Semantics and Logic
Suggested Course Framework
The purpose of this course is to enable students to acquire knowledge of the principles of
semantics and logic and apply them through integrated educational experiences in the language
arts strands.
The content should include, but not be limited to, the following:
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Fact and opinion
Common logical fallacies
Techniques of Persuasion
Inductive and Deductive Reasoning
Logical Processes
Semantic Concepts of Language
Power of Language
Analysis of Literary and Informational Texts
Critical and Aesthetic Response
Introduction to Semantics and Logic: One Week
Introductory Speeches: Liar, Liar…
Sunshine State Standards1
LA.C.1.4.4 identify bias, prejudice, or
propaganda in oral messages
LA.C.3.4.2 select and use a variety of
speaking strategies to clarify meaning and
reflect understanding, interpretation,
application, and evaluation of content,
processes, or experiences, including asking
relevant questions when necessary, making
appropriate and meaningful comments, and
making insightful observations
Project Outline:
FL Frameworks for K-12 Gifted Learners
Program Goal 4: By graduation, the student
identified as gifted will be able to think
creatively and critically to identify and solve
real-world problems
Program Goal 2: By graduation, the student
identified as gifted will be able to create, adapt,
and assess multifaceted questions in a variety
of fields/disciplines
The instructor will introduce the class and will give a brief overview of fact versus opinion. (See
suggested resources below.) The teacher may wish to use a pre-assessment to ascertain the
students’ level of knowledge about these concepts. After the students have demonstrated
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The Sunshine State Standards and FL Frameworks referenced in this Project Outline are meant as an overview
and do not constitute an exhaustive list of the standards covered in the Semantics and Logic class. For a complete
list of the standards covered in the course, see the Semantics and Logic syllabus, from the FL Department of
Education.
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mastery of the concept, either through a formal assessment or through class discussion, the
instructor should assign their Introductory Speeches.
Students should prepare a speech which introduces themselves to the class. Each speech
should include the following elements:
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At least three true facts about their life
At least one complete lie
At least three opinions which are masquerading as facts
As students present, the other members of the class should take notes. Students in the class
should be encouraged to ask probing questions based on their observations. After each
speech, the class will share which elements they believe to be true, false and/or an opinion
which was couched as a fact. The presenter will then share which elements are facts, lies, or
opinions. After the process is complete, the instructor may wish to have students reflect on the
process, either through journaling, a class discussion, or an online blog or reflection, using
ANGEL.
Teacher Resources:
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Introductory Speeches: a brief overview from an English teacher
o <http://teacher2b.com/strategies/introsp.htm>
Fact and Opinion: Includes free Power Point materials. Particularly useful: “Fact and
Opinion, Is There Really a Difference?” and “Fact, Opinion, and Reasoned Judgment”
o <http://languagearts.pppst.com/fact-opinion.html>
Fact and Opinion: from the Worsley School (includes pre-assessment)
o <http://www.worsleyschool.net/socialarts/factopinion/factopinion.html>
ANGEL: from the District School Board of Collier County
o <http://angel.collier.k12.fl.us/default.asp>
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Hot Topics: Quarter One
Sunshine State Standards
LA.D.2.4.5 critically analyze specific elements
of mass media with regard to the extent that to
which they enhance or manipulate information
LA.A.2.4.5 Identify devices of persuasion and
methods of appeal and their effectiveness
LA.C.3.4.3 Use details, illustrations,
analogies, and visual aids to make oral
presentations that inform, persuade, or
entertain
FL Frameworks for K-12 Gifted Learners
Program Goal 2: By graduation, the student
identified as gifted will be able to think
critically and creatively to identify and solve
real-world problems
Program Goal 5: By graduation, the student
identified as gifted will be able to assume
leadership and participatory roles in both gifted
and heterogeneous group learning situations
Project Outline:
The instructor will work with students to review / address the following topics (see resources
below):
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Fact versus Opinion
Common logical fallacies
Techniques of Persuasion
After students have demonstrated mastery of these concepts, they will work in groups to
prepare a carefully researched presentation which addresses a key current event and is
designed to be persuasive in nature.
The instructor will divide the class into two groups (Group A and Group B). Each group will
brainstorm to generate a list of real-world topics of interest. (SIRS Knowledge Source is an
excellent source of topics. However, the teacher should feel free to limit the subjects to those
he/she feels are appropriate to the class.) After an appropriate list of topics is created, within
their groups, students should take turns giving brief (no more than five minute) “sales” pitches
to the group. The group should then vote on which topic they wish to address. At this point,
students should be given time to research their topic.
When conducting their research, students should carefully note the ways in which different
media sources convey both facts and opinions, and whether they believe reporting to be biased
or unbiased.
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After researching the topic, each group should break into “pro” and “con” teams within the
group. (If the topic does not lend itself to a “pro” or “con” argument, students can simply take
clear and opposing positions.)
Students on both the “pro” and “con” sides of each issue should create a multimedia
presentation which supports their position, carefully utilizing persuasive techniques and
avoiding logical fallacies. After the presentation from Group A, the members of Group B should
be encouraged to ask higher level questions which encourage each side to defend their
position. After the presentations are complete, students should reflect on which side of each
issue was more compelling, with a focus on their appropriate use of persuasive techniques. The
reflections can be completed as a part of a class discussion, in a journal, or using a blog on
ANGEL.
Teacher Resources:
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Fallacies Handout, from The Writing Center, University of North Carolina at Chapel Hill
o <http://www.unc.edu/depts/wcweb/handouts/fallacies.html>
Techniques of Persuasion, from Galileo Web, Galileo HS
o <http://wwwstatic.galileoweb.org/gems/moffett/PersuasionTechniques.htm>
SIRS Knowledge Source Also available on “District Favorites, in your “Favorites” menu.
(See your media specialist for a password to access this resource from home.)
o <http://sks.sirs.com>
Discovery Education: (Includes a great lesson plan on detecting bias in news coverage,
which would be a great extension of this activity.)
o
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<http://school.discoveryeducation.com/lessonplans/programs/thecronkitereport/>
ANGEL: from the District School Board of Collier County
o <http://angel.collier.k12.fl.us/default.asp>
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Not Guilty, Your Honor: Quarter One
Sunshine State Standards
LA.C.3.4.5 develop and sustain a line of
argument and provide appropriate support
LA.D.2.4.4 effectively integrate multimedia
and technology into presentations
LA.E.2.4.7 examine a literary selection from
several critical perspectives
FL Frameworks for K-12 Gifted Learners
Program Goal 2: By graduation, the student
identified as gifted will be able to create, adapt,
and assess multifaceted questions in a variety
of fields / disciplines
Program Goal 7: By graduation, the student
identified as gifted will be able to develop and
deliver a variety of authentic products /
performances that demonstrate understanding
in multiple fields/disciplines.
Project Outline: Students should read a literary selection, either of their own choosing or from
a selection provided by the instructor. The selection should be chosen to ensure that one or
more of the central characters can be “put on trial” for a “crime” committed during the course
of the book. The instructor may choose whether to allow more than one student to read the
same book or selection. If students are reading a self-selected book, the instructor may choose
to allow some class time to complete the independent reading. After students have finished
reading, they should be given at least one class period to research criticism (secondary sources)
on their short story or novel.
Students will be assigned to represent their character, as their “lawyer.” Students will create a
written closing argument to a jury which defends their character against the “charges” leveled
against him or her. If the instructor chooses to allow more than one student to read the same
selection, one student may act as the “prosecutor” and the other as the “defense” in the case.
The following tips for creating an effective closing argument are from Ray Moses, Professor of
Law (see resources below).
Brief Outline of Typical Defense Argument
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Open with an attention-getting hook.
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Your argument must be clear and reasoned and formatted for the ear and eye. Be creative. Use at
least one, but no more than three, visuals; one for each of your basic points, no more than three basic
points. Recognize, address, and negate the obvious weaknesses in your own story of the case.
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Meet and refute the prosecution's claims. Exploit weaknesses in the prosecution's story of the case
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Attack the credibility of the prosecution's witnesses.
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Underscore the absence or paucity of prosecution evidence on elements of the offense. Challenge the
prosecution's weakest a claims and demonstrate their logical frailty.
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Discuss the prosecution's burden of proving quilt beyond a reasonable doubt and the defendant's
entitlement to the presumption of innocence.
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Conclude your message with strength, reiterating your theme and asking for a verdict of acquittal.
QUESTIONS TO ASK YOURSELF WHEN YOU EDIT YOUR WRITTEN JURY ARGUMENT
1. Do you have a theory of the case (core statement, thesis)? Do you personally believe the overall
message? What central points (no more than three or four) and sub-point do you want to make? Do the
details resonate with you?
2. Is it written to appeal to the core values and entrenched views of jurors in your case?
3. Does it begin with an attention-getting device such as a "hook" or "grabber" that will capture the
jurors' interest?
4. Does it have a clear beginning, middle, and conclusion?
5. Are transitions from one point to another point clearly headlined so that the jurors know you are
leaving one point and beginning another?
6. Are any portions irrelevant or repetitive?
7. Is your story of the case (your version of the facts and the logical inferences) supported by the
evidence?
8. Are there any light moments in your argument?
9. Did you employ any figures of speech in the use of words, meaning of words, and/or order and
arrangement of words to affect the listener in a convincing (bringing the juror to your way of thinking)
manner and persuasive (moving the juror to vote the verdict you desire) way?
10. Does the argument reflect your commitment to the position you advocate?
11. Do you utilize more than one format, e.g., visuals, to present your arguments? Are the formats
arranged and integrated in their most effective order?
12. Does the body of your argument build to a climax at the end?
13. Do you use plenty of one and two-syllable action nouns and verbs? Are your words simple, clear,
and, at key points, in the active, i.e., the subject acting rather than being acted upon, and present, i.e., as
though the action is taking place at the time of speaking, tense? Did you make sure to leave out direct
statements of personal opinion by omitting the personal pronoun "I"?
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14. Is your closing exhortation, e.g., the prosecutor's plea for effective law enforcement, the defender's
call to arms or action, strong and persuasive?
15. Is there enough flexibility in the jury speech you plan to deliver to allow you to ad lib if necessary?
Students should feel free to be creative in imagining the events of the “trial.” However, they
should base all of their arguments on evidence from the text, using secondary critical sources as
a supplement.
After students research, write, and edit their closing arguments, they should deliver their
speeches to the class, using technology (power point, document camera, etc.) to support their
argument. After each closing argument is completed, the teacher may choose to have students
“deliberate” about whether or not to “convict” each character. After presenting their
argument, students should reflect (in a class discussion, journal, or ANGEL blog) about what
persuasive techniques were most effective, both in their presentation and in the presentations
of their classmates.
Teacher Resources:
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Center for Criminal Justice Advocacy. “Closing Argument in Criminal Cases” by Ray
Moses, Professor of Law.
o <http://criminaldefense.homestead.com/Argument.html>
Bright Hub! Lesson plan from a teacher for using mock trial strategies in the classroom.
o <http://www.brighthub.com/education/k-12/articles/31645.aspx>
Discovery Education Lesson plan for expanding this concept into a full mock trial. This
unit focuses on Frankenstein, but includes ideas and questions which could easily be
adapted for use with any short story or novel.
o <http://school.discoveryeducation.com/lessonplans/programs/frankenstein/>
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Laureate-Level Research: Quarter Two
Sunshine State Standards
LA.C.3.4.5 develop and sustain a line of
argument and provide appropriate support
FL Frameworks for K-12 Gifted Learners
Program Goal 3: By graduation, the student
identified as gifted will be able to conduct
thoughtful research/exploration in multiple
fields.
Project Outline:
Although all students in the class may not choose to ultimately pursue a Laureate Diploma,
Certificate, or Award, it is imperative that all students engage in higher level research. When
choosing a topic, students should select a topic that will hold their interest throughout the long
research, writing, and presentation process. The topic may be literary, scientific, mathematical,
sociological, psychological, philosophical, historical, or aesthetic; however, it must be an
arguable topic on which you can take a position and form a thesis. Ultimately, you must be able
to defend your research, observations, and conclusions objectively before a panel of adults.
For a clear outline of the Laureate Process, please see “The Advanced Placement Laureate
Process.” (See resource list below.) The teacher can decide upon the length and/or source
requirements for the research assignment for the Semantics and Logic class. The goal in this
quarter should be for students to engage in high level, meaningful research. It is not expected
that the research assignment for the Semantics and Logic class will result in a full Laureate
essay. It should, however, provide students with a clear focus and a strong foundation for their
ultimate Laureate presentation.
Resources for Teachers:
 “The Advanced Placement Laureate Essay Process” from the CCPS Advanced Placement
Laureate Program Supervisor. (Janet Glancy, NHS)
o
<http://www.collier.k12.fl.us/NHS/Glancy/2007-2008APLaureate%20EssayProcess.pdf>
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