Syllabus page 1
Persuasion and
Perspective
Around the World
10th Grade World Literature
Designed by: Angela Boddie
ENED 4414
Fall 2007
“Literature is not the private domain of an
intellectual elite. It is instead the reservoir of all
mankind’s concerns.”
- Probst
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Semester Plan Contents:
Rationale
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Units Standards and Essential Questions:
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Unit One: Nonfiction and Research
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Unit Two: Poetry
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Unit Three: Short Stories
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Syllabus
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18-Week Calendar
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Assessments for Unit One:
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Essay Narrative
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Essay Prompt
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Essay Rubric
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Performance Project Narrative
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Performance Project
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Performance Project Rubric
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Unit Exam Narrative
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Unit Exam
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Unit Exam Answer Key
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Lesson Plans:
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Day 1
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Day 2
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Day 3
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Day 4
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Day 5
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Day 6
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Day 7
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Day 8
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Day 9
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Day 10
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Works Cited
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Syllabus page 3
Persuasion and Perspective
Around the World
Semester Plan Rationale
Grade Level and Course: 10th Grade World Literature (and Composition)
Semester Focus: Forms of Persuasion as Seen in Writing from around the World
Semester Goal: I want my students to be prepared to meet academic standards for both writing
proficiencies and World Literature reading requirements, while they also learn how to use their
own personal voice through various forms of writing. They may not all become Poet Laureates
or Doctors of Literature, but they can become familiar with the multiplicity of writing in the
world and appreciate the dedication of the authors. Throughout the course of the semester I will
ask students to emulate and respond to the multiple forms of text and their issues through
journal entries, free writes, short stories, poems, and formal essays. When choosing the texts
and assignments for the semester, I took Wiggins and McTighe’s advice to heart and searched
for texts and projects that would be enduring, at the heart of the discipline, needed to be
addressed, and also ones that were potentially engaging (24).
Semester Essential Questions:
1) Is everything an argument?
2) Does our writing always require an audience?
3) Does our writing always have a purpose?
4) How does writing help us think?
Summary of Each Unit:
Unit 1: Research “Nonfiction and Persuasive Writing”
I plan on starting the semester by having students read pieces of satire and nonfiction from
around the world, and then work on “the hardest” type of composition – that of research and
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persuasive writing. I want to start this early in the semester so that they can quickly complete
some of the difficult assignments that normally pile up at the end. I can then reinforce their
persuasive, research, and essay-writing skills throughout the semester as they learn about other
genres of writing.
This unit covers an 8-week period of 40 one-hour class periods and a smorgasbord of nonfiction texts which address perspectives from around the world. Most of these texts were
written in modern times and address current issues; particularly, they address race and gender
bias, religious influence, immigration, and war. I picked these pieces because they help
introduce students to bite-sized (meaning, they can easily be addressed in one class period)
examples of relevant non-fiction texts. We cover one fictional graphic novel – Persepolis –
because it is based on historical fact and introduces students to the severe impact a narrow
perspective can have on a life through the story of a girl named Marjane during Iran’s Islamic
revolution. We proceed to read a number of news articles and opinion pieces as students learn
about the art of persuasion and rhetorical techniques. The students are required to address of
these issues in the first assessment of the unit, the essay, and they also use some articles as
springboards for their performance project. I also included excerpts from non-fiction world
classics such as Thomas More’s Utopia and Jonathon Swift’s Gulliver’s Travels so that students
are exposed to them and understand them in the context of persuasive messages.
Unit 2 – “World Poetry and Poetry Writing”
After the rigorous Nonfiction Unit, I will ask the students to tap into their inner creativity
and learn how to write poems. By presenting world poetry at the same time, students can learn
about classic and modern poets while appreciating the work that goes into poems as they write
their own. This unit covers a 4-week period of 20 1-hour class periods and also covers a wide
range, but I focused very specifically on exposing students to classical world poetry. We cover
poems about war and the question of national origin, as well as the Bhagavad-Gita and portions
of Dante’s Inferno. Students will each write a poem and present it to the class in an informal
“publishing circle,” and will end the unit by doing a close reading of one of the poems.
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Unit 3: “Narration and Short Stories”
After studying the rigorous discipline of formal academic essays, I want students to learn
that there are other genres of writing out there – I want to introduce them to international
examples while they begin learning how to write their own narrative and personal pieces. The
short story unit covers a 6-week period of 30 1-hour class periods and attempts to cover most of
the short narratives stories that would normally be covered in a high school world literature
classroom (Conestoga High School; Kennelon High School; Rexroth; Teeter). I included more
pieces that would stimulate discussion and widen students understanding of both the world
around them and how that world is perceived differently based on worldviews, including
Oedipus, Notes from the Underground, Madame Bovary, and “All Quiet on the Western Front.”
Students will write a short story of their own (to be published in the classroom) in order to learn
how to appreciate the effort writers put into their work, and to give students experience with
writing in different genres. They will also write personal narratives which demonstrate their
understanding of the writing process and their understanding of various genres and writing
styles; and, since this is the end of the semester’s emphasis on persuasion, students will also be
asked to utilize their persuasive skills.
Connections among the Units
The primary theme of the unit is how perspective influences our understanding of the
world and thus, the texts that we read as well. Each unit emphasizes this theme through its
respective genre and endeavors to show students how a poem about war (Owen), for example,
can portray just as persuasive and influential a message as a speech from a Holocaust survivor
(Weisel). I tried to begin the semester by discussing current issues so that students would
recognize the timelessness of human struggles as we began to study ancient and foreign texts.
Support of Interdisciplinary Instruction
This semester plan dips heavily into a wide variety of other disciplines as I struggled to
create a curriculum that would open the world, quite literally, to my students while going
above and beyond the national and state standards for 10th-Grade English and World Literature.
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I incorporate geography, sociology, history, linguistics and foreign languages, technology,
philosophy, psychology, rhetoric, and political science in attempt to set a context for the texts
that we read as well as enable and equip students to understand literature and life better. I want
students to walk away from the semester with wanderlust – a hunger to learn and go new
places in life in order to understand more of their world.
“The question of school achievement is not solely a linguistic one; the cultural messages
received by children from both the school and the larger society may influence their feelings
about school as well as their feelings about themselves in relation to school” (Samway 27).
Work-Place Literacy
This semester plan tries to equip students with the skills they will need not only to pass
state exams, but also to enter and succeed in today’s competitive workforce. I tried to give
students requirements that included high, challenging expectations while also explaining why it
is important to meet these requirements. In particular, I repetitively emphasize the importance
of perspective and understanding one’s audience in order to be persuasive so that students will
know how to communicate persuasively on the job. Speeches, debates, creative writing, and
research essays are just a few of the projects I created to enable students to become successful
writers and communicators. I included a large number of low-stakes assignments so that
students would have the freedom to experiment, and the chance to find a genre or style that
they enjoyed and could become even more proficient in. In order to show students and parents
how important writing is, I end the semester with a celebration of these achievements – I ask the
students to compile all of their writing into a presentable folder which they then show off on the
last day of the semester to classmates, parents, and administrators. As Jim Burke says, “Only
when all our students can walk into the classroom confident of their ability to succeed in that
class can we call ourselves a success” (362).
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Standards for Each Unit
Unit 1: Nonfiction and Persuasive Writing
Weeks 1-8
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society and the workplace;
and for personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.
 2) Students read a wide range of literature from many periods in many genres to build
an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of
human experience.
 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
 4) Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
 5) Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
 6) Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
 7) Students conduct research on issues and interests by generating ideas and questions,
and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and non-print texts, artifacts, people) to communicate their
discoveries in ways that suit their purpose and audience.
 8) Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
 9) Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles.
 10) Students whose first language is not English make use of their first language to
develop competency in the English language arts and to develop understanding of
content across the curriculum.
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

11) Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
12) Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
State Standards:
1) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the purpose, structure, and
elements of nonfiction and/or informational materials and provides evidence from the
text to support understanding; the student:
a. Analyzes and explains the structures and elements of nonfiction works such as
newspaper articles and editorials, magazine articles, journal articles, and/or other
informational texts.
b. Analyzes the logic and use of evidence in an author’s argument.
c. Analyzes, evaluates, and applies knowledge of the ways authors use language,
style, syntax, and rhetorical strategies for specific purposes in nonfiction works.
2) ELA10RL3 The student deepens understanding of literary works by relating them to
contemporary context or historical background, as well as to works from other time
periods. The student
a. Relates a literary work to non-literary documents and/or other texts from its
literary period.
b. Relates a literary work to non-literary documents and/or other texts relevant to its
historical setting.
3) ELA10RL4 The student employs a variety of writing genres to demonstrate a
comprehensive grasp of significant ideas in selected literary works. The student
composes essays, narratives, poems, or technical documents. The student
b. Explains important ideas and viewpoints introduced in a text through accurate
and detailed references or allusions to the text and other relevant works.
c. Identifies and assesses the impact of ambiguities, nuances, and complexities
within the text.
d. Includes a formal works cited or bibliography when applicable.
4) ELA10RC3 The student acquires new vocabulary in each content area and uses it
correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
5) ELAWLRL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot
events, main ideas, and cultural characteristics) in a variety of texts representative of
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different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and
drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the purpose, structure, and
elements of nonfiction and/or informational materials and provides evidence from the
text to support understanding; the student:
a. Analyzes and explains the structures and elements of nonfiction works of world
literature such as philosophical essays and letters.
b. Analyzes and evaluates the logic and use of evidence in an author’s argument.
c. Analyzes, evaluates, and applies knowledge of the ways authors from different
cultures use language, style, syntax, and rhetorical strategies for specific
purposes in nonfiction works.
Essential questions:
1) Is everything an argument?
2) What steps can you take to help someone consider your viewpoint?
3) What makes an argument convincing? What makes it unconvincing?
4) Is an audience ever completely persuaded?
5) How do you use arguments every day?
5) Does our writing always require us to engage in a writing process?
6) Does credible research represent the "Truth"?
Unit 2 – World Poetry and Poetry Writing
Weeks 9-12
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society and the workplace;
and for personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.
 2) Students read a wide range of literature from many periods in many genres to build
an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of
human experience.
 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
 5) Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
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

6) Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
9) Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles.
11) Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
12) Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
State Standards:
1) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
The student identifies and analyzes elements of poetry and provides evidence from the
text to support understanding; the student:
a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form,
figurative language, and structure of poems as these elements relate to meaning.
i.
sound: alliteration, end rhyme, internal rhyme, consonance, assonance
ii.
form: lyric poem, narrative poem, fixed form poems (i.e., ballad, sonnet)
iii.
figurative language: personification, imagery, metaphor, simile,
synecdoche, hyperbole, symbolism
2) ELA10RC2 The student participates in discussions related to curricular learning in all
subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
3) ELAWLRL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot
events, main ideas, and cultural characteristics) in a variety of texts representative of
different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and
drama) and using this evidence as the basis for interpretation.
The student identifies and analyzes elements of poetry from various periods of world
literature and provides evidence from the text to support understanding; the student:
a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form,
figurative language, and structure of poems as these elements relate to meaning.
i.
sound: alliteration, end rhyme, internal rhyme, terza rima,
consonance, assonance
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ii.
iii.
form: haiku, lyric, epic, narrative poem
figurative language: personification, imagery, metaphor, epic
simile, synecdoche, hyperbole, symbolism
b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling
images, figurative language, understatement, irony, paradox, and tone) as they
relate to underlying meaning.
c. Identifies and responds to poetic forms specific to particular cultures.
4) ELAWLRL4 The student employs a variety of writing genres to demonstrate a
comprehensive grasp of significant ideas in selected literary works. The student
composes essays, narratives, poems, or technical documents. The student
a. Demonstrates awareness of an author’s use of stylistic devices for specific effects.
b. Draws comparisons between specific incidents in a text and broader themes that
illustrate the writer’s important beliefs or generalizations about life or culturally
specific beliefs or generalizations about life.
c. Includes a formal works cited or bibliography when applicable.
Essential Questions:
1) How would you describe poetry?
2) What are some of the difficulties poets face when they write poems?
3) Is it okay for a poem to have multiple interpretations? Why?
Unit 3: Narration and Short Stories
Weeks 13-18
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society and the workplace;
and for personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.
 2) Students read a wide range of literature from many periods in many genres to build
an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of
human experience.
 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
 4) Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
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





5) Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
6) Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
8) Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
9) Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles.
10) Students whose first language is not English make use of their first language to
develop competency in the English language arts and to develop understanding of
content across the curriculum.
11) Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
12) Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Goals and Standards:
1) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements
of fiction and provides evidence from the text to support understanding; the student:
a. Locates and analyzes such elements in fiction as language and style, character
development, point of view, irony, and structures (i.e., chronological, in medias res,
flashback, frame narrative).
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
2) ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary
works and provides evidence from the works to support understanding. The student
a. Applies knowledge of the concept that the theme or meaning of a selection
represents a universal view or comment on life or society and provides support
from the text for the identified theme.
b. Evaluates the way an author’s choice of words advances the theme or purpose of
the work.
c. Applies knowledge of the concept that a text can contain more than one theme.
d. Analyzes and compares texts that express a universal theme, and locates support
in the text for the identified theme.
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e. Compares and contrasts the presentation of a theme or topic across genres and
explains how the selection of genre affects the delivery of universal ideas about
life and society.
i. Archetypal Characters (i.e., hero, good mother, sage, trickster, etc.)
ii. Archetypal Patterns (i.e., journey of initiation, search for the father, etc.)
iii. Archetypal Symbols (i.e., colors, water, light/dark, etc.)
iv. Universal Connections (i.e., making choices, winning/losing, relationships,
self and other, etc.)
3) ELA10RC1 The student reads a minimum of 25 grade-level appropriate books or book
equivalents (approximately 1,000,000 words) per year from a variety of subject
disciplines. The student reads both informational and fictional texts in a variety of
genres and modes of discourse, including technical texts related to various subject areas.
4) ELA10RC4 The student establishes a context for information acquired by reading across
subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to
multiple subjects.
Essential Questions:
1) Is fiction simply a collection of lies because it is not necessarily based on facts? Why or
why not?
2) How do personal experiences affect writing?
3) Why do some people find it difficult to write about themselves?
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Persuasion and Perspective
Around the World
Ms. Boddie’s 10th Grade World Literature Class
Welcome to my classroom, students!
Contact Information:
Ms. Angela Boddie
Room 202
(770) 000-0000
MONV High School
1234 Right Street
Rightville, Georgia 30001
angelaboddie@monvhik-12.edu
I’m looking forward to helping you discover your
world through literature this year, so I’ve put
together this syllabus for you so you know what I
expect of you and what you can expect from me.
Please read the entire syllabus and sign the contract
on last page, along with your parent/guardian and return it to me on your 2nd day of
class.
This semester we will be looking at the idea of perspective and how influences, or
colors, how we see our world. As we study modern and classic works from around the
world, we will be studying research, poetry, and narratives and how they are all
influences by personal worldviews.
Sincerely,
Ms. Boddie
Syllabus page 15
Dear Parents and Guardians,
Please read through my syllabus and sign the last page. On the last page I also ask
you to share any concerns or suggestions you have for me as your child’s teacher, so
please take the opportunity to help me be better equipped to teach your child. In
particular, if you have any concerns about the texts or media I plan to use in the class,
please list them here so that I can make other accommodations for your student.
I strongly believe that students cannot be successful in school without the help of
both their guardians and the teacher. Because of this, I welcome all comments,
concerns, and advice, so please email me at any time at angelaboddie@monvhik-12.edu.
Thank you for the privilege of teaching your student.
Sincerely,
Angela Boddie
Syllabus page 16
1. Attendance and Tardy Policy
Students, as listed in the MONV High School handbook, are allowed 8 unexcused
absences a year; all other absences must have documentation. I expect my students
to behave as mature adults, so tardiness is not excused. Students who arrive late to
class without other permission will be written up according to the school policy, and
3 tardies will be counted as 1 absence.
2. Late and Missed Work Policy
Late work will have a letter grade deducted for each school day it is late. Missed
work will receive a zero. Exceptions: students with excused absences can do make
up work; students who arrive at the school later on in the semester can do a special
project for me which determines what work they will need to make up in order to be
prepared for the state tests and be on track with the rest of the class; such students
will receive varying levels of make up work, depending on their preparedness.
3. Revision Policy
For high-stakes projects, students may request a revision and attempt a better grade
IF:
a. They approach the teacher with respect and ask nicely
b. They ask the day they receive their grade
c. They turn in the revision within 1 week
4. Classroom Expectations
10th-Grade is not middle school. My students are old enough to behave as adults –
to respect other people and receive the same respect. I hold high expectations for
my students and expect them to live up to them. I will address behavior issues on an
adult-level and expect students to be responsible.
5. Required Materials
a. Pencil/Pen
b. Notebook
c. Textbook
d. Journal: students will be writing in it almost every day, so they need to
have at least 100 pages
e. A good attitude
f. A few small stationary items (such as a plain file folder) will be requested
later on in the semester – I will let you know at that time. These will not
cost more than $5 a student.
Syllabus page 17
Texts and Media selections covered in this class:
This list covers the primary selections – smaller selections, such as cartoons and ads will vary and are not included
her. Some items on this list will not be covered completely, but will touch on their highlights.
1.
2.
3.
4.
5.
6.
7.
8.
9.
“I’ve Seen the Promised Land”
The Declaration of Independence
“The Bombing of Hiroshima”
“The Prince” by Machiavelli
Persepolis
“In the Waiting Room”
“In Egypt, tourism and Islam…”
“The Perils of Indifference”
“The Butter Battle Book” by Dr.
Seuss
10. “A Modest Proposal”
11. Utopia by Thomas More
12. “Do you speak American?”
13. “Mr. Smith Goes to Washington”
14. Hannah More
15. “Fiddler on the Roof”
16. “Make-up and other crucial
questions” by Slavenka Draculic
17. “Did I miss anything”
18. “The Soldier”
19. “Anthem for Doomed Youth”
20. “Aztec mask”
21. “We wear the mask”
22. Bhagavad-Gita
23. Dante’s Inferno
24. “We are many”
25. “A far cry from Africa”
26. “Christmas in Quatar”
27. “Afro-American Fragment”
28. “All Quiet on the Western Front”
29. Hedda Gebler by Henrik Ibsen
30. One thousand and one nights
31. Oedipus by Sophicles
32. “Notes from the Underground”
by Fyodor Dostoevsky
33. “The Nose” by Gogol
34. “The Metamorphosis” by Franz
Kafka
35. The Good Soldier Schweik
36. Madame Bovary
37. Aesop’s Fables
38. “The Censors”
39. “Ninotchka”
40. “Press Censorship Around the
World”
41. “The Mask of Red Death” by
Edgar Allen Poe
42. Red Scarf Girl
43. “Reflections in a cell”
44. “Civil Peace”
45. “The Dark prince” by Joyce Carol
Oates
Syllabus page 18
Student – Teacher – Parent/Guardian Contract
The Student:
I, ____________, promise that I will do my best to cooperate
and learn in Ms. Boddie’s World Literature class this year.
__________________________
Signature
___________________
Date
The Parent/Guardian:
I, ________________________, the parent/guardian of
____________________________, have read this syllabus
and agree with Ms. Boddie’s plans, and understand that the
success of my child depends on the cooperation of not just the
student and teacher, but also the parent. Because of this I will
try to make sure the teacher is aware of any concerns.
__________________________
___________________
Signature
Date
The Teacher:
I, Ms. Boddie, promise to do my best to teach this student and
work help them learn what they need to successfully cover the
material as required by the Georgia and County School
Boards.
__________________________
___________________
Signature
Date
Syllabus page 19
Parent/Guardian Comment & Concern Sheet:
Dear Ms. Boddie,
I read your syllabus but I have a comment/concern (circle
one):
(Please write your concern here and then sign and date it)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Sincerely,
________________________________
_______________
Parent/Guardian Name
Date
Syllabus page 20
Narrative for Assessment #1: Academic Prompt (Essay)
Persuasive Research Essay
This essay assignment asks students to develop a critical stance on issues we’ve covered
in the nonfiction pieces so far and use research to support their stance. Students will
enhance their writing skills by participating in writing workshops for writing their
thesis, outline, and research. The process of synthesizing and analyzing information
required by this assignment will enhance the life-long skill of critical thinking.
Student essays will be based on a six-trait rubric from Jim Burke (281) and his standards
for persuasive writing (145); it also considers the topics we will have covered in class
about writing theses and research. I emphasize an awareness of the audience and
consideration for other worldviews in order to see if students understand the theme of
the semester. I include grades for conventional expectations for essays because I want
students to know it is important although not the most important aspect of this project –
my goal is to increase their ease and comfort with working on essays, rather than
achieving perfection.
I believe this essay will be an effective way to increase my students writing skills and
set a high standard for the semester – it is due after only 4 weeks into the semester. As a
new teacher, I want to have high standards for my students that are attainable – thus,
while this assignment will be pretty intense, the grade is a small percentage of the final
semester grade. A lower-staked assessment will allow students to get the experience
they need with essays without unnecessary amounts of stress. I want students to
understand that writing essays are an important part of academic education, and so
learn how to do well on them. At the same time, knowing that students will probably
not be writing essays for a living, by emphasizing the skill of persuasion students will
hopefully be able to see beyond the typically bland 5-paragraph essay into a live
audience and understand the need to convince them.
Syllabus page 21
Ms. Boddie’s 10th Grade World Literature
Period:____________________________________
Student:___________________________________
Date: ___________________________________
The Art of Persuasion:
Essay Assignment
What’s the big deal?
Since we’ve been studying about persuasion in nonfiction texts, I want you to pick an
issue based on one of the texts we’ve read so far and write a persuasive essay about it.
Remember, research is a way to validate your argument, so I want you to include at
least 3 sources in your paper. I want you to think about your audience – who might
read your paper? If they have a different outlook on life than you, would it convince
them? Persuasion…
What do I have to do?
Step #1: Decide on your topic, and then submit your idea to Ms. Boddie
Step #2: Choose your thesis and submit it to me
Step #3: Write your outline
Step #4: Research for your essay and find 3 sources
Step #5: Write your essay
Step #6: Put your sources in your works cited page
Step #7: Workshop your draft
Step #8: Fine-tune your paper
Step #9: Turn it in! 
Syllabus page 22
Rubric for Assessment #1: Persuasive Essay
Grading Rubric for Writing Prompt
Individual Grade: ___/50: Letter grade:___
Student name: _________________________________________
Title of Essay: _________________________________________
IDEAS, CONTENT, AND STRUCTURE
______1 Thesis statement is clear: student develops a controlling idea that makes a
clear
and knowledgeable judgment (/15 points)
______2 Engages the reader by establishing a context, creating a persona, and
otherwise
developing reader interest. (10 points)
______3 Provides a sense of closure to the writing (5 points)
PERSUASION AND AUDIENCE
______4 Creates an organizing structure that is appropriate to the needs, values, and
interests of a specified audience, and arranges details, reasons, and examples,
and anecdotes effectively and persuasively(10 points)
______5 Student shows an awareness of and respect for the audience and the
purpose for
writing (10 points)
______6 Anticipates and addresses reader concerns and counter-arguments (5 points)
______7 Supports arguments with detailed evidence – citing at least 3 sources of
information (15 points)
______8 Includes appropriate information and arguments (5 points)
______9 Excludes information and arguments that are irrelevant (5 points)
______10 Uses a range of strategies to elaborate and persuade, such as definitions,
descriptions, and anecdotes (5 points)
GRAMMAR AND USAGE:
______11 Essay was free of grammatical errors (10 points)
______12 Essay was free of spelling mistakes (5 points)
Syllabus page 23
Narrative for Assessment #2: Performance Project
Mini-Debates
This project is designed to help students become more aware that there are always valid
points to the other side of the issue, while increasing their public speaking, research,
group dynamics, and persuasive skills. I include a list of possible issues that we address
over the course of the semester and will model example for them; however, I want to
increase student creativity and interest and will not limit them to these choices – they
simply have to get their topic choice approved.
Students will be graded based on four mediums: they will be expected to turn in their
proposed topic choice and the argued sides, written versions of their speeches, a list of
questions and answers for their audience (classmates), and they will also be graded on
their cooperation. I do not expect or want to see 10th-graders give perfect speeches – this
is a learning process, so I will be focusing on how prepared they are and how hard they
try instead. Since this is a performance task, I will invite other teachers and
administrators to drop in on one of the performance days, and have students invite
their parents.
I am excited about evaluating students this way because I know that making a usually
terrifying project such as debates more accessible increases the learning process and the
lessons retained. The total possible grade for the project (a possible 55 points) only
composes a minor percentage of the total semester grades, so it is not a a high-stakes
project. By assigning students to work in pairs, anxiety is decreased because they are
partners, but in a fair manner because if one partner does their part and the other does
not it will be fairly obvious to me as the teacher. I want students to appreciate other
forms of communication – to be able to listen to a presidential debate and appreciate the
complexity of it because they understand how hard it is. At the same time, I believe this
project will dramatically help to boost students’ confidence levels because it is not an
impossible project, but definitely worthy of their efforts and their completion will,
rightfully, let them know that they know how to use rhetoric effectively.
Syllabus page 24
Group Project: Mini-Debates
You need to partner up to research two sides to each issue, and each partner will write a twoparagraph speech (1 minute) about the topic and present to the class. Each speech must:
a. Be persuasive
b. Not make assumptions
c. Be mindful of the audience
d. Contain answers for the opposing side
After the speeches, students need to be prepared to answer questions and comments from the
audience (their classmates and Ms. Boddie).
Step #1: Pick your partner
a) Your name: _______________________________
b) Partner’s name: ____________________________
Step #2: Pick an Issue: Choose one of the following issues or come up with your own (if you have your
own idea, get it approved by Ms. Boddie). Submit your issue choice to Ms. Boddie and sign up for
a presentation day.
a) Jena, Arkansas? Nooses in yard
b) Sudanese Genocide
c) English-only
d) Immigration
e) Ways that women are treated around the world (guys why it’s not right, girls why it is).
Step #3: Choose your sides
Which side are each of you taking?
a) Your side and argument:
______________________________________________________________________________
______________________________________________________________________________
b) Your partner’s side and argument:
______________________________________________________________________________
______________________________________________________________________________
Step #4: Research your side of the issue
Syllabus page 25
Step #5: Draft your speech and make sure you use each of the 3 forms of rhetoric – logos,
pathos, and ethos.
Step #6: Practice your speech with your partner
Step #7: Invite your favorite teachers and parents/guardians!
Step #8: Make a list of possible questions your audience might ask you and your answers
Step #9: Give your speeches (debate) in front of the class on the day you signed up. Turn in a
written copy of your speech and your list of questions and answers.
Syllabus page 26
Rubric for Assessment #2: Mini-Debates
Grading Rubric for Presentation
Individual Grade: ___/50:Letter grade:___
Topic of Debate: _____________________________________________
Team Members & their respective sides of the argument:
a. Student name: _________________________________________
b. Partner: ______________________________________________
45-50=A
40-44=B
35-39=C
30-34=D
0-29 = F
1. COOPERATION & ATTITUDE
_______a. Team turned in their debate topic proposal and list of questions for
audience with possible answers (5 points)
_______b. Student worked well with his teammate - tried to put aside their
disagreements and worked together (5 points)
_______c. Student had a professional attitude throughout the preparation process
(5 points)
_______d. Extra Credit: Student was observed encouraging his/her partner (5 points)
2. PERSUASION AND AUDIENCE
_______a. Student spoke in a manner that aided the audience’s appreciation
and understanding of their side of the argument (5 points)
_______b. Student responded to audience questions with prepared answers (5 points)
3. PRESENTATION & USE OF RHETORIC
_______a. Student had a prepared speech (5 points)
_______b. Student’s speech used LOGOS (5 Points)
_______c. Student’s speech used ETHOS (5 Points)
_______d. Student’s speech used PATHOS (5 Points)
_______e. Student’s argument was based on research (5 points)
Syllabus page 27
Narrative for Assessment #3: Test
Unit Exam
This unit exam attempts to assess how much information my students acquired and
retained over the course of the nonfiction unit. Specifically, I want to see how well they
understand persuasion and methods of persuasion, as well as how to write a research
paper. I believe that after having them complete the performance project (mini-debates)
and the academic prompt (persuasive research essay), a mini quiz (not included in the 3
primary assessments), and 2 days of review before administering the exam – students
will be prepared and equipped for this thorough but not daunting test.
I ask students to demonstrate their skills and acquired knowledge through multiple
choice, true/false, and short answer. I’ll use the multiple choice and true/false questions
to assess students’ knowledge and comprehension; I’ll use short answer questions to
assess their ability to apply, analyze, synthesize, and evaluate.
I believe this will be an effective test of what my students learned because it covers the
broad range of topics I taught over the course of the 8-week unit, while serving
reinforce this same information. I strongly believe that test-taking is another form of the
learning process, and although multiple-choice exams do not directly assess higherorder thinking skills, they do reinforce prior knowledge by helping students to confirm
what they already know. Test-taking is also an important skill students need to be
familiar with in order to succeed in education, so I want to make sure students are
familiar and comfortable with different forms of questions.
Syllabus page 28
Ms. Boddie’s 10th Grade World Literature
Period:____________________________________
Student:___________________________________
Date: ___________________________________
Unit One Exam:
Persuasion and Nonfiction Texts
Persuasion
f) Explain in your own words what persuasion means AND then use it correctly in a
sentence. (3 points)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Sentence: (3 points)
________________________________________________________________________
________________________________________________________________________
g) Circle the most effective persuasive method: (4 points)
a. Force (beating someone up)
b. Indoctrination (repeating it until they believe it)
c. Presenting both sides of the argument and letting the audience decide
d. Assumption (Thinking everyone thinks the same way you do)
e. Bribing (offering a reward if someone agrees with you)
f. Explain your choice: (4 points)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Research
h) List the steps you would go through to write a persuasive research essay: (8
points)
a. __________________________________________________________________
b. __________________________________________________________________
c. __________________________________________________________________
d. __________________________________________________________________
e. __________________________________________________________________
f. __________________________________________________________________
g. __________________________________________________________________
i) Which website would be the best one to help you write your works cited page?
(3 points)
a. www.wikipedia.com
b. www.myspace.com
Syllabus page 29
c. www.citationmachine.net
d. www.dictionary.com
j) There are six steps for finding research – choose the correct list: (4 points)
a. Planning, mixing, discussing, evaluating, swimming, and answering
b. Surfing, Looking, Finding, Copying, Pasting, and Printing
c. Talking, Singing, Yelling, Screaming, Whining, and Snoring
d. Questioning, Planning, Gathering, Sorting, Synthesizing, and Evaluating
k) Why do we include other opinions (resources and works cited pages) in a
persuasive essay? (5 points)
________________________________________________________________________
________________________________________________________________________
l) True or False (circle one): “You have to memorize MLA in order to write a good
works cited page.” (3 points)
Readings:
m) Pick 3 of the following texts that we read and explain 1) what it was about, 2)
Who the story was about, and 3) what the writer wanted you to know.
a.
“I’ve Seen the Promised Land”
The Declaration of Independence
“The Bombing of Hiroshima”
“In the Waiting Room: The Advantages of Speaking French”
“In Egypt, Tourism and Islam Live Uneasily Side-by-Side”
The Butter Battle Book
From Utopia: “of their slaves, and of their marriages”
“English Only at Famous Philly Cheesesteak Joint”
“Strictures on the Modern System of Female Education”
“The Prince”
Persepolis
“The Perils of Indifference”
“A Modest Proposal”
“Kerosene, Weapon of Choice”
“Make-up and other crucial questions”
a. Text: __________________________________________________________________
- What was it about? (1 point)_______________________________________
___________________________________________________________________
___________________________________________________________________
- Who was the story was about? (1 point)_____________________________
___________________________________________________________________
___________________________________________________________________
- What did the writer want you to know? (Hint: what was the argument?) (3
points)__________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b. Text: __________________________________________________________________
- What was it about? (1 point)_______________________________________
___________________________________________________________________
___________________________________________________________________
- Who was the story was about? (1 point)_____________________________
___________________________________________________________________
___________________________________________________________________
- What did the writer want you to know? (Hint: what was the argument?) (3
points)__________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c. Text: __________________________________________________________________
- What was it about? (1 point)_______________________________________
___________________________________________________________________
___________________________________________________________________
- Who was the story was about? (1 point)_____________________________
___________________________________________________________________
___________________________________________________________________
- What did the writer want you to know? (Hint: what was the argument?) (3
points)__________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Thesis Statement Writing
n) True/False (circle one): “An argumentative paper makes a claim about a topic
and justifies this claim with specific evidence. The goal of the argumentative
[persuasive] paper is to convince the audience that the claim is true based on the
evidence provided.” (3 points)
o) A thesis statement (choose the best answer): (4 points)
a. Should be specific – it covers only what you talk about in your paper and
should be supported with specific evidence
b. Should be broad – it covers everything that might have anything to do
with your topic. You don’t need evidence.
c. Should be specific – it covers everything you studied and all interesting
information.
d. Should be funny – it’s most important purpose is to make the reader
laugh.
p) This is an example of a persuasive thesis statement: (6 points)
“High school graduates should be required to take a year off to pursue
community service projects before entering college in order to increase their
maturity and global awareness.”
The paper that follows it should:
a. Discuss the need for volunteer workers in Madagascar.
b. Present an argument and give evidence to support the claim that students
should pursue community projects before entering college
c. Present a discussion of college courses available
d. Analyze the benefits of going to college
q) A thesis statement should go (5 points)
a. In your conclusion
b. In your body paragraph
c. In your title
d. In your introduction
r) Which of the following formulas makes a good thesis? (5 points)
a. The first sentence + good grammar = Thesis Statement
b. The last sentence + evidence = Thesis Statement
c. What you plan to argue + How you plan to argue it = Thesis Statement
d. Your argument + your resources = Thesis Statement
Rhetoric
s) What are the three parts of persuasive appeals according to Aristotle? (5 points)
a. Legitimacy, Pathology, and Ethnicity
b. Legalism, Penitence, and Emotionalism
c. Legos, Duplos, and Oreos
d. Logos, Pathos, and Ethos
t) Logos is: (5 points)
a. A type of little toy blocks
b. The appeal to emotion
c. The appeal to ethics, or morality
d. The appeal to reason
u) Pathos is: (5 points)
a. The appeal to ethics, or morality
b. The appeal to emotion
c. The appeal to reason
d. A device used by doctors in the Emergency Room
v) Ethos is: (5 points)
a. The appeal to reason
b. The appeal to ethics, or morality
c. The appeal to emotion
d. The appeal to children
w) Although any figure of speech can be used to create an emotional response,
many questions are specifically designed to do so, or indicate the emotional state
of the speaker. Example: “Why are you so stupid?” This is an example of:
(5 points)
a. Ethos
b. Pathos
c. Logos
Answer Key for Unit Exam:
1. Answers will vary. Look for student comprehension
2. B; look for understanding in the explanation
3. Should include some variation of the writing steps
a. Brainstorm/Pre-plan
b. Research
c. Organize information
d. Draft
e. Revise
f. Proofread
4. C
5. D
6. Answer should explain how it increases the persuasiveness of the argument
7. False
8. Answers will vary; mostly look for whether or not they can answer what the
author’s argument was.
9. True
10. A
11. B
12. D
13. C
14. D
15. D
16. B
17. B
18. B
Lesson Plan #1
Friday of Week 3 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Lesson Title: “Rhetoric – Tricks You Can Use to Persuade your Audience”
Annotation: I begin today’s lesson by analyzing a non-fiction piece brought in by a student (my
request for student pieces was given during the first week of class), and then I will give a minilesson on Rhetorical methods and their significance in relation to persuasion. I will reinforce the
mini-lesson with a small-group activity that prepares students for using rhetoric in their essays.
Primary Learning Outcome: After the lesson is completed, the students should have
understanding of the three rhetorical methods of persuasion: Logos, Pathos, and Ethos. They
learn “how to write for an audience and how to use persuasive appeals to sway the audience
into adopting their point of view” (Rhody), and should be able to use them in practical settings
and be prepared to use them in their research essays.
Additional Learning Outcome (optional): Students will also increase their vocabulary by
understanding what Rhetoric, Logos, Ethos, and Pathos mean. Students will improve their social
skills by working in groups and exercise higher-level thinking skills by applying, analyzing,
synthesizing, and self-evaluating the small group projects.
Assessed GPS’s:
1) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
a. The student identifies, analyzes, and applies knowledge of the purpose, structure,
and elements of nonfiction and/or informational materials and provides evidence
from the text to support understanding; the student:
i. Analyzes the logic and use of evidence in an author’s argument.
2) ELA10RL4 The student employs a variety of writing genres to demonstrate a
comprehensive grasp of significant ideas in selected literary works. The student composes
essays, narratives, poems, or technical documents. The student
a. Demonstrates awareness of an author’s use of stylistic devices for specific effects.
3) ELA10W2 The student demonstrates competence in a variety of genres.
a. The student produces narrative writing that applies polished narrative strategies
acquired in previous grades to other genres of writing such as reflective
compositions, historical investigative reports, and literary analyses, by raising the
level of critical thinking skills and rhetorical techniques.
b. The student produces persuasive writing that structures ideas and arguments in
a sustained and logical fashion; the student:
i. Uses specific rhetorical devices to support assertions (i.e., appeal to
emotion or ethical belief, personal anecdote, case study, analogy, and/or
logical reasoning).
ii. Addresses readers’ concerns, counterclaims, biases, and expectations.
Non-Assessed GPS’s (optional):
1) ELA10RC3 The student acquires new vocabulary in each content area and uses it
correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
2) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Employs group decision-making techniques such as brainstorming or a problemsolving sequence (i.e., recognizes problem, defines problem, identifies possible
solutions, selects optimal solution, implements solution, evaluates solution).
3) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description.
a. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
National Standards:
 5) Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
 7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience
 12) Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
Materials:
1) Student piece for interactive warm-up (or backup piece in file)
2) Rhetoric Mini-lesson PowerPoint (see end of lesson)
3) Handout for Small-group activity (see end of lesson)
Total Duration: 1 hour block
Technology Connection (optional): Rhetoric Mini-lesson PowerPoint (see end of lesson)
Procedures:
1) Discuss student piece (5 minutes): Have student explain what it is and what argument
they think the creators were trying to make. Allow the class to comment.
2) Remind students about homework: write outline for paper (1 minute)
3) Mini-lesson: rhetorical methods (use PowerPoint included at the end of this lesson) (14
minutes)
4) Small Group Activity: practice rhetoric in small groups (see attached handout at the end
of the lesson) (35 minutes total)
a. Explain activity (1 minute)
b. Part 1: fun topics (10 minutes)
c. Share results (4 minutes)
d. Explain and demonstrate part 2 (2 minutes)
e. Part 2: Brainstorm rhetorical methods to use for paper (14 minutes)
f. Share results (4 minutes)
5) Remind students of homework: write outline for paper (5 minutes)
Assessment: This lesson will be assessed when I collect the rhetoric activity worksheets. I will
assess these using the check system (√,√-, or √+) as suggested by Burke (201). I will examine
them qualitatively, looking for comprehension, participation, and completion.
Extension: Have students begin writing their outlines (homework) and review the steps for
writing them.
Remediation: Pair students who are struggling with group members who will patiently
accommodate. By placing students in small groups, it will be easier for the teacher to walk
around and assist struggling students.
Works Consulted:
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. Portsmouth. NH: Heinemann, 2003.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.
"Rhetoric." Dictionary.com Unabridged (v 1.1). Random House, Inc. 01 Dec. 2007. <Dictionary.com
http://dictionary.reference.com/browse/rhetoric>.
Rhody, Jason. “Introducing the Essay: Twain, Douglass, and American Non-Fiction.”
EdSiteMent: National Endowment for the Humanities. 10 June 2004. National Endowment
for the Humanities. 30 November 2007.
<http://edsitement.neh.gov/about_partners.asp#neh>.
PowerPoint for Rhetoric Mini-Lesson:
The Audience

Rhetoric:
How does one write for –



Tricks you can use to persuade your
audience
A friendly audience?
A hostile audience?
An indifferent one?
THIS INFORMATION “MAY” BE ON YOUR UNIT EXAM!!!
Tricks of the [persuasive] trade:
Ways you can get your
audience to see from
your point of view
Rhetoric

In classical oratory, Rhetoric is

Aristotle
“the art of influencing the thought and conduct of
an audience” (dictionary.com)
The 3 Parts of Rhetoric:



Ethos
ETHOS
LOGOS
PATHOS


Pathos
Logos


“Logos names the appeal to reason. Aristotle
wished that all communication could be
transacted only through this appeal, but given the
weaknesses of humanity, he laments, we must
resort to the use of the other two appeals. The
Greek term logos is laden with many more
meanings than simply "reason," and is in fact the
term used for "oration.“’ (Rhody)
Using Logos in an argument appeals to the
audience’s ability to figure out information
based on facts
Questions on Rhetoric:


“Ethos names the persuasive appeal of one's character,
especially how this character is established by means of the
speech or discourse. Aristotle claimed that one needs to
appear both knowledgeable about one's subject and
benevolent. Cicero said that in classical oratory the initial
portion of a speech … was the place to establish one's
credibility with the audience.” (Rhody)
Using Ethos in an argument appeals to the audience’s
sense of right and wrong – Ethics and Morality
What affect does the repetition of certain
words have on the reader?
Which words serve as strong images?
This lesson was inspired by Jason Rhody


“Pathos names the appeal to emotion. Cicero encouraged
the use of pathos at the conclusion of an oration, but
emotional appeals are of course more widely viable.
Aristotle's Rhetoric contains a great deal of discussion of
affecting the emotions, categorizing the kinds of responses of
different demographic groups. Thus, we see the close
relations between assessment of pathos and of audience.
Pathos is also the category by which we can understand the
psychological aspects of rhetoric. Criticism of rhetoric tends
to focus on the overemphasis of pathos, emotion, at the
expense of logos, the message” (Rhody).
Using Pathos in an argument appeals to the emotions of
the audience
Ms. Boddie’s 10th Grade World Literature
Group Members_____________________________
________________________________________________________________________, and_______________.
Period:____________________________________
Date: ___________________________________
Rhetoric Small-Group Activity
Part 1: Each group should:
1) Pick a topic:
a. You want your mom to let you go to the concert on Friday.
b. Your brother wants to go swimming in the Artic Ocean, and
you are trying to convince him to try the Atlantic first.
c. Your friend made a racist statement towards another friend, and
doesn’t think anything of it. You want them to understand how
your other friend felt.
d. You’re trying to convince the manager of the local McDonald’s
to hire you.
2) Make up a one- to two-sentence argument for each of the 3 tricks:
e. Logos – use logic
f. Pathos – use emotion
g. Ethos – use ethics and morality
3) Present to the Class
Part 2: Each group member should:
1) Share your research thesis with your group
2) Brainstorm a one (or two) sentence argument for your thesis using
a. Logos
b. Pathos
c. Ethos
3) Share your arguments with your group
Lesson Plan #2
Monday of Week 4 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Essential Question for Lesson: “How does your worldview affect that of others?”
Annotation: I’ll start the day by reading “In Egypt, Tourism and Islam Live Uneasily Side-bySide” and having a discussing on the implications of this information as well the persuasiveness
of the piece. Students will turn in their outlines for their persuasive essays and will make a trip
to the library to further research their topic.
Primary Learning Outcome: The primary goal for the day is for students to gather and prepare
their research for their persuasive essays.
Additional Learning Outcome (optional): Students will also continue to increase their
understanding of how perspective influences those around oneself, as well as gaining a better
(visual) understanding of what I expect from them in the persuasive essay.
Assessed GPS’s:
4) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
a. The student identifies, analyzes, and applies knowledge of the purpose, structure,
and elements of nonfiction and/or informational materials and provides evidence
from the text to support understanding; the student:
i. Analyzes the logic and use of evidence in an author’s argument.
5) ELA10RL4 The student employs a variety of writing genres to demonstrate a
comprehensive grasp of significant ideas in selected literary works. The student composes
essays, narratives, poems, or technical documents. The student
a. Demonstrates awareness of an author’s use of stylistic devices for specific effects.
Non-Assessed GPS’s (optional):
4) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Employs group decision-making techniques such as brainstorming or a problemsolving sequence (i.e., recognizes problem, defines problem, identifies possible
solutions, selects optimal solution, implements solution, evaluates solution).
5) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description.
a. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
National Standards:
 7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience
 12) Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
Materials:
4) Example of persuasive essay on transparency (see end of lesson)
5) Handout for library research trip (see end of lesson)
Total Duration: 1 hour block
Technology Connection (optional): Overhead transparency for essay sample
Procedures:
6) Collect Students’ outlines for their persuasive paper (2 minutes)
7) Read: “In Egypt, Tourism and Islam Live Uneasily Side-by-Side”; discuss: (15 minutes)
a. Why do you think the authors, Jeffrey Fleishman and Noha El-Hennawy, wrote
this article? (What is their argument?)
b. Are they persuasive? Why?
c. How does your worldview affect that of others?
8) Put sample of persuasive essay (Banta) on overhead and run over the components.
Explain that while it was an 8th-grade paper, it has the primary components of a good
persuasive essay. Ask them to identify these elements, and ask for comments and
questions. (10 minutes)
9) Hand out library research sheets and explain assignment and expectations (6 minutes)
10) Go to the library (27 minutes)
Assessment: This lesson will be assessed when I collect the outlines. These will be assessed for
completion and whether or not they are turned in; if they are turned in, the student will have 5
points added to their persuasive paper grade. I will also write 1-2 sentence comments and
supportive feedback on them before returning them to students.
Extension: Have students put all their resources in MLA format.
Remediation: Make sure you keep an eye on students with special needs, and consider pairing
them with partners for the library trip.
Works Consulted:
Banta, Sharon. “Should Marine Mammals Be in Captivity?” Scholastic.com. 1 December 2007
<http://teacher.scholastic.com/dolphin/conwin1.htm>.
Fleishman, Jeffrey, and Noha El-Hennawy. “In Egypt, Tourism and Islam Live Uneasily Sideby-Side.” The Los Angeles Times. 7 October 2007. 1 December 2007
http://travel.latimes.com/articles/la-trw-in-egypt-tourism-and-islam-live-uneasily-sideby-side7oct07.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.
Ms. Boddie’s 10th Grade World Literature
Period:____________________________________
Student:___________________________________
Date: ___________________________________
Library Research Day
While you’re at the library today, your assignment is to collect your research for your
persuasive essay. This involves looking on the computer, on the bookshelves, finding quotes,
saving all the information, and writing your citations.
Step 1: Find the research.
 Look up your topic on the computer
 Write down possible sources on this paper and where they are located (ie: book, online,
or newspaper)
a. SOURCE #1
 Title: _________________________________________________________
 Author(s): ____________________________________________________
 Type of source (article, book, etc): _______________________________
 Location: (online, library, etc): __________________________________
b. SOURCE #2
 Title: _________________________________________________________
 Author(s): ____________________________________________________
 Type of source (article, book, etc): _______________________________
 Location: (online, library, etc): __________________________________
c. SOURCE #3
 Title: _________________________________________________________
 Author(s): ____________________________________________________
 Type of source (article, book, etc): _______________________________
 Location: (online, library, etc): __________________________________
d. SOURCE #4 (optional)
 Title: _________________________________________________________
 Author(s): ____________________________________________________
 Type of source (article, book, etc): _______________________________
 Location: (online, library, etc): __________________________________
Step 2: Find Quotes
 Go to the sources you found and flip through them, looking for good quotes that
support your thesis.
 Copy the quotes down here (don’t worry about paraphrasing them at this point) – copy
1-2 quotes from each source.
a. SOURCE QUOTE:
 Title: _________________________________________________________
 Quote: ________________________________________________________
b.
c.
d.
e.
f.
g.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SOURCE QUOTE:
 Title: _________________________________________________________
 Quote: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SOURCE QUOTE:
 Title: _________________________________________________________
 Quote: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SOURCE QUOTE:
 Title: _________________________________________________________
 Quote: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SOURCE QUOTE:
 Title: _________________________________________________________
 Quote: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SOURCE QUOTE:
 Title: _________________________________________________________
 Quote: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SOURCE QUOTE:
 Title: _________________________________________________________
 Quote: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 3: Put your citations and quotes in MLA format:
 Using www.citationmachine.net OR the MLA handbook, put your citations in MLA
format below. Remember, ask for help if you need it! This will be graded on your paper and will
be much easier if you do this now.
 SOURCE #1:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 SOURCE #2:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 SOURCE #3:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 SOURCE #4:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 4: KEEP THIS PAPER! You can use it when your putting your paper together, rather than
having to find more sources and do the citations again.
Lesson Plan #3
Tuesday of Week 4 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Lesson Title: “The Perils of Indifference”
Annotation: I will begin the class by showing a poor example of a persuasive essay and the
problems with it. We will then listen to Elie Wiesel’s speech and then students will respond in
their journals before we discuss it as a class.
Primary Learning Outcome: Increase student’s understanding of why persuasion is necessary
but difficult by understanding “the perils of indifference” – I want the students to not only see
how Wiesel is persuasive in his speech but why, and how certain audiences at another point in
time (during the war) would not have wanted to hear this speech.
Additional Learning Outcome (optional): Students will also gain an understanding of what not
to do in their persuasive essay. They will learn about World War II history through Wiesel’s
speech and about how persuasion is used in politics. They will practice their writing and
communication skills while applying their knowledge of perspective and persuasion through
self-reflection and analysis in their journal entries. They will be given the opportunity to
practice their speaking skills in the group discussion, and can improve their listening skills.
Assessed GPS’s:
6) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
a. The student identifies, analyzes, and applies knowledge of the purpose, structure,
and elements of nonfiction and/or informational materials and provides evidence
from the text to support understanding; the student:
i. Analyzes and explains the structures and elements of nonfiction works
such as newspaper articles and editorials, magazine articles, journal
articles, and/or other informational texts.
ii. Analyzes the logic and use of evidence in an author’s argument.
iii. Analyzes, evaluates, and applies knowledge of the ways authors use
language, style, syntax, and rhetorical strategies for specific purposes in
nonfiction works.
7) ELA10RL3 The student deepens understanding of literary works by relating them
to contemporary context or historical background, as well as to works from
other time periods. The student
a. Relates a literary work to non-literary documents and/or other texts relevant to
its historical setting.
8) ELA10RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to
multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.
Non-Assessed GPS’s (optional):
6) ELA10RC2 The student participates in discussions related to curricular learning
in all subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
7) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
d. Actively solicits another person’s comments or opinion.
e. Offers own opinion forcefully without domineering.
f. Contributes voluntarily and responds directly when solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
8) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description.
a. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to



respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2) Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience
3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
11) Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
Materials:
6) Copy of a poor persuasive (essay from my 11th-grade class)
7) Copy of Weisel speech for each student
Total Duration: 1 hour block
Technology Connection (optional): Smart board and link to speech audio (backup plan – have
a volunteer(s) read if technology isn’t working)
Procedures:
11) Go over example of poor essay (5 minutes)
a. What do you think? (What’s good? What’s bad?)
b. What would you tell the writer to change?
c. Is this persuasive? Why or why not?
12) Read along as you listen to “The Perils of Indifference” (20 minutes)
13) Ask students to respond before they discuss it in their journals (10 minutes)
a. Journal prompts:
i. Was Elie Wiesel persuasive? How? (Hint: which forms of rhetoric did he
use?)
ii. What is your personal definition of indifference? Tell me about a
personal experience you had with indifference.
14) Discuss impressions and persuasion of “The Perils of Indifference”; allow students to
share from their journals if they’d like to. (15 minutes)
15) Review homework (continue working on your paper – its due in 3 days!) (5 minutes)
Assessment: This lesson will be assessed when I review the journal entries. I will assess these
using the check system (√,√-, or √+) as suggested by Burke (201). I will examine them
qualitatively, looking for comprehension, participation, and completion.
Extension: Extend discussion of persuasion in politics.
Remediation: Make sure you keep an eye on students with special needs and give them extra
time to finish their journal entries.
Works Consulted:
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. Portsmouth. NH: Heinemann, 2003.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.
Weisel, Elie. “The Perils of Indifference.” 12 April 1999. 1 December 2007
<http://www.historyplace.com/speeches/wiesel.htm>.
Lesson Plan #4
Wednesday of Week 4 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Lesson Title: Using Satire to Persuade
Annotation: This lesson introduces students to satire as a method for persuasion by critiquing a
satire of schoolwork in a cartoon and then reading a satirical children’s book by Dr. Seuss in
order to familiarize students in a light-hearted context before introducing a more advanced
example of satire tomorrow in Gulliver’s Travels.
Primary Learning Outcome: Students will gain an understanding of satire and be able to
identify it in multiple forms.
Assessed GPS’s:
9) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
a. The student identifies, analyzes, and applies knowledge of the purpose, structure,
and elements of nonfiction and/or informational materials and provides evidence
from the text to support understanding; the student:
i. Analyzes and explains the structures and elements of nonfiction works
such as newspaper articles and editorials, magazine articles, journal
articles, and/or other informational texts.
ii. Analyzes the logic and use of evidence in an author’s argument.
iii. Analyzes, evaluates, and applies knowledge of the ways authors use
language, style, syntax, and rhetorical strategies for specific purposes in
nonfiction works.
10) ELA10RL3 The student deepens understanding of literary works by relating them
to contemporary context or historical background, as well as to works from
other time periods. The student
a. Relates a literary work to non-literary documents and/or other texts relevant to
its historical setting.
11) ELA10RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to
multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.
Non-Assessed GPS’s (optional):
9) ELA10RC2 The student participates in discussions related to curricular learning
in all subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
10) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
d. Actively solicits another person’s comments or opinion.
e. Offers own opinion forcefully without domineering.
f. Contributes voluntarily and responds directly when solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
11) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description.
a. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
 2) Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience
 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).




6) Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and nonprint texts.
7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
11) Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Materials:
8) Transparency of Foxtrot Cartoon (see end of lesson plan)
9) Transparencies/PowerPoint of “The Butter Battle Book”
10) PowerPoint for Satire Mini-Lesson (see end of Lesson Plan)
11) A copy of the “Satirical Techniques” Handout (end of lesson plan) for each student
Total Duration: 1 hour block
Technology Connection (optional): PowerPoint presentation
Procedures:
16) Remind students that their papers are due in 2 days. (1 minute)
17) Put Foxtrot transparency on overhead and allow students to read on their own. (5
minutes) Ask:
a. What is Paige’s argument?
b. What is her mom’s argument?
c. Who is the most persuasive, and why?
18) Read: The Butter Battle Book (25 minutes)
a. Announce that it was written in 1984, and ask what they know about the year.
b. Read the book
c. Ask them to share immediate thoughts and reactions. Try to direct these
comments toward making correlations between historical/current events.
19) Mini-lesson on Satire (see PowerPoint at the end of the lesson) (10 minutes)
a. Read first few slides
b. Hand out Satirical Techniques Handout (see end of lesson)
20) Small-group activity: (14 minutes)
a. Have students get into groups of 2-3
b. Review the handout and find an instance of when Dr. Seuss used each technique
21) For homework, remind students that their papers are due in 2 days. (2 minutes)
Assessment: Class Discussion
During discussion of the references in the texts, listen for historical accuracy in the details that
students share as well as correct identification of the satirical techniques. Encourage and
support clear connections between the historical references and the plot and characters in the
passages.
Extension: Encourage students to investigate historic references in other texts that they read,
using general reference resources in the library. Students might journal about at least one
historical reference each week or in each set that they submit for your review.
Remediation: Partner students with special needs with astudent sitting next to them during the
identification activity (I included pictures/illustrations with the definitions to help increase
comprehension).
Works Consulted:
Amend, Bill. Foxtrot. 28 September 2007. GoComics.Com. 1 December 2007
<http://www.gocomics.com/foxtrot/2007/09/23/>.
Gardner, Traci. “From Dr. Seuss to Jonathon Swift: Exploring the History behind the Satire.”
ReadWriteThink, International Reading Association, and NCTE. 1 December 2007
<http://www.readwritamazon.cethink.org/lessons/lesson_view.asp?id=936%20>.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.
Suess, Dr., and Theodor Geisel. The Butter Battle Book. NY: Random House, 1984.
Cartoon to put on transparency:
Satirical Techniques Definitions
The following techniques to make a comment or criticism about a particular
subject or character.
Exaggeration To enlarge, increase, or represent something beyond normal
bounds so that it becomes ridiculous and its faults can be
seen. Caricature is the exaggeration of a physical feature
or trait. Cartoons, especially political cartoons, provide
extensive examples of caricature. Burlesque is the
ridiculous exaggeration of language. For instance, when a
character who should use formal, intelligent language
speaks like a fool or a character who is portrayed as
uneducated uses highly sophisticated, intelligent language.
Incongruity To present things that are out of place or are absurd in relation
to its surroundings. Particular techniques include
oxymoron, metaphor, and irony.
Parody To imitate the techniques and/or style of some person, place, or
thing in order to ridicule the original. For parody to be
successful, the reader must know the original text that is
being ridiculed.
Reversal To present the opposite of the normal order. Reversal can focus
on the the order of events, such as serving dessert before
the main dish or having breakfast for dinner. Additionally,
reversal can focus on hierarchical order—for instance,
when a young child makes all the decisions for a family or
when an administrative assistant dictates what the
company president decides and does.
Information and definitions from
Gardner, Traci. “From Dr. Seuss to Jonathon Swift: Exploring the History behind the Satire.”
ReadWriteThink, International Reading Association, and NCTE. 1 December 2007
<http://www.readwritamazon.cethink.org/lessons/lesson_view.asp?id=936%20>.
PowerPoint for Satire:
Definition
Satire

Making your point through laughs
Satire is: “A literary work that ridicules its
subject through the use of techniques such as
exaggeration, reversal, incongruity, and/or
parody in order to make a comment or criticism
about it” (Gardner).
Satirical Techniques
Satire in the “Butter Battle Book”


Identify:


What were the main themes in the book?
What was the main argument?
Exaggeration To enlarge, increase, or represent
something beyond normal bounds so that it becomes
ridiculous and its faults can be seen. Caricature is the
exaggeration of a physical feature or trait. Cartoons,
especially political cartoons, provide extensive
examples of caricature. Burlesque is the ridiculous
exaggeration of language. For instance, when a
character who should use formal, intelligent language
speaks like a fool or a character who is portrayed as
uneducated uses highly sophisticated, intelligent
language.
Satirical Techniques

Satirical Techniques
Incongruity To present things that are out of place or
are absurd in relation to its surroundings. Particular
techniques include oxymoron, metaphor, and irony.

Satirical Techniques
Satirical Techniques



Reversal To present the opposite of th e normal ord er. Reversal can fo cus on
the order of events, su ch as serving dessert before the main dis h or having
breakfast for dinner. Additionally, reversal can fo cus on hierar chical order—
for instan ce, wh en a young child makes all the d ecisions fo r a f amily or wh en
an administrative assistant dictates wh at the company president d ecides and
does.
Parody To imitate the techniques and/or style of some
person, place, or thing in order to ridicule the original.
For parody to be successful, the reader must know the
original text that is being ridiculed.
Looking at the “Satirical
Techniques” handout,
identify 4 techniques
Dr. Seuss used in The
Butter Battle Book
Be ready to share with
the class
Lesson Plan #5
Thursday of Week 4 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Lesson Title: “Satire”
Annotation: This lesson continues to instruct students on the use of satire as a method for
persuasion by reviewing the definition of satire and satirical techniques. The teacher then reads
a passage from Jonathon Swift’s Gulliver’s Travels and explains the significance of the satire by
pointing out the historical connections. Students are then requested to write their own version
on satire in a free write.
Primary Learning Outcome: Students will gain an understanding of satire and be able to
identify it in multiple forms as well as be able to write in this form.
Additional Learning Outcome (optional): Students will be exposed to an important piece from
the canon of literature by Jonathon Swift.
Assessed GPS’s:
12) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
a. The student identifies, analyzes, and applies knowledge of the purpose, structure,
and elements of nonfiction and/or informational materials and provides evidence
from the text to support understanding; the student:
i. Analyzes and explains the structures and elements of nonfiction works
such as newspaper articles and editorials, magazine articles, journal
articles, and/or other informational texts.
ii. Analyzes the logic and use of evidence in an author’s argument.
iii. Analyzes, evaluates, and applies knowledge of the ways authors use
language, style, syntax, and rhetorical strategies for specific purposes in
nonfiction works.
13) ELA10RL3 The student deepens understanding of literary works by relating them
to contemporary context or historical background, as well as to works from
other time periods. The student
a. Relates a literary work to non-literary documents and/or other texts relevant to
its historical setting.
14) ELA10RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to
multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.
Non-Assessed GPS’s (optional):
12) ELA10RC2 The student participates in discussions related to curricular learning
in all subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
13) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
d. Actively solicits another person’s comments or opinion.
e. Offers own opinion forcefully without domineering.
f. Contributes voluntarily and responds directly when solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
14) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description.
a. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.






2) Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience
3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
6) Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and nonprint texts.
7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
11) Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Materials:
12) Student piece for interactive warm-up (have back-up ready)
13) Copies of bite-sized selection from Gulliver’s Travels - Big Endians and Little Endians
Passage (Swift) for each student
14) Transparency with “historical connections”(Gardner) (see end of lesson)
Total Duration: 1 hour block
Technology Connection (optional): Smart board and link to speech audio (backup plan – have
a volunteer(s) read if technology isn’t working)
Procedures:
22) Remind students that their persuasive essays are due TOMORROW (1 minute)
23) Discuss student piece (5 minutes): Have student explain what it is and what argument
they think the creators were trying to make. Allow the class to comment.
24) Review Satirical techniques (see lesson plan 4 from yesterday) (5 minutes)
25) Read “Big Endians and Little Endians” Passage (Swift) (20 minutes)
a. Ask for comments, specifically for correlations between the Swift and Dr. Seuss
and instances of satire
26) Put “historical references” transparency on the overhead and review. (see end of lesson)
(9 minutes)
27) Have students get out piece of paper and do a free write using satire. (10 minutes)
28) Ask volunteer(s) to share journal results with class (5 minutes)
29) Review homework (continue working on your paper – its due TOMORROW!) (5
minutes)
Assessment: This lesson will be assessed when I review the free writes. I will assess these using
the check system (√,√-, or √+) as suggested by Burke (201). I will examine them qualitatively,
looking for comprehension of satire while also looking for participation and completion.
Extension: Extend discussion of satire in politics.
Remediation: Make sure you keep an eye on students with special needs and give them extra
time to finish their free writes on Satire.
Works Consulted:
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. Portsmouth. NH: Heinemann, 2003.
Gardner, Traci. “From Dr. Seuss to Jonathon Swift: Exploring the History behind the Satire.”
ReadWriteThink, International Reading Association, and NCTE. 1 December 2007
<http://www.readwritamazon.cethink.org/lessons/lesson_view.asp?id=936%20>.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.
Swift, Jonathon. Gulliver’s Travels. Lee Jaffe. 2 December 2007
<http://www.jaffebros.com/lee/gulliver/contents.html>
Transparency for Historical References:
Lesson Plan #6
Friday of Week 4 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Essential Question: How does my idea of an “ideal” world affect how I see the world around me?
Annotation: Students will continue to increase their ability to assess the persuasive techniques
of various forms of text by examining a cartoon about school and reading an excerpt from
Thomas More’s Utopia. They will also demonstrate their understanding of persuasiveness by
turning in their persuasive essays.
Primary Learning Outcome: Students should understand better how their idea of “Utopia” is
influenced by their worldview and come to terms with some of their own ideals.
Additional Learning Outcome (optional): Students will learn about the importance of turning
projects in on time by turning their essays in on time; students will learn biographical
information about Thomas More and the historical context of Utopia.
Assessed GPS’s:
15) ELA10W1 The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a coherent focus
throughout, and signals closure. The student
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains
a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre
expectations, audience, length, and format requirements.
c. Constructs arguable topic sentences, when applicable, to guide unified
paragraphs.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and
active rather than passive voice.
e. Uses traditional structures for conveying information (i.e., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
f. Supports statements and claims with anecdotes, descriptions, facts and statistics,
and specific examples
16) ELA10W2 The student demonstrates competence in a variety of genres. The student
produces narrative writing that applies polished narrative strategies acquired in previous
grades to other genres of writing such as reflective compositions, historical investigative
reports, and literary analyses, by raising the level of critical thinking skills and rhetorical
techniques.
The student produces persuasive writing that structures ideas and arguments in a
sustained and logical fashion; the student:
a. Engages the reader by establishing a context and developing reader interest.
b. Develops a controlling idea or formulates an arguable thesis that makes a clear
and knowledgeable judgment.
c. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or
ethical belief, personal anecdote, case study, analogy, and/or logical reasoning).
d. Clarifies and defends positions with precise and relevant evidence (i.e., facts,
expert opinions, quotations, or expressions of commonly accepted beliefs).
e. Excludes information and arguments that are irrelevant.
f. Organizes points of argument effectively to achieve desired outcome.
g. Addresses readers’ concerns, counterclaims, biases, and expectations.
h. Achieves closure by summarizing main points of argument, appealing to reason,
ethics, or emotion, or encouraging action.
17) ELA10W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues
(i.e., library, electronic media, personal interview, survey) to locate and
incorporate evidence from primary and secondary sources.
b. Uses supporting evidence from multiple sources to develop the main ideas within
the body of a researched essay, a composition, or a technical document.
c. Synthesizes information from multiple sources and identifies complexities and
discrepancies in the information and the different perspectives found in each
medium (i.e., almanacs, microfiche, news sources, in-depth field studies,
speeches, journals, technical documents).
d. Integrates quotations and citations into a written text while maintaining the flow
of ideas.
e. Uses appropriate conventions for documentation in the text, notes, and
bibliographies by adhering to an appropriate style manual such as the Modern
Language Association
18) ELA10C1 The student demonstrates understanding and control of the rules of the
English language, realizing that usage involves the appropriate application of
conventions and grammar in both written and spoken formats. The student
a. Demonstrates an understanding of proper English usage and control of grammar,
sentence and paragraph structure, diction, and syntax.
b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund,
infinitive, and participial), and mechanics of punctuation (i.e., end marks,
commas, semicolons, quotation marks, colons, ellipses, hyphens).
c. Demonstrates an understanding of sentence construction (e.g., subordination,
proper placement of modifiers, parallel structure) and proper English usage (i.e.,
consistency of verb tenses, agreement).
Non-Assessed GPS’s (optional):
15) ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as
the basis for interpretation.
a. The student identifies, analyzes, and applies knowledge of the purpose, structure,
and elements of nonfiction and/or informational materials and provides evidence
from the text to support understanding; the student:

Analyzes and explains the structures and elements of nonfiction works
such as newspaper articles and editorials, magazine articles, journal
articles, and/or other informational texts.
 Analyzes the logic and use of evidence in an author’s argument.
 Analyzes, evaluates, and applies knowledge of the ways authors use
language, style, syntax, and rhetorical strategies for specific purposes in
nonfiction works.
16) ELA10RC2 The student participates in discussions related to curricular learning
in all subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
17) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
d. Actively solicits another person’s comments or opinion.
e. Offers own opinion forcefully without domineering.
f. Contributes voluntarily and responds directly when solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
18) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description.
a. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.






2) Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience
3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
6) Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and nonprint texts.
7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
11) Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Materials:
15) Transparency of cartoon (see end of lesson)
16) Copies of “Utopia: of their slaves, and of their marriages” for each student
Total Duration: 1 hour block
Technology Connection (optional): overhead projector
Procedures:
30) Collect student essays as they come in the room (4 minutes)
31) Put cartoon on overhead and discuss (5 minutes): how does this show persuasion?
Satire? Rhetoric?
32) Pass out copies of Utopia and explain a little background on Thomas More and who he
was, as well as his intent for writing the book (1 minute)
33) Read Utopia passage (15 minutes)
34) Discuss Utopia: (15 minutes)
a. What’s going on?
b. What do you think Thomas More wanted his readers to think?
c. Was he persuasive? (Why/why not?)
d. Did you see any satire? (Where?)
e. Rhetoric?
35) Journals: Have students reflect on – (10 minutes)
a. What they’ve learned so far in this unit
b. How they feel about they’re papers
c. What they think of utopia
36) Ask volunteers to share their thoughts (5 minutes)
37) Announce that we will have a visitor tomorrow and that they need to be on their best
behavior
Assessment: This lesson will be assessed when I review the journal entries. I will assess these
using the check system (√,√-, or √+) as suggested by Burke (201). I will examine them
qualitatively, looking for comprehension of the text we read while also looking for participation
and completion. In addition, the essays will be graded using a rubric (see Assessment #1:
Essay).
Extension: Extend discussion of Utopia by asking students what their ideal utopia would be.
Remediation: Make sure you keep an eye on students with special needs and give them extra
time to finish their journal reflections.
Works Consulted:
“Boo.” 2 December 2007
<http://weblogs.elearning.ubc.ca/ross/070507_cartoon_a_a8022_p465.gif>
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. Portsmouth. NH: Heinemann, 2003.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
More, Thomas. “UTOPIA by Thomas More. Book II: Of Their Slaves, and of Their Marriages.”
NY: Ideal Commonwealths, P.F. Collier and Son, and The Colonial Press, 1901. 30
November 2007 <http://www.thomas-more-online.org/utopia008.html>.
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.
Cartoon for Transparency:
Lesson Plan #7
Monday of Week 5 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Lesson Title: “The Immigrant’s Perspective”
Annotation: Students will learn about the immigration process through the class visitor and
begin working on their performance projects.
Primary Learning Outcome: Students will gain a deeper understanding of the perspective of
immigrants and begin evaluating the implications of moving to another nation and having to
learn another language and set of customs.
Additional Learning Outcome (optional): Students will practice their listening and
comprehension skills by taking notes during the visitor’s speech; they will improve their
geographical knowledge by learning about the visitor’s native country; they will improve their
interactive skills by working in groups; they will utilize the critical thinking skills of application,
analysis, and synthesis as they plan their performance projects (Mini-Debates).
Assessed GPS’s:
19) ELA10RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to
multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.
20) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinion.
e. Contributes voluntarily and responds directly when solicited by teacher or
discussion leader.
f. Gives reasons in support of opinions expressed.
g. Clarifies, illustrates, or expands on a response when asked to do so; asks
classmates for similar expansions.
h. Employs group decision-making techniques such as brainstorming or a problemsolving sequence (i.e., recognizes problem, defines problem, identifies possible
solutions, selects optimal solution, implements solution, evaluates solution).
i. Divides labor so as to achieve the overall group goal efficiently.
Non-Assessed GPS’s (optional):
19) ELA10W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues
(i.e., library, electronic media, personal interview, survey) to locate and
incorporate evidence from primary and secondary sources.
b. Uses supporting evidence from multiple sources to develop the main ideas within
the body of a researched essay, a composition, or a technical document.
c. Synthesizes information from multiple sources and identifies complexities and
discrepancies in the information and the different perspectives found in each
medium (i.e., almanacs, microfiche, news sources, in-depth field studies,
speeches, journals, technical documents).
20) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description. When responding to visual and oral texts and media (i.e.,
television, radio, film productions, and electronic media), the student:
a. Analyzes historically significant speeches to find the rhetorical devices and
features that make them memorable.
b. Evaluates the clarity, quality, effectiveness, and general coherence of a speaker’s
important points, arguments, evidence, organization of ideas, delivery, diction,
and syntax.
c. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
d. Identifies logical fallacies used in oral addresses (i.e., attack ad hominem, false
causality, red herring, overgeneralization, bandwagon effect).
e. Analyzes the four basic types of persuasive speech (i.e., propositions of fact,
value, problem, or policy) and understands the similarities and differences in
their patterns of organization and the use of persuasive language, reasoning, and
proof.
When delivering and responding to presentations, the student:
a. Delivers narrative, expository, or persuasive presentations that incorporate the
same elements found in that mode or genre of writing.
b. Delivers oral responses to literature that incorporate the same elements found in
written literary analysis.
c. Uses props, visual aids, graphs, or electronic media to enhance the appeal and
accuracy of presentations.
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their



knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
9) Students develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
Materials:
17) A couple of copies of questions for immigrant visitor (to make sure they have the copy
and the teacher has one to follow along with – use note sheet at end)
18) Copies of note sheet (see end of lesson) for Immigrant visitor presentation
19) PowerPoint presentation of Mini-Debate project
20) Copies of Mini-Debate assignment project for each student (see assessment #2)
21) One copy of each news article, per period, for groups to choose from (7 copies of each
article)
Total Duration: 1 hour block
Technology Connection (optional): PowerPoint Presentation of Mini-Debate Project (see end of
lesson)
Procedures:
38) Announcements: (1 minute)
a. Visitor (introduce Maria)
b. Class Project
39) Introduce guest speaker (Maria from Romania)
a. Hand out note sheet (see end of lesson) and explain that these are to be turned in
at the end of class (2 minutes)
b. Allow Maria/Visitor to speak about her/his experience with immigration (12
minutes)
c. Allow students to ask questions (direct them using note sheet; make sure she
covered all of the questions listed there) (5 minutes)
d. Thanks Maria and have class clap to show their appreciation (1 minute)
40) Introduce group projects using PowerPoint (see end of lesson) (5 minutes)
41) Divide class into groups (5 minutes) and pass out copies of articles for them to choose
from
a. “Women’s Rights: Ask Mary Robinson”
b. “Women Are Treated Badly in Las Vegas”
c. “’Stealth Racism’ Stalks Deep South”
d. “From Stand in Long Island Slavery Case, a Snapshot of a Hidden U.S. Problem.”
e. “UN: Powell Calls Darfur Atrocities ‘Genocide’”
f. “Immigration – What Europe Can Learn from the United States”
42) Have groups decide on their topics and submit them to the teacher and begin planning
their projects (20 minutes)
43) HW: research their topics (1 minute)
44) Ticket-out-the door: say something in Romanian (the visitor’s language)
Assessment: This lesson will be assessed when I review the notes students took from the
visitor’s visit. I will assess these using the check system (√,√-, or √+) as suggested by Burke
(201). I will examine them qualitatively, looking for comprehension of satire while also looking
for participation and completion.
Extension: Have student continue following the steps listed in the project assignment (decide
what/how they will research, rhetoric they can use, etc).
Remediation: Partner students with special needs in groups that will be accommodating for
them, and keep an eye on them to make sure they are understanding everything. Make sure
your proximity and attentiveness is comforting.
Works Consulted:
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. Portsmouth. NH: Heinemann, 2003.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
Herbert, Bob. “Women Are Treated Badly in Las Vegas.” New York Times 4 September 2007. Free
Republic. 25 November 2007 <http://www.freerepublic.com/focus/fnews/1891045/posts>.
Hufner, Martin. “Immigration – What Europe Can Learn from the United States.” 22 February
2005. The Globalist. 3 December 2007
<http://www.theglobalist.com/DBWeb/printStoryId.aspx?StoryId=4369>.
Mangold, Tom. “’Stealth Racism’ Stalks Deep South.” 24 May 2007. BBC News. 1 December
2007 <http://news.bbc.co.uk/2/hi/programmes/this_world/6685441.stm>.
McMahon, Robert. “UN: Powell Calls Darfur Atrocities ‘Genocide,’ As Debate Begins on New
Resolution.” 9 September 2007. RadioFreeEurope. 27 October 2007
<http://www.rferl.org/featuresarticle/2004/9/CDB82A4B-4BEB-43B1-819BA914BE5F8856.html>.
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.
Robinson, Mary. “Women’s Rights: Ask Mary Robinson.” Talk Show Debate. 5 October 2005.
BBC News. 25 November 2007 <http://news.bbc.co.uk/1/hi/talking_point/4290028.stm>.
Steele, Carol. “Interviewing Immigrants.” Union High School. September 2007. Tolerance.Org.
2 December 2007 <http://www.tolerance.org/teach/activities/activity.jsp?ar=858>.
Vitello, Paul. “From Stand in Long Island Slavery Case, a Snapshot of a Hidden U.S. Problem.”
3 December 2007. New York Times 3 December 2007
<http://www.nytimes.com/2007/12/03/nyregion/03slavery.html>.
PowerPoint for Mini-Debate Project Introduction:
What’s the project?
You need to partner up to research two sides to each
issue, and each partner will write a two-paragraph
speech (1 minute) about the topic and present to the
class. Each speech must:
Be persuasive
Not make assumptions
Be mindful of the audience
Contain answers for the opposing side
After the speeches, students need to be prepared to
answer questions and comments from the audience
(their classmates and Ms. Boddie).
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Performance Project
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Mini-Debates
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Performance
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Invite your parents, favorite teacher, or
staff member!
What do I need to do?
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Step #1: Pick your partner
Step #2: Pick an Issue: Choose one of the following
issues or come up with your own (if you have your
own idea, get it approved by Ms. Boddie). Submit
your issue choice to Ms. Boddie and sign up for a
presentation day.
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What do I need to do?
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Step #3: Choose your sides

Step #4: Research your side of the issue
Step #5: Draft your speech and make sure you use
each of the 3 forms of rhetoric – logos, pathos,
and ethos.
Step #6: Practice your speech with your partner
Step #7: Invite your favorite teachers and
parents/guardians!
Step #8: Make a list of possible questions your
audience might ask you and your answers
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COOPERATION & ATTITUDE
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Team turned in their debate topic proposal and list of questions for
audience with possible answers (5 points)
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Student worked well with his teammate - tried to put aside their
disagreements and worked together (5 points)
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Student had a professional attitude throughout the preparation process
(5 points)
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Extra Credit: Student was observed encouraging his/her partner (5 points)
PERSUASION AND AUDIENCE
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Student spoke in a manner that aided the audience’s appreciation
and understanding of their side of the argument (5 points)
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Student responded to audience questions with prepared answers (5 points)
PRESENTATION & USE OF RHETORIC
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What do I need to do?

Step #3: Choose your sides

Step #4: Research your side of the issue
Step #5: Draft your speech and make sure you use
each of the 3 forms of rhetoric – logos, pathos,
and ethos.
Step #6: Practice your speech with your partner
Step #7: Invite your favorite teachers and
parents/guardians!
Step #8: Make a list of possible questions your
audience might ask you and your answers
Which side are each of you taking?
How will I be graded?
Student had a prepared speech (5 points)
Student’s speech used LOGOS (5 Points)
Student’s speech used ETHOS (5 Points)
Student’s speech used PATHOS (5 Points)
Student’s argument was based on research (5 points)
Jena, Arkansas? Nooses in yard
Arab-Americans
Sudanese Genocide
English-only
Communism
Ways that women are treated around the world (guys why it’s
not right, girls why it is).
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Which side are each of you taking?
Ms. Boddie’s 10th Grade World Literature
Period:____________________________________
Student:___________________________________
Date: ___________________________________
Experience with Immigration:
Note-taking page for visitor
What is our visitor’s name? __________________________________________________
Where is he/she from? ______________________________________________________
How long has he/she been in the United States? _______________________________
Why did the person come here? _____________________________________________
Find and circle our visitor’s native country on the map below:
Write two things in the visitor’s language and be prepared to use them:
a. ________________________________________________________________________
b. ________________________________________________________________________
What did our visitor say was the hardest thing about being an immigrant?
_____________________________________________________________________________
_____________________________________________________________________________
Lesson Plan #8
Tuesday of Week 5 in Unit 1 of the Semester
Name: Ms. Boddie
School: MONV High School
Lesson Title: “Do You Speak American?”
Annotation: Students will continue to gain insight into the challenges faced by immigrants in
the US by watching a video clip (“Do you speak American?”) and then responding in creative
written form to how they would feel if they were forced to learn a new language. Students will
also be given time to work on their speech projects.
Primary Learning Outcome: Students should understand some of the challenges and
arguments for homogenous language in a country, and use self-reflection and empathy to apply
it to themselves.
Additional Learning Outcome (optional): Students will also continue to improve their
interactive skills by working in groups; they will utilize the critical thinking skills of application,
analysis, and synthesis as they plan their performance projects (Mini-Debates).
Assessed GPS’s:
21) ELA10RL5 The student understands and acquires new vocabulary and uses it correctly
in reading and writing. The student
a. Identifies and correctly uses idioms, cognates, words with literal and figurative
meanings, and patterns of word changes that indicate different meanings or
functions.
22) ELA10RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to
multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.
23) ELA10W4 The student practices both timed and process writing and, when applicable,
uses the writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises writing to improve the logic and coherence of the organization and
controlling perspective.
c. Revises writing for specific audiences, purposes, and formality of the contexts.
d. Revises writing to sharpen the precision of word choice and achieve desired tone.
e. Edits writing to improve word choice, grammar, punctuation, etc.
Non-Assessed GPS’s (optional):
21) ELA10LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a.
b.
c.
d.
e.
f.
Initiates new topics in addition to responding to adult-initiated topics.
Asks relevant questions.
Responds to questions with appropriate information.
Actively solicits another person’s comments or opinion.
Offers own opinion forcefully without domineering.
Contributes voluntarily and responds directly when solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks
classmates for similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problemsolving sequence (i.e., recognizes problem, defines problem, identifies possible
solutions, selects optimal solution, implements solution, evaluates solution).
j. Divides labor so as to achieve the overall group goal efficiently.
22) ELA10LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and
polished presentations that convey a clear and distinct perspective, demonstrate solid
reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description. When responding to visual and oral texts and media (i.e.,
television, radio, film productions, and electronic media), the student:
a. Analyzes historically significant speeches to find the rhetorical devices and
features that make them memorable.
b. Evaluates the clarity, quality, effectiveness, and general coherence of a speaker’s
important points, arguments, evidence, organization of ideas, delivery, diction,
and syntax.
c. Analyzes the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic.
d. Identifies logical fallacies used in oral addresses (i.e., attack ad hominem, false
causality, red herring, overgeneralization, bandwagon effect).
e. Analyzes the four basic types of persuasive speech (i.e., propositions of fact,
value, problem, or policy) and understands the similarities and differences in
their patterns of organization and the use of persuasive language, reasoning, and
proof.
National Standards:
 1) Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
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4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
9) Students develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
Materials:
22) Copies of “English Only at Famous Philly Cheesesteak Joint” for each student
23) Prepped “Do You Speak American” video clip (see works cited)
Total Duration: 1 hour block
Technology Connection (optional): Smart board and DVD/VHS set up to play “Do You Speak
American” video clip
Procedures:
45) Watch video clip: Do you speak American? (20 minutes)
a. Discuss
46) Read: Philly Restaurant article (10 minutes)
a. Discuss
47) Mad write: you suddenly find yourself in the make-believe country of Swashnia and are
told you may only speak Swashniki. Write a letter home. (10 minutes)
a. Share letters with the class (9 minutes)
48) Group work on performance projects: have students get into their pairs and work on
their projects (10 minutes)
49) HW: Keep working on your presentations (1 minute)
Assessment: This lesson will be assessed when I review the mad writes. I will assess these
using the check system (√,√-, or √+) as suggested by Burke (201). I will examine them
qualitatively, looking for comprehension, participation, and completion.
Extension: Extend discussion of English-only by relating it to yesterday’s visitor.
Remediation: Make sure you keep an eye on students with special needs and give them extra
time to finish their mad writes and that they are working well with their partners during the
group work time.
Works Consulted:
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. Portsmouth. NH: Heinemann, 2003.
Do You Speak American? Dir. William Cran. Perf. Robert MacNeil, Orlagh Cassidy, Tom
Ammiano. January 5, 2005. DVD. WNET Channel 13 NY, 2005.
Georgia Department of Education. “Tenth-Grade Literature and Composition.”
GeorgiaStandards.Org. 1 December 2007
<http://www.georgiastandards.org/DMGetDocument.aspx/Grade%20Ten%20with%20ta
sks.pdf?p=6CC6799F8C1371F67D8363E8F9CAA85D187EAAAFB8BDD43842E399D59270
75D7&Type=D
“English Only at Famous Philly Cheesesteak Joint.” 9 June 2006. ABC News. 20 December 2007
<http://abcnews.go.com/GMA/story?id=2057207&page=1%20>.
National Council of Teachers of English. “Standards for English Language Arts.” NCTE and
IRA. 1 December 2007 < http://www.ncte.org/about/over/standards/110846.htm>.