Digital

Unit Plan Template

Unit Title: So What? Of Rhetoric Name: Xyvil Dapal
Content Area: English Grade Level: 12
CA Content Standard(s)/Common Core Standard(s):
• Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text (CCSS.ELA-LITERACY.RI.11-12.6).
• Write arguments to support claims in an Analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence. (CCSS.ELA-LITERACY.W.11-12.1)
a. introduce precise knowledgeable claims establish the significance of the claims, distinguish the claims from alternate or
opposing claims, and create an organization that logically sequences claims, counterclaims, reasons, and evidence.
b. develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and
possible biases.
c. use the words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and
clarify the relationships between claims and reasons, between reasons and evidence, and between claims and
counterclaims.
d. establish and maintain a formal style an objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. provide a concluding statement or section that follows from and supports the argument presented.
f. use a specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or
ethical to believe; relate a personal anecdote, case study, or analogy).
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience (CCSS.ELA-LITERACY.W.11-12.4).
• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used (CCSS.ELA-LITERACY.SL.11-12.3).
Big Ideas/Unit Goals:
WHAT IS RHETORIC?
What makes a speech/essay successful?
What is a “successful” speech?
How can you persuade someone to listen to your point of view?
What are the rhetorical devices?
When is a specific rhetorical device appropriate/effective?

OBJECTIVES
1. Students will identify an author’s perspective/purpose in speeches, poetry, and prose through highlighting the central argument and
its main ideas.
2. Students will be able to define and differentiate between the various rhetorical strategies in presented reading by providing their
own examples and demonstrating the purpose of the text through analysis.
 3. Students can analyze the effectiveness of a speech by critiquing the devices used in the piece and the impact that specific literary
device had on the overall text.
Unit Summary:
In this unit, the class will be introduced to the world of rhetoric: what is it, how to use it, and why it is important. They will be given multiple works
from differing genres that will expose them to the different types of rhetoric.

Prior to the unit, the students will evaluate how much they know about rhetoric. They will be asked basic, yet essential questions, such as “What is
rhetoric?” and discussion will be open to the class. Then, they will be exposed to the different concepts that encompass the world of rhetoric
through lecture, where they will identify certain devices and their purpose. Following that, they will be given various activities that will allow them
to demonstrate and exercise their knowledge in multiple levels. They will be able to discuss, brainstorm, and reflect on rhetorical concepts, and
finally, be able to write and analyze concepts and make a clear, sophisticated argument in an organized manner. They are able to evaluate the
effectiveness of the device and how it adds to the overall purpose and effectiveness of the essay, poetry, or prose.

In-class discussion and reflections are highly encouraged as students need to be exposed to other student ideas in order to create their own ideas about
the work and how varying devices function in context.
Assessment Plan:
Entry-Level: Formative: Summative:
Questioning - Questioning the students to Diagrams - Allows visual comparisons Reflection – Reflection allows teacher to assess
see where they are in relationship to the between concepts so students can compare retention and application of the unit. Allows teacher
unit. Ask questions along the lines of what and contrast similarities and differences. to see what worked and what didn’t work for the
they already know and what they don’t Conferences - One-on-one meetings can help students in terms of lesson plans.
know. the teacher assess where the students are Peer Review - Can help track group progress; students
Reflection - Reflection helps with how they with the unit; to see if they are are able to provide structured feedback while
feel about the unit. Will allow the teacher to understanding it or need more help. assessing each other’s writing
establish how to enter the unit in terms of Group Discussion - Discussion of ideas so Rubric Review - Following the rubric allows students
how the students feel about the topic; students are exposed to new perspectives, to track their own progress with the unit and use it as
whether they are excited or intimidated. and are able to formulate their own ideas a guide to finalize their last projects.
and opinions.
Quizzes - Quizzes allow the teacher to test
current knowledge of the students to see if
they are retaining information.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): - I will be going over concepts of rhetoric in a teacher lecture that provides the essential
Students will be able to - Passing and basic information that will slowly introduce them to the world of rhetoric.
define and differentiate Vocabulary - Students will follow along the lecture by filling out their guided notes.
between the various tests/quiz - During the lecture, there are activities that ask the students to provide their own input
rhetorical strategies in - Defining terms and examples of the concepts. That will solidify their understanding of the concepts being
presented reading by in notes introduced.
providing their own
examples and - Finding - After the lecture, students are asked to reflect about what they learned, and whether they
demonstrating the examples from a understood the purpose of the varying devices.
purpose of the text text OR - After the end of a week, the teacher will give the students a short quiz to assess their
through analysis. providing their learning; the quiz will have a quote and they will be asked to identify the rhetorical
own examples device. The quiz will also ask them to define some terms in their own words.
Lesson 2 (iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: - In-class - In this lesson, students will have already done the assigned reading in which they are
Students will identify an discussion being asked to make a mind-map of.
author’s - Reflection on - Students will go back to their selected reading and choose a scene that they would like to
perspective/purpose in whether they analyze. They will then identify rhetorical/literary devices that are present in the scene
speeches, poetry, and understood the and analyze the effect and purpose of the existence of the device.
prose through directions and - After brainstorming, they will participate in an in-class discussion in which they will
highlighting the central purpose of share their ideas and analysis with peers. Discussion can also be a means in which
argument and its main assignment students reflect on their understanding of the concepts.
ideas. - Completion of
assignment
which follows
the directions

Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: - Argue - Students will be shown “The Benefits of Failure,” a commencement speech by author J.K.
Students can analyze effectiveness in Rowling. They will be given a graphic organizer in which they are asked to identify
the effectiveness of a an essay rhetorical devices.
speech by critiquing the - In-class - After watching the video, they will have time to explain how these devices worked in the
devices used in the discussion speech.
piece and the impact - Finding quotes - The students are asked to make a decision (a thesis) in which they critique the speech for
that specific literary that they will its effectiveness.
device had on the later analyze - They will participate in in-class discussion, sharing and developing their ideas with their
overall text. - Finding research classmates.
that supports
their claims
Unit Resources:
Rhetorical Style: The Uses of Language in Persuasion by Jeanne Fahnestock
PDF from CollegeBoard “What Should Students Know About Rhetoric?” https://secure-
media.collegeboard.org/apc/ap06_englang_roskelly_50098.pdf
How to Use Rhetoric to Get What You Want TEDTalk - https://www.youtube.com/watch?v=3klMM9BkW5o
https://quizlet.com/98817774/rhetorical-devices-with-examples-flash-cards/
https://writingcenter.unc.edu/tips-and-tools/
https://www.presentation-guru.com/ethos-pathos-logos-the-three-pillars-of-rhetoric/
https://writingcenter.tamu.edu/Students/Writing-Speaking-Guides/Alphabetical-List-of-Guides/Academic-Writing/Analysis/Analyzing-Poetry
http://sixminutes.dlugan.com/speech-evaluation-1-how-to-study-critique-speech/
https://literaryterms.net/rhetorical-device/
https://thelastdoor.com/
http://unmanned.molleindustria.org/
J.K Rowling Speaks at Harvard Commencement - https://www.youtube.com/watch?time_continue=974&v=wHGqp8lz36c







Useful Websites:

https://examples.yourdictionary.com/examples-of-rhetorical-devices.html