Performance-Based Assessment:Rhetorical Analysis Presentation

What

Performance-Based Assessment:Rhetorical Analysis Presentation

When

3/4/2021

Standard/s:

ELAGSE10RL2 Theme and Central Idea, and PLOT ELAGSE10RL4 Figurative Language, Sensory Details and Vocabulary, ELAGSE10RL6 Point of View and Literary Device ELAGSE10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence ELAGSE10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE10W5: 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)



Learning Target:

I can create an analysis of a documentary (of my choice) that demonstrates an understanding of the rhetorical devices using provided background materials.


Success Criteria:

I can write a cohesive well supported film analysis

I create presentation using sentence variety and correct grammar.

I can use MLA citations.

Introduction/Connection:

Pirate Prep - Peer Check. How far have you gotten in your planning or drafting stage? What should you get done today?

What items do you have questions about?


DIRECT INSTRUCTION:

Review Argumentative Cheat Sheet - Intro and Body Paragraphs

Mini-lesson on writing a conclusion and a call to action.

Work Period (We Do, You Do)

Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Show Students example of completed project

NDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

You do:



For our next unit we will be learning about rhetoric and creating a rhetorical analysis. We will be exploring how an author interacts with the piece they’re writing, how they interact with the audience directly, and how the audience interacts with the piece. We will cover rhetoric, logical fallacies, emotional appeals such as loaded words, analyze several pieces of nonfiction rhetorically, and review how to make a good presentation. We will also conduct a rhetorical analysis of a documentary film as a class. In place of a test, we will have a performance based assessment, where you will rhetorically analyze a documentary film of YOUR CHOICE and give a presentation to the class.

For this assignment, you will:
Rhetorically analyze a nonfiction documentary for the following:
Rhetorical stance and situation
The implied thesis of the film
How logos, ethos, and pathos are used strategically in the film
Whether or not you believe the film was successful/fulfilled its thesis
Create a visually appealing slideshow presentation and present to the class
It will be a total of TEN SLIDES (specifics on pg. 2 of this assignment sheet)

DUE DATES:
You will complete all stages of this paper IN GOOGLE CLASSROOM:
Whole-Class Movie Packet (2 parts) DUE : __________________
YOUR Individual Movie Packet (2 parts) DUE : __________________
Presentation DUE : __________________
All presentations must be submitted to Google Classroom by 11:59 PM.
Presentation Days (notecards collected after presentation) : ___________________________


Choose a (minimum) 50 minute documentary film and watch it. It CANNOT be a mini-series where you will be watching hours and hours of film. Pick ONE full-length film, similar to the one we watched in class. You will be given a list of possible documentaries and places to watch them. You can use Netflix, Hulu, Amazon, Youtube, or any other streaming service you have.
Identify where the director uses logos, ethos, and pathos in the film, just like we did with the whole-class model. Record it in your packet while you watch.
Identify which rhetorical devices are specifically being used by comparing what you found to the Rhetorical Devices Cheat Sheet, just like we did with the whole-class model.
Craft a visually appealing slideshow presentation, modelled after the sample given in class, that explains the rhetorical stance, situation, implied thesis, rhetorical devices, and effectiveness of the documentary film. Make sure it includes all of the following, and compare it to the rubric posted:
Slide 1: Title slide with name, course/class, period, and title of documentary and/or presentation
Slide 2: Overview of the documentary’s plot, who directed and produced it, when it was released, and any other relevant information
Slides 3/4: The rhetorical situation and stance are explained in-depth. Explaining how the director interacts with the film and the audience, and how the audience interacts with the film.
Slide 5: The implied thesis of the film, or the “call to action” and how you know this is the implied thesis.
Slide 6: Logos - what rhetorical devices relating to logos are used in the film and HOW are they used effectively? (MINIMUM OF FIVE)
Slide 7: Pathos - what rhetorical devices relating to pathos are used in the film and HOW are they used effectively? (MINIMUM OF FIVE)
Slide 8: Ethos - what rhetorical devices relating to ethos are used in the film and HOW are they used effectively? (MINIMUM OF FIVE)
Slide 9: Explaining whether or not you believe the director was effective, and fulfilled their implied thesis. Were the rhetorical devices used effective?
Slide 10: Why do YOU think it is important to understand 1. The topic being discussed in the documentary you chose, and 2. How people use rhetoric to convince or persuade you.

Give your presentation using notecards, and good presentation technique (discussed in “What Makes a Good Presentation”)
Late presentations will not be accepted for a passing grade! When you’re slated to present, you must be ready!