1. Mr. Verlin Overbrook High School September 16, 2015

2. Do Now: Brainstorming  List 10 things which come to mind when you think of July 4.

3. Objectives:  The students will be able to evaluate the effectiveness of persuasive, logical and rhetorical devices in “What to a Slave is the Fourth of July?” by Frederick Douglass.

4. Review: Anchors and QNTs  Describe  Theme  Quote  Note  Thought

5. Focus Lesson: Independence…  Academic Vocabulary  Evaluate: to assess value  Persuasion: making somebody believe something  Parallelism: using the same phrases within a sentence  Repetition: using the same specific words within a sentence  Analogy: a comparison between two things  Logic: reasoning between ideas  Rhetoric: the wording people use to persuade  Guided Practice: “What to a Slave is the Fourth of July?”  Browse to http://www.jverlin.com/page6/page37/page41/page41.html. http://www.jverlin.com/page6/page37/page41/page41.html  Preview  Title: predict and describe possible themes.  Author: google Frederick Douglass.

6. Focus Lesson: Independence…  Guided Practice (con’t.)  Read: one paragraph at a time  If persuasion, logic or rhetoric is found, take a QNT.  Else proceed to the next paragraph.  Small Groups  Divide into your small study groups.  Proceed through the remainder of the speech taking QNTs wherever instances of logic, rhetoric or persuasion can be found. In your thought, evaluate the effectiveness these devices are used. Each group should take at least 3 QNTs.  Independent Practice  Review parallelism, repetition and analogy.  Turn to p. 1148.  Take 1 QNT for each.

7. Homework: Independence…  Finish reading the speech.  Take 1 QNT/paragraph focusing on the effectiveness of the rhetorical modes where they occur (20 homework points). Hand in next class.