Martin Luther King I Have A Dream Malcolm X Close Read Rhetoric Bundle

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COMMON CORE ALIGNED: This bundle includes 6 complete progressive lessons that explore some of the great rhetoric of MLK and Malcolm X. Each lesson touches all learning modalities through PPT lecture, engaging videos, music, individual and group activities, socratic discussion, and oral presentation. Students will learn and interact with the rhetorical situation, SOAPStone, Aristotle's Triangle, Rhetorical Appeals, Literary Devices, and Analysis Writing.

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Link-CIVIL RIGHTS RHETORICAL ANALYSIS EXERCISES

Lesson #1 Exploring Adversity Theme Rosa Parks Gospel Lyrics

Geat lesson for Black History Month: Fun, challenging interactive way to introduce the concept of denotation/connotation, thematic subject vs theme, and generating your own thematic statements. Students will work in groups to evaluate the denotative and connotative meaning of words, evaluate thematic subject and theme in a variety of different mediums, and establish their own thematic statement using similes, metaphor and analogy. Lesson concludes with groups writing their own acrostic poem using the word ADVERSITY as the anchor.

Lesson Includes:
1. PPT Lecture (22 slides)
2. Teacher's Guide
3. Student Notes/Handouts (4 pages)
4. Video link for analysis
5. Song lyrics for analysis

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RI.9-10.4 CCSS.ELA-LITERACY.RI.9-10.5 CCSS.ELA-LITERACY.RI.9-10.6
CCSS.ELA-LITERACY.SL.9-10.1.C CCSS.ELA-LITERACY.SL.9-10.1.D CCSS.ELA-LITERACY.RI.9-10.7
ESSENTIAL QUESTIONS:
1. How does humankind respond to adversity?
2. What is the role of adversity in the human experience?
3. What are the positive and negative connotations surrounding a word?
4. How is a common theme expressed within different sources?
5. How to concisely summarize thematic meaning?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Identify and select words with positive/negative connotations
2. Analyze a variety of mediums to identify and explain a common theme
3. Create acrostic poems that express a specific tone and theme
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Place students in groups of 3-6
 DENOTATION VS CONNOTATION, DEFINING ADVERSITY:
 Denotation vs Connotation Exercises
 Defining “Adversity” Exercises
 ADVERSITY’S RELATIONSHIP TO THE HUMAN EXPERIENCE
 Review Thematic Subject and Theme (PPT slide)
 Explain tasks to students (PPT slide) and use the PPT to read the quotes
 Students complete “Adversity’s relationship to the human experience” exercises
 Have students share their completed work with the class
 Have students complete Rosa Parks and song comparison and share findings
 ACROSTIC POETRY
 Explain Acrostic Poetry to Class (PPT slide) and have students work in groups to create an Acrostic Poem.
 Have students share their completed poems with class.
FORMATIVE ASSESMENT:
1. In discussions with class as students share their group-work with class.

Lesson #2 MLK Rap Rhetorial Situation

Great Black History Month exercise. Students will learn the elements of the Rhetorical Triangle and the SOAPS method of analyzing the Rhetorical Situation. Teacher leads KWL discussion of the Rhetorical Situation surrounding "I Have a Dream". Students analyze videos to gain deeper knowledge of the elements of SOAPS surrounding "I Have a Dream". Students write a 5 stanza rap (5 rhyming couplets) to express their knowledge of each element of the Rhetorical Situation.

This lesson includes:

1, Teacher's Guide: Complete Instrudtions
2. PPT Lecture (11 slides): For student notes and guiding the exercise
3. Video Links (3 different videos): For student analysis of rhetorical situation and sample raps
4. Student Notes and Worksheets (3 Pages)


Lesson Plan:
CCSS: CCSS.ELA-LITERACY.SL.9-10.1.C CCSS.ELA-LITERACY.SL.9-10.1.D
CCSS.ELA-LITERACY.SL.9-10.6
ESSENTIAL QUESTIONS:
1. What are the elements of Aristotle's Rhetorical Triangle
2. What are elements of a rhetorical situation? (SOAPS)
3. What was the rhetorical situation surrounding "I Have A Dream"
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Memorize the elements of the rhetorical situation
2. Identify the elements of the rhetorical situation of "I Have A Dream"
3. Create a 5 stanza rap that communicates the elements of the rhetorical situation surrounding "I Have A Dream"
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Place students in groups of 3-6
 DIRECT INSTRUCTION
 Definition of Rhetoric and Analysis
 Aristotle's Rhetorical Triangle
 SOAPS Method of evaluating the rhetorical situation
 TEACHER FACILITATED DISCUSSION (KWL Chart)
 Have students work in groups to discuss the first column of KWL
 Teacher leads discussion of student's prior knowledge (column 1)
 Have students work in groups to discuss the second column of KWL
 Teacher leads discussion of student's desired knowledge
 VIDEO ANALYSIS
 Show any or all of these videos to and have students complete the 3rd column of the KWL chart
Video #1 (MLK Biography)
https://www.youtube.com/watch?v=vaSrKSgCDNM
Video #2 (I Have A Dream Rap)
https://www.youtube.com/watch?v=3xPqiBd_xIw
Video #3 (Civil Rights Rap)
https://www.youtube.com/watch?v=84dar7FrNCw
 Teacher leads discussion of column 3 of KWL Chart
 SOAPS "I HAVE A DREAM" RAP EXERCISE
 Have students work in groups to follow the instructions on the worksheet and complete a rhetorical situation rap for "I Have A Dream"
FORMATIVE ASSESSMENT:
1. Student discussion and students share their poems with class.

Lesson #3 Malcolm X Close Read "Ballot or the Bullet"

Great Lesson Plan for Black History Month. COMMON CORE ALIGNED: This lesson plan comes complete with PPT lecture, Student Handouts, Close Read W.S., and a Teacher's Guide. Students will analyze a video as a basis for Socratic Discussion concerning the fundamentals of argument. After Direct Instruction, students will employ the SOAPS strategy for analyzing the Rhetorical Situation of arguments. For Guided Practice, students and teacher will use a Close Reading W.S. to evaluate excerpts from Malcolm X's "Ballot or the Bullet" speech for tone, point of view, assumptions, and biases.


Included:
1. TEACHER GUIDE: Fully developed lesson plan
2. PPT LECTURE (14 slides): With integrated student exercises
3. STUDENT NOTES AND WORKSHEETS (3 pages)
4. ANSWER SHEET: Printable sheet as well as integrated answers within PPT lecture
5. CLOSE READING WORKSHEET (side by side alignment with critical thinking questions)
6. VIDEOS: (2 different videos) to enhance instruction.

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RI.9-10.1 CCSS.ELA-LITERACY.RI.9-10.2 CCSS.ELA-LITERACY.RI.9-10.3 CCSS.ELA-LITERACY.RI.9-10.4 CCSS.ELA-LITERACY.RI.9-10.5 CCSS.ELA-LITERACY.RI.9-10.6 CCSS.ELA-LITERACY.RI.9-10.9
ESSENTIAL QUESTIONS:
1. How does humankind respond to adversity?
2. What is the role of adversity in the human experience?
3. What are the fundamental elements of argument?
4. What are the elements of the Rhetorical Situation?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Recognize the fundamental elements of an argument
2. Evaluate and annotate a text to identify it’s Rhetorical Situation
3. Identify the explicit and implicit indications of tone, point of view, and assumptions/bias within a text.
ACTIVATING STRATEGY
 VIDEO ANALYSIS EXERCISE:
 Use PPT slides and video to develop classroom discussion about the fundamentals of argument
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 DIRECT INSTRUCTION PPT LECTURE:
 Argument vs Contradiction
 Rhetorical Situation “SOAPS”
 Analyzing Arguments using “SOAPS”
 GUIDED PRACTICE
 Strategy #1: Put students into dyads or triads and have them complete the Close Reading Worksheet “The Ballot or the Bullet” Upon completion use the PPT slides to facilitate discussion and evaluate their findings
 Strategy #2: Use the PPT slides as a guide and work as an entire class to answer each question and annotate the text. (Teacher could also use a printed copy of the worksheet and project it with an Elmo to help with annotations)
 INDEPENDENT PRACTICE
 Students complete annotations and charts for assigned articles (starting in class and completing for homework)
ASSMENT:
 FORMATIVE: Completed Close Reading Worksheet and classroom discussion
 SUMMATIVE: Completed annotations and charts for assigned articles

Lesson #4 MLK I Have A Dream Rhetorical Appeals Analysis

Great lesson for Black History Month. COMMON CORE ALIGNED: This lesson involves direct instruction, engaging supporting videos, guided rhetorical analysis practice exercises, and a structured rhetorical analysis close reading of MLK's "I Have a Dream" speech. After direct instruction, students will work alone or in groups to analyze MLK's speech for use of ethos, pathos, logos, and literary devices.

Lesson includes
1. Teacher Lesson Plan
2. PPT Facilitated Lecture (14 slides)
3. Student Notes and Exercises (2 pages)
4. Structured Close Read (5 pages)
5. Prompt for Analysis Paragraph (1 page)
6. Supporting Video (1 video ethos pathos logos)

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RI.9-10.1 CCSS.ELA-LITERACY.RI.9-10.2 CCSS.ELA-LITERACY.RI.9-10.3 CCSS.ELA-LITERACY.RI.9-10.4 CCSS.ELA-LITERACY.RI.9-10.5 CCSS.ELA-LITERACY.RI.9-10.6 CCSS.ELA-LITERACY.RI.9-10.9 CCSS.ELA-LITERACY.W.9-10.2.A CCSS.ELA-LITERACY.W.9-10.2.B CCSS.ELA-LITERACY.W.9-10.2.D
ESSENTIAL QUESTIONS:
1. What are the elements of Aristotle's Rhetorical Triangle
2. What are elements of a rhetorical situation? (SOAPS)
3. How do rhetorical appeals and devices further a text’s purpose
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Memorize the elements of the rhetorical situation
2. Identify the elements of the rhetorical situation of "I Have A Dream"
3. Identify and analyze the use of rhetorical appeals within “I Have A Dream”
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 DIRECT INSTRUCTION
 Definition of Rhetoric and Analysis
 Aristotle's Rhetorical Triangle
 Rhetorical/Literary Devices
 STUDENTS COMPLETE CLOSE READ EXERCISE
 Either as one exercise or in sections followed by class discussion
 TEACHER FACILITATED DISCUSSION
 Discuss students’ responses for each section of the close read
FORMATIVE ASSESSMENT:
1. Student close read worksheet and class discussion.
2. Student paragraphs

Lesson #5 Mapping Analogies MLK Analogy Analysis

Great lesson to use with for Black History Month. COMMON CORE ALIGNED: Complete lesson plan guiding students on how to identify, map, and analyze analogies.

ESSENTIAL QUESTIONS:
1. What is an analogy?
2. What are the uses for analogy?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Identify the variables that make up an analogy
2. Identify the implicit relationship within an analogy
3. Map out and analyze simple and sophisticated analogies
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 DEFINITION AND STRUCTURE OF ANALOGY (PPT AND VIDEO)
 ANALOGY TYPES/RELATIONSHIPS (PPT AND VIDEO)
 Students complete analogies and identify relationship
 Teacher reviews answers checks for understanding
 BUILDING BLOCKS FOR ANALOGIES (PPT AND VIDEO)
 Students complete analogies mapping exercise
 Teacher reviews answers checks for understanding
 USES FOR ANALOGIES (PPT LECTURE)
 STUDENTS COMPLETE MLK’s ANALOGY EXERCISES
 Students can work alone or on groups of 2-3
 Students draw a physical representation of what MLK describes in his analogy
 Students use graphic organizers to map out MLK’s analogy
 Students write a response paragraph identifying the relationship and purpose of MLK’s analogy.
 Teacher facilitates discussion analyzing student’s work
FORMATIVE ASSESMENT:
1. In discussions with class as students share their group-work with class.
2. Completed worksheet analyzing MLK’s analogy

ANNOTATING INFORMATIONAL TEXT

Common Core Aligned. This package includes a a variety of resources to help students develop active reading skills and annotation techniques for informational texts. PPT lecture explains the strategies for active reading and techniques for annotations. Student notes outline each step for annotating texts. Aligned graphic organizer is provided for students to consolidate their annotations. Printable bookmarks are provided for students to recall elements and system for annotating texts.

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Link-LITERATURE GRAPHIC ORGANIZERS

If you are interested in an in depth Persuasive Argument Writing Unit, click on the link provided below

Link-Persuasive Argument Writing Unit Bundle

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Link-Writing Resources

If you are interested in lessons that provide instruction on evaluating an argument's claims, premises, supporting evidence, use of rhetorical appeals, etc.; click on the link below:

Evaluating Arguments Unit: Rhetorical Situation, Appeals, Structure, Fallacies

This Lesson Plan Includes:
1. Teacher Instructions
2. Student Handouts (6 pages)
3. Annotations Notes
4. Graphic Organizers
5. Annotation Book Mark Cut Outs
6. PPT Lecture (12 slides)

This lesson plan/worksheet is part of a larger unit. It can be used as a stand alone, or if you choose to acquire the entire unit, integrated with the other lessons.
Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RL.9-10.7 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.5
ESSENTIAL QUESTIONS:
1. How does one become an active reader?
2. What is the process of annotating informational texts?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Identify the elements of active reading
2. Develop a method for annotating texts
3. Effectively annotate informational text
4. Complete Annotations Graphic Organizer
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Teacher uses PPT lecture to introduce active reading and annotations
 Teacher introduces the structure and purpose of annotations graphic organizer
 Teacher introduces the annotations bookmarks
 Students annotate within text and/or use graphic organizer while reading text
 Use annotations and organizers for evaluation of text for writing assessments.
Total Pages
100 + Slides over 50
Answer Key
Included
Teaching Duration
N/A

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Martin Luther King I Have A Dream Malcolm X Close Read Rhe
Martin Luther King I Have A Dream Malcolm X Close Read Rhe
Martin Luther King I Have A Dream Malcolm X Close Read Rhe
Martin Luther King I Have A Dream Malcolm X Close Read Rhe