Rhetorical Analysis Unit Breakdown

WEEK 1: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt:
Moody Monday- Thoughtful Wellness Throwback Free Write Friday-
Introduction to IMAGE Upon Tuesday- Wednesday- Thursday- There is Write a story that
Rhetoric and the reviewing the “Success is not Checking In!! How nothing wrong with includes these two
Art of picture and the final; failure is not is everyone feeling being afraid. lines of dialogue:
Persuasion caption, what fatal: it is the (physically, Describe a fear “What’s in your
message do you COURAGE TO mentally, that you had as hand?” “It’s
think Boston (the CONTINUE that emotionally)? Do child. Why were mine! I found it!”
photographer) was counts.”- Winston not just say ‘fine’ or you afraid? Are (10 Mins)
(EQ: What Is trying to convey Churchill. ‘bad’, explain and you still afraid of
Rhetoric? What through publishing Reflecting on the reflect on WHY you it? (10 Mins) Free Choice
Is It Used for this photo? (10 quote above, are feeling this way. Novel Reading
Mins) describe a time (10 Mins) Prezi: The Art of Students will be
and Why?)
where you have Persuasion- Ethos, given class time to
Prezi: failed but had the Group Discussions Logos and Pathos read the novel they
Introduction to- courage to on Free Choice Looks in depth at chose for this unit.
Reading Journal Rhetoric continue. What Novels In groups of the rhetorical Just like a Core
Template Introduces the happened? How 4, students will appeals of Ethos, Work or a Book
topic “Rhetoric”. did you feel? How discuss their novel Logos and Pathos Club novel unit,
Also explains the have/will you thus far, hypothesize and their the students should
difference between overcome this? (10 what may happen importance to be recording notes
Group Rhetorical Devices Mins) next or voice persuasion. on each chapter in
Discussion and Literary questions about the Includes Guided their Reading
Questions for Devices. Includes novel that they have. Notes (30 Mins) Journals (40 Mins)
Novels Guided Notes due Group Activity: Students reading the
to the sheer Rhetoric Stations same book are not Activity: Ethos, Reading
volume of In group of 5-6, permitted in the Logos and Pathos Conferences:
information being students will same group (20-25 Students will Free Choice
Ethos, Logos presented (45 partake in different Mins) examine model Novel Meetings
and Pathos Mins) stations around the texts and determine with each student
Answer Key room. One GO per if the speaker is in regard to the
group, each team using Ethos, Logos novel they chose
member must fill HW: Free Choice and/or Pathos (15 for their Free
HW: Free Choice out a section of the Novel Reading Mins) (Due Choice. Questions
Novel Reading GO to obtain full FRIDAY if NOT will be asked about
credit. (45 Mins) completed in class) how the reading is
(Due at the end of going. If the
class) student wishes to
change the novel
HW: Free Choice they have for this
Novel Reading unit, this is the last
opportunity to do
so (5 Mins)
HW: Free Choice
Novel Reading
WEEK 2:  Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt:
Moody Monday- Thoughtful Wellness Throwback Free Write Friday-
Examining IMAGE This Tuesday- “I can’t Wednesday- Please Thursday- Describe Imagine that you
Various Forms image is titled change the understand that it is a memory you have have chosen to be
of Rhetoric “Raising the Flag direction of the healthy to vent! of fall. Why does frozen for 50
at Ground Zero” wind, but I can Take this time to this memory stand years. Describe
and was taken by adjust my sails to write (vent) about out to you? (10 your first days,
Thomas E. always reach my something that has Mins) unfrozen, 50 years
(EQ: How is Franklin after the destination.” been bothering or in the future. (10
Rhetoric Used 9/11 attack in New -Jimmy Dean. upsetting you Prezi: Rhetoric of Mins)
in Various York City. After Dean uses recently (or if Speeches (15 Mins)
Forms Such as such a horrendous beautiful imagery something exciting Group Activity:
tragedy, what kind here to describe is happening, you Class Activity: Novel Stations In
Films,
of mood did this how he adjusts to can share that too!). Rhetoric Behind- group of 5-6,
Commercials, Martin Luther students will
photo make the obstacles that (10 Mins)
News Articles, King Jr.’s “I Have partake in different
viewers feel? How tried to get in the
Speeches?) does viewing this way of his goals. Group Discussions A Dream Speech” novel stations
photo 20 years Describe your on Free Choice As a class, students around the room,
later make you “destination” Novels In groups of will fill out the each student using
feel? Explain your (goal). How will 4, students will Rhetoric GO the novel they
Prezi (Which is
answer. (10 Mins) you get there and discuss their novel regarding the topic chose for their
broken up over thus far, hypothesize above (30 Mins) Free Choice
what are some
3 days): Various Prezi: Rhetoric of what may happen Novel. They will
obstacles that may
Forms of TV Shows and be thrown your next or voice fill out their Novel
Rhetoric Movies (15 mins) way? (10 Mins) questions about the Stations worksheet
novel that they have. HW: Free Choice for the first 4
Class Activity: Prezi: Rhetoric of Students reading the Novel Reading minutes at the
Rhetoric Behind- News Articles same book are not station, then share
Rhetoric History Channel’s and permitted in the what they wrote
Behind- Various “Ancient Aliens” Advertisements same group. (20-25 with the group for
Mediums GO As a class, students (15 mins) Mins) the last 4 minutes.
(Used with all will fill out the Stations include:
“Rhetoric Rhetoric GO Class Activity: Theme, Tone/Point
Behind” regarding the topic Rhetoric Behind- of View,
activities) above (30 mins) Print/Internet HW: Free Choice Characters,
Ads Ad Examples. Novel Reading Powerful Quotes,
As a class, How the Novel
students will fill Fits to the Course
HW: Free Choice out the Rhetoric
Theme (40 Mins/8
Novel Reading GO regarding the Mins per Station)
topic above (30
mins)

HW: Free Choice

Novel Reading

WEEK 3: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt:
Rhetorical Moody Monday- Thoughtful Wellness Throwback Free Write Friday-
Analysis IMAGE This Tuesday- “Be the Wednesday- Write Thursday- Who was “What you don’t
photo was snapped CHANGE that you down 5 qualities you your best friend as know, won’t hurt
(Breaking Down during the famous wish to see in the LIKE about yourself a child? Describe you.” Write a
into Pieces). March on world.” -Mahatma and explain why you them. Are you still story that begins
Washington for Gandhi. This is like them (10 Mins) friends today? (10 with this dialogue.
Jobs and Freedom one of Gandhi’s Mins) (10 Mins)
on August 28, most famous
(EQ: What Goes 1963 where Martin quotes. What is Group Discussions Refresh: Elements Free Choice
into a Luther King Jr something you on Free Choice of Style (10 Mins) Novel Reading
Rhetorical (pictured) gave his want to see Novels In groups of Students will be
Analysis famous “I Have a changed in the 4, students will given class time to
Dream Speech”. world (local, discuss their novel read the novel they
Essay?) Group Activity:
Even though there national or thus far, hypothesize chose for this unit.
Drafting a Just like a Core
are many different worldwide)? Why what may happen
Elements of Style Work or a Book
photos from this should it be next or voice
Paragraphs Within Club novel unit,
event, this one has changed? How questions about the
their “line-mates” the students should
the most rhetoric can you assist in novel that they have.
students will use be recording notes
behind it. Describe making this Students reading the
their RB GOs from on each chapter in
the rhetoric the change a reality? same book are not
the previous week their Reading
photographer is (10 Mins) permitted in the
to craft 3 Elements Journals (40 Mins)
using behind this same group (20-25
Refresh: of Style Paragraphs
photo (please Mins)
Rhetorical (collaborating Reading
make sure to together but each
reference specifics Appeal (10 Mins) HW: Free Choice Conferences:
student writing 1 Free Choice
of the photo in Novel Reading
paragraph each) (35 Novel Meetings
your answer). (10 Mins)
Mins) with each student
Group Activity: regarding the
Peardeck: Drafting a novel they chose
Rhetorical HW: Free Choice
Breaking it for their Free
Novel Reading
Down: Rhetorical Appeal Within Choice. Questions
Analysis (30 Mins) their “line-mates” will be asked about
students will use how the reading is
Take a Closer their RB GOs going. (5 Mins)
Look: Example from the previous
Rhetorical week to craft 3
Analysis (15 Mins) Rhetorical Appeal
paragraphs
HW: Free Choice (collaborating
Novel Reading together but each
student writing 1
paragraph each)
(35 Mins)

HW: Free Choice

Novel Reading

WEEK 4: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt:
Call to Action Moody Monday- Thoughtful Wellness Throwback Free Write Friday-
and Speeches IMAGE During the Tuesday- “No Wednesday- Write a Thursday- Who is A blue trash can, a
2016 NFL season matter what people list of 5 or more someone you red picture frame,
San Francisco tell you; WORDS things you want to looked up to when a teddy-bear with
Giants Quarterback and IDEAS can
remember during you were younger. the stuffing falling
Colin Kaepernick change the world.”
(EQ: Analyze difficult times (you Why did you look out and a padlock.
chose to kneel – Robin Williams.
the World’s during the National Now that we have can use this list later up to this person? Put these four
Most Impactful Anthem before seen some examples when you are feeling Do you still look up items somewhere
Speeches and games as a form of of what Williams down) (10 Mins) to this person? Why in a story, scene or
Examine the protest against describes above, or why not? (10 poem. (10 Mins)
Rhetoric the police brutality and discuss how words Mins)
racial inequality in and ideas have Group Discussions Project: Free
Speaker Uses to the United States. changed the world. on Free Choice A Closer Look: Choice Novel One
Convey Their What is the Ethos, Who led the Novels In groups of Thesis Statements Pager Students
Call to Action) Pathos and Logos change? How did 4, students will for Rhetorical will select a quote
behind this they do it? Was this discuss their novel Analysis Since from their novel
image/protest change for good or thus far, hypothesize students would that they believe
conducted by bad? (10 Mins) what may happen have already had best describes their
Call to Action Kaepernick? Do you
next or voice the Writing novel’s theme.
Essay Outline believe that these Writing
three forms of Conferences: Call questions about the Workshop on Students will then
persuasion were to Action Essays novel that they have. Thesis earlier in the design a One Pager
enough to incite a Meetings with each Students reading the quarter, we will based on that quote
Call to Action? Why student regarding the same book are not review the handout (40 Mins)
or Why Not? (Please essay. Questions permitted in the which explains
refrain from political will be asked about same group (20-25 what extras go into
standpoints on this, what speech they Mins) a thesis statement HW: Finish One
we are ONLY chose and how the for a rhetorical Pager (DUE
looking at the protest writing is coming
analysis (20 Mins) MONDAY)
and its along (5 Mins) HW: Call to Action Reading Journal
persuasiveness, not Essay Work on Call to
Activity: Rhetoric (DUE Monday)
if you agree/disagree Action Essay Solo
with the protest Behind-Student
Selected Speeches work, students
itself) (10 Mins)
Using the Call to should be crafting
Call to Action Action Essay rhetorical analysis
Essay Assigned Outline (the RB GO thesis to fill out
Assignment sheet & modified for this their Call to Action
rubric is reviewed. project), students Essay Outline (25
(15 mins) will examine the Mins)
speeches they
Researching: selected and fill out HW: Call to Action
Finding Speeches the outline. This Essay Outline DUE
for Call to Action outline will serve as
FRIDAY
Project (30 Mins) their prewriting for
the essay (40 Mins)

HW: Speech for HW: Call to

Call to Action Essay Action Essay
DUE TUESDAY
WEEK 5: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt: Journal Prompt:
Moody Monday- Thoughtful Wellness Throwback Free Write Friday-
“Call to Action” IMAGE Without Tuesday- “Great Wednesday- The Thursday- Describe None. Turn in Bell
Rhetorical being given any moments are born first quarter is your favorite Fall Ringer Journal and
Analysis Essay context or from great coming to a close. Break memory from Call to Action
background opportunity” How does this make the Fall Breaks of Essay
knowledge on this -Herb Brooks. you feel and why? your past. What
photo, try Describe when a (10 Mins) was it? Why is it Reflection:
(EQ: Synthesize describing the great opportunity your favorite? Is it Rhetorical
a rhetorical rhetoric that is was presented to different you’re Analysis Students
analysis essay being displayed you. What was it? Revision Circles: your favorite fall will select write a
on speeches that through this How did you Call to Action memory? (10 Mins) 1-2 paragraph
medium (10 Mins) respond? Did it Essay In groups of reflection on the
have a clear
produce a great 4-5, students will Writing rhetorical analysis
Call to Action. Mini Lesson share their essays Conferences: Call unit, sharing what
moment or
Why is it an Peardeck: and peer review for to Action Essays they like/did not
memory? (10
important skill Writing Mins) errors, editing for Meetings with each like and what they
to be able to Workshop- RFC: mistakes (25 Mins) student regarding learned (10 Mins)
analyze these Citing Sources (30 Mini Lesson their rhetorical
speeches?) Mins) Peardeck: analysis essay. My Favorite
Writing HW: Call to Action Questions will be Speech: Herb
Call to Action Workshop- RFC: Essay asked about what Brooks Students
Essay This time MLA Format (30 speech they chose will watch the
RFC= should be used for Mins) and how the writing movie Miracle
Research, editing the essay is coming along (5 (Historical Drama,
Format & Cite and formatting it in Call to Action Mins) a different view of
MLA (15 Mins) Essay This time rhetoric plus many
should be used for Work on Call to impactful
editing the essay Action Essay Solo speeches,
and formatting it work, unless especially near the
HW: Call to in MLA (15 Mins) students have end!) (45 Mins)
Action Essay finished their first
HW: Call to draft, then students
Action Essay will pair up and HW: Enjoy Fall
Rough Draft DUE revise each other’s Break!
WEDNESDAY essays (40 Mins)

HW: Call to Action

Essay Final Draft
DUE FRIDAY

Bell Ringer Journal

DUE FRIDAY

Notes: Based off the following class schedule (56 Minute Classes- Monday, Tuesday, Thursday, Friday/ 35 Minute Classes- Wednesday). This would occur during the
second half of quarter 1 for a junior level English class and would be occurring during that quarters Free Choice* novel unit.

*Free Choice- Students pick a novel that falls into the year’s theme and use that novel to participate in class activities/assignments/projects with their peers.
Arizona English Language Arts Standards Covered in this Unit-
Rhetoric (Writing Aspect of the Unit)

11-12.RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters uncertain

11-12.RI.4. Determine the meaning(s) of words and phrases as they are used in a text, including
figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.

11-12. RI.5. Analyze and evaluate the effectiveness of the author's choice of structural elements and text
features.

11-12.RI.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the effectiveness of the text.

11-12.RI.8. Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises,
purpose, and argument in seminal U.S. and world texts.

11-12.RI.9. Analyze foundational U.S. and world documents of historical and literary significance for
their themes, purposes, and rhetorical features.

11-12.W.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.

d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in
which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

11-12.W.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in
standards 1–3 above.)
11.12.W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and audience.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including
grades 11–12.)

11-12.W.6. Use technology, including the internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.

11-12.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.

b. Apply grades 11-12 Reading standards to informational text and nonfiction.

11-12.SL.2. Integrate multiple sources of information presented in diverse media and formats in order to
make informed decisions and propose solutions, while evaluating the credibility and accuracy of each
source and noting any discrepancies

11-12.SL.3. Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

11-12.L.2. Demonstrate command of the conventions of Standard English capitalization, punctuation,

and spelling when writing.

a. Use hyphenation conventions.

b. Use correct spelling.

11-12.L.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based
on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. conceive, conception, conceivable).

b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function
in a sentence) as a clue to the meaning of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part
of speech, its etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase.

11-12.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

Free Choice Novel (Reading Aspect of the Unit)

11-12.RL.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.RL.3. Analyze the impact of the author's choices regarding how to develop and connect elements of
a story or drama.

11-12. RL.4. Determine the meaning(s) of words and phrases as they are used in a text, including
figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.

Unit Learning Objectives

Week 1-
● Day 1- SWBAT explain what rhetoric and rhetorical devices are through filling out a guided
notes sheet while following along with the Intro to Rhetoric prezi
● Day 2- SWBAT distinguish between different types of rhetoric within groups of 5 or 6 of their
peers while filling out the Rhetoric Stations worksheet
● Day 3- SWBAT assess and hypothesize the future plot event(s) of their free choice novel based off
what they have read thus far and sharing their findings within a group of their peers
● Day 4- SWBAT distinguish between the rhetorical appeals (ethos, pathos and logos) and other
forms of rhetoric through detecting their presences in the provided example texts and providing
textual evidence to support their answer
● Day 5- SWBAT reflect on the major themes, plot points and characters of their free choice novel
through a 5 minute reading conference with their teacher

Week 2-
● Day 1- SWBAT explain the specific rhetoric found and used within TV shows and movies then
assess the rhetoric used within an episode of History Channel’s Ancient Aliens through filling out
the corresponding Rhetoric Behind graphic organizer
● Day 2- SWBAT explain the specific rhetoric found and used within news articles and
advertisements then assess the rhetoric used within 5 print advertisements through filling out the
corresponding Rhetoric Behind graphic organizer
● Day 3- SWBAT assess and hypothesize the future plot event(s) of their free choice novel based off
what they have read thus far and sharing their findings within a group of their peers
● Day 4- SWBAT explain the specific rhetoric found and used within impactful speeches then
assess the rhetoric used within Martin Luther King Jr’s “I Have a Dream” speech through filling
out the corresponding Rhetoric Behind graphic organizer
● Day 5- SWBAT review their free choice novel for theme, tone/point of view, characters and
powerful quotes within groups by going around and completing the novel stations then sharing
their findings with their group members
Week 3-
● Day 1- SWBAT deconstruct a rhetorical analysis essay through interacting with the Breaking it
Down: Rhetorical Analysis peardeck and examining an example rhetorical analysis essay
● Day 2- SWBAT draft an example body paragraph about rhetorical appeals through using the
information they previously recorded in their Rhetoric Behind graphic organizers
● Day 3- SWBAT assess and hypothesize the future plot event(s) of their free choice novel based off
what they have read thus far and sharing their findings within a group of their peers
● Day 4- SWBAT draft an example body paragraph about elements of style through using the
information they previously recorded in their Rhetoric Behind graphic organizers
● Day 5- SWBAT reflect on the major themes, plot points and characters of their free choice novel
through a 5 minute reading conference with their teacher

Week 4-
● Day 1- SWBAT break down a Call to Action essay using the assignment rubric then begin
reviewing historical speeches in which they will draft their own Call to Action essay about.
● Day 2- SWBAT reflect on the specific rhetoric found and used in their selected speeches through
filling out their Call to Action essay outline graphic organizer
● Day 3- SWBAT assess and hypothesize the future plot event(s) of their free choice novel based off
what they have read thus far and sharing their findings within a group of their peers
● Day 4- SWBAT distinguish what goes into a rhetorical analysis thesis statement through
examining the example thesis statements provided on the handout.
● Day 5- SWBAT compose a one pager using a quote from their free choice novel that they believe
best describes their novel’s theme

Week 5-
● Day 1- SWBAT review their Call to Action essay drafts for correct citing of sources after
participating in the Writing Workshop- RFC: Citing Sources
● Day 2- SWBAT review their Call to Action essay drafts for correct MLA formatting after
participating in the Writing Workshop- RFC: MLA Format peardeck activity
● Day 3- SWBAT collaborate in groups of 4 to 5 of their peers to review and revise each other’s
Call to Action essay drafts
● Day 4- SWBAT review their Call to Action essay and their writing process within a 5 minutes
writing conference with their teacher
● Day 5- SWBAT reflect on their experience through the Rhetorical Analysis unit they have just
participated in through composing a 1 to 2 paragraph reflection on their experience.