1. Lesson 45

2. Today’s Agenda “Abolish High School Football” discussion
Activity 3.9 “How to Read an Editorial” p. 200
OBJECTIVE:
Students will identify different examples of slanters used in Schroth’s article and explain the effect of such devices.
Students will use specific strategies to analyze an editorial.

3. Do you have the five slanters marked?
Check Homework
Do you have the five slanters marked?

4. Which Slanter is it anyway?
One whiteboard
One marker
One eraser
GROUP

5. “Abolish High School Football”
Which slanter is being used?
“concussion is a blow to the head that smashes the brain against the skull”
rhetorical definition
“The victim feels weird”
downplayer
“has splotchy vision, falls to the ground, vomits, goes into a coma, dies”
hyperbole
so-called educational institution”
. Schroth implies that anyone who gets a concussion will inevitably die. He goes on to imply that, if you are lucky enough to survive a concussion, you will suffer depression, be unable to concentrate in school, and drop out. While all of these things are possible consequences of a concussion, they are not the norm and not every single person to suffer a bump on the head will end up dead or a high school dropout. Schroth is exaggerating the dangers of concussions in order to further his viewpoint that high school football is dangerous and should be abolished.
themselves. He describes their physiques as “grotesque” and “fat” and designed to do “damage” to other players. Schroth is clearly attempting to portray not just the sport but the players in a negative light as well.

6. “Abolish High School Football”
Which slanter is being used?
boys as “bedazzled heroes,” “grotesque,” “fat,” and designed to do “damage”
labeling
“small Texas town with nothing going for it but its high school football team”
ridicule
“some football players are very bright”
innuendo
Ridicule – mocks the town that values football too much

7. Writing Prompt #7 – “Abolish High School Football” pp. 197++
What is Raymond Schroth’s claim? How effective is Schroth’s evidence? Provide at least one slanter Schroth uses and analyze the effectiveness or lack thereof.
Be sure to incorporate the FOUR STEPS to integrate the quote.

8. Activity 3.9

9. “How to Read an Editorial” pp. 200
What is the difference between a news story and an editorial?
News story: to inform
Editorial: to inform and PERSUADE
In the margin OR in your notes, summarize the 8 bulleted points on p. 200.
Which bulleted points included steps you don’t normally take?

10. How to Read an Editorial
Look at HEADLINE/SUB-HEADING and predict what the editorial will be about.
Who is the AUTHOR? Is there an AFFILIATION? Any potential bias?
Read beginning of the editorial. What is the ISSUE and what is the writer’s STANCE?
Stop and PREDICT the OPPOSITION.
What EVIDENCE does the writer provide?
Does the writer address the OPPOSITION? Why or why not? (Remember bias through selection and omission?)
Circle words that are “SLANTED.”
What would you say to the writer?

11. Revisit: “Facebook Photos…Students” pp 192+
How was the author biased?
For the students
What is the evidence to support the bias?
“Sting” in the headline
Administrator not heard from until paragraph 11 (through ).
Attempt to appear objective by quoting a student who was not involved in the incident. He is standing up for the punished kids even though he had nothing to do with it. S

12. “Facing Consequences at Eden Prairie High School” pp. 202+
Draw the chart from page 201 on the back of writing prompt 7. The eight sections correspond to the eight bulleted points on page 200.
Fill in the chart with information from the editorial on page 202.