Reflection: Diverse Entry Points Whole Group Rhetorical Square - Section 2: Whole Group Rhetorical Square


So I am trying to make the rhetorical square a household skill for my students.  They have explored it in a number of ways--as partners, as small groups, as individuals, and now as a whole group--and have applied it to a variety of texts, including to their own writing.  Because it is a complex skill, it is not something that can be taught once and then mastered by most, especially by eighth-graders.

Each time, I feel like my students get a little bit closer to truly understanding how helpful the skill is, though I always seem to picture the faces of my strugglers when I am being completely honest with myself and think, 'Yeah, but did __ get it?'  My hope in performing the skill today as a whole group is that those strugglers had the opportunity to watch and listen to (even participate in?) the development of thorough analysis, under my guidance whenever necessary, nudging even them a little bit closer to owning and understanding the skill.

I mention in this lesson how I first learned the skill of the rhetorical square as an AP language and composition teacher.  With the new demands of the CCSS, it is now critical that such skills trickle into all ELA classrooms, no matter how long it takes students to master them.

  Reaching the Whole Group
  Diverse Entry Points: Reaching the Whole Group
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Whole Group Rhetorical Square

Unit 9: Banned Books Week
Lesson 3 of 4

Objective: SWBAT generate a whole group rhetorical square that analyzes a letter written by Kurt Vonnegut.

Big Idea: Collective analysis makes every student smarter!

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2 teachers like this lesson
English / Language Arts, persuasive evidence, argument, purpose, audience, voice, books, rhetoric, Banned Books, debate
  70 minutes
screen shot 2014 03 09 at 1 53 27 pm
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