Reflection: Homework Practicing a SOAPStone Analysis with Appeals - Section 3: Passages with Rhetorical Appeal


In most of my classes I like to have students read independently early on in the year to get a sense of their reading speed in order to help me plan later on.  I had a reasonable sense of these students from having them all in class last year, but this is a new context, and memory isn't always that accurate.  Because they were supposed to have already read this piece once, it also provided a formative assessment of whether or not the did read it, since they should be able to read more rapidly and confidently the second time through.  They all ended up finishing the task within 10 minutes or so, and since the group discussions were quite thoughtful, it is a good indicator that they read the piece the previous evening, and they understood a speech of this complexity reasonably well.  This will help a lot as a plan for future lessons.

  Strong Readers
  Homework: Strong Readers
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Practicing a SOAPStone Analysis with Appeals

Unit 2: Understanding Rhetoric
Lesson 2 of 13

Objective: SWBAT take the next step in a rhetorical analysis by recognizing the the different appeals (ethos, logos, pathos) an author makes, how they make the appeals, and how these appeals build purpose and meaning in a text.

Big Idea: Understanding the rhetorical situation casts light on the rhetorical strategies used to appeal to an audience.

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Group Communication and Discussion, English / Language Arts, Reading, Comprehension (Reading), supporting details, rhetorical strategy, rhetorical analysis
  70 minutes
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