CORE Prototype Assessment Module
Cover Sheet
Content Area
Title
Grade Level
Problem Type
Anchor
Standards
English
Rhetorical Analysis of Patrick Henry’s “Speech to the Second Virginia Convention”
9th grade
Constructed Response Items, Performance Task
Reading #1: Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Reading #2: Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Reading #4: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings.
Reading #5: Analyze the structure of texts, including how specific sentences, p
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Reading #8: Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
Writing #2: Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Writing #4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Writing #9: Draw evidence from literary or informational texts to support analysis
SBAC
Assessment
Claims
Claim #1: Students can read closely and analytically to comprehend a range
of increasingly complex literary and informational texts.
Claim #2: Students can produce effective and well-grounded writing for a
range of purposes and audiences.
Claim #3: Students can employ effective speaking and listening skills for a
range of purposes and audiences
Common Core
Standards
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RI9.1: Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
RI9.2: Determine a central idea of a text and analyze its development over
the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RI9.4: Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings
RI9.5: Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter).
RI9.6: Determine an author’s point of view or purpose in a text and analyze
how an author uses rhetoric to advance that point of view or purpose
RI9.8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning.
RI9.9: Analyze seminal U.S. documents of historical and literary
significance
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RL9.9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or
the Bible or how a later author draws on a play by Shakespeare).
W 9.2: Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
o a. Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
o b. Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
o c. Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
o d. Use precise language and domain-specific vocabulary to
manage the complexity of the topic.
o e. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline
in which they are writing.
o f. Provide a concluding statement or section that follows from
and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W9.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W9.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
SL9.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
o a. Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
o b. Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
o c. Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
Task
Description
Module
Components
o d. Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make
new connections in light of the evidence and reasoning
presented.
 SL 9.3: Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
 SL9.4: Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
 L9.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
 L9.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
 L9.4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9-10 reading and
content, choosing flexibly from a range of strategies.
o c. Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, or its etymology
 L9.6: Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
The assessment task will be completed in three parts. The prewriting/planning
in part one involves multiple readings and note-taking. Part two involves
speaking and listening and constructed response items. Lastly in part three,
students will be asked to draft an informative/explanatory text.
1) “The Speech to the Virginia Convention” by Patrick Henry, 2) Teacher
Directions, 3) Student Performance Task Sheet 4) Graphic Organizer #1, 5)
Graphic Organizer #2, 6) Graphic Organizer #3, 7) Six-Point Formative
Rubric, 8) Four-Point Summative Rubric
Henry, Patrick. “Speech to the Second Virginia Convention.” (1775)
1 MR. PRESIDENT1: No man thinks more highly than I do of the patriotism, as well as abilities, of the
very worthy gentlemen who have just addressed the House. But different men often see the same subject
in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if,
entertaining as I do, opinions of a character very opposite to theirs, I shall speak forth my sentiments
5 freely, and without reserve. This is no time for ceremony. The question before the House is one of awful
moment to this country. For my own part, I consider it as nothing less than a question of freedom or
slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only
in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God
and our country. Should I keep back my opinions at such a time, through fear of giving offence, I should
10 consider myself as guilty of treason2 towards my country, and of an act of disloyalty toward the majesty
of heaven, which I revere above all earthly kings.
Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a
painful truth, and listen to the song of that siren till she transforms us into beasts3. Is this the part of wise
men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those
15 who, having eyes, see not, and, having ears, hear not4, the things which so nearly concern their temporal
salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to
know the worst, and to provide for it.
I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of
judging of the future but by the past. And judging by the past, I wish to know what there has been in the
20 conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have
been pleased to solace themselves, and the House? Is it that insidious smile with which our petition has
been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be
betrayed with a kiss5. Ask yourselves how this gracious reception of our petition comports6 with these
war-like preparations which cover our waters and darken our land. Are fleets and armies necessary to a
25 work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled, that force must
be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and
subjugation; the last arguments to which kings resort.
I ask, gentlemen, sir, what means this martial7 array, if its purpose be not to force us to submission? Can
gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the
1
Mr. President: Peyton Randolph (1721-1775), president of the Virginia Convention
2
Treason: the offense of acting to overthrow one’s government
3
Listen…beasts: In Greek mythology, the sirens are sea maidens whose seductive singing lures men to wreck their boats on coastal rocks. In the
Odyssey, Circe, an enchanter, transforms Odysseus’s men into swine after they arrive at her island home. Henry’s allusion combines these two
stories (Ody. Books 10 and 12)
4
Are we disposed…temporal salvation: This alludes to Ezekiel 12:2, which says, “Son of man, thou dwellest in the midst of a rebellious house,
which have eyes to see, and see not; they have ears to hear, and hear not; for they are a rebellious house” (1769 Oxford King James Bible)
5
Suffer…kiss: This alludes to Luke 22:47-48, which says, “And while he yet spake, behold a multitude, and he that was called Judas, one of the
twelve, went before them, and drew near unto Jesus to kill him. But Jesus said unto him, Judas, betrayest thou the Son of man with a kiss?” (1769
Oxford King James Bible)
6
Comports v.: to be in agreement, harmony, or conformity
7
Martial: inclined or disposed to war: warlike
30 world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us;
they can be meant for no other. They are sent over to bind and rivet upon us those chains which the
British ministry have been so long forging. And what have we to oppose to them? Shall we try argument?
Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject?
Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain.
35 Shall we resort to entreaty and humble supplication? What terms shall we find which have not been
already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that
could be done, to avert the storm which is now coming on. We have petitioned; we have remonstrated;
we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition8
to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our
40 remonstrances have produced additional violence and insult; our supplications have been disregarded;
and we have been spurned9, with contempt, from the foot of the throne. In vain, after these things, may
we indulge the fond10 hope of peace and reconciliation. There is no longer any room for hope. If we wish
to be free - if we mean to preserve inviolate11 those inestimable privileges for which we have been so
long contending - if we mean not basely to abandon the noble struggle in which we have been so long
45 engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest
shall be obtained, we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of Hosts
is all that is left us!
They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be
stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a
50 British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction?
Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the
delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if
we make a proper use of those means which the God of nature hath placed in our power. Three millions
of people, armed in the holy cause of liberty, and in such a country as that which we possess, are
55 invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles
alone. There is a just God who presides over the destinies of nations; and who will raise up friends to
fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave.
Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the
contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be
60 heard on the plains of Boston! The war is inevitable and let it come! I repeat it, sir, let it come.
It is in vain, sir, to extenuate12 the matter. Gentlemen may cry, Peace, Peace but there is no peace. The
war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of
resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen
wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains
65 and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me
liberty or give me death!
8
Interposition: n.: intervention; stepping in to try to solve the problem.
9
Spurned: v: rejected
10
Fond: adj.: foolishly optimistic
11
Inviolate: adj: uncorrupted
12
Extenuate: v.: weaken
ELA Grade Performance Task Prototype
Directions to Teacher
Text: “The Speech to the Second Virginia Convention” by Patrick Henry
Materials:
- The Speech
- Graphic Organizers #1, #2, & #3
- Highlighters
- Writing Task
- Lined Paper for Writing
Day 1-2
1. Reading #1:
Teacher, or audio recording, reads the speech aloud to the class, focusing on fluency and
emphasis. Be sure to instruct students to note the footnotes.
2. Note-taking & Reading #2: (RI 9.1, 9.2, 9.4, 9.5, 9.6, 9.9; RL 9.9; & L 9.4c)
Handout the Graphic Organizer #1 and implement a close-read of the speech (i.e. wholeclass, small groups, pairs, or a combination of the three, as appropriate based on the
needs of the students). They will complete it one section at a time.
Day 3
3. Foundation Skills for Reading #1 (Mini-Lesson): (RI 9.8 & SL 9.3)
Teacher introduces and models the analysis of the three rhetorical appeals, ethos, logos,
pathos.
4. Reading #3 & Annotation of the Text: (RI 9.8 & SL 9.3)
In small groups or pairs, students reread and discuss the speech for a third time,
highlighting and labeling the uses of each of the three rhetorical appeals (SUGGESTION:
use a different color highlighter for each appeal)
Day 4
5. Foundation Skills for Reading #2 (Mini-Lesson): (RI 9.8 & SL 9.3)
Teacher introduces and models the analysis of logical fallacies, such as
a. ad hominem (personal attack),
b. begging the question (circular reasoning),
c. false dilemma (either/or simplification)
d. loaded words,
e. non-sequitor (conclusion does not follow the premises),
f. post hoc ergo propter hoc (false cause),
g. slippery slope
Reading #4 & Annotation of the Text: (RI 9.8 & SL 9.3)
In small groups or pairs, students reread and discuss the speech for a fourth time,
underlining and labeling the uses of any logical fallacies. NOTE: Students need to be
reminded that this step moves them from analysis to evaluation of the appeals that they
already highlighted. They will evaluate the validity of the argument, so it is very likely
that they will be underlining some parts that they have already highlighted the previous
day.
Day 5
6. Note-taking #2 (Pre-Writing Preparation): (RI 9.8)
Individually, students will complete Graphic Organizer #2.
7. Oral Rehearsal: (SL 9.1 & 9.4)
In small groups, using Graphic Organizer #2, students will discuss which arguments were
the most valid and effective. Students should discuss the extent to which they agree or
disagree with the group members’ findings. Students can add to or modify their responses
based on this discussion.
Day 6-7
8. Analysis, Evaluation & Writing: (W 9.4, 9.9)
Individually, students will complete Graphic Organizer #3 in order to begin to organize
the evidence that they will use in their essays. (NOTE: Even though there are only four
sections on this organizer, it does not mean that there will only be four paragraphs in the
essay. Some of these sections may require multiple paragraphs.)
9. Performance Task (Writing Prompt):
Writing Prompt (CCSS: W 9.2, 9.4, 9.9 & L 9.1, 9.2, 9.6)
After reading Patrick Henry’s “Speech to the Second Virginia Convention,” identify his
argument and analyze the validity of his reasoning:
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


Determine Henry’s argument. (Graphic Organizer #1)
Delineate and evaluate his specific claims. (Graphic Organizer #1)
Assess the extent to which these claims are valid. (Graphic Organizer #2)
Identify any false statements and fallacious reasoning. (Graphic Organizer #2)
Which rhetorical techniques does Henry utilize that make his call to action so
powerful? (Graphic Organizer #2)
Be Sure To:
 Introduce the topic by including a thesis statement.
 Include relevant facts, definitions, concrete details, quotes or other information
 Use appropriate transitions.
 Use precise language and vocabulary to inform or explain your topic.
 Establish and maintain a formal style.
 Provide a concluding section that follows form and supports your explanation.
Constructed Response Graphic Organizer #1
Directions: Students read through each chunk of the text and discuss the text-based questions. Once they have developed an adequate
analysis, they record it into the “Analysis Commentary” section. (Teacher discretion: whole-class, small group, or pairs)
Text Under Discussion
Text-Based
Questions
Analysis Commentary
PARAGRAPH 1: Lines 1-11
1. “Mr. President: No man thinks more
highly than I do of the patriotism, as well as
abilities, of the very worthy gentlemen who
have just addressed the House” (Henry lines
1-2).
1. Besides the
President, to
whom else is
Patrick Henry
addressing?
1.
2. “But different men often see the same
subject in different lights; and, therefore, I
hope it will not be thought disrespectful to
those gentlemen if, entertaining as I do,
opinions of a character very opposite to
theirs, I shall speak forth my sentiments
freely, and without reserve. This is no time
for ceremony. The question before the
House is on of awful moment to this
country” (Henry 2-6)
2. How does
Henry plan to
present his
argument?
2.
3. “Should I keep back my opinions at such
a time, through fear of giving offence, I
should consider myself as guilty of treason
towards my country, and of an act of
disloyalty toward the majesty of heaven,
which I revere above all earthly kings”
(Henry 9-11).
3. What reason
does Henry
give for
speaking his
mind?
Paragraph 2: Lines 12-17
4. “Mr. President, it is natural to man to
indulge in the illusions of hope. We are
apt to shut our eyes against a painful
truth, and listen to the song of that siren
till she transforms us into beasts”
(Henry 12-13).
5. “Are we disposed to be of the number
of those who, having eyes, see not, and,
having ears, hear not, the things which
so nearly concern their temporal
salvation? For my part, whatever
anguish of spirit it may cost, I am
willing to know the whole truth; to
know the worst, and to provide for it”
(Henry 14-17).
4. Why does
he use the
“song of the
siren” as an
example of the
“illusions of
hope”?
4.
5a. What does
Henry say
people usually
do when faced
with a painful
truth?
5b.What does he
say that he is
willing to do if
faced with a
painful truth?
5a.
5b.
Text Under Discussion
Text-Based
Questions
Analysis Commentary
Paragraph 3: Lines 18-27
6. “I have but one lamp by which my feet
are guided; and that is the lamp of
experience. I know of no way of judging of
the future but by the past. And judging by
the past, I wish to know what there has been
in the conduct of the British ministry for the
last ten years, to justify those hopes with
which gentlemen have been pleased to
solace themselves, and the House?” (Henry
18-21).
7. “Is it that insidious smile with which our
petition has been lately received? Trust it
not, sir; it will prove a snare to your feet.
Suffer not yourselves to be betrayed with a
kiss. Ask yourselves how this gracious
reception of our petition comports with
these war-like preparations which cover our
waters and darken our land. Are fleets and
armies necessary to a work of love and
reconciliation? Have we shown ourselves so
unwilling to be reconciled, that force must
be called in to win back our love? Let us not
deceive ourselves, sir. These are the
implements of war and subjugation; the last
arguments to which kings resort” (Henry
21-27).
6. What does
Henry hope to
accomplish by
using the
metaphor of
“the lamp of
experience”?
6.
7a. What
examples does
Henry give to
show that the
British are using
“implements of
war”?
7b.What does
Henry say the
result will be if
the House does
not pay
attention to
these
implements?
7a.
8. What
message is
Henry sending
when he uses
the metaphor
“to bind and
rivet upon us
those
chains…”?
8.
7b.
Paragraph 4: Lines 28-47
8. “I ask, gentlemen, sir, what means this
martial array, if its purpose be not to force
us to submission? Can gentlemen assign
any other possible motive for it? Has Great
Britain any enemy, in this quarter of the
world, to call for all this accumulation of
navies and armies? No, sir, she has none.
They are meant for us; they can be meant
for no other. They are sent over to bind and
rivet upon us those chains which the British
ministry have been so long forging” (Henry
28-32)
9. “And what have we to oppose to them?
Shall we try argument? Sir, we have been
trying that for the last ten years. Have we
anything new to offer upon the subject?
Nothing. We have held the subject up in
every light of which it is capable; but it has
been all in vain. Shall we resort to entreaty
and humble supplication? What terms shall
we find which have not been already
exhausted? Let us not, I beseech you, sir,
deceive ourselves” (Henry 32-36).
9. For what
purpose does
Henry ask
these
questions?
What is he
trying to get
his audience to
understand?
Text Under Discussion
10. “Sir, we have done everything that
could be done, to avert the storm which is
now coming on. We have petitioned; we
have remonstrated; we have supplicated; we
have prostrated ourselves before the throne,
and have implored its interposition to arrest
the tyrannical hands of the ministry and
Parliament. Our petitions have been
slighted; our remonstrances have produced
additional violence and insult; our
supplications have been disregarded; and
we have been spurned, with contempt, from
the foot of the throne. In vain, after these
things, may we indulge the fond hope of
peace and reconciliation. There is no longer
any room for hope” (Henry 36-42).
11. “If we wish to be free - if we mean to
preserve inviolate those inestimable
privileges for which we have been so long
contending - if we mean not basely to
abandon the noble struggle in which we
have been so long engaged, and which we
have pledged ourselves never to abandon
until the glorious object of our contest shall
be obtained, we must fight! I repeat it, sir,
we must fight! An appeal to arms and to the
God of Hosts is all that is left us!” (Henry
42-47).
Text-Based
Questions
10a. Consult a
dictionary to
define the
following
words. Check
that your
definition
matches the
meaning of
Henry’s
argument.
10b. What was
the result of
these actions?
11. How does
Henry redefine
what he means
by the word
“free”?
Analysis Commentary
10a.
 Petitioned (v.):
 Remonstrated (v.):
 Supplicated (v.):
 Prostrated (v.):
 Implored (v.):
10b.
11.
Paragraph 5: Lines 48-60
12. “They tell us, sir, that we are weak;
unable to cope with so formidable an
adversary. But when shall we be stronger?
Will it be the next week, or the next year?
Will it be when we are totally disarmed, and
when a British guard shall be stationed in
every house? Shall we gather strength by
irresolution and inaction? Shall we acquire
the means of effectual resistance, by lying
supinely on our backs, and hugging the
delusive phantom of hope, until our enemies
shall have bound us hand and foot? Sir, we
are not weak if we make a proper use of
those means which the God of nature hath
placed in our power. Three millions of
people, armed in the holy cause of liberty,
and in such a country as that which we
possess, are invincible by any force which
our enemy can send against us. Besides, sir,
we shall not fight our battles alone. There is
a just God who presides over the destinies
of nations; and who will raise up friends to
fight our battles for us” (Henry 48-55).
12. What
12.
reasons does
Henry provide
for the urgency
in his call to
action?
Text Under Discussion
13. “The battle, sir, is not to the strong
alone; it is to the vigilant, the active, the
brave. Besides, sir, we have no election. If
we were base enough to desire it, it is now
too late to retire from the contest. There is
no retreat but in submission and slavery!
Our chains are forged! Their clanking may
be heard on the plains of Boston! The war is
inevitable and let it come! I repeat it, sir, let
it come” (Henry 57-60).
Text-Based
Questions
13. Henry
claims that
“war is
inevitable”.
What will be
the result if
they do not
act?
Analysis Commentary
13.
Paragraph 6: Lines 61-66
“It is in vain, sir, to extenuate the matter.
Gentlemen may cry, Peace, Peace but there
is no peace. The war is actually begun! The
next gale that sweeps from the north will
bring to our ears the clash of resounding
arms! Our brethren are already in the field!
Why stand we here idle? What is it that
gentlemen wish? What would they have? Is
life so dear, or peace so sweet, as to be
purchased at the price of chains and
slavery?” (Henry 61-65).
14 a. What does
he mean when
he says, “It is in
vain, sir to
extenuate the
matter”?
14b.What
evidence does
Henry provide
to prove that “It
is in vain, sir, to
extenuate the
matter?”
14a.
“I know not what course others may take;
but as for me, give me liberty, or give me
death!” (Henry 65-66).
15. What in its
structure
makes this last
line so
memorable?
15.
14b.
Constructed Response Graphic Organizer #2
Directions: Reviewing your highlighted speech, select quotes that show Henry’s use of rhetoric. Record these quotes into the “Textual Evidence of his Claims” section. Then
identify the appeal that he uses in that quote and determine whether the quote is valid or fallacious. Lastly, complete the two “Commentary” sections by addressing the questions in
each box.
Textual Evidence of his
Claims
Example: “No man thinks more highly that I do
of the patriotism, as well as abilities, of the very
worthy gentlemen who have just addressed the
House” (Henry lines 1-2).
Example: “For my own part I consider it as
nothing less than a question of freedom or
slavery” (Henry lines 6-7).
Appeal
Ethos
Pathos
Valid
Fallacious
Commentary: Explain why this is an
example of indicated rhetorical appeal.
This is an example of ethos because his is considerate of his
audience. He knows that his audience will be more likely to
agree with him when he is complimentary of their opinions
than if he is insulting or combative. He is establishing his
credibility by appearing trustworthy to them.
√
√
This is an example of pathos because he is appealing to his
audiences’ emotions by using the loaded word “slavery”.
There is a very negative connotation in that word because no
one would want to be forced into submission against their
will. This made the audience feel worried of that result.
Commentary: Explain to what extent this
example is a valid or fallacious argument.
This is a valid argument because he is setting the tone for his
argument. He wants them to agree with his argument, so he
has to establish a preface of credibility. If they realize that he
is only attacking the controversy, and not attacking the House
members personally, then he is more likely to persuade them
to agree with him.
This is a fallacious argument because he has created a false
dilemma. He has oversimplified the issue by limiting the
results of the situation to only two choices, even though there
might be more. He has created an either/or scenario which
has forced his audience to agree with the less threatening
option of freedom.
Constructed Response Graphic Organizer #2
Directions: Reviewing your highlighted speech, select quotes that show Henry’s use of rhetoric. Record these quotes into the “Textual Evidence of his Claims” section. Then
identify the appeal that he uses in that quote and determine whether the quote is valid or fallacious. Lastly, complete the two “Commentary” sections by addressing the questions in
each box.
Textual Evidence of his
Claims
Appeal
Valid
Fallacious
Commentary: Explain why this is an
example of indicated rhetorical appeal.
Commentary: Explain to what extent this
example is a valid or fallacious argument.
Pre-Writing Graphic Organizer #3
Directions: Using Graphic Organizers #1 & #2, identify and organize the evidence that you will use in your essay.
 Determine Henry’s
argument (Graphic
Organizer #1) by
mentioning his
purpose, main
idea(s), and specific
claims.
 Delineate and
evaluate his specific
claims. (Graphic
Organizer #1)
 Assess the extent to
which these claims
are valid. (Graphic
Organizer #2)
 Identify any false
statements and
fallacious
reasoning. (Graphic
Organizer #2)
 Which rhetorical
techniques does
Henry utilize that
make his call to
action so powerful?
(Graphic Organizer
#2)
ELA Grade Performance Task
Writing Task
Student Name ______________________
Directions:
Please respond to the prompt below in writing. You may use your graphic organizer and/ or
constructed response questions to inform your writing. You may take notes on this paper but
you should write your entire response on the lined paper provided by your teacher.
Writing Prompt (CCSS: W 9.2, 9.4, 9.9 & L 9.1, 9.2, 9.6)
After reading Patrick Henry’s “Speech to the Second Virginia Convention,” identify his
argument and analyze the validity of his reasoning:





Determine Henry’s argument. (Graphic Organizer #1)
Delineate and evaluate his specific claims. (Graphic Organizer #1)
Assess the extent to which these claims are valid. (Graphic Organizer #2)
Identify any false statements and fallacious reasoning. (Graphic Organizer #2)
Which rhetorical techniques does Henry utilize that make his call to action so powerful?
(Graphic Organizer #2)
Be Sure To:
 Introduce the topic by including a thesis statement.
 Include relevant facts, definitions, concrete details, quotes or other information.
 Use appropriate transitions.
 Use precise language and vocabulary to inform or explain your topic.
 Establish and maintain a formal style.
 Provide a concluding section that follows form and supports your explanation.
6 Point Formative Rubric for Explanatory Writing/Grade 9
Writing
6 • Sets purpose of
Content
• Word choice enhances
specificity
• Voice is appropriate for
topic, purpose, and
audience
• All major points
supported with specific
evidence from the text
• Provides deep insight and
creates meaningful
interpretation of the text
• Analysis of text, specific
to the prompt, drives the
discussion of literary
elements
5 • Position/issue is clearly
• Most major points
identified by an opening
developed by specific
statement (may be
detail; a few may be
general)
general
• Maintains position/logic • Word choice may
throughout
enhance specificity
• Uses precise language
• Voice is appropriate for
and domain-specific
topic, purpose, and
vocabulary to inform the
audience
reader
• Provides insight and
• Has concluding
interpretation of the text
statement
• Analysis of text, specific
to the prompt, drives most
of the discussion of
literary elements
4 • Writer may launch into
• Some major points
topic without providing
developed by specific
an opening statement
detail
• Sufficient support to
• Some support may be
maintain subject
general
• May have minor focus
• Voice is present but not
drift or lapses in logic
consistent
• Uses some precise
• Provides some insight,
language and domainbut not always at a level of
specific vocabulary
appropriate depth
occasionally to inform the • Analysis of text
reader
occasionally drifts from
• May lack closing or end prompt requirements
abruptly
composition through
thematic introduction
• Maintains position/logic
throughout
• Uses clear and precise
language and domainspecific vocabulary
consistently to inform and
engage the reader
• Effective concluding
statement (may be
restatement of points in
the introduction)
Organization
Overall Coherence
• Structure is clear
• Major points are
appropriately
paragraphed
• Coherence and
cohesion demonstrated
with effective devices
(e.g., transitions,
pronouns, etc.)
• Varied sentence
structure produces
cohesion
• Fully-developed topic
for grade level
• Clear and purposeful
focus; in-depth, balanced
support; lines of
reasoning identified and
developed coherently
and cohesively
throughout the
composition
• Structure is evident
• Most major points are
appropriately
paragraphed
• Coherence and
cohesion demonstrated
with most transitional
devices appropriate; few
transitional devices may
be redundant
• Some varied sentence
structure produces
cohesion
• Developed topic for
grade level
• All features are
developed throughout
the composition,
although they may not
be equally or as welldeveloped.
• Structure is evident
• Many major points are
appropriately
paragraphed
• Some evidence of
coherence (paragraph to
paragraph) and cohesion
(sentence to
sentence), but may
depend on formulaic
structure
• Transitions may be
simplistic
• Bare-bones-developed
composition for grade
level
• Simple, clear,
presenting nothing more
than the essentials
3 • Position/issue may be
prompt dependent (rely
on reader’s familiarity
with prompt)
• May have more than
one position without a
unifying umbrella
statement
• Lacks sufficiency to
demonstrate a developed
focus
• Insufficient use of
precise language
2 • Position/issue is limited
or unclear
• Unrelated ideas or major
drift from focus
• Off-mode response
NOT serving expository
purpose
• May be insufficient
writing to determine that
the position/issue can be
sustained
• Lacks any use of precise
language and domainspecific vocabulary
1 • Position/issue is absent
or confusing
• Insufficient writing to
show that criteria are met
• Most Support may be
general
• Lacks sufficiency to
demonstrate developed
support
• Voice shifts or
disappears
• Lacks consistent analysis
of text, specific to the
prompt
• Support is undeveloped,
limited, or unclear
• May be list of unrelated
specifics
• May be insufficient
writing to determine that
support can be maintained
• No evidence of suitable
voice
• Lacks any insight and
meaningful interpretations
of text
• Support is absent or
confusing
• Insufficient writing to
show that criteria are met
• Noticeable structure,
but the reader may have
to infer it
• May have some
inappropriate
paragraphing
• May include
inappropriate transitions
that disrupt progression
of ideas
• Lacks sufficiency to
demonstrate developed
organization
• Structure is attempted;
may be off-mode (NOT
serving expository
purpose)
• Little evidence of
appropriate paragraphing
• Little structure within
paragraphs (e.g., lacks
purposeful ordering of
sentences)
• May be insufficient
writing to determine that
Organization can be
sustained
• Partially –developed
topic
• Some (or one) of the
features may not be
sufficiently formed, but
all are present
• Inference is usually
required
• May be insufficient
• Attempts to address
assignment, but only
rudiments of techniques
for forming Focus,
• Support, and
Organization can be
detected
• Some confusion and/or
disjointedness
• Lacks appropriate
expository structure
• May be insufficient
writing to determine that
features can be
maintained
• Confusing; little or no
• Does not fulfill the
attempt to structure
assignment; barely deals
• Little or no evidence of with the topic; does not
appropriate
present most or all of the
paragraphing
features
• Insufficient writing to
• Insufficient writing to
show that criteria are met show that criteria are met
Conventions Rubric
Score
3
2
1
Description










Strong knowledge of conventions is demonstrated
Standards of punctuation, capitalization and spelling
May have minor errors of usage and sentence formation
A variety of sentence structure is evident
Partial knowledge of conventions is evident
Severity and density of errors constitute a noticeable pattern
Little attempt at a variety of sentence structure
Little or no discernible knowledge of conventions
Severity and density of errors is such that it distracts from the meaning
Sentence structure is simplistic or in error
4 Point Summative Writing Rubric
(Derived from SMARTER Balanced Assessment Consortium)
Points
4
Description




3







2





1








Maintains clear, consistent focus on the topic and has selected relevant details.
Has a logical organizational pattern and conveys a sense of wholeness and
completeness.
Provides transitions which clearly serve to connect ideas.
Uses language effectively by exhibiting word choices that are engaging and
appropriate for intended audience and purpose.
Includes sentences and phrases, where appropriate, of varied length and structure.
Allows the reader a sense of the person behind the words.
Maintains adequate focus on the topic and has adequate supporting details.
Has a logical organizational pattern and conveys a sense of wholeness and
completeness, although some lapses may occur.
Provides adequate transitions in an effort to connect ideas.
Includes sentences and phrases, where appropriate, that are somewhat varied length
and structure.
Uses adequate language and appropriate word choices for intended audience and
purpose.
Provides the reader with some sense of the person behind the words.
Demonstrates an inconsistent focus and includes some supporting details, but may
include extraneous or loosely related material.
Shows an attempt at an organizational pattern, but exhibits little sense of wholeness
and completeness.
Provides transitions that are weak or inconsistent.
Has limited and predictable vocabulary which may not be appropriate for the intended
audience or purpose.
Shows limited variety in sentence length and structure.
Attempts to provide the reader with some sense of the person behind the words.
Demonstrates little or no focus on the topic and few supporting details which are
inconsistent or interfere with the meaning of the text.
Has limited evidence of an organizational pattern and does not exhibit a sense of
wholeness or completeness.
Provides transitions that are weak, or no transitions at all.
Has a limited or inappropriate vocabulary for the intended audience or purpose.
Has no variety in sentence length or structure.
Provides the reader with little sense of the person behind the words.