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Assessment

1. Organizational strategies to be assessed through worksheet response.

 

1. Verbal proficiency to be assessed through class participation during whole group and small group discussion.

 

1. Written assessment accomplished through persuasive essay.

 

1. Self assessment through survey response to questions regarding the application of rhetoric outside of the classroom.

Learning Context/ Introduction

The ability to write and speak persuasively is an important skill that enhances a person's life. Virtually every time we speak, we are essentially trying to persuade another person about a topic. The more complex the topic, the more difficult it becomes to be convincing. Human frustration is often related to the inability to communicate effectively. When students learn the elements of persuasive language, it empowers them to articulate their thoughts and feelings, as well as to understand the thoughts and feelings of others.

During this lesson, students will learn about the Aristotelian concept of rhetoric and develop an understanding of the components of persuasive language. Students will then apply their knowledge to critical analysis of a form literature that represents this language art. Finally, students will develop a persuasive writing to express a point of view.

Once the foundation is set, students will understand and appreciate this language art form and assess its application in real life situations.

Duration

Step #1 - Introduction

• Two 40-minute class periods

Step #2 - Reading of The Narrative of Frederick Douglass

• Approximately two weeks depending on level of reading.

Essential Questions

• How does rhetoric or persuasive writing enhance meaning?
• What are the elements of persuasive writing?
• How can these elements be utilized in student responses?

Instructional/Environment Modifications

This lesson is intended for 11th grade study of American Literature. Student response enriched through organization strategies within the study guide along with small and large group involvement.

Procedure

This 2 step unit lesson introduces the theory of persuasive writing and speaking according to Aristotle. Students will be exposed to the three proofs of persuasion: ethos, pathos, and logos through the use of SMART Board Technology presentation. The study guide titled "Frederick Douglass meets Aristotle" should be supplied to each student in the class in advance. This interactive unit allows students to use both the SMART Board as well as answer in their study guides. Large group and small group activities can be determined by the individual teacher.

Once the introduction to the main concepts has occurred, students will read The Narrative of the Life of Frederick Douglass and document the elements of persuasion for each chapter using a quotation from Douglass.

Step #1

Slide #1

• Introduces the unit by enticing students to understand the importance of accurate speech.

Slide #2

• Introduces Aristotle's proofs of persuasion ethos, pathos, and logos, and defines Rhetoric.

Slide #3

• Explains ethos as the ethical or moral value of a word or an idea.
• The slide also asks questions to engage students to think about the concept.
• This slide pertains to study guide page #2.

Slide #4

• Explains pathos as the emotional value of a word or idea.
• Introduces three common emotions, sympathy, empathy, and apathy and defines the words.
• Slide the grey boxes to reveal the definitions.
• This slide pertains to study guide page #3

Slide #5

• Explains logos as the appeal to logic and reason.
• Explains the scientific value of logic and introduces the concept of validity.
• Asks questions about student's perception of logic.
• This slide pertains to study guide page #4.

Slide #6

• Explores the simple word "like" from a grammatical perspective.
• Move the rectangle with the hand to each form of the word to discover the definitions related to each grammatical form.
• Once the students have completed the full definition of the word, remove the rectangle with the question mark to expose a statement to consider - "It is likely to like someone who is like you since you probably have like qualities like likes and dislikes."
• Have students work in small groups to analyze the statement from emotional, ethical, and logical qualities.

Slide #7

• Introduces The Narrative of the Life of Frederick Douglass.
• Contains one important quotation from each chapter of the narrative for consideration from the main points of persuasion learned in this unit.

Step #2

The Study of The Narrative of the Life of Frederick Douglass from the Aristotelian perspective of rhetoric. Study guide pages #5 - #13 enable students to document the three proofs of ethos, pathos, and logos as used by Douglass in his narrative. Each page contains a quotation from the chapter for analysis and classroom discussion. During the reading, emphasis should be placed on the persuasive qualities of Douglass' writing. Also, encourage students to identify and compile a personal vocabulary list for better comprehension. Once the reading is complete, students are asked to write a persuasive essay against slavery using details from the narrative to support their ideas. There is also a quick self assessment survey at the end of the study guide for feedback regarding the lesson.

Special Note:

Chosen quotes from each chapter may be changed according to teacher preference. Student Study Guide is formatted in Microsoft Word and the pages are grouped for easier access. Each quotation is in a text box and can easily be highlighted and changed accordingly.

The Art of Persuasion.notebook

Student Work

• Organizational strategies enhanced by completion of study guide "Frederick Douglass meets Aristotle"
• Students will read The Narrative of the Life of Frederick Douglass
• Small and large group interaction during the analysis of rhetoric and the narrative
• Vocabulary building through the identification and definition of unfamiliar words during reading
• Persuasive writing as a culmination to unit

Frederick Douglass meets Aristotle.doc

Related Resource

The following is a list of materials and sources to be used for this unit. Teacher presented material formatted for use with SMART Board Technology. A networked computer and an LCD projector are necessary for presentation. Students will need dictionaries, attached worksheet(s) and pens or pencils. The Narrative of the Life of Frederick Douglass is a good example of literature to use, but lesson can be adapted to other literature of persuasive nature.

The Narrative of the Life of Frederick Douglass

• Frederick Douglass meets Aristotle.doc
• The Art of Persuasion.notebook

Special Thanks

The Enlarged City School District of Middletown, (ECSDM), and the E2T2 program for supply, support, and training using SMART Board Technology to enhance the learning process.

Related Academic Standards

New York State

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RL.11-12.7.a Analyze multiple interpretations of full-length works by authors who represent diverse world cultures.

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

RL.11-12.11 Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations.

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