Analyzing a Text for Rhetorical Devices--Universal Service--Day 1 & 2

What

Analyzing a Text for Rhetorical Devices--Universal Service--Day 1 & 2

When

8/19/2021

Glynn County Daily Lesson Plan for MS HS Instruction

Teacher : Hooks/Sheffield
Course/ Subject: 10th Lit
Date of Instruction: August 19&20, 2021






























Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10


ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
ELAGSE9-10RI5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Success Criterias:
I can find rhetorical devices within a text.
I can explain how rhetorical devices strengthen or weaken a text/claim.


Introduction/Connection:

Should you have to serve your country at some point in your life to ensure your freedom? Today’s article discusses Universal service of today’s youth and the possibility of a very different USA tomorrow.




DIRECT INSTRUCTION:
Review some of the rhetorical devices that will be found in today’s reading.

As a class read the “Should COngress Demand America’s Youth GIve a Year of Service to Their Country?” from The Conversation online.

Together we break down the argument and how the author HIDES his claim deep within the text.



Work Period (We Do, You Do)
Students learn 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:
The students and I pull rhetorical devices from the first 2 paragraphs AND discuss the claim of the text.
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Students will search through the text finding rhetorical devices.
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:
Teacher and students will discuss whether or not the task was difficult, the purpose and what we plan to do to make ourselves successful.