Text-Based Response-Creative Non-Fiction Unit
Unit Descriptions: Students will read closely three speeches by Lincoln, Plato and J.F. Kennedy respectively. They will construct meaning of each speech by examining its diction, structure, syntax and the rhetorical devices used by each author. They will evaluate the effect of each speech and see how it is accomplished. They will also examine how audience and purpose can also have a profound impact on the writing.
Enduring Understanding– Students will understand
- Creative non-fiction writing needs literary techniques and rhetorical devices to enhance its effect
- speech is one of the most practical forms of creative non-fiction
- writing an effective speech demands a writer to be aware of his/her audience, purpose, situation as well be a master of language
- the art of persuasion permeates in every aspect of our life
- writing an effective speech requires research and art of persuasion
Essential Questions to be considered:
- Why do we study rhetorical devices?
- Why is gaining the ability to write a good speech important to our success?
- What elements make a speech convincing?
- How does Lincoln use simple but elegant language to deliver a clear but effective message?
- Why does a good claim need to be provocative and intellectual?
- Why will a good thesis control an entire argument?
CCSS
RI.1 & w.9b: citing evidence to support analysis of explicit and inferential textual evidence
RI.2 and RI.3 : determine a central idea and analyze how it is conveyed and elaborated with details overs over the couirse of a text
SL.1: engage effectively in a range a collaborative discussion building on other’s ideas and express their own clearly
W4: PRODUCE CLEAR AND COHERENT WRITING IN WHICH THE DEVELOPMENT, ORGANIZATION AND STYLE ARE APPROPRIATE TO TASK AND AUDIENCE
Formative Assessment: double entry journals, annotations, responses, making a claim statement based on paragraphs, short analysis of evidence
Summative Assessment
YourTask: Closely read the text provided on pages 39 through 41 and write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text. You may use the margins to take notes as you read and the next page to plan your response. Write your response in the spaces provided.Guidelines:Be sure to:
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Argument Essay Assignment Directions:
Choose a topic that is current, controversial and interesting or important to you. You will do the following to complete the essay-
Due Date: April 24, 2014 |
CCLS: RI.11-12.1-6, 10; W.11-12.2, 4, 9; L.11-12.1-6
This task measures RI.11-12.1-6 and RI.11-12.10 because it demands that students:
- Read and comprehend literary nonfiction in the Grade 11-CCR text complexity band.
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine two or more central ideas and analyze their development over the course of the text.
- Analyze a complex set of ideas and explain how they develop.
- Determine the meanings of words and phrases as they are used in texts, including figurative, connotative and technical meanings.
- Analyze the effectiveness of the structure an author uses in his or her exposition or argument.
- 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.
This task measures W.11-12.2, W.11-12.4 and W.11-12.9 because it demands that students:
- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Organize their ideas in a cohesive and coherent manner. REGELA-H-1 37 10/10/2013
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Draw evidence for informational texts to support an analysis.
This task measures L.11-12.1-6 because it demands that students:
- Demonstrate command of the conventions of standard English grammar and usage when writing.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading.
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 11–12 reading and content, choosing flexibly from a range of strategies.
- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading and writing.
Part I: The Gettysburg Address
Lesson 1 (A nation as a place and an idea)
Skill: Close Reading
Objectives: Students will be able to cite textual evidence to support analysis and draw inferences from the text; to determine a theme of a text and provide an objective summary; to draw evidence from texts to support analysis, reflection, and research.
Aim: What questions (who, what, where, when, why, how) can we ask based on our reading of the first sentence of Lincoln’s speech?
Key Words: score, civil war, consecrate
Do now (5 minutes): Write down what you have learned in school about the Civil War. What do you remember about it from your research from the Bierce short story that we read? What do you know about Abraham Lincoln?
Resources:
Gettysburg Address
http://showcase.netins.net/web/creative/lincoln/speeches/gettysburg.htm
- Read Lincoln’s Gettysburg Address silently (10 minutes).
- Write down 2-3 questions about what you have read.
- Let us share these questions as a group.
- Keep the questions in mind as we read the speech aloud together.
- Read the speech aloud and follow along in the text. (10 minutes)
- Rewrite the first paragraph into your own words (two sentences).
“Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.”
- Let us share our writing and talk about the questions that we have (15 minutes).
- We will read a few paragraphs of our writing to the class.
- Let us take the time to answer the questions that we came up with earlier.
- What does Lincoln mean at the time of his speech by saying, “Four score and seven years ago”?
- What did Lincoln mean by saying this?
- Who are our fathers?
- What is Lincoln saying is significant about America?
- Is he saying that no one has been free or equal before?
- So what is new?
- How was this new nation conceived in liberty and dedicated to the proposition that all men were created equal?
- Let us summarize what we have learned so far: The nation did not exist before, was freely created, and is founded on the idea that “all men are created equal.”
- Rewrite your translation of the first paragraph a second time based on our discussion (5 minutes).
Transfer: What made you change your translation of the first paragraph when you wrote it the second time (3 minutes)?
HW#1 Finish the translation of the 1st paragraph of the speech.
Lesson 2 Skill: Close Reading
Objectives: Students will be able to use historical context to deepen their understanding of the speech.
Aim: Why is it important to use historical context while reading?
Key Words: conceived, dedicated, proposition
Do Now: Read the first two paragraphs of the Gettysburg Speech and explain how it speaks to you personally at present time.
Acqusition: Historical Context
When we read the speech, what historical information will we need to help us understand the meaning of the speech thoroughly? Why?
Text: “ Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.“
- What is being tested by this war?
- What impact does starting the second paragraph with “now” have on its meaning?
- When Lincoln says the nation was “so conceived and so dedicated” what is he referring to?
- What is the point of including the phrase “or any nation so conceived and so dedicated?
- What would the sentence mean without it?
- What if Lincoln had used the verb “start” instead of conceive?
- How does an author establish why what they are saying is important?
Meaning Making-
- Use the http://www.archives.gov/exhibits/charters/declaration.html site to find out more about the Declaration of Independence(text).
- Translate what Lincoln would say about the meaning of “all men are created equal”, “man is born with unalienable right” and “pursuit of happiness”
Transfer: How does knowledge of history assist us with our understanding of the Gettysburg Address?
HW#2 Do reasearch on Gettysburg battle. Find 10 most gruling facts about it.
Lesson 3
Objective: Students will understand how diction and rhetorical devices help enhance the meaning of a text.
Aim: How does Lincoln make his speech reach directly to a listener’s heart?
Do Now: Write a short speech with which you will persuade a teacher to believe you are a good student. Analyze what techniques you have used to make the sppech sound convincing.
Acquisition-rhetorical devices
- diction: dedicate, consecrate, hallow
- antithesis: add or detract; little note, nor long remember; the unfinished work … nobly advanced; living…honored dead; “shall not have died in vain…hall have a new birth of freedom”
- Parallelism: “The world will little note, nor long remember what we say here, but it can never forget what they did here.”
- repetition: It is for us the living, rather…; It is rather for us to..
- Epistrophe – (eh-PIS-troe-FEE): Figure of repetition that occurs when the last word or set of words in one sentence: “government of the people, by the people, for the people, shall not perish from the earth”
Vocabulary
- Consecrate: to declare a place sacred
- Vain: without accomplishing anything
- Detract: to reduce the value, importance, or quality of something;
Meaning-Making
Translate the paragraph sentence by sentence in groups. Share our translation.
- “But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract.
- The world will little note, nor long remember what we say here, but it can never forget what they did here.
- It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.
- It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion
- — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth. “
Transfer: How does the understanding of rhetorical devices help you understand the effectiveness of the speech?
HW#3 Translate the 3rd or last paragraph of the speech using your own words.
Lesson 4
Diagnostic Assessment-Annotations
Select and annotate 10 quotations from the Inaugural Address by John F. Kennedy delivered 20 January 1961(http://www.americanrhetoric.com/speeches/jfkinaugural.htm).
| Quotations from the Speech |
Annotations |
| 1. | |
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| 3. | |
| 4. | |
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| 6. | |
| 7. | |
| 8. | |
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| 10. |
Lesson 5
Objective: Students will be able to appreciate the last version of Lincoln’s Gettysburg Speech and analyz its “eloquent simplicity & appropriateness”.
Aim: What characterizes writing with “eloquent simplicity & appropriateness”?
Agenda
Do Now: The famed orator Edward Everett spoke to the crowd for two hours. Lincoln followed with his now immortal Gettysburg Address. On November 20, Everett wrote to Lincoln: “Permit me also to express my great admiration of the thoughts expressed by you, with such eloquent simplicity & appropriateness, at the consecration of the Cemetery. I should be glad, if I could flatter myself that I came as near to the central idea of the occasion, in two hours, as you did in two minutes.” Respond to the Everett’s comments on Lincoln’s speech.
Acqusition:
- Define “eloquent” -beautifully and gracefully phrased
- Style- simplicity: minimalism, succinct, no florid langauge,
- ” appropriateness”- tone, diction, awareness of the audience, purpose
Lincoln wrote five different versions of the speech. He wrote the first version in Washington D.C. and probably finished it in Gettysburg, Pennsylvania. He wrote the second version of the speech the evening before he delivered the address. He held the second version in his hand as he delivered the speech, but made several changes as he spoke. The most notable change was to add the phrase “under God” after the word “nation” in the last sentence. Lincoln wrote the final version of the address ” the fifth written version” in 1864. This version also differed slightly from the speech he gave at the dedication of the cemetery, but it was the only copy he signed. It is carved on a stone plaque in the Lincoln Memorial.
Lincoln used the Gettysburg Address to reveal his thinking about the war, as a fight not only to save the Union, but also ultimately to establish freedom and equality for all under the law. Many historians think his simple and inspired words reshaped the nation by defining it as one people dedicated to equality.
Meaning Making
- Listen to the LOC historian’s introduction to Lincoln’s Gettysburg Address manuscripts
- View the earlierst manuscript of the address
- Browse the Smithsonian website to listen to the Gettysburg Speech
After browsing the LOC website and listening to the speech, work with a partner to respond to the following-
“One of the most famous speeches in American history, the Gettysburg Address was only 9 sentences long, has fewer than 300 words and was delivered in less than 3 minutes. Three quarters of the words are only one syllable and 92% of the words have no more than two syllables” (Dr. James Beeghley). Lincoln’s Gettysburg Address has lived on well beyond the day it was delivered. Carved into monuments and recited by school children and politicians his words have inspired generations who believe in the principles of equality and democracy.
How has the speech inspired listeners including you who believe in the principles of equality and democracy?
Transfer: Redefine “eloquent”.
HW# Complete the translation of the entire Gettysburg Address.
Lesson 6 Determining Importance ( 7 Habits of a Good Reader)
Objective: Students will be able to identify key words or concepts in sentences to help them reach the deeper meaning.
Aim: How do we, as readers, uncover the deeper meanings of a text?
Agenda-
Do Now: Respond to the quotations,“Life is a succession of lessons which must be lived to be understood” by Ralph Waldo Emerson.
Acquisition:
Readers must decide which terms, topics, ideas, elements or concepts are the most important to the overall text. This helps readers understand the content of the text and which parts require the most attention.
1. What are the key words or concepts in the quotation by Emerson? In what order should we place these words?
Life is a succession of lessons which must be lived to be understood.
2. Practice one yourself, “A man can be destroyed but not defeated ” by Ernest Hemingway.
Meaning Making
Activity A. Translate the Gettysburg Address sentence by sentence using the strategy you have just learned today- identify and underline the key words or concepts to help you go deeper with the meaning:
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Gettysburg Address by President Lincoln |
Translation in your Own Words
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| 1. Fourscore and seven years ago our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. | |
| 2. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. | |
| 3. We are met on a great battle-field of that war. | |
| 4. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. | |
| 5. It is altogether fitting and proper that we should do this. | |
| 6. But in a larger sense, we can not dedicate—we can not consecrate—we can not hallow this ground. | |
| 7. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. | |
| 8. The world will little note, nor long remember, what we say here, but it can never forget what they did here. | |
| 9. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here thus far so nobly advanced. | |
| 10.It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, and for the people, shall not perish from the earth. |
Activity B. For those who have completed the translateion, please revise and work on “Why has the speech inspired Americans generation after generation to believe in and defend the principles of equality and democracy?”
- Select words or phrases that convey the belief in equality and democracy.
- How does Lincoln deliver the ideas so effectively ( stylistically)?
Transfer: How does the reading strategy help you get deeper with the meaning?
HW#5 a. Revise the translation of the address based on the “importance of details” strategy. b. Start working on Activity B.
Lessons 7 Reading with a Specific Focus and Analyzing the Speech
Objective: Students will reread the Gettysburg Address with a specific focus and find relevant textual details to prove a point; Students will trace the accumulated meaning of the word “dedicate” throughout the text. Student will write an analytical essay to demonstrate their in-depth understanding of the address.
Aim: How do we read effectively by having a focus? How does the focus help us gather revelant information? How does the meaning of “dedicate” change over the course of the text, and what does this reveal about the Gettysburg address?
Agenda
Do Now: Browse different versions of the Gettysburg Address
- An exhibition at the Library of Congress on the Gettysburg Address:
http://www.myloc.gov/Exhibitions/gettysburgaddress/Pages/default.aspx - Images at the Library of Congress of the very first draft (“Nicolay Copy”) in Lincoln’s own handwriting:http://www.myloc.gov/Exhibitions/gettysburgaddress/exhibitionitems/ExhibitObjects/NicolayCopy.aspx
- A brief three minute video on why the “Nicolay” version is thought to be the version Lincoln actually read at the ceremony:
http://www.myloc.gov/Multimedia/Gettysburg.aspx - The only known photograph of Lincoln at Gettysburg on the day of the address:
http://www.myloc.gov/Exhibitions/gettysburgaddress/exhibitionitems/ExhibitObjects/LincolnOnPlatform.aspx
Respond –
As it turns out, Lincoln wrote five different versions of the Gettysburg Address. While they are all similar, there are significant and discernible differences when comparing his first draft with the final “Bliss” draft.
- What are some of the changes Lincoln made in his different version of the Gettysburg Address?
Acquisition: How do the changes affect the meaning and tone of the Gettysburg Address?
Compare and contrast the two versions provided below. Take notes on the differences you see between them in order to answer the initial comparison activity below
| First Draft or “Nicolay” version | Final Draft or “Bliss” version | |
| First Paragraph |
Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that “all men are created equal.” |
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. |
| Second Paragraph |
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a greatbattle field of that war. We have come to dedicate a portion of it, as a final resting place for those who died here, that the nation might live. This we may, inall propriety do. But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow, this ground—The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract. The world will little note, nor long remember what we say here; whileit can never forget what they did here. |
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. |
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Third Paragraph |
It is rather for us, the living, we here be dedicated to the great task remaining before us —that, from these honored dead we take increased devotion to that cause for which they here, gave the last full measure of devotion—that we here highly resolve these dead shall not have died in vain; that the nation, shall have a new birth of freedom, and that government of the people by the people for the people, shall not perish from the earth. |
But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth. |
(Q1) Find three small (but not trivial) changes that Lincoln made between the two versions and explain what the impact of the change was on the meaning and/or tone of the Gettysburg Address.
| First Draft or “Nicolay” version | Final Draft or “Bliss” version |
| “to dedicate a portion of it” | “dedicate a portion of that field” |
| “This we may, inall propriety do.” | “It is altogether fitting and proper that we should do this.” |
| “have hallowed it” | “have consecrated it” |
| “whileit can never forget what they did here” |
“but it can never forget what they did here” |
| “It is rather for us, the living, we here be dedicated” | “It is for us the living, rather, to be dedicated” |
| “that the nation, shall have a new birth of freedom” | “that this nation, under God, shall have a new birth of freedom” |
(Q2) Lincoln made several small but significant changes to the first draft of the Gettysburg Address. For example, he changed the phase “those who died here” to read in the final draft as “those who here gave their lives.” What is the effect of moving “here” from the end of the phrase to the middle? Of changing “died” to “gave their lives”?
… add solemnity and the notion of sacrifice to the final version.
(Q3) In the final draft Lincoln inserts the following phrase into the body of the third paragraph: “[It is for us the living] … to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.” What do those words mean, and what do they add both substantively and rhetorically to the final draft “Bliss” version of the Address?
On the one hand this sentence effectively prepares the ground for the sentence that follows it, highlighting the “unfinished work” to be done. But it also adds a sense of singling out the northern soldiers in particular for special praise, as it was them who fought for and “nobly advanced” the defense of self-government.
(Q4) Both versions of the Gettysburg Address are three paragraphs long, but Lincoln changed his mind regarding where to locate the break between the second and third paragraphs, creating different opening or topic sentences for the third and final paragraph. Explain how the different topic sentences create different emphases and tone for how one might interpret the meaning of that all-important final paragraph.
The location of the break in the “Nicolay” version emphasizes those that died from those that lived by partitioning them into different paragraphs (the second versus the third). The final “Bliss” version links the living and the dead together, instead emphasizing the ineffectualness of Lincoln’s words and the actions of the living to dedicate the graveyard, and creating dramatic tension regarding what then is left for those gathered to do.
Meaning Making-
(Q1) Look carefully at Lincoln’s speech, how many times does he use the word “dedicate”? Circle the verb each time it appears in the text.
One instructional aim is to get students to reflect on how lingering on a key word can help to unlock the meaning of a piece. In a speech of only three short paragraphs, Lincoln uses a form of the word “dedicate” six times.
(Q2) What does the word “dedicate,” mean the first two times Lincoln uses it, and what other verb is closely linked to it the first two times it appears?
Point out that the first two instances of “dedicated” are closely linked to “conceived,” and discuss how the latter shades the meaning of “dedicated” when applied to the proposition being defended (“all men are created equal”). So, here “dedicated” expresses how the country is founded, or based on an idea or ideal.
(Q3) How is “dedicate” used the next two times, and how does it relate to the word consecrate? Who is now doing the dedicating?
Students should then identify how the meaning of “dedicate” shifts the next two times it is used and linked now to the word consecrate rather than conceive. The meaning of “dedicate” shifts to a very specific kind of religious action – consecrating the ground of the fallen dead by dedicating the field to their memory. This meaning gives dedicate a specifically religious connotation – to consecrate ground is to render it sacred. Additionally, the subject doing the action, performing the dedication, shifts from the nation to the assembled crowd.
(Q4) How does Lincoln use “dedicate” the final two times, and how does it relate to devotion?
Lincoln finally links dedication to “devotion to the cause for which they gave their life.” The last meaning of the word “dedicate” relates to the intensity of personal commitment, the notion of “dedicate” as exclusive, full devotion. Students should see how the last two instances of “dedicated” link together the way Lincoln used the word in the first paragraph—connecting the action of the listeners on that day to the greater ideal of preserving the principle of self-government. This analysis lays the foundation for students successfully negotiating the culminating essay.
Summarize how the meanings of “dedicate” accumulate from the beginning of the speech to the end, and explain the impact of the meaning that has built up over the course of the speech.
The key discussion for students to have is how “dedicate” accumulates power, beginning with being linked to conception and ending by being tied to devotion. It is important that along the way dedication is linked to the religious meaning of consecration (and hallowing). The final word Lincoln uses, “devotion” retains the spiritual sense of consecrate. Students should see how dedicate moves from something you believe in to something you fight for. That it moves from being a principle on which our country was built to a spiritual thing that requires our devotion and defense. They should see how the word accumulates meaning and power across the text. A great deal of this work is done through the changing meaning of the word dedicate – to understand the development of this word is to glimpse what Lincoln has done in this short speech.
Meaning-Making
Reread the speech with a new focus ( the essay prompt).
- Underline the word “dedicate” as used in the address.
- Explain the meaning of each “dedicate”. What kind of progression in meaning have you noticed? How does that help Lincoln shift the focus of his address?
Here is one suggested progression in meaning:
commit-> determine-> honor -> consecrate-> devote-> sacrifice
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President Abraham Lincoln’s Speech
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The aim of the following prompt is to reflect on the particular genius of Lincoln’s brief speech—thereby acknowledging that Lincoln’s words cannot perform the task set before him and the assembled crowd, so he transforms the occasion into one that challenges his listeners to rededicate themselves to the task of preserving self-government and a new birth of freedom.
Write a page length essay based on your understanding of Lincoln’s Gettysburg Address.
| Essay Prompt: In the last paragraph of the “Gettysburg Address,” Lincoln shifts the focus of his speech away from what he says is its purpose at the end of the second paragraph. What reasons does he give for the shift in focus? What does Lincoln think is the task left to those listening to his speech? Use evidence from the text to support your analysis. Formulate an answer to these questions in a thoughtful brief essay. The essay should be well organized and effectively support the point being made with carefully selected evidence. |
Homework#6 Complete the essay based on the prompt and hand it in by the end of the class on Wednesday 11/23/2011 together with the rubric and the sentence by sentence translation of the Gettysburg Address.
HW# 7 prepare for the recitation of the Gettysburg Speech.
Lesson 8: Recitation of Gettysburg address.
Resources:
The earliest recorded version of Lincoln’s Gettysburg Address being read (W.F. Hooley in 1898):
http://memory.loc.gov/cgi-bin/query/r?ammem/berl:@field(NUMBER+@band(berl+136012))
Charles Laughton (in Ruggles of Red Gap in 1935):
http://www.youtube.com/watch?v=0czJEX9Zlwo
Sam Waterson:
http://www.cnn.com/video/data/2.0/video/us/2009/02/12/sot.waterson.lincoln.gettysburg.cnn.html
Ken Burns documentary, The Civil War, Episode 5, “The Universe of Battle,” 1:29.08 – 1:31:18
Johnny Cash:
http://www.youtube.com/watch?v=5_hYZFUsOuw&feature=player_embedded
Mashup by Citizens of Central Illinois:
http://www.youtube.com/watch?v=74KIjobf47E&feature=related
Part II “Apology” by Plato
KEY VOCABULARY
claim, evidence, reasoning, inference
Resources:
Lesson 1
Objectives: Students will become familiar with the author Plato as well as the speaker, Socrates as well the social setting in which the speech was written; they will also identify the central claim of the speech in the introduction
Aim:Why does Socrates claim the accusation of him a ‘slander”?
Text: “Apology” by Plato
Materials:
- a copy of the Apology text
- audio of the speech ( http://www.thoughtaudio.com/titlelist/TA0023-Apology/)
Agenda
Do Now: Who was Plato? Who was Socrates? Why was Socrates put to trial?
Visit the websites and read about the bio info and trail. Take notes. We’ll share.
Mini Lesson
Read the introduction below and identify the central claim Socrates makes in his opening speech.
What is pathos? kairos? ethos?
| I will begin at the beginning, and ask what the accusation is which has given rise to this slander of me, and which has encouraged Meletus to proceed against me. What do the slanderers say? They shall be my prosecutors, and I will sum up their words in an affidavit. “Socrates is an evil-doer, and a curious person, who searches into things under the earth and in heaven, and he makes the worse appear the better cause; and he teaches the aforesaid doctrines to others.” That is the nature of the accusation, and that is what you have seen yourselves in the comedy of Aristophanes; who has introduced a man whom he calls Socrates, going about and saying that he can walk in the air, and talking a deal of nonsense concerning matters of which I do not pretend to know either much or little – not that I mean to say anything disparaging of anyone who is a student of natural philosophy. I should be very sorry if Meletus could lay that to my charge. But the simple truth is, O Athenians, that I have nothing to do with these studies. Very many of those here present are witnesses to the truth of this, and to them I appeal. Speak then, you who have heard me, and tell your neighbors whether any of you have ever known me hold forth in few words or in many upon matters of this sort. … You hear their answer. And from what they say of this you will be able to judge of the truth of the rest. |
Independent Practice
We’ll use the analytical Method to generate a claim based on the first paragraph of the “Apology”
1. What does Socrates claim about the charge against him?
2. How will he defend himself?
- Notice, Focus, Ranking- list 5-to 8 details; rank them
- The method: is there any pattern or connection among the details I have noticed?Is there any anomaly?
- So what? what is the claim?
- Complete EBC worksheet (page 1)
Homework: Write an EBC paragraph using the worksheet.
3.Identify an example of ethos, pathos and kairos and explain how Socrates uses the rhetorical devices to help him make his claim.
Exit Slip: Which rhetorical technique is used most effectively?
Homework: Prepare for a quiz on rhetorical terms tomorrow.
Lesson 2
Objectives: Students will identify statements that support why Socrates believes the reasons he is being accused.
Aim: Why is Socrates being accused?
Do Now: What do we know from reading about Socrates’ trial?
Mini Lesson
Read lines 19-72 and use the questions to guide your reading and discussion-
- What anticipated objection does Socrates make clear in the beginning of his defense?
- What point of view is revealed when Socrates uses the word ” fair” to describe the “challenge”?
- How does Socrates defend himself for the first accusation that he posses superhuman wisdom? What rhetorical devices does he use in this part of the defense?( lines 29-44)
- Why does Socrates begin his defense by mentioning the origin of his reputation?
- According to Socrates, why does he question people about their wisdom or start his quest for truth? What is his conclusion after such an endeavor? ( lines 65-72)
- According to Socrates, how has gained his bad reputation ( calumnies)?
- How does Socrates prove that most men are foolish or lack of wisdom and he is merely used to illustrate that men’s wisdom is in truth worth nothing?
- How does Socrates present his view that he is the wisest and yet not wise at the same time? Why does he consider himself to be the instrument of God?
- What does Socrates discover in his quest for the trial(truth)?
- What rhetorical devices does Socrates use to help the audience see his point in this passage? Identify examples of syllogism, logos, ethos,analogy,allusion,anaphora, antithesis, parallelism, chiasmas, and paralipsis etc.
Independent Practice: Make a claim based on the passage we have discussed. The claim may contain two points. Use evidence to support each point that relates to the claim. Use the EBC 2-point rubric to complete the assignment.
Homework: Use the worksheet to help you write an EBC paragraph beginning with your claim.
Lesson 3
Objectives: Students will make a claim statement and use relevant details to support the two-pointed claim
Aim: How do we make a two-pointed claim ?
Text: Lines 73-103 from Apology by Plato
Do Now: Share the EBC worksheet as well as examples of rhetorical devices based on lines 18-72
Mini Lesson
1. How to make a two-point claim? How do we support such a claim?
Claim: Socrates was initially confused by the statement of the oracle that there was no one wiser than he and his quest for the truth is what angered his peers and led to the accusations that he now faces.
Point 1: Socrates was initially confused by the statement of the oracle that there was no one wiser than he
Point 2: his quest for the truth is what angered his peers and led to the accusations that he now faces.
Find evidence to support each point and be sure to analyze each evidence. Make connections between the point and evidence.
2. Read lines 73-103 and respond to the following questions-
a. According to Socrates, what is the truth? Why?
b. Why does Socrates claim he is poor? what is his occupation? Who gave him the “job”?
c. How does Socrates defend himself against the accusation of the wealthy young men’s following him?What did the young men do to follow Socrates?
d. Who were mad and why? What did they do instead?
e. According to Socrates, what are some of the common charges pretenders use to accuse philosophers?
d. What logic does Socrates use to show it was people like Meletus who are guilty not him whose only guilt is to have told the whole truth? How does syllogism work? See an example and detailed explanations.
Exist Slip: At this point, are you convinced by Socrates he is innocent? Why or why not?
Homework: Find examples of Logos, Pathos and ethos from this passage. Copy the example and explain why( you will be assigned one and do it on a construction paper). Provide the term , definition, , example ,analysis and its effect on the audience.
Lesson 4 (lines 103-150)
Objectives: Students will formulate a claim on what Socrates believes his role in Athenians’ lives.
Aim: Why does Socrates argue that Athenians will suffer if they put him to death?
Text: lines 103-150 “Apology” by Plato
Do Now: Share out examples of logos, pathos and ethos
Mini Lesson
- Why does Socrates claim that the argues for the sake of Athens?
- What does he compare himself to a gadfly?
- Why does Socrates say he is a gift given by God to the Athenians?
- Why is Socrates not willing to propose a penalty ?
- Have you read any pleading statements in the speech? Why does Socrates not resort to such a strategy?
- Why does Socrates not suggest “exile” as an alternative for his punishment, which most likely would have been accepted?
Independent Practice
Draw two small claims based on this passage, which should be supported by at least two pieces of evidence for each claim.
Combine the two points to make a complete claim.
Homework: Write a paragraph with the claim as the topic sentence and use the two points to identify specific evidence and make connections with the claim.
Lesson 5
Objectives: Students will be analyze Socrates character through lines 149-187 in “Apology” by Plato; they will also how Plato uses various rhetorical devices to draw listeners to Socrates’ side.
Aim: How doe Plato portray Socrates through his speech? How does he bring readers to Socrates’ side?
Do Now: Share the two-point claim paragraph with a partner and jot down one strength and one weakness of your partner’s paragraph.
Mini Lesson
Two-point claim: According to Socrates, it is more important to be righteous than to fear death even if it means not doing everything to avoid death ( 128-159 not good to avoid dying at all; 162-168: righteousness more important than fearing death)
How to write an EBC essay using the two-point claim?
Use a sample worksheet and essay to demonstrate.
Your PRACTICE:
1. How does Socrates show his dignity?
2. How does he show his contempt for the people he disdains?
3. ” What kind of rhetorical device is ” The difficult, my friend, is not to avoid death, but to avoid unrighteousness”? Find another example of the same device.
4. Analyze paragraph 12 on page 9. What rhetorical devices are used in this paragraph? How effective are they?
5.Your Task: Closely read the text provided on pages 5-6 and write a well-developed text-based responses of two to three paragraphs. In your response, identify a central idea ( claim) in the text and analyze how the author’s use of one writing strategy ( literary element or techniques or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. DO not simply summarize the text.
Guidelines
Be sure to:
- Identify a central idea in the text ( claim)
- Analyze how the auteur’s use of one writing strategy develops this central idea
- Use strong and thorough evidence from the text to support your analysis
- Organize your ideas in a cohesive and cohere manner
- Maintain a formal style of writing
- Follow the conventions of standard written English
Homework: Complete the essay.( Due 4/8 Tuesday).
Lesson 6 Writing a Speech
Objectives: Students will identify an issue of certain personal significance and write a speech to present their arguments. The purpose of the speech is to persuade the audience to take a similar position on the issue as the students have.
Aim: What should be our speech about? Why should I be immensely invested in eh topic I shall write about?
Resources:
Do Now: Think of a time when you felt uncertain about an issue and were convinced by someone to take a stand. What was that issue about? What convinced you?
Mini Lesson- Pick a topic
1. Visit the website in New York Times “Room for Debate” and browse the topics listed. Jot down 5 topics you might be interested.
2. Visit debate.org and choose three topics you are interested in.
3. Go to IBEBATE.ORG and browse through the categories to pick your topics.
Independent Practice
Share your topics that you have collected from the websites and pick the top 2. Explain why you are interested in the topics and who you would like to address the issue to and what results you would like to see through your speech.
What do we need to talk about this issue( why is the issue important)?
WHAT’S YOUR PURPOSE?
People have gathered to hear you speak on a specific issue, and they expect to get something out of it immediately. And you, the speaker, hope to have an immediate effect on your audience. The purpose of your speech is to get the response you want. Most speeches invite audiences to react in one of three ways: feeling, thinking, or acting. For example, eulogies encourage emotional response from the audience; college lectures stimulate listeners to think about a topic from a different perspective; protest speeches in the Pit recommend actions the audience can take.
As you establish your purpose, ask yourself these questions:
- What do you want the audience to learn or do?
- If you are making an argument, why do you want them to agree with you?
- If they already agree with you, why are you giving the speech?
- How can your audience benefit from what you have to say?
AUDIENCE ANALYSIS
If your purpose is to get a certain response from your audience, you must consider who they are (or who you’re pretending they are). If you can identify ways to connect with your listeners, you can make your speech interesting and useful.
As you think of ways to appeal to your audience, ask yourself:
- What do they have in common? Age? Interests? Ethnicity? Gender?
- Do they know as much about your topic as you, or will you be introducing them to new ideas?
- Why are these people listening to you? What are they looking for?
- What level of detail will be effective for them?
- What tone will be most effective in conveying your mesage?
- What might offend or alienate them?
CREATING AN EFFECTIVE INTRODUCTION
Get their attention, otherwise known as “The Hook”
Think about how you can relate to these listeners and get them to relate to you or your topic. Appealing to your audience on a personal level captures their attention and concern, increasing the chances of a successful speech. Speakers often begin with anecdotes to hook their audience’s attention. Other methods include presenting shocking statistics, asking direct questions of the audience, or enlisting audience participation.
Establish context and/or motive
Explain why your topic is important. Consider your purpose and how you came to speak to this audience. You may also want to connect the material to related or larger issues as well, especially those that may be important to your audience.
Homework: Finalize the topic for your speech and establish the context and start thinking of the ” hook”.
Lesson 7
Objectives: Students will share their written speech with a partner and receive feedback on its persuasiveness.
Aim: What makes a speech persuasive? How does one make a strong argument?
Do Now: Share experiences of writing the speech.
Mini Lesson:
Take questions from he class concerning the essay.
Independent PRACTICE:
1. Find a quieter corner to share your essay with a partner. Read it out loud to the partner who will in turn take notes of issue the speaker is addressing and how he tries to argue for his point- evidence s/he may use, examples, anecdote, statistics, etc.
2. Repeat the same process by switching roles.
3. Share comments.
Homework: Revise the argument essay by incorporating some comments from your peer. The final essay is due on Thursday.
Lesson 8
Objectives: Students will review important elements in writing an EBC essay.
Aim: What are the important elements in writing a strong EBC essay?
Do Now: Distribute the EBC essays on “Apology” and students review comments and marks.
Mini Lesson-
To write an effective EBC essay, you need to-
- State the claim ( central idea ) clearly in the introduction.
- Point out immediately the most important literary element, technique or rhetorical devices used by the author to convey the central idea.
- Begin your body paragraph with a topic sentence that relates to your claim ( central idea).
- Provide a context before introducing the example.
- There should be at least two examples of the same device.
- Explain why the example you have provided is an example of the device or technique.
- Analyze why the device or technique effectively helps the author convey the central idea ( claim) you have derived.
- Repeat the process (two examples) in the same body paragraph.
- Provide a brief conclusion ( 3rd paragraph- optional).
- When quoting a line or two , put ( line 3-4) after the quotation and a “.” outside the (lines 3-4).
- When completing a sentence, use “.” or “;” if you want to continue.
- Double space when typing your essay.
- Use font size 12.
- Watch out for “run-on” and “fragments”.
- Punctuate your sentences clearly.
Practice:
Correct your own errors in the graded essay.
Exist Slip: What do I need to pay special attention to when doing the assessment tomorrow?
Homework: Finish revising the argument essay. Due tomorrow. Review today’s notes about EBC essays for tomorrow’a assessment.