Rhetorical Claims in Quotations Warm-Up Activity

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1 English Rhetorical Claims in Quotations Warm-Up Activity About this Lesson Short, pithy quotations can be a quick and direct way to teach students about claims. This activity asks students to choose a quotation from a list and identify the abstract subject of the quotation, paraphrase it, examine the syntax, and agree or disagree with the claim made by quotation. This lesson is included in Module 11: Writing the Rhetorical Analysis Essay. Objectives Students will identify the abstract subject of a quotation. evaluate the syntax of the quotation for its effect. agree or disagree with the claim and provide reasons (evidence) for that position. Level Grades Six through Ten Connection to Common Core Standards for English Language Arts LTF Foundation Lessons are designed to be used across grade levels and therefore are aligned to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards. The activities in this lesson allow teachers to address the following Common Core Standards: Explicitly addressed in this lesson Code Standard Level of Thinking R.1 Read closely to determine what the text says Understand explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.5 Analyze the structure of texts, including how Analyze specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole. R.8 Delineate and evaluate the argument and specific Evaluate claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Depth of Knowledge i

2 Teacher Overview Rhetorical Claims in Quotations L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Understand Create II IV Implicitly addressed in this lesson Code Standard Level of Thinking L.1 Demonstrate command of the conventions of Understand standard English grammar and usage when writing or speaking. SL.1 Prepare for and participate effectively in a range of Understand conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Depth of Knowledge I II LTF Skill Focus The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills for each domain, beginning with grade 6 and adding more complex skills at each subsequent grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each individual lesson identifies the skills actually addressed in that lesson. Levels of Thinking Remember Understand Apply Analyze Evaluate Create Close Reading written, spoken, and visual texts Grammar purposeful use of language for effect Reading Strategies Determining Author s Purpose Inference Paraphrase Mechanics Capitalization Punctuation Spelling Analysis of a Text Meaning and Effect related to parts of speech, phrases, clauses, sentences, and syntax Composition written, spoken, and visual products Types (modes) Persuasive (argumentative) challenge claim defend Connections to AP* Students must be able to identify a claim and take a position on that claim on the AP Language and Composition Exam, as well as make claims and support them in a persuasive essay. *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this material. Materials and Resources copies of Student Activity ii

3 Teacher Overview Rhetorical Claims in Quotations Assessments The following kinds of formative assessments are embedded in this lesson: guided questions Teaching Suggestions This lesson can be a model for ongoing bell-ringer activities, using quotations found by teachers or students. Answers Answers for this lesson are subjective and will vary. To obtain the maximum benefit of the lesson, ask students to go beyond the expected responses. iii

4 English Rhetorical Claims in Quotations Warm-Up Activity Quotations often present claims or assertions based on a particular philosophy held about learning or working or living. Often they express tongue-in-cheek opinions about relationships or human nature. A reader can usually agree or disagree with a claim offered in a famous quote, depending on his or her own attitude toward the general subject. Read carefully the following quotations, which come from a variety of individuals and time periods. 1. The artist is nothing without the gift, but the gift is nothing without work. Emile Zola ( ) 2. Do, or do not. There is no try. Yoda, The Empire Strikes Back (released 1980) 3. Be who you are and say what you feel because those who mind don t matter and those who matter don t mind. Dr. Seuss (Theodore Geisel) ( ) 4. Facts are the enemy of truth. Don Quixote, character in The Ingenious Gentleman Don Quixote of La Mancha by Miguel Cervantes (published 1604) 5. The true measure of a man is how he treats someone who can do him absolutely no good. Samuel Johnson ( ) 6. Knowledge speaks, but wisdom listens. Jimi Hendrix ( ) 7. Success usually comes to those who are too busy to be looking for it. Henry David Thoreau ( ) 8. Good teaching is one-fourth preparation and three-fourths theater. Gail Godwin (1937 ) 9. Men have become the tools of their tools. Henry David Thoreau ( ) 10. The man who does not read good books has no advantage over the man who cannot read them. Mark Twain ( ) 1

5 Student Activity Rhetorical Claims in Quotations Now choose one of the quotations from the preceding page and complete the following activity, using your selected quotation. 1. Copy your selected quotation word for word. 2. Identify the abstract subject of the quotation. 3. Interpret the quotation by writing it in your own words. 4. How does the way the quotation is written strengthen its claim? Consider diction, figurative language, sound devices, or syntax. 5. Agree or disagree with the claim made in the quotation: Agree Disagree Provide three reasons or brief explanations for your position on the claim: (a) (b) (c) 2

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