1. How are Beyonc e ,Pope Francis and Hashtags the Same?
Exploring Rhetorical Analysis
Visual Vocabulary/ Picture File
EDUC 470
Laura Lee Bayne
1 March 2016

2. Common Core Standards for English Language Arts in Writing & Speaking
Production and Distribution of Writing (Grades 9-12):
CCSS.ELA-LITERACY.W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Presentation of Knowledge and Ideas (Grades 9-12):
CCSS.ELA-LITERACY.SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

3. Rhetoric Persuasion in speaking, writing, art, music
What does Beyonc e want us to do?
At start of the unit/lession
Distribute hard-copy of the presentation. Distribute wordlist of key vocabulary with academic terms already defined in simple terms to reinforce the images from slides.
Slide discussion:
Ask students if they saw the Super Bowl. What did they think about Beyonce’s performance? Why do they think some people were upset by it?
What about her “Formation” video? Had any of them seen it? Are there any images they remember?

4. Persuasion Getting an audience to agree with the author’s argument
Pause for students to consider different audiences – movie, concert, protest, etc
Why is audience important? Do they think Beyonce’s performance worked? What audiences agreed with her? What audiences disagreed?

5. Audience The group to be persuaded.
"A person who thinks only about building walls, wherever they may be, and not building bridges, is not Christian. This is not the gospel.”
Pope Francis, 2/18/16
Ask students if they knew about the visit.
Group students to discuss the Pope’s statement. Show a clip from his visit.
Who is the Pope talking to? Mexicans? Immigrants? Americans?
A speaker’s listeners
An author’s readers
A YouTuber’s viewers
Social media followers

6. Audience Who are they? What do they believe? Where are they from?
Still in small groups:
Talk about values – develop a working definition using clues from slides and vocabulary
How do values define an audience?
Ask – why is audience important?

7. Author
Has something to say
How is Beyonce an author?

8. Author Creates a message a public speaker a writer some visual artists
performers

9. Author Wants change Class divided into groups.
Half the groups will discuss:
What does the Pope want changed?
What does Beyonce want changed?

10. Argument The persuasive message. In pairs:
Discuss general meaning of argument – a fight, a disagreement, etc.
As a class: report on informal definitions
Contrast with academic meaning of the term.
Small groups:
How is #blacklivesmatter an argument?
Who is the audience?
Do they think Beyonce might be making this argument?
Why? What is the audience supposed to think?

11. Argument Still in small groups:
Ask is there an argument here? Where are they showing the poster? Why?

12. Argument hashtags music videos posters pictures songs stories
With students still in groups:
Is the #immigrantlivesmatter also an argument? Does the Pope agree or disagree? What is the audience supposed to think? Are we supposed to change?

13. Purpose An argument’s goal What do you want the audience to do?
Have groups report on what they discovered.
In pairs have students discuss and take notes on what hashtag argument they would like to make and how they would do it. Would they use pictures, song, give a speech, tell a story? Why?
What would be their goal? How would this goal shape their argument?

14. Rhetorical Triangle Argument Author Audience
Connects the author, the argument & the audience
In pairs: Students review notes and write short paragraph about whether they think Beyonce is making an argument and what she wants her audience to believe and do. Students will describe the audience. Students use evidence from pictures found in presentation and online.

15. Rhetorical Triangle Argument Author Audience
In pairs: Students review notes and write short paragraph about whether they think Pope Francis is making an argument and what he wants his audience to believe and do. Students will describe the audience. Students use evidence from pictures found in presentation and online.

16. Rhetorical Appeals Paired student activity:
Each pair will be given one of the above terms. Ask students if they know any words already that have these words in them? Native Spanish speakers may have some cognates/familiarity with terms. Do they have a general sense of meaning.

17. Rhetorical Appeals Tools an author uses to make an argument
Why does an author need tools? What might be some tools they already know?
Music – what makes you want to dance or sing along?
Visual – what makes you look at one picture longer than others?
From the slides – did any of the pictures mean something to you?

18. Pathos Oh dear… What is happening here?
Who is Beyonce flipping off? Why is she doing this? What is she feeling? What does she want the audience to feel?
Show “Formation” video:

19. Pathos
What is this picture saying? What does it make you feel? Why a baby? Who is holding the gun? What does “Target Practice” mean?

20. Pathos
What is this picture saying? What does it make you feel? What does the picture mean? Why a little girl?

21. Pathos How the author affects the audience: emotion(s) style
In small groups – Pick one of the 2 earlier pathos pictures and discuss the element of pathos. Think about who the audience is for the picture? Is the picture effective – does it work in making people feel what the author wants them to feel?
Do they work in making a hashtag argument?
What kind of pictures would you pick to make an appeal to pathos in a #immigrantlivesmatter or #blacklivesmatter argument?
Make a poster from using images from this poster or ones you find online that you think make a pathos argument that supports your hashtag.

22. Ethos
Who is the Pope? Is he important? Why or why not? Do people want to believe him? Why when he speaks about immigration do people listen? How is he different?

23. Ethos
Who is Beyonce? Is she important? Why or why not? Who listens to her? Why do people listen when she speaks about race in America?

24. Ethos Who the author is: character trust belief
Small group activity --
Pick an author – The Pope or Beyonce
Based on what you have learned make a list of what you know about them
Does what you know give them more or less ethos? Does their ethos support their hashtag argument?
Use graphic organizer (distributed in class for activity) from 99 Ideas and Activities for Teaching English Learners pg. 142 “Description”

25. Logos
Students brainstorm in pairs about what is Beyonce’s message here – What does she mean by “I slay” ? Does the repetition of words make her message clearer? Can we logically understand her argument as a #blacklivesmatter argument?

26. Logos
Here Pope Francis is talking to the US government. In pairs, students will discuss what he means. Continent & foreigners definitions are provided on vocabulary sheet. Pairs will discuss what those terms mean. Does this argument make sense? Does it fit with his #immigrantlivesmatter argument?

27. Logos What the author says: logic message structure
Logos is like glue – it connects and supports pathos and ethos. Logos helps the audience understand the message of the argument/video/story.
Activity:
Students will be given a series of pictures and asked to put them in order to tell a story.
Discussion – how does changing the order of the pictures change the story?
If you were to tell a #immigrantlivesmatter story what pictures would you pick and how would you arrange them?

28. Rhetorical Appeals Logos Ethos Pathos
Students will review their earlier paragraph about Beyonce. In pairs they will identify any rhetorical appeals to logos, ethos or pathos they now see in the images they used. They will talk about how they appeal to the audience they described.
Students will write a paragraph explaining their thoughts. ELL students may be given some additional scaffolding with sentence prompts and model phrases to help them develop their paragraphs.

29. Rhetorical Appeals Logos Ethos Pathos
Students will review their earlier paragraph about Pope Francis. In pairs they will identify any rhetorical appeals to logos, ethos or pathos they now see in the images they used. They will talk about how they appeal to the audience they described.
Students will write a paragraph explaining their thoughts. ELL students may be given some additional scaffolding with sentence prompts and model phrases to help them develop their paragraphs.

30. Rhetorical Appeals Together they build a strong argument Last Day --
Group Project Assigned:
Students will develop their own #hashtag argument – separate from the two in this unit. Students will need to find pictures, music, video to support their #hashtag. Students will organize these into a PowerPoint presentation. Each student will write a description of the audience, the argument and how they used the appeals of logos, ethos, & pathos in the presentati
Work on this project will take two-three weeks and will be done largely in class. Ongoing during the work, reteaching and check in on group progress will occur. The goal is for students to apply the content of the lesson.