Title
Skill
EBA Activity
Claims and/or
Warrants
The Grapes of Wrath: Rhetorical Analysis of Chapter 3 (the turtle chapter)
Making a Basic Argument
Identifying Evidence in a Text
Students extract claim and warrants from the text.
For Example:
 In Chapter 3, Steinbeck’s purpose is to use the turtle as a metaphor for a
migrant worker who is steadfast, persevering, and resilient in the face of
societal adversity.
 In Chapter 3, Steinbeck explores the theme of perseverance in the face of
alienation through the metaphor of the turtle.
 In Chapter 3, Steinbeck uses personification, anthropomorphism, short
declarative sentences, and extended metaphor to show the migrant worker’s
struggle.
Procedure
Standard Identifying Evidence in a Text
Timing/Pacing  This activity comes near the beginning of the unit. Students explore the theme
of alienation through the poetry of Robert Frost (“Mending a Wall”) and
complete a brainstorm/word-splash on alienation and write about a time in their
life when they felt alienated. Students should also be given some context for the
novel and the time period and geographical area it explores. Teachers may want
to have students listen to the NPR audio introduction to the novel (7 minutes),
and/or watch the film first. Students are reading excerpts from The Grapes of
Wrath by John Steinbeck in lieu of the whole novel. Many of the
“interchapters” are full of symbolism and commentary on society, and lend
themselves to rhetorical analysis because they are heavy on style and have
distinct purposes. The following activity examines Chapter 3 (about a turtle).
Students should read the chapter before doing this activity.
 This activity is approximately 30-40 minutes.
 This activity comes after the Do Now (5-10 min) during which students read
and annotate Chapter 3 from The Grapes of Wrath, and then write what they
think Steinbeck’s main argument is and what rhetorical strategies he uses to
make this argument.
Notes
 The rationale for this activity is to help students do a close reading of a
classic text, to explore and find evidence of the motif of alienation in
American literature, and to build rhetorical analysis and argumentation
skills.
 As an additional follow up students can write a quick rhetorical analysis of
Chapter 3 as homework.
Students study more of the interchapters in The Grapes of Wrath (Chapters 1, 3, 5,
7, 9, 11, 12. 14, 17, 19, 21, 25, and 29) and also related readings, which could
include: Thoreau, Henry David, excerpts from “Civil Disobedience”
Perkins, Joseph, “Homeless: Expose the Myths”
Quindlen, Anna, “Homeless”
Eighner, Lars, “On Dumpster Diving”
Ericsson, Stephanie, “The Ways We Lie”
Ascher, Barbara Lazear, “On Compassion”
Emerson, Ralph Waldo “Self-Reliance”
Boston Debate League © 2012
Follow-Up
Activities
Text
Whitman, Walt – selected poems
From these readings, students could write a synthesis essay or have a debate on the
question of the moral role and responsibility of the individual in relation to society
and its injustices.
To include an oral activity, follow up with a soapbox.
1.
2.
3.
4.
5.
6.
7.
8.
9.
The Grapes of Wrath (Chapters 1, 3, 5, 7, 9, 11, 12. 14, 17, 19, 21, 25, and 29)
Thoreau, Henry David, excerpts from “Civil Disobedience”
Perkins, Joseph, “Homeless: Expose the Myths”
Quindlen, Anna, “Homeless”
Eighner, Lars, “On Dumpster Diving”
Ericsson, Stephanie, “The Ways We Lie”
Ascher, Barbara Lazear, “On Compassion”
Emerson, Ralph Waldo “Self-Reliance”
Whitman, Walt – selected poems
Boston Debate League © 2012
Name:_____________________________________ Class:___________________ Date:______________
Topic: Identifying Evidence in a Text
1) Underline the main arguments being made in the text.
2) Identify the main claim and 3 warrants in the space below.
a) Main Claim:
b) 3 pieces of evidence from the text that serve as warrants:
Text Based
Warrant 1
Text Based
Warrant 2
Text Based
Warrant 3
Boston Debate League © 2012