Intentional

Thinking Map for Daily Lessons

Teacher Name Subject Grade Level

Meredith Shutt English II/ Pre- AP English II 10
Title of Unit
Unit 2: Argument and Author's Purpose
Lesson Title
Malcolm X: Persuasive Techniques
Duration of Lesson Date(s)
5 days November 7-11
Design Question Focus of the Lesson (elements from other DQs may be used as support)
Introducing New Knowledge Deepening or Practicing Generating and Testing Hypotheses
Learning Goal/Objective: (based on standards)
- SWBAT build background knowledge of Malcolm X's personal biography and historical/cultural context
(10.R.CR.3.C)
- SWBAT identify rhetorical appeals, devices and fallacies within the speeches of Malcolm X
(10.R.CR.3.B)
- SWBAT compare how Malcolm X uses rhetorical appeals and devices in multiple texts (10.R.CR.1.F)
- SWBAT analyze Malcolm X's rhetorical purpose through his use of appeals and devices (10.R.CR.2.A
- SWBAT evaluate the effectiveness of Malcolm X's rhetoric (10.R.CR.3.B)
Learning Targets (write targets from each level of the scale below)
2.0 Foundational Knowledge and 3.0 Learning Goal/Objective: 4.0 More Complex Knowledge and
Skills: Skills:
- I can define rhetorical appeals, - I can identify rhetorical appeals, - I can evaluate the effectiveness
devices and fallacies. devices and fallacies within a of rhetorical appeals, devices
text or speech and fallacies within a text or
- I can compare an authors use speech.
of rhetorical appeals and devices - I can analyze distinct
amongst texts purposes/context based on an
authors use of rhetorical devices
- I can create my own persuasive
text using rhetorical devices

Often aligns with DQ 2 Often aligns with DQ 3 Often aligns with DQ 4

Assessment and Monitoring (checks for content and desired effect)
Group Work
- I will actively monitor as students read and discuss MX's speeches to ensure all students are
contributing. I will join groups and assist as students need help.

Independent Work
- I will actively monitor as students complete their handouts and written responses. If students need
assistance, I will help them and move throughout the room.

2013 Learning Sciences International



Critical Information Chunks (as determined by learning targets)

Monday: Building Background, "Coming to an Awareness of Language"

Tuesday: "Ballot or Bullet," Identifying rhetorical appeals and devices

Wednesday:

"The House Negro and the Field Negro," comparing written text to oral performance
Thursday:
"Who Taught You to Hate Yourself?," Identifying rhetorical appeals and devices, discussing
author's
purpose
Friday:
Malcolm X written response, analyzing and evaluating MX's rhetoric

Instructional Strategies/Lesson Activity

Monday: Students will complete a KWL chart (what I know, what I want to know, what I've learned) to share any prior

knowledge they may have about MX, then they'll view a short bio about his life. We will read "Coming to an Awareness of

Language" whole-group, noting details we learn about Malcolm. We will characterize him, then complete the "L" in our KWL

chart.
Tuesday:
Students will read chunks of MX's "Ballot or Bullet" speech in groups. As they complete each chunk, students will
summarize MX's key points then identify rhetorical appeals and devices he uses.

Wednesday: Students will read "The House Negro and the Field Negro" independently, then watch a video of MX giving the

speech. They will complete a Venn diagram comparing/contrasting the persuasive techniques they note in the text and then
the performance.
via

Thursday: Students will read "Who Taught You to Hate Yourself?" as groups, identifying his rhetorical devices and appeals.

They'll then discuss his rhetorical purpose, which they'll present to the class. Groups will compare their varying conclusions
about
author's purpose.
Friday: Students will write their written responses to Malcolm X's speeches. They will analyze then evaluate his rhetoric.

Assignment(s)

"The House Negro and the Field Negro" handout (daily work - 20% Pre-AP, 10% E2)

- Students will complete a Venn diagram, then answer questions about MX's use of rhetorical appeals

and

devices.

Malcolm
X Written Response (academic writing - 20%)
- Prompt: For Malcolm X, what is the main problem? What solution is he advocating? What
examples/evidence/methods
does he choose to support his thinking?


Adaptations for Unique Student Needs (ELL, Special Education, Gifted, Students who lack support for school)

ELL: access to word-to-word dictionaries, peer interpreters, shorter work accepted (quality over

quantity expected).


SPED:
co-teacher in 3rd period, resource room for testing (if necessary).

All
students: base 50 grading, group work, visual and kinesthetic learning
Resources and Materials

Malcolm X, Mini Biography: https://www.youtube.com/watch?v=8AebTmfcq4g

Speeches:

https://www.youtube.com/watch?
v=gRSgUTWffMQ&index=4&list=PLB64C1ABEE3B5C33F




2013 Learning Sciences International