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

2. 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

3. 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.

4. 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
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

5. 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

6. 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

7. 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

8. 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

9. 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