Reflection: Adjustments to Practice Students Teaching Rhetorical Strategies (6 Days) - Section 7: Day 6: The Rhetorical Power of Graphs


From seeing the plan (bowling alone plan.docx), going in I felt this was a lesson I would probably have to support more than the others(after eight months with a group of students, you get to know them pretty well!).  I didn’t think it would be possible to really sustain a long discussion on graphs, though we did get to the main point about selection of types of graphs (as discussed in the video). 

A number of students in class are currently in a sociology class, and all of them were in my tenth grade class last year when we talked some about philosophy around happiness in the context of the American dream and the Great Gatsby.  Given this (and the fact that it was the Friday before spring vacation and only eight students were in class), we were able to have a rather wide-ranging conversation about happiness, and particularly focused on applying Putnam’s notion of the loss of community groups to the digital age of on-line groups (I brought up questions during the discussion portion that moved the conversation in this direction).  The two students teaching today are both very into gaming, and often play with people they’ve never met physically.  So they were able to talk about the differences of interacting with people on-line who they know versus those who they don’t really know, saying how it is noticeably awkward with the ones they don’t physically know, particularly when ones they do know are playing, too.  Within this conversation, another student noted how this piece would be great to read during the Ready Player One unit, where we spent a lot of time considering the idea of physical presence versus virtual presence.  So, while the lesson itself wasn’t as well-planned, the piece itself led not only to some interesting philosophical discussion, but also to more connections to prior work.  And we addressed the graphs part!


  Adjustments to Practice: Strong Discussion
Loading resource...

Students Teaching Rhetorical Strategies (6 Days)

Unit 12: Rhetorical Review: Politics and the Environment
Lesson 5 of 5

Objective: SWBAT recognize a key rhetorical strategy utilized by an author by preparing a lesson on the particular strategy and teaching it to their peers.

Big Idea: A great way to deeply learn a topic is to prepare to teach it. . . and then teach it.

  Print Lesson
6 teachers like this lesson
paulo freire quote
Similar Lessons
Annotate a Text For Purposeful Reading
11th Grade ELA » Exploring Identity
Big Idea: Student annotations map their thinking process as they make meaning of a text.
Los Angeles, CA
Environment: Urban
Martha Soto
The Dark Side of Desire
11th Grade ELA » The Great Gatsby
Big Idea: Ambition clouds moral aptitude leading down a darkened path.
Taunton, MA
Environment: Suburban
Julie Ferreira
Getting the Facts: How Historical Movies Are Made
12th Grade ELA » Bias and Accuracy in Historical Movies: Argo
Big Idea: How are historical events presented to us as news?
Whitehall, MT
Environment: Rural
Caitlin  Chiller
Something went wrong. See details for more info
Nothing to upload