What is the relationship between Antony, the sender of the message, and the crowd? How does Antony respond to the crowd? Summarize Antony s argument.

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1 SUGGESTED LEARNING STRATEGIES: SMELL, Sketching, Marking the Text, Previewing, Graphic Organizer, Think-Pair-Share, Rereading Writing Prompt: Scenario A You arrive home 20 minutes after your curfew and your parent or guardian has decided to ground you for a week as punishment. On separate paper, try to persuade your parent or guardian to change his or her mind by using one of three types of arguments explained below. Argument 1: Appeal to your parent or guardian by showing that you are trustworthy and that you care deeply about the situation and its effect on him or her. You should use I. Argument 2: Appeal to your parent or guardian by telling a story with lots of details to create pity for yourself and your situation. You can use I, though you may refer to other people as well. Argument 3: Appeal to your parent or guardian by being rational and by giving statistics and commonly held beliefs. Refer to experts and facts that can be supported and explained. You should use I sparingly. Types of Appeals Sketch a symbol to represent each of these types of persuasive appeals. Logos (Logical): This type of appeal uses inductive or deductive reasoning by citing statistics, facts, experts, and evidence. When using this type of argument, you offer your audience examples that are similar to this subject and convince them to draw the conclusion you want. How did you use logos in Argument 3 above? Ethos (Ethical): This type of argument requires that you establish yourself as trustworthy and respectful of the audience. You do this by demonstrating that you have taken the time to research your topic, which establishes your credibility on the subject. How did you use ethos in Argument 1 above? Pathos (Emotional): This is when you appeal to the emotions of your audience by describing in detail the effect of a particular situation. You should try to arouse a sense of pity, anger, fear, or other emotion in your audience. How did you use pathos in Argument 2 above? Writing Prompt: Scenario B Your community recreation center could sponsor free lunches for children and teenagers during the summer but does not currently do so. Using the appeals of logos, ethos, and pathos, write an essay in which you convince the director to sponsor free lunches. As you write the essay, think of the context and the audience (the director) and how best to organize the essay and present your argument to achieve your desired result. Differentiating Instruction: To differentiate instruction by interest, ask students to use the RAFT strategy to construct a persuasive text in a genre and on a topic of their choice. ACTIVITY 4.6 Unit 4 Justice 227 Activity 4.6 Purpose To examine the communication process To evaluate and critique the persuasive techniques of media messages and a dramatic text To apply understanding of rhetorical devices such as persuasive appeals To identify distinctive features of drama Steps: TEACHER to Teacher To review the three types of appeals used in persuasive writing, students will write three different arguments for a fictional scenario. To save time, you could have students write only one piece and then jigsaw them in groups of three, allowing them to see all three types of argumentation. If you use small groups, remind students to work on the goals they set for themselves for speaking and listening in small groups. 1 Read aloud Scenario A and ask students to write a persuasive response to it. Review with students the three types of appeals used in persuasive writing. 2 Next, introduce the definitions of logos, pathos, and ethos. Have students sketch a simple symbol to represent each appeal. Ask students to identify which rhetorical appeal they used in their arguments for Scenario A. 3 Now ask students to respond to Scenario B. This piece should contain all of the elements logos, pathos, and ethos. Afterward, students should exchange their essays with a partner; each should identify each of the rhetorical devices the other used. They should also evaluate the impact of each device on the reader. Unit 4 Justice 227

2 Activity 4.6 Steps: 4 In order to preview a passage from Shakespeare s tragedy Julius Caesar, explain that s purpose in giving this speech is to persuade an audience of Roman citizens that Caesar s murder was unjust and that the men responsible should be punished. needs to be careful, however, about how he frames his argument, out of fear for his own life. 5 Continue to preview the text by reviewing with students the text features of a drama, such as stage directions. 6 Tell students as they read to mark places in the text where is particularly persuasive. Have students think-pair-share those places in the text. Remind them to consider the response of the audience when they evaluate his persuasiveness. Have students use the graphic organizer for the SMELL reading strategy on this page to analyze how persuades his audience. As you read this scene from Julius Caesar, notice how is able to persuade his audience. After you read the scene, use the SMELL reading strategy to help you understand how persuades the crowd. Sender-receiver relationship What is the relationship between, the sender of the message, and the crowd? How does respond to the crowd? Message Summarize s argument. Emotional strategies What does he want the crowd to think, feel, and do? Logical strategies What logic is using? How does this logic affect his message? Language What kinds of words and images does use? How does s word choice affect the speech? 228 SpringBoard English Textual Power Level SpringBoard English Textual Power Level 5

3 D r a m a by William Shakespeare ACT III, SCENE 2 Friends, Romans, countrymen, lend me your ears. I come to bury Caesar, not to praise him. The evil that men do lives after them; The good is oft interrèd with their bones. So let it be with Caesar. The noble Brutus Hath told you Caesar was ambitious. If it were so, it was a grievous fault, And grievously hath Caesar answered it. Here, under leave of Brutus and the rest For Brutus is an honorable man So are they all, all honorable men Come I to speak in Caesar s funeral. He was my friend, faithful and just to me; But Brutus says he was ambitious, And Brutus is an honorable man. He hath brought many captives home to Rome, Whose ransoms did the general coffers 1 fill. Did this in Caesar seem ambitious? When that the poor have cried, Caesar hath wept; Ambition should be made of sterner stuff. Yet Brutus says he was ambitious, And Brutus is an honorable man. You all did see that on the Lupercal I thrice presented him a kingly crown, Which he did thrice refuse. Was this ambition? Yet Brutus says he was ambitious, And sure he is an honorable man. I speak not to disprove what Brutus spoke, But here I am to speak what I do know. You all did love him once, not without cause What cause withholds you, then, to mourn for him? O judgment! Thou art fled to brutish beasts, And men have lost their reason. Bear with me; My heart is in the coffin there with Caesar, And I must pause till it come back to me. [He weeps.] Logos Ethos Pathos Activity 4.6 Steps: 7 As needed, review the concepts of logos, ethos, and pathos with students. Make sure they understand the differences among them. Examples of each are identified on the reduced student page for your use. Students should understand that uses all three types of appeal in his speech. Challenge students to explain which form of appeal is most effective. TEACHER to Teacher If possible, show students a film clip of this speech. Ask students to observe the actor s portrayal to help them deepen their own speaking and listening skills. Viewing the speech will help students prepare for Embedded Assessment 1. Discuss with students the purpose of s speech and how his knowledge of his audience affected its delivery. Ask students to evaluate how the style and structure of a speech supports or undermines its purpose or meaning. 1 coffers: treasury Unit 4 Justice 229 Unit 4 Justice 229

4 Activity 4.6 Teacher Notes First Plebeian Methinks there is much reason in his sayings. If thou consider rightly of the matter, Caesar has had great wrong. 40 Third Plebeian Has he, masters? I fear there will a worse come in his place. Marked you his words? He would not take the crown; Therefore tis certain he was not ambitious. First Plebeian If it be found so, some will dear abide it. Poor soul, his eyes are red as fire with weeping. 45 Third Plebeian There s not a nobler man in Rome than. Now mark him, he begins again to speak. WORD CONNECTIONS Testament contains the root -test-, from the Latin word testis, meaning a witness. This root also appears in testimony, attest, detest, and intestate. The suffix -ment indicates that the word is a noun But yesterday the word of Caesar might Have stood against the world. Now lies he there, And none so poor to do him reverence. O masters, if I were disposed to stir Your hearts and minds to mutiny and rage, I should do Brutus wrong, and Cassius wrong, Who, you all know, are honorable men. I will not do them wrong; I rather choose To wrong the dead, to wrong myself and you, Than I will wrong such honorable men. But here s a parchment with the seal of Caesar. I found it in his closet; tis his will. Let but the commons hear this testament Which, pardon me, I do not mean to read And they would go and kiss dead Caesar s wounds And dip their napkins in his sacred blood, 230 SpringBoard English Textual Power Level SpringBoard English Textual Power Level 5

5 Activity 4.6 Teacher Notes Yea, beg a hair of him for memory, And, dying, mention it within their wills, Bequeathing it as a rich legacy Unto their issue 2. We ll hear the will! Read it, Mark. All The will, the will! We will hear Caesar s will. Have patience, gentle friends; I must not read it. It is not meet you know how Caesar loved you. You are not wood, you are not stones, but men; And, being men, hearing the will of Caesar, It will inflame you, it will make you mad. Tis good you know not that you are his heirs, For if you should, O, what would come of it? Read the will! We ll hear it,. You shall read us the will, Caesar s will Will you be patient? Will you stay awhile? I have o ershot myself to tell you of it. I fear I wrong the honorable men Whose daggers have stabbed Caesar. I do fear it. They were traitors. Honorable men! All The will! The testament! They were villains, murderers. The will! Read the will! You will compel me, then, to read the will? Then make a ring about the corpse of Caesar, And let me show you him that made the will. Shall I descend? And will you give me leave? issue: offspring Unit 4 Justice 231 Unit 4 Justice 231

6 Activity 4.6 Teacher Notes Several Plebeians Come down. 90 Descend. Third Plebeian You shall have leave. [ descends.] A ring; stand round. First Plebeian Stand from the hearse. Stand from the body. Room for, most noble. 95 Nay, press not so upon me. Stand far off. Several Plebeians Stand back! Room! Bear back! WORD CONNECTIONS Ingratitude contains the root -grat-, from the Latin word gratus, meaning pleasing. This root also appears in grateful, ingrate, gratify, and congratulate. The prefix in- means not If you have tears, prepare to shed them now. You all do know this mantle. I remember The first time ever Caesar put it on; Twas on a summer s evening, in his tent, That day he overcame the Nervii. Look, in this place ran Cassius dagger through. See what a rent the envious Casca made. Through this the well-beloved Brutus stabbed, And as he plucked his cursed steel away, Mark how the blood of Caesar followed it, As rushing out of doors to be resolved If Brutus so unkindly knocked or no; For Brutus, as you know, was Caesar s angel. Judge, O you gods, how dearly Caesar loved him! This was the most unkindest cut of all. For when the noble Caesar saw him stab, Ingratitude, more strong than traitors arms, Quite vanquished him. Then burst his mighty heart, 232 SpringBoard English Textual Power Level SpringBoard English Textual Power Level 5

7 Activity 4.6 Teacher Notes And in his mantle muffling up his face, Even at the base of Pompey s statue, Which all the while ran blood, great Caesar fell. O, what a fall was there, my countrymen! Then I, and you, and all of us fell down, Whilst bloody treason flourished over us. O, now you weep, and I perceive you feel The dint of pity. These are gracious drops. Kind souls, what weep you when you but behold Our Caesar s vesture 3 wounded? Look you here, Here is himself, marr d, as you see, with traitors. [ lifts Caesar s cloak.] First Plebeian O piteous spectacle! vesture: clothing Unit 4 Justice 233 Unit 4 Justice 233

8 Activity 4.6 Steps: 8 After reading, have students complete the graphic organizer by listing s main arguments and identifying the persuasive technique used in each. You might use a jigsaw for this step. 9 After they complete the reading and the graphic organizer, ask students to discuss the following question: Was honest in his attempts to persuade? 0 Last, students should reflect on the Essential Question, How does one construct a persuasive argument? a To help prepare students for the Embedded Assessment, have them select roles and rehearse reading this scene. Reread the text to find s reasons that the murder of Caesar was unjust. Then, identify and explain the persuasive techniques or appeals uses with each reason. An example is provided below. Reasons that Murder was Unjust He hath brought many captives home to Rome, Whose ransoms did the general coffers fill. This example tries to prove that Caesar could not have been too ambitious if he brought all this wealth to Rome, not to himself. Identify as Logos, Pathos, or Ethos and Explain Your Choice This technique is an example of logos because it is offering logical supporting examples. It is one of three or four pieces of evidence that provides to prove that Caesar was not ambitious. LITERARY TERMS An argument presents a particular opinion or idea and supports it with evidence. Which of the arguments above seems the most persuasive for the audience? Which do you think is the strongest? Was ethos, pathos, or logos the most effective here? Why? Generate or revise a response to this essential question: How does one construct a persuasive argument? 234 SpringBoard English Textual Power Level SpringBoard English Textual Power Level 5