1. Analyzing Closing Arguments
SELL’EM
Analyzing Closing Arguments

2. Title: Ethos, Pathos, Logos
Warm Up:
In your composition books…
Title: Ethos, Pathos, Logos
Prompt: Pretend like you are trying to convince me (your teacher) to buy you your lunch tomorrow. Attempt to persuade me by writing 3 sentences that align with the 3 appeals ethos, pathos, and logos:
Ethos (1 sentence)
Logos (1 sentence)
Pathos (example: My wallet was stolen today and I will be grounded if I ask for another dime from my parents; will you please purchase my lunch tomorrow so that I may avoid starvation? I am a helpless freshmen without the ability to work as I am too young to be hired at a job! HELP!)

3. Looking at the Standards
9-10.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RI.5
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10.RI.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

4. Rate Your Learning 4
Student can apply their knowledge/awareness of the rhetorical appeals in their OWN writing. Student writing is effective/persuasive in achieving its intended purpose. 3
Students attempt to apply their own knowledge of the rhetorical appeals in their writing, but writing may not display a complete awareness of the rhetorical triangle (and may not be effective in achieving the writer’s purpose). 2
Students can identify the rhetorical appeals in other works, and describe how the appeals come together in harmony to achieve an author/speaker’s purpose (or how a piece may be lacking a certain appeal causing it to be weak). 1
Students struggle to identify the rhetorical appeals in other works, and may need to review these concepts again.
Today’s goal

5. Success Criteria for Our Lesson
SWBAT analyze the rhetoric in closing arguments using the “SELL’EM” analysis technique
SWBAT identify rhetorical appeals within closing arguments
SWBAT analyze how persuasion is achieved (What makes a STRONG vs. a WEAK argument/persuasive piece?

6. Behavioral Expectations
Continue to follow classroom rules (be respectful, follow along, no phones… you know the drill by now)
Whenever you see the PENCIL on a slide… TAKE NOTES in your COMPOSITION BOOK!

7. Analyzing Rhetoric Using SELL’EM
Sender-Receiver Relationship:
Who is the speaker/creator (sender) of the text/speech/image?
Who are the images and language meant to attract?
What is a description of the ‘sender’?

8. Analyzing Rhetoric Using SELL’EM
Ethical Strategies:
What is the ethical background of the author?
Is he/she believable?
Are his/her sources trustworthy?

9. Analyzing Rhetoric Using SELL’EM
Logical Strategies:
What logic is operating in this piece?
How does this logic (or the absence of logic) affect the message?

10. Analyzing Rhetoric Using SELL’EM
Language:
What does the language of the text describe?
How does word choice impact the writing?
What is the TONE communicated through the language in this piece?

11. Analyzing Rhetoric Using SELL’EM
Emotional Strategies:
What parts tug at the heartstrings of the audience? (BE SPECIFIC)
What strategies are being used to invoke an emotional response from the audience?
What type of emotional response is the ‘sender’ hoping for?

12. Analyzing Rhetoric Using SELL’EM
Message:
What is the message of this piece?
What is the sender trying to persuade/argue?
Summarize the main idea of the piece

13. Essential Background Information
Sender/Receiver = A Florida prosecutor Bernie de la Rionda is the speaker in this video clip. His language aims to persuade the media/jury/judge/public that George Zimmerman should be found guilty of second-degree murder for shooting Trayvon Martin, 17, Feb. 26, 2012
Ethical Strategies- The speaker is an authority of law as he is a graduate of the Florida State University College of Law
Biography from from FBI.gov :
Mr. Bernie de la Rionda serves as an Assistant State’s Attorney in the Fourth Judicial Circuit of Florida. In Florida, Mr. de la Rionda’s reputation as an exceptional prosecutor is legendary. In his 27 years of service, he has had more than 250 jury trials, 67 of which were homicide cases.  During the last two years, from 2009 to 2010, Mr. de la Rionda was the lead counsel in five homicide trials, all of which were first-degree murder cases. Furthermore, in 22 cases he was successful in obtaining a death penalty recommendation and sentence.

14. Take Notes on “SELL’EM” As You View
Focus on:
Logical Strategies
Language
Emotional Strategies
Message
(Start 1:53)

15. What Did You Notice? Logical Strategies Language Emotional Strategies
SUCCESS CRITERIA CHECK-IN:
SWBAT analyze the rhetoric in closing arguments using the “SELL’EM” analysis technique
SWBAT identify rhetorical appeals within closing arguments
SWBAT analyze how persuasion is achieved (What makes a STRONG vs. a WEAK argument?
What Did You Notice?
Logical Strategies
Language
Emotional Strategies
Message

16. SELL’ EM SOLO
Independent Task: Step 1: Read Atticus’ Closing Argument Step 2: Annotate his closing argument following the “HELP” annotation rules (on handout) Step 3: Analyze the closing argument using “SELL’EM”

17. Grab a Sticky Note from Tower EXIT SLIP
First/Last Name + Period #
Identify where you currently fall on our learning scale
After you record your rating, write at least 1 sentence that supports the number that you chose (and please let me know if you need help with any of the content we have covered) 4
Student can apply their knowledge/awareness of the rhetorical appeals in their OWN writing. Student writing is effective/persuasive in achieving its intended purpose. 3
Students attempt to apply their own knowledge of the rhetorical appeals in their writing, but writing may not display a complete awareness of the rhetorical triangle (and may not be effective in achieving the writer’s purpose). 2
Students can identify the rhetorical appeals in other works, and describe how the appeals come together in harmony to achieve an author/speaker’s purpose (or how a piece may be lacking a certain appeal causing it to be weak). 1
Students struggle to identify the rhetorical appeals in other works, and may need to review these concepts again.