Grade 11 AP English and Language Comp RHETORICAL ANALYSIS Grade 11 AP English and Language Comp

Presentation of Lesson Use PowerPoint slides and remote Keeps students engaged Allows me to move around the room Monitor behavior and engagement by moving throughout the room Lesson addresses both current issues in our society while having students learn and practice academic skills

Learning Goals Students will be able to: analyze a music video and utilize power verbs to describe what is going on in the video as a review of rhetorical strategies. independently read an editorial article and identify the rhetorical devices used by the author. write a thesis statement that makes an original claim about the assigned article. work both independently and in small groups to complete an activity and demonstrate understanding of the lesson.

Introductory Activity Students will pick up Quick Write paper as they enter Lesson will start with a music video- “Let Me In” by Alicia Keys Tells the story of an American family forced to flee to Mexico as refugees because of a war in the United States https://www.youtube.com/watch?v=v-1hpZzJpmg Students will complete a Quick Write Activity as they watch the video What message is this artist trying to get across in this video? How? Write a sentence using a POWER VERB to describe what is being conveyed in the video. Class discussion and share out of responses At this point, students are already knowledgeable about rhetorical stategoes such as ethos pathos logos, etc. -explain power verbs

SOAPS Review/Distribute Article I will have students review the acronym SOAPS Speaker Occasion Audience Purpose Subject As they review, I will pass out an article from The New York Times, “Police Violence: American Epidemic, American Consent” written by Charles M. Blow in September 2016

Handouts Two types of handouts-differentiated for different learners Additional handout of power verbs and words to describe diction, tone, imagery and with more power verbs Describe the boxes in the handouts -other students can use power verbs poster at front of room

Independent Work/Reading Time Students will have time to work independently and read the article Monitor understanding and behavior by walking around the room Talk individually with struggling students -use of “we” to establish connection with the audience, repetition of “another,” to emphasize this point, high level of diction to demonstrate knowledge and develop respect

Group Share Out Students will move to work in groups of three Groups will be predetermined to ensure that students are mixed by ability, race, and gender They will compare answers and show where they found answers in the text Encouraged learning from each other

Conclusion Verbal check for understanding What was hard? What do you need more practice with? Collect handouts for formative assessment Share out any comments or questions Remind students that I am available to them for any help needed -Self-monitoring and taking initiaitive for their own learning -mention classroom culture and learning environment- this all comes from building those strong relationships right from the beginning of the school year