Level 11 TARGETS Oral Expression and Listening
Measurement Topic: LI.11.912 Listening critically to comprehend a speaker’s message requires mental and physical strategies to direct and maintain attention.
Most of you have these, but they were part of your poetry presentation (attached) and all of our decision-making, Socratic Seminars, etc.
LI.11.912.01.03 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, etc.
LI.11.912.02.03 Follow the speaker’s arguments as they develop; take notes when appropriate.
LI.11.912.03.03 Give verbal and nonverbal feedback to the speaker.
LI.11.912.04.03 Ask clarifying questions.
LI.11.912.05.03 Evaluate arguments and evidence.
LI.11.912.06.03 Explain how variables such as background knowledge, experiences, values, and beliefs can affect communication.
LI.11.912.07.03 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Measurement Topic: LI.11.S12 Effectively operating in small and large groups to accomplish a goal requires active listening
Most of you have these, but they were part of your poetry presentation (attached) and all of our decision-making, Socratic Seminars, etc.
LI.11.S12.01.03 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.
LI.11.S12.02.03 Support others in discussions, activities, and presentations through active listening.
LI.11.S12.03.03 Listen actively in groups to accomplish a goal.
LI.11.S12.04.03 Contribute effectively in both small and large groups to collaboratively accomplish a goal.
LI.11.S12.05.03 Choose specific words for intended effect on particular audiences.
LI.11.S12.06.03 Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal.
LI.11.S12.07.03 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.
LI.11.S12.08.03 Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding.
LI.11.S12.09.03 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LEVEL 11 TARGETS Reading for All Purposes
Measurement Topic: LI.11.921 Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparison
You used this in our “My Papa’s Waltz” activities, short story work, independent reading activities (see attached), and your Scantron Performance Series testing sessions.
LI.11.921.01.03 Determine a theme or central idea of a text and analyze in detail 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.
LI.11.921.02.03 Analyze how complex characters develop over the course of a text, interact with other characters, advance the plot or develop the theme.
LI.11.921.03.03 Analyze how author’s choices concerning how to structure a text, order events within it and manipulate time (pacing, flashbacks) create such effects as mystery, tension, or surprise.
LI.11.921.04.03 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
LI.11.921.05.03 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
LI.11.921.06.03 Use literary terms to describe and analyze selections. SEE ATTACHED.
LI.11.921.07.03 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently.
Measurement Topic: LI.11.922 Increasingly complex informational texts require mature interpretation and study.
You used these in Socratic Seminars, evaluating “Violence and Video Game” articles, and many of your Social Studies assignments.
LI.11.922.01.03 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.
LI.11.922.02.03 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
LI.11.922.03.03 Evaluate clarity and accuracy of information through close text study and investigation via other sources.
LI.11.922.04.03 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
LI.11.922.05.03 Use flexible reading and note-taking strategies to organize information and make connections within and across informational texts.
LI.11.922.06.03 Critique author’s choice of expository, narrative, persuasive, or descriptive modes to convey a message.
LI.11.922.07.03 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.
LI.11.922.08.03 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10, with scaffolding as needed at the high end of the range.
LEVEL 11 TARGETS Writing and Composition
Measurement Topic: LI.11.931 Literary and narrative texts develop a controlling idea or theme with descriptive and expressive language
Your narrative project from the beginning of the semester should cover these…or see “Childhood Place” or “Confess a Secret” assignments (all are attached) and choose one.
LI.11.931.01.03 Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s)of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
LI.11.931.02.03 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
LI.11.931.03.03 Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience.
LI.11.931.04.03 Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary, sentence structure, and sentence organization.
LI.11.931.05.03 Review and revise ideas and development in substantive ways to improve the depth of ideas and vividness of supporting details.
LI.11.931.06.03 Explain strengths and weaknesses of own writing and the writing of others using criteria (e.g., checklists, scoring guides).
Measurement Topic: LI.11.932 Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support
Your 5-paragraph essay should cover these…as well as your Social Studies research and assignments.
LI.11.932.01.03 Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
LI.11.932.02.03 Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level and concerns.
LI.11.932.03.03 Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
LI.11.932.04.03 Use appropriate rhetorical appeals and genre to engage and guide the intended audience.
LI.11.932.05.03 Anticipate and address readers’ biases and expectations.
LI.11.932.06.03 Revise ideas and structure to improve depth of information and logic of organization.
LI.11.932.07.03 Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to persuade an audience.
LI.11.932.08.03 Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LI.11.932.09.03 Provide a concluding statement or section that follows from and supports the argument presented.
Measurement Topic: LI.11.933 Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions
The grammar assignment, in addition to all of your writing assignments and revisions, should cover these!
LI.11.933.01.03 Identify comma splices and fused sentences in writing and revise to eliminate them.
LI.11.933.02.03 Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences.
LI.11.933.03.03 Use a colon to introduce a list or quotation.
LI.11.933.04.03 Spell correctly.
LI.11.933.05.03 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LI.11.933.06.03 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant.
LI.11.933.07.03 Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
LEVEL 11 TARGETS Research and Reasoning
Measurement Topic: LI.11.941 Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness
These targets were included in your poetry project and 5-paragraph essay (attached). If you did not create a works-cited page (bibme.org) and evaluate your sources, DO!
LI.11.941.01.03 Integrate information from different sources to research and complete a project.
LI.11.941.02.03 Integrate information from different sources to form conclusions about an author’s assumptions, biases, credibility, cultural/ social perspectives, or world views.
LI.11.941.03.03 Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective, and support the decision.
LI.11.941.04.03 Examine materials to determine appropriate primary and secondary sources to use for investigating a question, topic, or issue
Measurement Topic: LI.11.942 Effective problem-solving strategies require high-quality reasoning
These targets were included in your Illuminate analysis and evaluation of the violence/video games articles!
LI.11.942.01.03 Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking.
LI.11.942.02.03 Assess strengths/weaknesses of their thinking & thinking of others by using criteria including relevance, clarity, accuracy, fairness, etc.
LI.11.942.03.03 Implement a purposeful and articulated process to solve a problem.
LI.11.942.04.03 Monitor and reflect on the rationale for, and effectiveness of, choices made throughout the problem-solving process.
Measurement Topic: LI.11.S42 An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy
These targets were included in your Illuminate analysis and evaluation of the violence/video games articles!
LI.11.S42.01.03 Analyze the logic (including assumptions and beliefs) and use of evidence used by two or more authors presenting similar or opposing arguments.
LI.11.S42.02.03 Evaluate the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, and author’s credibility to defend the evaluation.
“The Lottery” PRE, DURING, and POST Reading Activities!
You will base these answers off of Shirley Jackson’s short story, “The Lottery,” which we read in class.
Pre-Reading Questions (You may answer on the back or on a different piece of paper!):
1.
2.
3.
4.
5.
What is a lottery?
What is another meaning for “drawing,” if you are not doing something artistic?
In your culture, what are some traditions that happen EVERY year?
What is a ritual? What kind of rituals do you see happening regularly? Do you have any rituals?
Important: Why, in your opinion, do people even HAVE traditions or rituals?
During the reading, you have 3 important tasks:
1.
2.
3.
A comma is used to separate clauses (so sentences do not run on and on and on and onnnnnnnnnnnnnnnn), to introduce quotations, to insert thoughts within other ideas,
or sometimes it just helps the pacing. In this version of the story, there are a LOT of mistakes/typos. Look for PERIODS used where COMMAS should be. Fix these!
Underline words that you don’t immediately recognize. (We’ll come back to them for a learning target exercise.)
When you see a conflict or problem arise, remember this is the “rising action” in the story. Put a star in the margin where you see this occur for our discussion about the
author’s STYLE after we finish.
Post-Reading Activities:
1.
VOCABULARY
For the words you didn’t recognize in the story, pick 3 and copy the sentences in which you find them onto a different sheet of paper. Underline the words. Underneath
the sentences, please do the following tasks:
 Write your best GUESS of each word’s meaning.
 Explain why you think your new word “works.”
 Look up the word (dictionary, cell phone, computer) and write the BEST “official” definition of the word below your guess.
 Write the word in a different sentence now, showing you understand the meaning.
2.
PEAL PARAGRAPH ANALYSIS
Using the PEAL format, write a paragraph answering one of the following questions as your “P”:
 Why do people follow others, even if they don’t believe in the cause?
 How does the author build tension in the rising action of the story?
 How does the author use foreshadowing in the story?
 What does this story seem to say about traditions?
3.
CREATIVE LETTER
Write a letter from someone in the town (BASE YOUR “VOICE” and tone/style off of the actual character in the story) begging Mr. Summers to stop the lottery.
Level 11 Grammar Study – EVIDENCE!
You may use the internet or any other source to get your information.
LI.11.933.01.03 Identify comma splices and fused sentences in writing and revise to eliminate them
LI.11.933.02.03 Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences
LI.11.933.03.03 Use a colon to introduce a list or quotation. (CAS: 9.3.3.a.iii) (CCSS: L.9-10.2b)
First…DEFINE:
COMMA SPLICE:
Example?
FUSED SENTENCE:
Example?
PHRASE:
Example?
CLAUSE:
Example?
COLON:
Example?
LIST:
Example?
QUOTATION:
Example?
COORDINATING CONJUNCTION:
Example?
Now, practice!
IDENTIFY THE FOLLOWING underlined ITEMS using the terms you just defined:
1. _____________________ I went to the store to buy the following items: dishwashing soap, paper towels, and some lightbulbs.
2. _____________________I can tell my boyfriend REALLY cares about me, because he makes sure I always: get to class on time, do my
homework, and feel secure and confident.
3. _____________________ ran through the yard
4. _____________________ She seemed was always screaming, “GET OUT!”
5. _____________________ sometimes I smell fire
6. _____________________ I like candy, he likes cake.
7. _____________________ You can only be young once you can be immature forever.
CORRECT THE MISTAKES (that means, ADD the right stuff using a comma, colon, semi-colon, or a coordinating conjunction!):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
She wants to go to the movies I want to hit the skate park instead.
The best advice I ever heard was “For every person you gossip about, there is someone out there gossiping about you.”
when I was ditching
go downtown
seeing her cry
when he bugs me
My teacher told me that “You can use a comma or a colon to introduce a quote but it’s better to use the colon for quotes that are over seven words.”
My dog used to bury his rawhide bones he dug them up and ate them it was so gross because they were completely muddy.
I love my classes the students are some of the sweetest I’ve ever had they leave me notes all the time that make me smile all day long.
I just want these few things before the end of the year students to keep trying to pass the level, everyone keeping a positive attitude, and no more
complaining or slacking.
LAST THING!
On a separate sheet of paper, you need to write YOUR OWN versions of the following:




2 fused sentences (and their “corrections”)
2 sentences using a colon before a quotation
2 sentences using a list (introduced by a colon)
2 examples of comma splices (and their “corrections”)
Confess a Secret
Create a character who has a secret to confess, but who is afraid to confess it. Write the
diary or journal entries that your character would write as she or he considers the
secret, explores why it needs to be confessed, thinks about who will be affected if the
secret is known, and considers why she or he is afraid. Write a series of diary or journal
entries, as if they were written over a period of several days or a week.
In the entries, you can incorporate the main character's interactions with others and
explore the ways that the day-to-day events that the character experiences influence
the way that she or he thinks about the secret and confession.
Your character's decision to tell (or not) should be revealed in the final diary or journal
entry. All the entries need to work together as a whole -- they should sound like the
writings of a single person, and should show consistency from one entry to the next
(for example, if the person writes in the diary that she is afraid of water in one journal
entry, it would be inconsistent to have her mention that she had been water skiing in
the entry written two days later).
The final product needs to be at least 2 typed, double-spaced pages in 12 point font.
Details should SHOW, not TELL, me how the character feels. Rough draft needs editing
and final draft should include a self-evaluation.
Childhood Place
Think of an important place or event from your childhood. Write a fictionalized story
about a child who goes to this place or this event as a children's book for someone
about the same age that you were when you were in the place or involved in the event.
Because you're writing a fictionalized record of the place or event, your details don't
have to conform to actual truth. You can weave two or three (or more) memories about
the place together in one story. You can make up things about the place that you're
not sure of or that you wish had occurred. Your story should show how you thought and
felt about the place or event as a child. Your reader has never been to the place you
are describing, so you will need to use specific, concrete details which make the place
vivid and your perspectives clear.
The final product needs to be at least 2 typed, double-spaced pages in 12 point font. Details should
SHOW, not TELL, me how your narrator feels. Rough draft needs editing and final draft should include
a self-evaluation.
LEVEL11 Narrative work for 1/18/2012
NAME:
Measurement Topic: LI.11.931 Literary and narrative texts develop a controlling idea or theme with descriptive and expressive language
#1 LI.11.931.01.03 Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s)of view, and introducing a narrator and/or characters; create
a smooth progression of experiences or events.
#2 LI.11.931.02.03 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
#3 LI.11.931.03.03 Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience.
#4 LI.11.931.04.03 Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary, sentence structure, and sentence organization.
After viewing my INCREDIBLE videos of New York City (ha ha), you have a few tasks to cover in order to reach these targets! If you did NOT see
the videos, create a setting of your own and proceed to do the following activities.
1. Create a “back story” of who I am (Please be creative! This is FICTION and does not have to be REAL!”). Include:
WHO is that person? (Describe their personality, goals, etc.)
WHAT are they doing in Times Square, the subway station, and the Brooklyn Museum of Art? (Make it up! Tie it to their personality or the
story you want to tell!)
WHEN did they go? (Remember, this is FAKE. You can make up whatever you want in order for it to fit the WHO and WHAT you just
wrote about!)
WHY did they go there? (Invent a situation that brought them there. Consider what you just wrote about their personality.)
2. Write a narrative (a detailed story) about their trip, including all the details you just made up in #1. Write about this from the 3rd person
perspective (“She saw…” etc. NOT “I.”). “SHOW ME, don’t just TELL ME!” Use at least three similies, metaphors, and sensory details to
make the reader FEEL like they are there.
3. Re-write the “story” from the 1st person perspective, making sure you include a particular TONE of VOICE. (Sound happy, irritated, etc.)
When you revise, you will get these:
LI.11.931.05.03 Review and revise ideas and development in substantive ways to improve the depth of ideas and vividness of supporting details.
LI.11.931.06.03 Explain strengths and weaknesses of own writing and the writing of others using criteria (e.g., checklists, scoring guides).
Level 11 Poetry Unit
Part One: The Hunt

Your job during the hunt is to find one poem that truly speaks to you. This is both an easy and a challenging task; easy because there are
so many great poems out there, but challenging because it means you have to dig in and read many poems before you find the one that fits
you.

During your hunting time, you may use any resources you wish. If using online resources, make sure you get a citation for EACH one you
actually use.

NO INTERACTING WITH PEERS. Interact with the poetry only. Quiet time.

The poem you select should be a minimum of 10 lines. If it is shorter, that means you need a cycle of poetry from the same poet—at least 4
poems to comprise ten lines.
Part Two: The Response

First, RECOPY the poem (in your own handwriting is best or you can paste it into a word document) and provide an annotation like the
ones we did in class. Look for: tone, mood, metaphor, simile, and other figurative language, word choice and diction, symbolism, imagery,
assonance, alliteration, rhyme, etc.

Complete “Question Set A.”
Part Three: The Word Selection

Select 20 words from the poem.

TYPE them onto a word document.

Using these 20 words you found (plus as many as you want and need to add for transition and added meaning), write your own poem in
response to the original poem.

Complete “Question Set B” to your “found” poem.
Part Four: The Presentation

Present your project to the class in an interesting, creative, information way.

Use visual aids and technology to increase your targets.

Writing your presentation out in a PEAL essay will get your more writing targets.

Be prepared to present after TCAP testing week.
Part Five: The Reflection/Revisions

See the “learning target” section (below) to see how to earn these targets.

Take notes and participate in the presentations (active listening and thoughtful questions).

Revise your poetry based on audience responses.
Poetry Analysis Question Set A (The poem you hunted for)
HINT: It may be easier for you to copy and paste these questions onto your word document...
1. Title:
2. Author:
3. Summary of Poem (Who “the speaker,” and what is the poem about?):
4. A line that utilizes figurative language (like a metaphor, simile, etc.):
What does that figurative language add to the poem? How? Why?
5. A line that utilizes imagery (imagery creates a “mental picture” for you, the reader):
What does that imagery add to the poem? How? Why?
6. At least 5 powerful, beautiful, unusual words from the poem:
What significant meaning do these words create? Why?
7. An example of another literary technique the author uses (USE your NOTES on POETRY TERMS!):
What does that literary technique add to the poem? What does it do for the poem beyond just simple descriptions? Why?
8. A line that you found beautiful, humorous, or true, and why:
9. How does the author’s choice of words change the tone or affect the meaning of the poem? Be specific. Use quotes to support your claim.
10. Why did you ultimately choose this poem? How did it speak to you, or why do you relate to it? What is the point of this poem? What is
the feeling behind it?
Poetry Analysis Question Set B (The poem YOU wrote!)
1. Title:
2. Author:
3. Summary of Poem (Who “the speaker,” and what is the poem about?):
4. A line that utilizes figurative language (like a metaphor, simile, etc.):
What does that figurative language add to the poem? How? Why?
5. A line that utilizes imagery (imagery creates a “mental picture” for you, the reader):
What does that imagery add to the poem? How? Why?
6. At least 5 powerful, beautiful, unusual words from the poem:
What significant meaning do these words create? Why?
7. An example of another literary technique the author uses (USE your NOTES on POETRY TERMS!):
What does that literary technique add to the poem? What does it do for the poem beyond just simple descriptions? Why?
8. Overall, what is the mood of your poem? How will the mood add to another’s understanding of the meaning of your poem?
9. What was your goal in writing this poem—what mood, ideas, and point did you want to get across? How does it relate to the poem on
which you based your poem? What do you like about your poem?
If you want the “reading” targets, you just need to complete the tasks and answer the questions very completely. “Show me,” (with examples in quotes, etc.) and not just “tell me.” PEAL paragraphs only.
LI.11.921.01.03 Determine a theme or central idea of a text and analyze in detail 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.
LI.11.921.06.03 Use literary terms to describe and analyze selections.
LI.11.921.07.03 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently.
LI.11.933.05.03 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LI.11.931.04.03 Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary, sentence structure, and sentence organization.
If you want the “writing” targets, you just need to complete the tasks and write your answers in strong “PEAL” paragraphs which address the following items:
LI.11.931.03.03 Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience.
LI.11.931.04.03 Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary, sentence structure, and sentence organization.
LI.11.931.05.03 Review and revise ideas and development in substantive ways to improve the depth of ideas and vividness of supporting details.
LI.11.933.02.03 Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences.
LI.11.933.04.03 Spell correctly.
LI.11.933.05.03 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
If you want some “research” targets, make sure you cite your sources used AND write a short reflection on their usefulness, strengths, and weaknesses.
LI.11.941.01.03 Integrate information from different sources to research and complete a project.
LI.11.941.03.03 Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (such as editorials), and support the decision.
To earn “Oral Expression” targets, share your poem, PEAL analysis paragraphs, and visual aids with the class:
LI.11.912.07.03 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LI.11.S12.01.03 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.
LI.11.S12.05.03 Choose specific words for intended effect on particular audiences.
LI.11.S12.06.03 Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal.
After listening to poetry presentations…here are some more targets:
(REVISE YOUR POETRY)
LI.11.933.06.03 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
(PUBLISH YOUR POETRY)
LI.11.933.07.03 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
(REFLECTING ON/LISTENING TO PRESENTATIONS – We will have rubrics for audience members…)
LI.11.931.06.03 Explain strengths and weaknesses of own writing and the writing of others using criteria (RUBRICS).
LI.11.912.02.03 Follow the speaker’s arguments as they develop; take notes when appropriate.
LI.11.912.03.03 Give verbal and nonverbal feedback to the speaker.
LI.11.912.04.03 Ask clarifying questions.
LI.11.S12.02.03 Support others in discussions, activities, and presentations through active listening.
LI.11.S12.03.03 Listen actively in groups to accomplish a goal.
LI.11.S12.04.03 Contribute effectively in both small and large groups to collaboratively accomplish a goal.
LI.11.S12.07.03 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.
LI.11.S12.08.03 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.
LI.11.S12.09.03 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
NAME:_________________________________________
Level 11, PERIOD:____________
WHAT MAKES A BELIEVER OUT OF YOU? (How are you persuaded?)



Watch the video and TAKE NOTES on the questions below.
You will have the chance to participate in MANY activities to get learning targets afterwards, so be prepared.
Think critically. Judge not only WHAT is said, but HOW it is said, to form your opinions/conclusions.
1. How does the narrator try to convince her audience that the Illuminati is REAL? List at least 3 of her key arguments.
2. Even if you don’t believe her claims, explain how her tone and choice of words is convincing. (What kinds of vocabulary does she use? How
do these choices interest or convince the viewer?)
3. Pick 2 of her ideas and explain how they could be WRONG.
4. How does the use of video and images HELP her persuade an audience?
5. How can her use of video and images be challenged as false or untrue? How could you argue against pictures?
6.
Why do you think people want to believe in secret organizations or conspiracy theories?
Common Persuasive Techniques
Bandwagon
You are urged to do Be where the action is. Shop at Hang-out Mall.
or believe
something because
everyone else does.
Testimonial
Famous people
I'm professional football player Marcus Browning, and I use Wash Out window cleaner.
endorse a product or
idea.
Emotional
Appeal
Plain Folks
Snob Appeal
Words or images
What would you do if all your possessions were lost in a fire? Get the Save-All fireproof safe and
that appeal to the
protect your valuables.
audience's emotions
are used. The appeal
may be to positive
emotions, such as
desire for success,
or to negative ones,
such as fear.
Ordinary people sell As a construction worker, I often get headaches on the job. That's why I use PainAway aspirin.
a message. You are
to believe that
because these
people are like you,
they can be trusted.
This technique
I accept only the best, and that's why I buy Aloft perfume.
suggests that you
can be like the
expensively dressed,
perfectly shaped
people who use this
product.
Persuasive Words
Try using 10 of these instead of your “normal” choices…see how your writing expands and becomes more powerful!
Positives/”I am FOR”Words:
Negatives/”I am AGAINST” Words:
Accurate
Advantage
Always/Never
Best
Certain
Confident
Convenient
Definitely
Effective
Emphasize
Expect
Interesting
Magnificent
Most
Most Important
Popular
Profitable
Should
Strongly Recommend
Superb
Superior
Tremendous
Truly
Trustworthy
Workable
Worthwhile
Aggravate
Agony
Atrocious
Confusing
Cruel
Damaging
Disadvantages
Displeased
Dreadful
Harmful
Harsh
Horrible
Inconsiderate
Inferior
Irritate
Offend
Ordeal
Outrageousness
Provoke
Repulsive
Severe
Shameful
Shocking
Terrible
Unreliable
Unstable
Now, here are some hints to make your writing really persuasive, convincing, and solid!
Provide Reasons Why
Concrete, logical evidence that your reason is the right one can be most persuasive. Use factual evidence!
Show Consistency
Be very consistent in your overall message. Don’t contradict yourself.
Use Comparisons
Use similes, metaphors, analogies—anything powerful to get your idea across.
Address Objections
Try to foresee any objections someone might have to you being part of their program or job. Then explain the object to show how you are, after all, really the best choice they
have. (SHOW them, don’t TELL them.)
Appeal to Emotion
Try to win the audience over by appealing to their sense of sympathy or compassion. Honesty helps.
For your persuasive essay, make sure you write an introduction that includes a strong, 3 point thesis. Your thesis will state THREE things you will be explaining,
so make sure it works! SEE ME FOR APPROVAL BEFORE YOU BEGIN!
Thesis:
Body Paragraph #1
P (Topic Sentence – Your paragraph’s
POINT. Ties to thesis! Debatable!)
E (Evidence – Quote or paraphrasing
from text that supports the P you just
wrote! NOT OPINIONATED, just the
fact, Jack!)
A (Analysis – SO WHAT?! Explain
how/why your evidence supports
your P!)
L (Link – Tie up your thoughts and
transition to your next idea!)
E (Evidence – Quote or paraphrasing
from text that supports the P you just
wrote! NOT OPINIONATED, just the
fact, Jack!)
A (Analysis – SO WHAT?! Explain
how/why your evidence supports
your P!)
L (Link – Tie up your thoughts and
transition to your next idea!)
E (Evidence – Quote or paraphrasing
from text that supports the P you just
wrote! NOT OPINIONATED, just the
fact, Jack!)
A (Analysis – SO WHAT?! Explain
how/why your evidence supports
your P!)
L (Link – Tie up your thoughts and
transition to your next idea!)
Body Paragraph #2
P (Topic Sentence – Your paragraph’s
POINT. Ties to thesis! Debatable!
DIFFERENT IDEA THAN #1)
Body Paragraph #3
P (Topic Sentence – Your paragraph’s
POINT. Ties to thesis! Debatable!
DIFFERENT IDEA THAN #1 or #2)
NOTE: Solid essays often require depth. If you need to add more information about your P, just use your A keep emphasizing your point. Always make SURE E and A don’t stray off topic. Also, this is just the BODY of
your essay. You will need to add an introduction (and your thesis) and conclusion. Good luck!
Ask yourself…
What do you think about the existence of secret organizations like the Illuminati? Write a 5-paragraph essay that persuades the reader that you are correct.
(USE PEAL to explain your idea!)
Brainstorm:
WHAT DO YOU KNOW for a FACT?
WHAT DO YOU definitely NOT BELIEVE?
WHAT GIVES YOU DOUBTS?
TARGET POSSIBILITIES:
Discussion:
LI.11.912.05.03 Evaluate arguments and evidence.
LI.11.912.06.03 Explain how variables such as background knowledge, experiences, values, and beliefs can affect communication.
LI.11.912.07.03 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LI.11.S12.07.03 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.
LI.11.S12.08.03 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.
LI.11.S12.09.03 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Writing:
LI.11.932.01.03 Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons,
and evidence.
LI.11.932.02.03 Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and
concerns.
LI.11.932.03.03 Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
LI.11.932.04.03 Use appropriate rhetorical appeals and genre to engage and guide the intended audience.
LI.11.932.05.03 Anticipate and address readers’ biases and expectations.
LI.11.932.06.03 Revise ideas and structure to improve depth of information and logic of organization.
LI.11.932.08.03 Establish and maintain a formal style and objective tone.
LI.11.932.09.03 Provide a concluding statement or section that follows from and supports the argument presented.
LI.11.933.01.03 Identify comma splices and fused sentences in writing and revise to eliminate them.
LI.11.933.02.03 Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences.
LI.11.933.03.03 Use a colon to introduce a list or quotation.
LI.11.933.04.03 Spell correctly.
LI.11.933.05.03 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LI.11.933.06.03 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
LI.11.933.07.03 Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
Research:
LI.11.941.01.03 Integrate information from different sources to research and complete a project.
LI.11.941.02.03 Integrate information from different sources to form conclusions about an author’s assumptions, biases, credibility, cultural and social perspectives, or world views.
LI.11.941.03.03 Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (such as editorials), and support the decision.
LI.11.941.04.03 Examine materials to determine appropriate primary and secondary sources to use for investigating a question, topic, or issue (e.g., library databases, print and electronic encyclopedia and
other reference materials, pamphlets, book excerpts, online and print newspaper and magazine articles, letters to an editor, digital forums, oral records, research summaries, scientific and trade journals).
LI.11.942.01.03 Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking.
LI.11.942.02.03 Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision. ??? =
LI.11.942.03.03 Implement a purposeful and articulated process to solve a problem.
LI.11.942.04.03 Monitor and reflect on the rationale for, and effectiveness of, choices made throughout the problem-solving process.
LI.11.S42.01.03 Analyze the logic (including assumptions and beliefs) and use of evidence (existing and missing information, primary sources, and secondary sources) used by two or more authors presenting
similar or opposing arguments (such as articles by two political columnists that address the same issue).
LI.11.S42.02.03 Evaluate the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, and author’s credibility to defend the evaluation.
Level 11 Presentation Assignment
1. You will present your Poetry Project to the class. AT THE MINIMUM, you must showcase Question Set A and
Question Set B of the assignment.
2. To hit the most learning targets, you MUST incorporate the following things into your presentation:
 More than 1 piece of information.
 Use at least 2 different mediums to present your information (visual aids, powerpoints, prezis, music, video,
pictures, etc. are some choices…but have AT LEAST 2!)
 BE PREPARED and refer to your work (that means you plan ahead, use notecards, practice, etc.) KNOW YOUR
STUFF.
 Keep our attention and use appropriate language (professional).
3. Plan your presentation this way:
Introduction – How will you capture our interest? Say or present something that will “hook” us and make sure you
include key items, like your name, and the author/name of your poem .
Body – You should really plan your ideas/analysis in a PEAL-type format. Each idea should be planned out with a point,
evidence, and what you have to say (analysis) about it. The link should take us to the next idea!
Conclusion – Leave us with closure. Tie up your points. Give us something to think about. Thank your audience. Ask
if they have questions.
4. Decide on your presentation STYLE. What will you use for your visual aid? PowerPoint? Prezi? Poster? Music? Will
this help you deliver your message? If not, don’t use it! 
5. Check to see if you are addressing the targets I’ve already given you, but just in case! See reverse of this page.
6. DON’T BE NERVOUS!!! Everyone has to do this so you, being awesome and prepared, can rock this!
During YOUR presentation, did you…
LI.11.912.07.03 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
LI.11.S12.01.03 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.
LI.11.S12.05.03 Choose specific words for intended effect on particular audiences.
LI.11.S12.06.03 Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal.
During other presentations, did you, as an AUDIENCE member…
LI.11.912.02.03 Follow the speaker’s arguments as they develop; take notes when appropriate.
LI.11.912.03.03 Give verbal and nonverbal feedback to the speaker.
LI.11.912.04.03 Ask clarifying questions.
LI.11.S12.02.03 Support others in discussions, activities, and presentations through active listening.
LI.11.S12.03.03 Listen actively in groups to accomplish a goal.
LI.11.S12.04.03 Contribute effectively in both small and large groups to collaboratively accomplish a goal.
LI.11.S12.07.03 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.
LI.11.S12.08.03 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.
LI.11.S12.09.03 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
After listening to poetry presentations, DID YOU…
(REVISE YOUR POETRY) LI.11.933.06.03 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
(PUBLISH YOUR POETRY) LI.11.933.07.03 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
NAME:
DATE:
LI.11.932.04.03 Use appropriate rhetorical appeals and genre to engage and guide the intended audience
Rhetorical questions are those that make someone THINK about a point, not necessarily requiring them to answer the question. Some people use
these types of questions to get someone’s attention, to be sarcastic, or just to make you think “outside the box.”
Grammar.com defines them as: A question asked merely for effect with no answer expected. The answer may be obvious or immediately provided by the questioner.
In English, rhetorical questions are commonly used in speech and in informal kinds of writing (such as advertisements). Rhetorical questions rarely appear in academic discourse.
Examples:
Grandma Simpson and Lisa are singing Bob Dylan's "Blowin' in the Wind" ("How many roads must a man walk down/Before you call him a man?").
Homer overhears and says, "Eight!"
Lisa: "That was a rhetorical question!"
Homer: "Oh. Then, seven!"
Lisa: "Do you even know what 'rhetorical' means?"
Homer: "Do I know what 'rhetorical' means?"
“Aren’t you glad you use Dial?”
“Aren’t you ashamed of yourself?”
"If your friend jumped off the bridge, would you do it too?"
"You don't think I'm that stupid, do you?"
“What, do I look like I was born yesterday?”
"Are you kids still awake in there?"
"You're not really gonna wear that, are you?"
"Are you stupid?"
“Is the Pope Catholic?”
“Can I stand by and let the government trample on my rights? Is that safe? Is that right? Can any of us afford to allow this wrong to continue?”
“Got milk?”
“What, me worry?”
Argument by Rhetorical Question
There are two varieties of this strategy, which relies upon the form, tone, and language of the question itself to try to drive the debate in the desired direction.
The Leading Question: Asking a question that has an obvious or implied answer. The speaker frames his question in such a way that he can
perhaps control what the answer will be, pushing it in the direction he wants. Generally the audience has been primed with emotional rhetoric to
push them to a knee-jerk response without considering all the consequences, leading to a mob mentality.
The Loaded Question: Asking a fundamentally "Yes or No" question for which neither answer is acceptable. The question is framed in such a
way that an impulsive response may make the opponent look bad regardless of how he answers. The very question itself implies that the opponent
is guilty of some improper behavior or ideas.
Write out your OWN examples of some powerful rhetorical questions, and explain how or where they would be used…
A leading question example:
This would be best used when?
A loaded question example:
This would be best used when?
5 rhetorical questions that COULD be used in an argument or persuasive essay:
POETRY TERM
Simile
Consonance
DEFINITION
Comparison of unlike things using “like” or “as.”
HINT: Comparing similar things IS not a simile. (For example, “Your
cake is like chocolate,” is NOT one. )
The repetition of similar consonant sounds in a group of words. The
term usually refers to words in which the ending consonants are the
same but the vowels that precede them are different.
Assonance
The repetition of identical or similar vowel sounds.
Alliteration
The repetition of first letters in a line of poetry.
Rhyme
The matching of final vowel or consonant sounds in two or more
words.
An extreme exaggeration; could not happen in reality.
EXAMPLE
Your eyes are like diamonds, glistening in the sun.
His words cut me like a knife.
Your hair is as soft as silk.
Charles took the book from the nook.
add; read
pill; ball
torn; burn
I froze and told him of my toe.
love; cover
happy; snack
The snake slithered slowly down the sidewalk.
The “voice” behind the poem, not necessarily the author…but the
person who seems to be talking in the poem…
cat; hat
sorrow; borrow
I’m so hungry I could eat a horse.
His words cut me like a knife.
Go and catch a falling star.
If an old woman writes a poem in a child-like voice, the
“speaker” is the child “narrator” of the poem.
Prose
HINT: If you are unsure of who the speaker is, consider who you think
the poem is written for – sometimes this helps you decide what kind of
person is speaking.
Not poetry; “normal” text/writing. Ordinary writing.
Short stories; essays, etc. are written in this…
Onomatopoeia
The use of words to imitate the sounds they describe.
Buzzzzzzzzz! Ding dong! Tick tock
Personification
Giving non-human (“inanimate”) objects human characteristics.
The toaster ate my bread. Trees shiver in the breeze.
Tone
The manner in which an author expresses his or her attitude; the
expresses meaning by the “voice” used in the writing. (Remember that
the “voice” is coming from the speaker of the poem, not necessarily the
same one as the poet/author.) ATTITUDE.
Feeling created by the writer’s words or tone. FEELING.
I hate my face; I hate this place (Tone: angry, hurt?)
Hyperbole
Speaker
Mood
Metaphor
A comparison between essentially unlike things without an explicitly
comparative word such as like or as.
His words make my heart light and flutter like a
butterfly (Tone: loving, secure?)
I hate my face; I hate this place (Mood: dark, intense)
His words make my heart light and flutter like a
butterfly (Mood: happy; romantic)
Love is a battlefield.
Your diamond eyes sparkle brighter than the sun.
My Papa’s Waltz, by Theodore Roethke
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.
FIRST, please complete the following tasks:
1. Look at the title. Based on the title alone, what do you think this poem is about?
2. Rewrite the poem, next to the original lines, in your own words.
3. Who is the “speaker” (narrator). Boy, girl, old, young? Guess. Use an example from the poem to back up what your opinion.
4. Finally, below, tell us what this poem is ABOUT. What is the speaker trying to say? How does the speaker feel about the father?
(p.s. countenance = facial expression)
NEXT, “code” the poem with the following key:
Simile –HIGHLIGHT!
Comparison of unlike things using “like” or “as.”
His words cut me like a knife.
Your hair is as soft as silk.
Consonance – CIRCLE!
The repetition of similar consonant sounds in a group of words. NOT at
the beginning, because that is ALLITERATION!
Assonance – TRIANGLE!
The repetition of identical or similar vowel sounds.
add; read
pill; ball
torn; burn
I froze and told him of my toe.
happy; snack
Alliteration -- SQUARE!
The repetition of first letters in a line of poetry.
The snake slithered slowly down the sidewalk.
Metaphor – UNDERLINE!
A comparison between essentially unlike things without an explicitly
comparative word such as like or as.
Love is a battlefield.
Your diamond eyes sparkle brighter than the sun.
FINALLY, prepare to discuss the following items:
1. Why is this poem debatable? What is there to argue about, really?
2. Why do we CARE about these terms (figurative language)? What do those funny terms really DO or MEAN to the reader as they see
and process them?
3. What is the difference, for the reader, about seeing this childhood memory AS a poem, instead of as an essay or journal entry? What
changes? Stays the same?
4. What is the difference, for the writer, about writing this as a poem, instead of as an essay or journal entry? What changes? Stays the
same?
5. What kinds of questions do you have about the poem?