TODAY’S GOALS Introduce the new skill: critical consumption of information Practice rhetorical analysis in preparation for the unit 2 essay Introduce the genre of strong response

SKILL: CRITICAL CONSUMPTION OF INFORMATION Believing and doubting game Practice arguing/advocating for both sides of an issue Rhetorical analysis Find and analyze uses of rhetoric in a piece of writing, paying special attention to the use of rhetorical appeals and angle of vision Reading perspectives: With the grain Against the grain

READING PERSPECTIVES: Against the Grain (Resistant Reading) Helpful to find what an author has left out with their angle of vision Good for identifying weak points of a writer’s argument May help you refute an author’s statements on a point-by-point basis Good for synthesizing ideas, writing counter arguments Helpful to see if the writing has changed your perspective at all With the Grain Helps to understand writer’s angle of vision Good for identifying strong points of a writer’s argument May help your further support an author’s thesis with new points or ideas Good for writing summaries or analyses or when synthesizing an author’s ideas

PRES. OBAMA’S INAUGURATION ADDRESS: “Vice President Biden, Mr. Chief Justice, members of the United States Congress, distinguished guests, and fellow citizens: Each time we gather to inaugurate a President we bear witness to the enduring strength of our Constitution. We affirm the promise of our democracy. We recall that what binds this nation together is not the colors of our skin or the tenets of our faith or the origins of our names. What makes us exceptional -- what makes us American -- is our allegiance to an idea articulated in a declaration made more than two centuries ago: “We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.” Today we continue a never-ending journey to bridge the meaning of those words with the realities of our time. For history tells us that while these truths may be self-evident, they’ve never been self-executing; that while freedom is a gift from God, it must be secured by His people here on Earth. (Applause.) The patriots of 1776 did not fight to replace the tyranny of a king with the privileges of a few or the rule of a mob. They gave to us a republic, a government of, and by, and for the people, entrusting each generation to keep safe our founding creed..” […]

GROUP ACTIVITY 1: PRACTICE RHETORICAL ANALYSIS In your debate groups Read President Obama’s inaugural address at: press-office/2013/01/21/inaugural-address-president-barack-obama Analyze President Obama’s inauguration speech, focusing on sections we did not cover in the class discussion: 1.How does Pres. Obama use rhetorical appeals in his speech? Look for at least 1 example of each type 2.Are there any weak points in the speech or points that could be revised? 3.Are there any strong points in the speech that you felt were particularly persuasive? 4.Is there anything noticeable about the style or language being used in the speech?

GROUP ACTIVITY 2: In your debate groups Select one of the three basic types of strong response: for your group: ideas critique, rhetorical critique, or reflection Read “Understanding Strong Response” on p. 104 Read the Strong Response Section for your group: Strong Response as Rhetorical Critique p. 104 Strong Response as Ideas Critique p. 106 Strong Response as Reflection p Write a one paragraph summary of the most important information from your group’s section 2.Write a two to three paragraph strong response (of the type your group selected) to President Obama’s inauguration speech

STRONG RESPONSE WRITING: 4 Types: Rhetorical Critique Ideas Critique Reflection Blend

GROUP ACTIVITY 3: PRELIMINARY ARTICLE ANALYSIS Select one of the articles for your group Answer question 1 and then read the article. After you have finished reading, answer the remaining questions: 1.What is your current view on multilingualism and multilingual education in the US? (Summarize for each group member) 2.Did the article change your view on multilingualism or multilingual education? 3.What does the author’s thesis or main idea seem to be? 4.How does the author use rhetoric to further their argument? a)Ethos b)Pathos c)Logos d)Angle of Vision e)Style

GROUP ACTIVITY 4: DEBATE PLANNING In your debate groups Continue to work on preparations for your debate At this point you should make sure to consider: Will you appoint a group leader? Who? Will your group be using a set order or flexible order? If a flexible order, how will you decide the order during the debate? (You will have very little time for this) What research will you bring to the debate to support your argument? What is the final list of your main speaking points? Did you make sure to include all three rhetorical appeals? What 3 speaking points will you be sharing with the opposing side? Please write these out and turn them in at the end of class)

HOMEWORK: Read A&B p , 95-99, Select one of the sample articles to work with for your Strong Response essay Review important unit 1 concepts if necessary (see the review slide from Wednesday’s class if necessary)