SUBJECT: English 10 (World Civilizations II)
NUMBER OF STUDENTS: 25
LESSON TOPIC: Argument Analysis
My Children! My Africa!
SOL OBJECTIVE TARGETED:
10.3 The student will read and critique literary works from a variety of eras in a variety of cultures.
c) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
RATIONALE FOR THE LESSON:
As the students continue the drama unit, they will examine Isabel and Thami's debate in My Children! My Africa! in order to determine why Isabel won. By comparing each characters use of Ethos, Pathos, and Logos, the students will learn what makes an effective argument. This lesson prepares the students to explain why Isabel's argument was more persuasive.
SWBAT: individually gather textual examples of Ethos, Pathos, and Logos in Isabel's and Thami's arguments and write those examples on their argument charts.
SWBAT: analyze, in pairs, why each textual example is persuasive and include that information on their individual argument charts.
The teacher will monitor the students as they fill out their argument charts to ensure that the students are picking proper textual examples and that the students are explaining why those examples are effective. The students will be assigned a written exercise for homework in which they must pretend they are judging the debate. In their short essays, they must write up a justification that details Isabels effective use of logos, ethos, and pathos in winning the debate.
- Copies of Isabel and Thami's debate from My Children! My Africa!
- Notebook paper and pen(cil),
- Handout Argument Analysis worksheet, "You Are the Judge" worksheet
QUIZ: Vocabulary Unit 8
Situation One: You have been grounded for staying out past your curfew. Your parents say that you cannot go to a concert with your friends now. You have had your tickets for months, and this is the most important concert of your life. How do you argue your release from your punishment?
Direct Instruction: Define Ethos, Logos, and Pathos
- put student examples from situation above into the appropriate category
- put an example from the text into each category.
Finding the evidence:
- On their own, students will examine Thami and Isabels speeches in order to find textual examples of the characters' use of Ethos, Pathos, and Logos.
Justifying the evidence:
- In pairs, students will analyze why those arguments are persuasive. It is not enough that they simply identify the textual example as ethos, pathos, or logos; the students must decide what it is about those appeals that makes them effective.
HOMEWORK: Write your justification for the effectiveness of Isabel's argument (see handout). Due February 23.
Definitions and examples will be written on the board as well as spoken out loud. Teacher will be available to answer questions and clarify any information.
For more information on South Africa or the plays of Athol Fugard, please use the lycos search feature below.