a list of the modal verbs in English:
can
could
may
would
must
shall
Modals are different from normal verbs:
might
will
should
ought to
1: They don't use an 's' for the third person singular.
2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').
Specific, detailed question examples
Specific, detailed questions
 How does mutual respect relate to
healthy relationships within the context
of marriage?
 Why do you think that people continue
to stay in unhealthy relationships once
they become aware that the
relationship is unhealthy?
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



Simple questions
What do you think about healthy
relationships?
What is meant by mutual respect?
Why did the boyfriend react that way?
Why do you think that women stay?
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Expanded verb phrases
Verbs are words that demonstrate an action, like sing, dance, smell, talk, and eat. They serve
as a link between the subject of the verb and information about that subject. The information
is usually descriptive.
In order to show activities that can be done, active verbs are used, while linking verbs describe
conditions.
 She smells the pizza. (active) The wet dog smells awful. (linking)
 He appears on screen as an actor. (active) Tony appears angry. (linking)
Verb phrases take the verb one step further by comprising the verb, plus the complement,
object, or adverb. Verb phrases, such as "She was walking quickly to the mall" comprise the
verb (walking) and the complement (to the mall).
Comparing and contrasting adjectives
Comparative Adjectives describe a comparison of two things. These adjectives end in er.
Examples:
With an average adult length of 40 feet, the deep sea oarfish is longer than the adult Atlantic
blue fin tuna, which averages 14 feet in length.
Averaging 14 feet in length, the Atlantic blue fin tuna is one of the Atlantic Ocean's massive
fish. However, at 40 feet, the deep sea oarfish is longer.
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