Comprehensive Unit Plan

Amanda Memoli
E 463
Pamela Coke
Coming of Age Unit: Voices in Transition
Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Goals:
Students will be able to identify the characteristics of a Coming of Age narrative.
Students will be able to analyze the way in which the protagonist in their story changes and
grows over the course of a narrative.
Students will learn the signpost Contrasts & Contradictions as a way to better understand the
character.
Students will learn the signposts Aha Moment as a way to better understand the character.
Students will analyze speeches for rhetorical effectiveness.
Students will write a rhetorically effective speech which demonstrates their characters
newfound perspective.
Students will write to a specific audience.

Students will learn will learn how to incorporate ethos, pathos, and logos into their writing.
Day 1- January 5th

Standards Addressed:
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
Goals:
Students will identify the characteristics of a Coming of Age narrative.
grows over the course of the book.
Materials:
Teacher:
Copies of Coming of Age anthology
Copies of each of the novels that we will be reading in class to present to students.
Post-it Notes
Student:
Journal
Writing Utensil
Instructional Sequence:
:00 Have students begin the class by journaling to the prompt. What does it mean to grow up?
What is an important lesson that you learned, which helped you grow? Allow students 10
minutes to write.
:10 Discussion: Have students share out their ideas. Move into a discussion about the concept of
Age: Where have you heard it before? Where have you seen it in other texts they have read?
What does it mean to you personally? Introduce unit. Explain to students that in this unit, we
will look at narratives about personal growth and insight.
:20 Distribute copies of Coming of Age anthology and post-it notes. Have students pop-corn read
the short story Initiation, as a class. Ask students to mark places in the short story where they
see character growth and change with post-it notes. Read along with them.
:35 Have students share their ideas with a partner. Circulate throughout the room.
:40 Have partners share their ideas, and move into a discussion about the short story. Lead a
discussion with these questions: What is the part of the initiation that Millicent figures out for
herself? What is the worst part of this initiation? Do you agree with Millicents decision not to
join the sorority? Consider the flashback in the story. What does it tell us about the protagonist?
How do you interpret the stories last line?
:55 Wrap up discussion. Explain that for this unit, students will be divided into Book Clubs
Students will have a choice of reading from the following books: The Absolutely True Diary of a
Part-time Indian by Sherman Alexie, Feed by MT Anderson, Monster by Walter Dean Meyers
Wintergirls by Laurie Halse Anderson, Catcher in the Rye by JD Salinger. Explain that not all
students will get their top choice, but they should at least get one of their top three. They will
meet in their Book Clubs once a week, and they will need to complete the reading outside of
class.
:60 Give a short book talk for each book, highlighting the main characters, the initial plot points,
and what makes the book unique. Each book talk should be roughly three minutes.
:75 Ticket out the door: Have students write down their top three choices for their book club
book. Have students respond to the essential question: What is one thing you learned today about
Coming of Age stories?
Assessment: Collect and assess journal entries. Look at the tickets out the door to see what
students have gained from discussion and reading.
Day 2- January 7th

theme.
Goals:
Students will learn the signpost Contrasts & Contradictions as a way to better understand the
character.
Materials
Teacher:
Copies of Book Club Books for each student
Contrasts & Contradictions Organizer
Post-it Notes.
Students:
Note-paper
Writing Utensil
:00 Begin by announcing Book Club choices. Allow students 10 minutes to meet with their Book
Clubs. Have them create a contract with a list of agreed upon expectation, and then to sign it.
After the contracts are signed, have a few groups share out their expectations.
:10 Introduce the Contrasts & Contradictions Signpost, adapted from the text, Notice & Note by
Kylene Beers & Robert E. Probst. Begin with this scenario and anchor question: Lets say you
had a friend who sits with you at lunch every day. If one day, that friend were to sit on the far
corner of the cafeteria instead of with you, you would probably notice it. Not only would you
notice is, youd probably wonder why they were behaving that way. As close readers, when we
see characters acting in way that does not make sense, we should pay close attention. For this
text we should ask: How is this characters behavior unexpected?
:15 Distribute copies of Coming of Age and post-it notes. As we are reading the short story And
Summer is Gone by Susie Kretschmer, ask students to mark places in the reading that tells us
something about the characters.
:17 Read the first few pages and model an example of character inference. Continue reading.
:25 On p. 207, at the first instance of Amys behavioral change, stop reading and explain that this
behavior seems surprising. Ask students what they know so far about these two characters. Ask
students to guess at why there might be a contrast.
:35 Continue reading the story as students make notes in their text.
:50 Have students share their ideas with a partner.
:55 Move into a full class discussion, prompted by these questions: Did you sympathize with the
narrators situation? Why or why not? What does Amys behavioral change tell us about her
character? Do you sympathize with Amy? Why or why not? What lesson does the narrator learn
at the end of this text?
:70 Explain that this is what students will need to do in their independent reading of Book Club
books. Introduce the Contradiction Organizer and model an example of one of the contradictions
from the story. Tell students that they may bring this to Book Clubs as a reference, but they will
need to have this completely filled out by the end of the unit.
:75 Ticket out the Door: Have students answer the following questions: How does noticing
contrasts & contradictions help us become better readers?
Assessment: Collect Ticket out the Doors and check them for understanding.
Contrasts & Contradictions Organizer

Character
(You may use the
same character more
than once.)
What do you know

about them?
How do you know it?

Use direct evidence from
the text.
Contrast/
Contradiction
Why is this character

behaving differently?
Day 3- January 8th

Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Goals:
Students will analyze the Coming of Age theme in a different medium.
Students will analyze their Book Club books, drawing direct evidence from the text.
Materials:
Teacher:
Copies of the lyrics to At Seventeen
Copies of Book Club Assignment Sheet & Rubric
Copies of Book Club Discussion Hand-Out.
Students:
Journals
Writing Utensil
:00 Ask students to respond to the following Journal prompt: Describe the protagonist of your
book. What do you know about them? How do you know it? Use direct evidence from the text. Do
you identify with this character? Why or why not? Use a specific example from the text.
:15 Allow students to share out some of their answers. Collect journals.
:20 Distribute copies of the lyrics, At Seventeen, by Janis Ian. Play the song, and ask students
to mark places in the text where they see a coming of age characteristics.
:30 Ask students to share out. Move into a discussion about the text. Where does the author grow
up? What does the author learn? What other kinds of hard lessons do we learn when we have to
grow up? Remind students to be looking for this kind of hard lesson in their readings.
:45 Preface Book Club Discussion Model. Distribute the Discussion Hand-out. Tell students that
each will be assigned the role of one of the following: leader, recorder, reporter, or reflector. Go
over what each of these roles entails. Model an example using a Doc Cam.
:55 Have students divide into their Book Clubs to discuss their book. Circulate throughout the
room, as they do so.
:70 Tell students that they may conclude their discussion. Allow students to independently read,
if they have finished. As they are doing this, take a few minutes to conference individually with
each group. Allow the assigned reporter to touch on the main ideas points that were discussed.
Assessment: Look at journals and assess book club discussions while circulating throughout the
room, and collect completed book club hand-outs.
At Seventeen Lyrics
from Between the Lines
"At Seventeen" is track #1 on the album Between the Lines. It was written by Ian, Janis.
I learned the truth at seventeen
That love was meant for beauty queens
And high school girls with clear-skinned smiles
Who married young and then retired
The valentines I never knew
The Friday night charades of youth
Were spent on one more beautiful
At seventeen I learned the truth
And those of us with ravaged faces
Lacking in the social graces
Desperately remained at home
Inventing lovers on the phone
Who called to say, "Come dance with me"
And murmured vague obscenities
It isn't all it seems at seventeen
A brown-eyed girl in hand-me-downs
Whose name I never could pronounce
Said, "Pity, please, the ones who serve
'Cause they only get what they deserve"
And the rich relationed hometown queen
Marries into what she needs
With a guarantee of company
And haven for the elderly
So remember those who win the game
Lose the love they sought to gain
In debentures of quality and dubious integrity
Their small town eyes will gape at you

In dull surprise when payment due
Exceeds accounts received at seventeen
To those of us who knew the pain
Of valentines that never came
And those whose names were never called
When choosing sides for basketball
It was long ago and far away
The world was younger than today
When dreams were all they gave for free
To ugly duckling girls like me
We all play the game and when we dare
To cheat ourselves at solitaire
Inventing lovers on the phone
Repenting other lives unknown
They call and say, "Come dance with me"
And murmur vague obscenities
At ugly girls like me at seventeen
SONGWRITERS
IAN, JANIS
RECORDING: HTTPS://WWW.YOUTUBE.COM/WATCH?V=LHFNOAWR96O
Welcome to your Book Club group!

As you know, in this unit, the majority of the reading which you will be doing will be
independent. It is particularly important that you do the reading, because you will need to draw
on specific examples during your book club discussion. Not completing the reading does a
disservice to your Book Club members and yourself. You will meet with your group every
Friday. Any unexcused absences on Book Club days will result in a loss of points. You may not
make these point up. You will need to have read basically of the book for each meeting.
Meeting Date
Meeting 1
Meeting 2
Meeting 3
Meeting 4
Have read
of Book p.
of Book p.
of Book p.
Entire Book p.
In addition to this, each member of your group will be assigned a role for each meeting. Roles
will change each week. Below is a basic outline of the responsibility of each Book Club role.
Leader: The leader is in charge of leading the discussion and making sure that everyone
contributes. The leader helps ensure that everyone is on track, and that each group completes the
Discussion Hand-out in a timely manner.
Recorder:
The recorder is responsible for recording the groups ideas legibly and accurately.
Reporter: The reporter is responsible for conferencing with the teacher about what the group
discussed and briefly outlining their ideas.
Reflector: The reflector is responsible for reflection on their own experience in the group. They
will answer the following questions: Their writing should reflect their individual reflection of
the group discussion. Each group member will have an opportunity to record their reflections on
different days.
Grading:
In order to receive full credit for your work in your Book Clubs, your discussion hand-outs
should be fully and thoughtfully completed, and the reporter of each group should be ready to
report to me what was discussed.
In addition to this, you must actively participate in group discussions and fulfill your assigned
role for the day. Each group member should have something to contribute. At the end of this
unit, you will have the opportunity to reflect on your contributions as well as the contributions of
other group members.
Book Club Rubric:

The work that you complete in your Book Clubs will be worth 20% of your final
grade for this unit. Half of this will be based on the work that you turn in as a
group. Half of this will be based on your individual contribution to the group.
Below is a breakdown of points.
Group Grade:
___At each meeting, each group turns in a thoroughly completed hand-out which
details ideas discussed in class. Worth 30 points total.
___At each meeting, each group reports their ideas verbally to the instructor.
Worth 10 points total.
Individual Grade:
___Fulfilled role as leader. 5 points.
___Fulfilled roles as recorder. 5 points.
___Fulfilled role as reporter. 5 points.
___Fulfilled role as reflector. 5 points.
___Actively contributes at each and every meeting. 20 points.
___Each group member completes a self-evaluation. 10 points.
___Self-evaluation grade. 10 points.
If I have concerns about your ability to complete the readings, I will conference
with you individually.
Book Club Discussion Hand-out

Please provide a brief summary of the section of the book that you read. Focus on
the most important plot points. Use direct evidence from the text.
Find 3 quotes from this text. Based on these quotes, make an inference about
character, setting, or theme.
Quote
Inference
Character Connection: Identify three things which a major character does in this
text. Relate this action to your own personal experience or memory. Name the
group member who volunteers the connection/ memory. It should be a different
person each time.
Character Action
Personal Connection
Reflector:
Reflection: What is one thing that you learned from this discussion which you
hadnt previously thought of? How did you learn it? How will what you learned
affect the way in which you continue to read this text?
Day 4- January 12th

Standards:
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
Goals:
Students will learn the signposts Aha Moment as a way to better understand character.
Materials:
Teacher:
Copies of A-ha Moment Organizer (Adapted from Amanda Memolis E402 Teaching a Text
Assignment)
Students:
Journal
Writing Utensil
:00 Have students write to the following prompt in their journals: You now know a little bit about
the main character. Describe a moment from this characters past. This can be a moment, which
the main character directly references in the text or it can be one that you make up, based on
what you know about the character. Write about this moment in first person from the characters
perspective. Explain that students will eventually need to write from the characters perspective
in the upcoming assignment.
:15 Collect journals. Introduce Signpost Aha Moment. (Adapted from Notice & Note by Kylene
Beers and Robert E. Probst) Begin by explaining what the A-ha moment is in a story and how it
prompts the question: How does this realization affect or change the story? Have students recall a
time when they had an A-ha moment. Ask them to write about what the A-ha moment. Have them write
about for a few minutes.
:25 Allow students to share their stories. When they do ask them, how their realization changed
or affected them. Explain to students that generally an A-ha moment does change something and
so when close reading, they should consider what that something is.
:30 Distribute copies of Coming of Age and post-it notes. Have students read The Scarlet Ibis
by James Hurst and mark places in the reading which tell us something about the characters, and
also when they think that the character has discovered something.
:32 Read the first few pages and model an example of character inference. Continue reading.
On p. 92, stop reading and ask students what they know so far about these two characters and
their surroundings.
:45 Continue reading the story as students make notes in their text. On p. 100, stop reading, and
ask students: What has been discovered? How does this realization affect or change the story?
Have students share their ideas with a partner.
:50 Move into a full class discussion prompted by these questions: In what way do we see death
foreshadowed in this story? How would you describe the relationship between Doodle and his
brother? What does the main character realize at the end of the story? What is his A-ha moment?
:70 Explain that this is what students will need to do in their independent reading. Introduce the
A-ha moment organizer, and model an example of the A-ha moment discussed in class. Tell
students that they may bring this to Book Clubs as a reference if they choose. They will need to
have this completely filled out by the end of the unit.
:75 Ticket out the Door: How do A-ha moments help us to better understand a story?
Assessment: Collect journal responses and tickets-out-the-door to check for understanding.
Character
Ah-ha Moment: Use a direct

quote from the text.
What did this character discover?
How does this realization affect or

change the story?
Day 5- January 14th * Mini-Lesson in Bold

Standards:
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
theme.
Goals:
Students will be able to effectively use appositive phrases to enhance their descriptive writing.
Materials: This class takes place in the Computer Lab.
Teacher:
This I believe website: http://thisibelieve.org
Appositives Phrases Hand-Out
Images from Awkward Family Photos.
Computers (Half of this class takes place in the Computer Lab.)
Student:
Journal
Writing Utensil
:00 Introduce the This I believe website. Give students 15 minutes to browse the site, and find
a strong example of a This I believe statement.
:15 Allow several students to share out their examples. As they share, ask students to explain
what it was that made that example stand out to them. Record their answers on the board.
:25 Journal: Have students respond to the following prompt: If your protagonist were to write a
This I believe statement, what would they say? What do they believe, at this point in the story?
How do you know? Use direct evidence from the text.
:40 Allow students to share their answers with a partner.
:50 Collect journals. Explain that before in fall semester, we talked about the difference between
a phrase and a clause. Have someone explain the difference. Explain that today, well be looking
at a specific kinds of phrases and clauses, the appositives.
:55 Introduce and define the appositive phrase, using note sheet. Model identifying an
appositive phrase. Have students identify the appositive phrases in the other sentences with
a partner.
:60 Pass out Awkward Family Photos. Model writing an appositive phrase about one of the
photos. In groups, ask students to write five sentences with appositive phrases about one of
the images. Have students share their sentences with the class. Talk about the way in which
appositive phrases help us better know characters.
:75 Ticket-out-the door Individually, ask students to write one sentence about what their
protagonist believes, using an appositive phrase.
Assessment: Collect Journal Responses and Tickets-out- the-door to check for understanding.
Appositive Phrases
An appositive phrase is a word or group of words that identifies or renames the noun
or pronoun that it follows. It is set off by commas unless closely tied to the word that
it identifies or renames.
An appositive phrase can follow any noun or pronoun including the subject, direct
object, or predicate nominative.
Practice:
1. Identify the appositive in the following sentences:
Queen Victoria, one of England's greatest monarchs, ruled for sixty-three
years.
Jane made the salad, a tossed one with French dressing.
Harvey Jensen, the pro at the country club, is giving me golf lessons.
Jerry is visiting in Peoria, his old home town.
2. Choose one of the images, distributed in class. Consider who the characters are
and what the situation might be. Write three sentences about the characters or
the situation represented in the image. Each sentence should include an
appositive.
3. Consider your protagonist. Individually, write a paragraph describing him or
her. Use at least one appositive phrase.
Hand-out adapted from:

https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/grammar_punctuation_writing/phrase_appositive.pdf
Day 6- January 16th

Standards:
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
Goals:
Materials:
Teacher:
Copies of Speech Assignment Sheet
Copies of Book Club Hand-Out, (example already shown.)
Student:
Journal
Writing Utensil
Instructional Sequencing:
:00 Choose one of the instances on either your Contrast & Contradiction Organizer or your Ahha Moment Organizer and expand on it in your journal: Why is this moment important? How
does it better help you understand this character as a whole? How does it better help you
understand this story as a whole?
:15 Allow students to share their ideas with a partner.
:20 Distribute Copies of the Speech Assignment Sheet. Read through it as a class. Address any
questions that the students might have. Explain that we will revisit this assignment sheet
throughout the unit.
:40 Distribute copies of the Book Club Hand-out, and have students get into their Book Club
Groups.
:45 Discussion Time. Circulate throughout the room.
:65 Allow students to catch up on reading, and to work on their organizers. As they are doing
this, visit each group for a few minutes and allow the reporter to summarize the discussion.
Collect the Book Club worksheets.
:75: Ticket-out-the- door: What questions or thoughts do you have about this assignment? You
must think of one, in order to get credit.
Assessment: Collect journals, Book Club handouts, and tickets-out-the-door to check for
understanding.
Character Speech Assignment
Purpose:
Over the course of this unit, we have considered a number of things. In reading your Book Club
Books, you have been given the opportunity to analyze a protagonist who comes of age in your
text. We have used close reading strategies to help us determine how the protagonist has changed
and what it is that they have learned. In knowing these things, the hope is that you have reached
a stronger understanding of the character as a whole. In addition to this, we have looked at a new
the speech genre and considered the conventions of writing a persuasive speech. We have looked
at how a speaker responds to the needs of an audience and how a speaker uses the rhetorical
appeals of ethos, pathos, and logos. In the culminating assignment for this unit, you will be asked
to combine all of these skills by writing and delivering a speech from the perspective of the
protagonist of your text. This assignment will consist of two parts:
Speech: For the culminating assessment of this unit, you will write, revise and deliver a speech.
This speech will ask you to consider a significant belief or understanding which the protagonist
of your book acquires by the end of the text. Because we have been working with reading
strategies such as Contrasts & Contradictions and Ah-ha moments, at this point, you should have
a strong sense of how the protagonist of your text has changed and what they have learned.
Writing from the perspective of this character, you will try to convince an audience, one who is
specific to the story, of your characters belief. In the speech, your character will need to have a
clear claim. In addition to this, you will tailor your speech to your specific audience utilizing the
appeals of logos, ethos, and pathos, all of which we will talk about in class. You will be expected
to deliver this to the class following the conventions of an effective verbal presentation.
Reflection Paper: You will also write a 1 page reflection in which you will explain the choices
you have made. You will identify the characters claim and talk about why you felt that this
belief or understanding is important to the protagonist. You will identify your audience and
explain why you feel it is an appropriate audience for your argument, and you will note the ways
in which they have used the rhetorical appeals in their speech.
What you will turn in/ Due Dates:
A rough draft of your speech and reflection which you will bring to Workshop on February 3rd.
A hard copy of the written speech and reflection will be due on Thursday February 5th.
A speech which you will deliver on February 5th, February 6th, and February 10th. Names will be
drawn at random, and you will be assigned a day. Day assignments will be announced on
January 30th.
This assignment is worth 40% of your grade.
Rubric:
Advanced
Satisfactory
Unsatisfactory
Claim/
Understanding of
Character
The student has identified a

specific claim, which is
backed up by a clear
understanding of who the
protagonist is and what they
have learned in the course of
this text.
The characters claim is

unclear, or the speaker
jumps from point to point.
Their argument is
incoherent.
Consideration of
Audience/ Use of
Rhetorical
Appeals
The student has a clear idea

of who their audience is and
has tailored their speech to
meet the needs of their
audience. The speech
demonstrates specific
instances of ethos, pathos,
and logos.
It is obvious that the speech
has been well-practiced. The
speaker delivers the speech in
a clear voice, makes eyecontact with the audience.
Their delivery is expressive
and animated.
The speaker may have

identified a specific claim, but
it may not be clear why the
protagonist believes this
claim. Its possible that the
claim is too broad, or that the
speech lacks focus, and jumps
from point to point.
The student has identified a
specific audience, but it may
not be clear how they have
tailored their speech to fit the
audiences needs. Their
speech relies heavily on one
audience appeal, but does not
utilize all of them.
Although the student may
have practiced the speech once
or twice, they rely heavily on
their note cards. They may
move in a way that is
distracting. Although they
speak clearly, they could be
louder.
The paper may address some
of the components of the
reflection, but not all of them.
While the paper may touch on
the protagonists claim and
audience, it might not use
direct evidence from the text.
The paper would benefit from
some proofreading.
Delivery
Reflection paper
The reflection addresses the

protagonists claim, and the
writer supports their decision,
using direct evidence from
the text. The reflection
addresses the protagonists
chosen audience, and
explains why they have
chosen this particular
audience. The reflection also
makes note of the way in
which the speech utilizes
logos, ethos, and pathos.
The student does not have

a clear audience in mind,
and the audience appeals
is not present in their
speech.
It doesnt appear that the

speaker has practiced
their speech. They read it
from their note cards. It is
difficult to make out what
they are saying.
The paper misses most of

the components of the
reflection. The writing is
incoherent and sloppy.
There are numerous
grammatical and spelling
errors.
Day 7- January 20th

Standards:
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
Goals:
Students will analyze a text for rhetorical effectiveness using the audience appeals.
Students will create a rhetorically effective text using the audience appeals.
Materials:
Teacher:
Laptop with Youtube video of The Greatest Speech Ever Made
https://www.youtube.com/watch?v=uAd1WJ9gXo0
Audience Appeals Hand-Out (Adapted from CO 150 course materials)
Audience Appeals PPT (Adapted from Matt Bradleys CO 150 course materials)
Instructions/ Copies of Images for Advertisement Activity
:00 Distribute copies of The Greatest Speech Ever Made. Have students watch the Youtube
video of The Greatest Speech Ever Made. Ask students to mark lines that they find powerful.
:10 Have students share their ideas about the speech. Move into a group discussion prompted by
the following question: What makes for a powerful speech? Record student answers on the
board.
:20 Introduce Audience Appeals. Make a connection back to previous argument writing. Review
what we know about writing to a specific audience. Go over Audience Appeals Hand-Out.
:30 Look out examples of Audience Appeals on the PPT via images and videos
:45 Introduce Appeals Activity. After seeing these appeals, students will get into groups. They
will be given an image of a product, and they will be asked to write an advertisement, (image and
paragraph) that relies on a particular appeal
:60 Have students share their advertisements.
:70 Have students look at the speech read earlier in class with a partner, and find instances of
ethos, pathos, and logos.
:75 Ticket-out-the-Door: How will you use ethos, pathos, or logos in your speech?
Assessment: I will assess Tickets-out- the- doors to check for understanding.
Speech from the film The Great Dictator

Im sorry, but I dont want to be an emperor. Thats not my business. I dont want to rule or conquer
anyone. I should like to help everyone - if possible - Jew, Gentile - black man - white. We all want to help
one another. Human beings are like that. We want to live by each others happiness - not by each others
misery. We dont want to hate and despise one another. In this world there is room for everyone. And the
good earth is rich and can provide for everyone. The way of life can be free and beautiful, but we have
lost the way.
Greed has poisoned mens souls, has barricaded the world with hate, has goose-stepped us into misery
and bloodshed. We have developed speed, but we have shut ourselves in. Machinery that gives abundance
has left us in want. Our knowledge has made us cynical. Our cleverness, hard and unkind. We think too
much and feel too little. More than machinery we need humanity. More than cleverness we need kindness
and gentleness. Without these qualities, life will be violent and all will be lost....
The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out
for the goodness in men - cries out for universal brotherhood - for the unity of us all. Even now my voice
is reaching millions throughout the world - millions of despairing men, women, and little children victims of a system that makes men torture and imprison innocent people.To those who can hear me, I say
- do not despair. The misery that is now upon us is but the passing of greed - the bitterness of men who
fear the way of human progress. The hate of men will pass, and dictators die, and the power they took
from the people will return to the people. And so long as men die, liberty will never perish. .....
Soldiers! dont give yourselves to brutes - men who despise you - enslave you - who regiment your lives tell you what to do - what to think and what to feel! Who drill you - diet you - treat you like cattle, use
you as cannon fodder. Dont give yourselves to these unnatural men - machine men with machine minds
and machine hearts! You are not machines! You are not cattle! You are men! You have the love of
humanity in your hearts! You dont hate! Only the unloved hate - the unloved and the unnatural! Soldiers!
Dont fight for slavery! Fight for liberty!
In the 17th Chapter of St Luke it is written: the Kingdom of God is within man - not one man nor a
group of men, but in all men! In you! You, the people have the power - the power to create machines. The
power to create happiness! You, the people, have the power to make this life free and beautiful, to make
this life a wonderful adventure.
Then - in the name of democracy - let us use that power - let us all unite. Let us fight for a new world - a
decent world that will give men a chance to work - that will give youth a future and old age a security. By
the promise of these things, brutes have risen to power. But they lie! They do not fulfil that promise. They
never will!
Dictators free themselves but they enslave the people! Now let us fight to fulfil that promise! Let us fight
to free the world - to do away with national barriers - to do away with greed, with hate and intolerance.
Let us fight for a world of reason, a world where science and progress will lead to all mens happiness.
Soldiers! in the name of democracy, let us all unite!
To Appeal to LOGOS
(logic, reasoning)
To Develop or Appeal to ETHOS

(character, ethics, credibility)
To Appeal to PATHOS
(emotion)
Types of LOGOS Appeals:

Theories / scientific facts
Well thought-out reasons
Literal or historical analogies
Definitions
Factual data & statistics
Quotations
Citations from experts
Informed opinions
Examples (real life examples.
Ways to Develop ETHOS:

Authors profession/background
Authors publication
Appearing sincere, fair minded,
knowledgeable
Conceding to opposition where
appropriate
Morally / ethically likeable
Appropriate language use
Appropriate vocabulary
Correct grammar
Professional format
Types of PATHOS Appeals:

Emotionally loaded language
Vivid descriptions
Emotional examples
Anecdotes about emotional events
Figurative language
Emotional tone (humor,
sarcasm, disappointment,
excitement)
Effect on Audience:
Evokes a cognitive, rational
response. With good logos,
readers get a sense of, Oh, that
makes sense. With poor logos,
readers think, Hmm, that
really doesnt prove anything.
Effect on Audience:
Helps reader to see the author
as reliable, trustworthy,
competent, and credible.
The reader might respect the
author and his/her views.
Effect on Audience:
Evokes an emotional response.
(usually evoking fear, sympathy,
empathy, or anger)
What good LOGOS looks like

in an Argument:
Central claim is clearly stated
and appropriately qualified. It
is debatable and has exigence.
Reasons effectively support
central claim, and concrete
evidence develops reasons.
Connections between claims
and reasons, and between
reasons and evidence, are
clearly stated.
Argument is organized in a
coherent, linear fashion.
Background information and
definition of key terms meets
the needs of intended readers.
The paper clearly argues for a
position on the issue rather
than merely reporting or
summarizing information.
What good ETHOS looks like

in an Argument:
Source authority and
credibility is presented
explicitly and cited formally.
Tone and language are fair and
evenhanded and avoids
alienating the reader.
Writing matches the intended
audience.
The writer uses a variety of
sources to prove each reason,
showing that he/she has
researched the issue
thoroughly.
What good PATHOS looks like

in an Argument:
Addresses the intended
audiences needs, values, and
beliefs.
Activity Instructions:
Your group will be given an image of a product. Your job is to
create an advertisement for this object geared towards a
specific audience. As a group, decide who your ad is geared
towards and on which rhetorical appeal you want to rely.
Create an advertisement that effectively reaches its target
audience.
Day 8- January 22nd

Standards:
Goals:
Students will be able to write a rhetorically effective speech.
Materials:
Teacher:
Speech Organizer
Laptop with:
Speech from the film We Are Marshall
https://www.youtube.com/watch?v=IEL8PYu4RR4
Speech from the film Little Giants
https://www.youtube.com/watch?v=khauvdb_f8A
Letter Writing Activity Instructions
Speech Outline Worksheet
Teacher:
Student:
Writing Utensil
Paper
:00 Distribute copies of the Speech Organizer. Have students watch the clip from We are
Marshall and a clip from Little Giants. Ask students to identify the speakers main point and the
speakers audience, individually. Students will have experience with audience in previous units.
:10 In pairs, have students identify similarities and differences between the different speeches.
:15 Open this up into a discussion about how audience affects the way in which someone
constructs a speech. Questions: What kind of thing might the speaker keep in mind about their
audience? How does knowing what we know about our audience affect our writing?
:25 Project letter writing activity on the Smartboard. Give students 15 minutes to complete their
letter writing activity in class. Remind students to pay careful attention to their audience in their
letter.
:45 Allow 2 or 3 students to share their letters with the class. Talk about where we see evidence
of audience consideration, and possibly where we see evidence of audience appeals.
:60 Model outlining a speech, using a character from either Farenheit 451 or To Kill a
Mockingbird. Project the speech outline Work-sheet on Doc Cam, and create an outline as a
class.
:70 Distribute copies of the Speech Outline Worksheet. Allow students time in class to work on
outlining their own speech.
Assessment: Collect letters and partially completed outlines to assess for understanding.
Speech Organizer
Name:
Speech #1:
Film:
Speakers Main Point:
Speakers Audience:
Speech #2
Film:
Speakers Main Point:
Speakers Audience:
How are these speeches similar?
How are they different?
Letter Instructions:
Your goal is to write a letter in order to convince someone to
give you $50. If you are a 1, you will write your letter to your
best friend. If you are a 2, you will write your letter to your
parents. If you are a 3, you will write your letter to one of your
teachers (your choice on which one!). You can make up
whatever reasons and evidence you think will convince your
reader, but as you write keep the following in mind:
Your letter should: Have a controlling thesis. Be supported by at
least two reasons, each with some evidence to back it up
Pay attention to how you would really talk to your audience and
consider what your audience cares about.
Write this as if your roommate, parents, or professor were
REALLY going to read it. For example, if youre writing to
your best friend you can use slang, non-academic language,
have inside jokes, etc. If youre writing to your teacher on the
other hand, youll write more formally. Also consider WHAT
your audience cares about and how you can work that in to your
argument. This letter can be typed or handwritten.
Speech Outline
Name:
Text:
Protagonist:
What do you think your protagonists claim will be?
How do you know that this is what your protagonist believes to be true? Use direct
evidence from the text.
Who will your protagonists audience be?
Why is this an appropriate audience for this speaker?
What do you know about this audience?
How will you tailor your speech to fit the needs of your audience?
How will you use the audience appeals in your speech?

Logos:
Ethos:
Pathos:
Day 9 January 23rd

Standards:
Goals:
Students will write a rhetorically effective speech.
Materials:
Teacher:
I have a dream speech on Youtube.com
https://www.youtube.com/watch?v=smEqnnklfYs
Hard copies of I have a dream speech.
Extra copies of the rubric, just in case.
Copies of Book Club Discussion Handout
Student:
Journal
Writing Utensil
:00 Have students respond to the following prompt in their journals: Expand on your Ticket-outthe- Door from yesterday. Who will your speakers audience be? What do you know about the
audience? List some descriptive traits. How will you tailor your speech, so that you are
considering your audience?
Before students begin to write, offer feedback based on their tentative outlines. Return outlines
as they are journaling.
:10 Allow a few students to share their ideas. Offer feedback accordingly.
:15 Have students watch the I have a dream speech via Youtube. Ask them to mark instances
of ethos, pathos, and logos in the speech.
:40 Allow each group to share out their ideas. Move into a discussion using the following
questions: Who is the speakers audience? How is he considering them? What does ethos,
pathos, and logos look like here? What things does Dr. King do physically which make his
speech effective?
:50 Run through the rubric, addressing any questions.
:55 Book Club Discussion Time. Circulate throughout the room.
:75 Ticket-out- the-door: What is one thing that you observed in Kings speech that you would
like to incorporate into your own speech? Once students have completed their Ticket-out-thedoor, allow them to work on reading or their outline. While they are doing this, check in with
each group and have them (briefly) report what they discussed.
Assessment: Collect Journals, Tickets out the door, and Book Club Handouts Discussion
Worksheets.
I Have a Dream Speech

By Martin Luther King
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed
the Emancipation Proclamation. This momentous decree came as a great beacon light of
hope to millions of Negro slaves who had been seared in the flames of withering injustice. It
came as a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of
the Negro is still sadly crippled by the manacles of segregation and the chains of
discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the
midst of a vast ocean of material prosperity. One hundred years later, the Negro is still
languished in the corners of American society and finds himself an exile in his own land. And
so we've come here today to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our
republic wrote the magnificent words of the Constitution and the Declaration of
Independence, they were signing a promissory note to which every American was to fall
heir. This note was a promise that all men, yes, black men as well as white men, would be
guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is
obvious today that America has defaulted on this promissory note, insofar as her citizens of
color are concerned. Instead of honoring this sacred obligation, America has given the
Negro people a bad check, a check which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there
are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to
cash this check, a check that will give us upon demand the riches of freedom and the
security of justice.
We have also come to this hallowed spot to remind America of the fierce urgency of Now.
This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of
gradualism. Now is the time to make real the promises of democracy. Now is the time to
rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now
is the time to lift our nation from the quicksands of racial injustice to the solid rock of
brotherhood. Now is the time to make justice a reality for all of God's children.
It would be fatal for the nation to overlook the urgency of the moment. This sweltering
summer of the Negro's legitimate discontent will not pass until there is an invigorating
autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And
those who hope that the Negro needed to blow off steam and will now be content will have
a rude awakening if the nation returns to business as usual. And there will be neither rest
nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of
revolt will continue to shake the foundations of our nation until the bright day of justice
emerges.
But there is something that I must say to my people, who stand on the warm threshold
which leads into the palace of justice: In the process of gaining our rightful place, we must
not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking
from the cup of bitterness and hatred. We must forever conduct our struggle on the high
plane of dignity and discipline. We must not allow our creative protest to degenerate into
physical violence. Again and again, we must rise to the majestic heights of meeting physical
force with soul force.
The marvelous new militancy which has engulfed the Negro community must not lead us to
a distrust of all white people, for many of our white brothers, as evidenced by their
presence here today, have come to realize that their destiny is tied up with our destiny. And
they have come to realize that their freedom is inextricably bound to our freedom.
We cannot walk alone.
And as we walk, we must make the pledge that we shall always march ahead.
We cannot turn back.
There are those who are asking the devotees of civil rights, "When will you be satisfied?"
We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of
police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of
travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We
cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger
one. We can never be satisfied as long as our children are stripped of their self-hood and
robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long
as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for
which to vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls
down like waters, and righteousness like a mighty stream."
I am not unmindful that some of you have come here out of great trials and tribulations.
Some of you have come fresh from narrow jail cells. And some of you have come from
areas where your quest -- quest for freedom left you battered by the storms of persecution
and staggered by the winds of police brutality. You have been the veterans of creative
suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to
Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to
Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow
this situation can and will be changed.
Let us not wallow in the valley of despair, I say to you today, my friends.
And so even though we face the difficulties of today and tomorrow, I still have a dream. It is
a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its
creed: "We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the
sons of former slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat
of injustice, sweltering with the heat of oppression, will be transformed into an oasis of
freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not
be judged by the color of their skin but by the content of their character.
I have a dream today!
I have a dream that one day, down in Alabama, with its vicious racists, with its governor
having his lips dripping with the words of "interposition" and "nullification" -- one day right
there in Alabama little black boys and black girls will be able to join hands with little white
boys and white girls as sisters and brothers.
I have a dream today!
I have a dream that one day every valley shall be exalted, and every hill and mountain shall
be made low, the rough places will be made plain, and the crooked places will be made
straight; "and the glory of the Lord shall be revealed and all flesh shall see it together." 2
This is our hope, and this is the faith that I go back to the South with.
With this faith, we will be able to hew out of the mountain of despair a stone of hope. With
this faith, we will be able to transform the jangling discords of our nation into a beautiful
symphony of brotherhood. With this faith, we will be able to work together, to pray
together, to struggle together, to go to jail together, to stand up for freedom together,
knowing that we will be free one day.
And this will be the day -- this will be the day when all of God's children will be able to sing
with new meaning:
My country 'tis of thee, sweet land of liberty, of thee I sing.
Land where my fathers died, land of the Pilgrim's pride,
From every mountainside, let freedom ring!
And if America is to be a great nation, this must become true.
And so let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.
But not only that:
Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi.
From every mountainside, let freedom ring.
And when this happens, and when we allow freedom ring, when we let it ring from every
village and every hamlet, from every state and every city, we will be able to speed up that
day when all of God's children, black men and white men, Jews and Gentiles, Protestants
and Catholics, will be able to join hands and sing in the words of the old Negro spiritual:
Free at last! Free at last!
Thank God Almighty, we are free at last!3
10 January 27th
Standards:
Goals:
Materials
Teacher:
Several poorly delivered speeches via Youtube
https://www.youtube.com/results?search_query=bad+speeches
https://www.youtube.com/watch?v=bTKuyk5A7wQ
https://www.youtube.com/watch?v=bTKuyk5A7wQ
https://www.youtube.com/watch?v=YivQYeI0vys
Word Document for writing a speech as a class.
Student:
Writing Utensil
:00 Revisit what students noticed about the physical requirements of speech. Make a list of
things which students should keep in mind when delivering their speeches. Explain to students
that we will watch several examples of poorly given speeches. For each one, students should jot
down a few problems that they see in their notebook.
:05 Watch first speech.
:10 Share ideas with a partner.
:15 Watch second speech.

:20 Share ideas
:25 Watch speech
:30 Share ideas
:35 Open up the discussion: What kinds of things did you see that affected the qualities of these
speeches? Make a list of this on the board. How could these speeches be improved? Remind
students that a high level of public speaking requires practice.
:45 Write a Speech as a Class. Using the outline created in class a few days ago and write a
speech together as a class. Project a word document on the smart board, and type the speech
while students offer suggestions.
:65 Work Time. Circulate throughout the room as students work on their outline and their written
speech. Students must finish their outlines by the end of class.
Assessment: Collect completed and revised student outlines.
Day 11 January 29th

Standards:
Goals:
Materials:
Teacher:
Student outlines from the previous class.
Student:
Journal
Writing Utensil
:00 Have student journal to the following prompt: What lesson did your protagonist learn by the
end of this book? Keep in mind that this should be the claim in your speech. How do you know
that this is their lesson? Why is it important to them that an audience hears this message? Why
does their audience need to hear it now?
:15 Allow the entire class period to write their speeches. While students are writing, check in
with each student about their outlines.
:75 Ask a few students to share their protagonists lecture, and to talk about how they are
building their speech around this claim.
Assessment: Collect journal entries.
Day 12 January 30th

Standards:
Goals:
newfound perspective
Materials:
Teacher:
Copies of Discussion Hand-out
Student:
Writing Utensil
:00 Have students meet in their discussion groups.
:20 Circulate throughout the room, and allow each discussion group to report what they
discussed about their text, while students continue their discussions.
:30 Allow students this time to either continue writing their speech or to get with a partner and
practice delivering their speech. Circulate and address any questions that students may have.
:75 Write down any last minute questions or concerns about the assignment.
Assessment: Collect discussion worksheets.
Day 13 February 3rd

Standards:
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
Goals:
Materials:
Teacher:
Copies of the Revision Guide
:00 Address any last minute issues about the assignment. Show students sequencing of names for
Speech Days. This ordering will be random, drawn from a hat.
:05 Divide students into groups of 4. At this point in the semester, we will have work shopped
several assignments, and so students should know the sequence of work shopping an assignment.
Have students write down three concerns which they would like their peer reviewer to look at.
:10 Workshop Time.
:23 Switch partners.
:35 Switch partners.
:42 Allow each group to discuss the feedback and to ask any clarifying questions.
:50 Have each group of 4 divide into groups of 2. Each student should have 10 minutes to run
through their speech with a partner and receive feedback from their partner. Practice Speeches.
:60 Switch Partners.
:70 Ticket-out-the-Door: What is one thing that you will revise between now and next class?
Assessments: Collect Tickets-out-the door.
Revision Guide:
Rubric Item
This claim is backed up by a
clear understanding of who
the protagonist is and what
they have learned in the
course of this text.
This claim is backed up by a
clear understanding of who
the protagonist is and what
they have learned in the
course of this text.
The student has a clear idea
of their audience and have
tailored their speech to the
needs of their audience.
The speech demonstrates
specific instances of ethos,
pathos, and logos.
The reflection addresses the
protagonists claim, and the
writer supports their
decision, using direct
evidence from the text.
The reflection does
addresses their chosen
audience, and explains why
they have chosen this
particular audience.
The reflection also makes
note of the way in which the
speech utilizes logos, ethos,
and pathos.
It is obvious that the speech
has been well-practiced. The
speaker delivers the speech
in a clear voice, makes eyecontact with the audience.
Their delivery is expressive
and animated.
Yes
Sort Of
No
Comments
Day 14 February 5th

Standards:
Goals:
Materials:
Teacher:
Copies of Rubric to make notes on.
Students:
Final Drafts of Speeches.
:00 Have students turn in a hard copy of the assignment at the beginning of class. They will need
to turn in their graded outline, their rough draft from last class, their revision guide, and the final
draft of their speech.
:10 Speeches: Once students have turned in their speech, we will begin the presentations. Each
student will get 2 minutes to prepare, and 10 minutes to deliver their speech.
Assessment: I will assess students, based on their work on the summative assessment.
Day 15 February 6th

Standards:
Goals:
Materials:
Teacher:
Students:
:00 We will present speeches for the entirety of the day.
Assessment: I will assess students based on their work on the summative assessment.
Day 16 February 10th

Standards:
Goals:
Materials:
Teacher:
Students:
Journals.
:00 We will present speeches for most of the class period.
:75 Metacognitive Activity: In their journals, have students answer the following questions in
their journals: What is one thing that you think you did well on this assignment? What is one
thing that challenged you about this assignment? What is one thing that you learned about
yourself while working on this assignment? Is there anything else that you would like me to know
as I assess your work?
Assessment: I will assess students based on their work on this assignment. I will also collect their
journals to assess their experiences in this unit.
Assessments:
Speech Assignment: The speech assignment and rubric is included in the lesson plan materials. It
is worth 60 % of students grade for the unit.
Book Club Groups: The Book Club assignment and rubric is included in the lesson plan
materials. It is worth 20% of a students grade for the unit.
Journals: Journals are worth 10% of students grades for the unit. At this point in the year,
students will be familiar with the requirements for journal entries, which is why there was no
frontloading of this built into the lesson. According to the current curriculum, students will turn
in 10 journal entries throughout the course of the unit, however, depending on how we do, I
could potentially add or take away a journal to respond to my students needs. Either way, the
grade will still be weighted at 10 %. Each journal will be worth 10 points. I am looking for two
things in these journals. Students will be awarded 5 points if they use complete sentences and
their ideas are well-thought out. Students will be awarded the remaining 5 points if they use
direct evidence from the text to support their ideas. If their journal prompts do not refer to a
specific text, they must use some kind of specific example to support their ideas.
Participation: Participation is worth 10% of a students grade for the unit. Participation will be
comprised of all of the process work that students turn in. This includes the Contrast &
Contradiction organizer, the A-ha moment organizer, their outline, their speech organizer, their
revision guide, and any other process work completed in class. For the most part, I will be
grading these for completion, although if students fail to write offer coherent answers or fail to
complete the process work in we entirety, they will only receive half credit. As with the journals,
I could potentially add or remove the planned process work depending on the trajectory of the
class. However, this category will remain weighted at 10%. Each piece of process will be worth
5 points.
*Instances of Co-planning in Bold.

Questions:
1. I really liked the idea of this assignment. One of the things that I have really puzzled over
as I looked at my Year Long plan is the integration of reading and writing. In looking at
all of the text that we would read, I looked for a place to implement a persuasive writing
unit, and I found that I just couldnt fit one in reasonably. This is perhaps because I am
used to having an entire semester to teach persuasion in CO 150. So, what I have tried to
do is scaffold persuasive skills over the course of several units. For instance, students will
learn research skills and summary writing in Unit 3; they will learn how to write a literary
analysis essay in Unit 4 (which involves writing a claim and supporting it with reasons).
In this unit, they are meant to learn how to implement rhetorical appeals. I guess that one
of my big questions is:
Is it more effective to scaffold these skills across several units? Or would it be more
effective to give students a standard persuasive writing unit?
2. I also am very aware of the fact that I am synthesizing a lot of different skills in this
assignment. In this unit, students must use close reading skills to consider a belief that
their protagonist reaches by the end of this text. Then, they must write and deliver
persuasive speech, which convinces a fictional audience that this belief/ is true. I wonder
if I am asking my students to synthesize too many skills in one assignment. My coplanning team assured me that it wasnt too much as long as the skills were being
synthesized effectively.
3. I originally thought that the song, At Seventeen lent itself very well to this unit. But its
really sad, especially when you consider what the author learns. My co-planning
group members read the lyrics and thought that it fit the theme, but wondered if
there was a way to teach it in a hopeful way. Should this be a concern?
4. In looking at the independent reading model, I am worried that everyone will want to
read the same book and that a large number of students will be unhappy with their
choices. In our co-planning session, Naomi suggested that I look have students write
down their top three choices. I did this, and I think the idea allows for more flexibility,
but it is still a concern. What happens when half of the students want one of the books. It
kind of feels like that is defeating the purpose of a student choice unit.
5. Time for reading: In our co-planning session, we talked about the fact that English
classes are moving towards a model where the majority of reading is completed in
class. We puzzled over how we could take this into account in our curriculum, but we did
not come up with a satisfactory answer. For this unit, not only will students be expected
to read outside of class, they will be expected to read rather quickly outside of class. I
guess I worry that its overwhelming and that they wont do the reading, rendering their
discussion time useless. Journals and discussions hold them accountable, but is that
enough? What adjustments can I make when they dont read?
6. Although I tend to feel fairly comfortable unpacking the standards, I struggled a bit here
with finding the right standard for utilizing the audience appeals in a speech. I know that
those skills are important due to the emphasis on listening and speaking, I couldnt
specifically fins a standard which encompassed what I was trying to do in this unit.
Because of this, I also wonder if I am trying to draw from too many standards.
7. I struggled a bit with the Understanding by Design format. When looking at the Stage 2
section, I wasnt sure if, the performance tasks were referring to summative assessments
from the unit or if they were referring to formative assessments from the lesson. When
talking about if with my co-planning groups, they seemed to think that it was
referring to unit long objectives. This is confusing to me. I remember in 350, the first
part of our STEPP lesson plans (modelled off of the Understanding By Design template)
also referred to the entire unit.
Reflective Commentary:
How did you develop your ideas?
When developing my year-long plan, I really wanted to understand how all of my units would
play out, and so my calendars for each unit are fairly detailed. Because of this, when walking
into this unit, I had a fairly strong idea of how I wanted each day to go. As I beginning planning
day to day, I changed things around based on what logistically made sense, but I kept a lot of the
original activities which were on the original outline. In terms of developing lesson plan ideas, I
mainly drew from past experience. Because I have experience teaching rhetorical writing, I was
able to use some of the ideas that I had developed in my own classroom in order to teach the
rhetorical appeals and audience awareness. I also drew from my experience in E402 Teaching
Reading to develop lessons that emphasized close-reading strategies.
How did you make decisions as you planned?
A lot of the decisions that I made had to do with timing. Was I allotting too much time for this?
Was I being over-ambitious about how long that would take? For the most part, I knew what I
wanted to include in this unit. Most of the planning had to do with pairing down activities and
keeping what was absolutely necessary. For instance, I originally had all of the Book Club
groups giving a book talk to the class, but in the end there wasnt enough time. The students
would have had to finish their books more quickly and the prep time would have taken away
from valuable instruction time. I suppose that I could have lengthened the unit, but also just
seemed like too many assignments.
How did you address questions, including lingering questions?
I recorded most of my questions and then constantly revisited them while I was writing this plan.
For the questions that seemed more concrete, I looked at student examples and discussed them
with group members. Although some of these questions remained unanswered, getting a second
opinion helped guide me. I also talked to Pam to clarify certain components about the
assignment. For other questions, I am okay with the fact that they are still lingering. A lot of
these questions are contextual; they depend on the class and on the students. There is a lot I will
not know until I put this assignment and these activities in front of a classroom.
How do you think this unit plan will play out in the classroom?
The more I planned, the more I realized everything that I was asking my students to do in this
unit. To be honest, depending on the context, I worry that the book clubscould be problematic
with this unit due to lack of reading. I also worry that I am teaching and assessing too many
skills in a span of six weeks. I think overall this is my biggest concern and my biggest
frustration. We learn that reading and writing should be learned side-by-side. Neither should take
place in a vacuum, and yet I had a really hard time creating a unit that taught and synthesized
these two things without asking too much.
Anything else you want to share?
This assignment was a lot of work. It allowed me the opportunity to develop a lot of great
materials. It also allowed me to think about how I would incorporate book clubs, and it allowed
me to continue to puzzle over how to integrate reading and writing skills in one unit. I really
appreciated the experience.
EDUC 463: MethodsTeaching Language Arts

Self-Evaluation
Dr. Pam Coke

Fall, 2014
Student:_Amanda Memoli_________________________________
Please evaluate your own contributions to this course:
Lead one large group discussion (10 points):
English Journal Article:
I was really happy with both the article that I chose for the class, and the way in which
discussion went. I think I chose a text which pushed our thinking, which always something
worth aiming for. I appreciated the extensive feedback on this assignment. The notes helped me
see how I might have gone further in addressing moments of tension.
Individual Assignments (40 points):
Philosophy of Teaching Statement (20 points):
All in all, I was happy with my work on this one. I spent a lot of time revising it, which is
perhaps why Pam noted that it was safe. I will continue to revise this throughout the next few
months. Hopefully, by the spring, it really stands out.
Mini-Lesson (20 points):
Topic: Teaching Resistance
I thought that I did well on this assignment. I thought that the activity I chose was creative, and
I think that I delivered it well. I could have been clearer in my instructions on the difference
between appositive clauses and appositive phrases.
Professional Learning Community (70 points):
Weekly PLC Meetings (60 points):
I think that we did a good job of staying on track in this group. My group and I really clicked
and we had a lot of interesting discussions about the various topics and readings which we
looked at over the course of the semester.
Work with Co-Teaching/Co-Planning:
For this, I worked primarily with my PLC group, but I also worked with others. As is evident in
my Unit plan, I addressed a lot of the questions that I posed to various group members. While I
wasnt able to answer all of these questions, their support helped to guide me as I made
decisions about my work. In this group, I also provided suggestions to others which I hope
were helpful.
Yearlong plan (105 points):

I worked harder on this assignment than I have ever worked on any assignment.. EVER. I also
put a lot of thought into every detail. Needless to say, I was very happy with the grade that I
received.
Unit plan (100 points):

I also put a lot of work into this assignment. I have done my very best to meet all of the
requirements outlined on the rubric, and I have been purposeful about the way in which I have
put everything together.
Comments:
This class has been so helpful. I appreciated the atmosphere, the work, and all of the great
people involved. Thanks Pam! Youre the best.
Grade: A
Due:
With your process/product conference; please upload to your Weebly with your Unit
Plan.

Comprehensive Unit Plan

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Amanda Memoli

Students will write to a specific audience.

Day 1- January 5th

Day 2- January 7th

Contrasts & Contradictions Organizer

What do you know

How do you know it?

Why is this character

Day 3- January 8th

Their small town eyes will gape at you

Welcome to your Book Club group!

Book Club Rubric:

Book Club Discussion Hand-out

Day 4- January 12th

Assessment: Collect journal responses and tickets-out-the-door to check for understanding.

Ah-ha Moment: Use a direct

What did this character discover?

How does this realization affect or

Day 5- January 14th * Mini-Lesson in Bold

Hand-out adapted from:

Day 6- January 16th

Character Speech Assignment

The student has identified a

The characters claim is

The student has a clear idea

The speaker may have

The reflection addresses the

The student does not have

It doesnt appear that the

The paper misses most of

Day 7- January 20th

Speech from the film The Great Dictator

To Develop or Appeal to ETHOS

Types of LOGOS Appeals:

Ways to Develop ETHOS:

Types of PATHOS Appeals:

What good LOGOS looks like

What good ETHOS looks like

What good PATHOS looks like

Day 8- January 22nd

How are these speeches similar?

How are they different?

Why is this an appropriate audience for this speaker?

What do you know about this audience?

How will you use the audience appeals in your speech?

Day 9 January 23rd

I Have a Dream Speech

Let freedom ring from Stone Mountain of Georgia.

:15 Watch second speech.

Day 11 January 29th

Day 12 January 30th

Day 13 February 3rd

Day 14 February 5th

Day 15 February 6th

Day 16 February 10th

*Instances of Co-planning in Bold.

EDUC 463: MethodsTeaching Language Arts

Dr. Pam Coke

Yearlong plan (105 points):

Unit plan (100 points):

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