arguing for justice activity 4 - theodore roosevelt high ... · arguing for justice my notes...

ACTIVITY

4.6Arguing for JusticeSUGGESTED 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 AppealsSketch 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.

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Unit 4 • Justice 227

ActiVity 4.6Arguing for Justice

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.

1Read 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.

2Next, 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.

3Now 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.

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.

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ACTIVITY 4.6

continued Arguing for Justice

As you read this scene from Julius Caesar, notice how Antony is able to persuade his audience. After you read the scene, use the SMELL reading strategy to help you understand how Antony persuades the crowd.

Sender-receiver relationship

What is the relationship between Antony, the sender of the message, and the crowd?

How does Antony respond to the crowd?

Message

Summarize Antony’s argument.

Emotional strategies

What does he want the crowd to think, feel, and do?

Logical strategies

What logic is Antony using?

How does this logic affect his message?

Language

What kinds of words and images does Antony use?

How does Antony’s word choice affect the speech?

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228 SpringBoard® English Textual Power™ Level 5

ActiVity 4.6 Continued

steps:4In order to preview a passage from Shakespeare’s tragedy Julius Caesar, explain that Antony’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. Antony needs to be careful, however, about how he frames his argument, out of fear for his own life.

5Continue to preview the text by reviewing with students the text features of a drama, such as stage directions.

6Tell students as they read to mark places in the text where Antony 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 Antony persuades his audience.

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My Notes

ACTIVITY 4.6

continued

1 co� ers: treasury

by William Shakespeare

D r a m a

Logos

Ethos

PathosACT III, SCENE 2

Antony Friends, Romans, countrymen, lend me your ears.I come to bury Caesar, not to praise him.� e evil that men do lives a� er them;� e good is o� interrèd with their bones.So let it be with Caesar. � e noble BrutusHath 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 manSo 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 co� ers1 � ll.Did this in Caesar seem ambitious?When that the poor have cried, Caesar hath wept;Ambition should be made of sterner stu� .Yet Brutus says he was ambitious,And Brutus is an honorable man.You all did see that on the LupercalI 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 causeWhat cause withholds you, then, to mourn for him?O judgment! � ou art � ed to brutish beasts,And men have lost their reason. Bear with me;My heart is in the co� n there with Caesar,And I must pause till it come back to me. [He weeps.]

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steps:7As 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 Antony 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 Antony’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.

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ACTIVITY 4.6


My Notes

Testament contains the root -test-, from the Latin word testis, meaning “a witness.” This root also appears in testimony,attest, detest, and intestate. The suffi x -mentindicates that the word is a noun.

WORDCONNECTIONS

First PlebeianMethinks there is much reason in his sayings.

Second Plebeian If thou consider rightly of the matter,Caesar has had great wrong.

� ird Plebeian Has he, masters?I fear there will a worse come in his place.

Fourth Plebeian Marked you his words? He would not take the crown;� erefore ’tis certain he was not ambitious.

First PlebeianIf it be found so, some will dear abide it.

Second PlebeianPoor soul, his eyes are red as � re with weeping.

� ird Plebeian � ere’s not a nobler man in Rome than Antony.

Fourth Plebeian Now mark him, he begins again to speak.

Antony But yesterday the word of Caesar mightHave stood against the world. Now lies he there,And none so poor to do him reverence.O masters, if I were disposed to stirYour 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 chooseTo wrong the dead, to wrong myself and you,� an 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 woundsAnd dip their napkins in his sacred blood,

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ACTIVITY 4.6

continued

My Notes

2 issue: o� spring

Yea, beg a hair of him for memory,And, dying, mention it within their wills,Bequeathing it as a rich legacyUnto their issue2.

Fourth Plebeian We’ll hear the will! Read it, Mark Antony.

All � e will, the will! We will hear Caesar’s will.

Antony 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 in� ame 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?

Fourth Plebeian Read the will! We’ll hear it, Antony.You shall read us the will, Caesar’s will

Antony Will you be patient? Will you stay awhile?I have o’ershot myself to tell you of it.I fear I wrong the honorable menWhose daggers have stabbed Caesar. I do fear it.

Fourth Plebeian � ey were traitors. “Honorable men!”

All � e will! � e testament!

Second Plebeian � ey were villains, murderers. � e will! Read the will!

Antony You will compel me, then, to read the will?� en 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?

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ACTIVITY 4.6


My Notes

WORDCONNECTIONS

Ingratitude contains the root -grat-, from the Latin word gratus, meaning “pleasing.” This root also appears in grateful,ingrate, gratify, and congratulate. The prefi x in- means “not.”

Ingratitude

WWCOCO

Several Plebeians Come down.

Second Plebeian Descend.

� ird PlebeianYou shall have leave.

[Antony descends.]

Fourth Plebeian A ring; stand round.

First Plebeian Stand from the hearse. Stand from the body.

Second Plebeian Room for Antony, most noble Antony.

Antony Nay, press not so upon me. Stand far o� .

Several Plebeians Stand back! Room! Bear back!

Antony If you have tears, prepare to shed them now.You all do know this mantle. I remember� e � rst time ever Caesar put it on;’Twas on a summer’s evening, in his tent,� at day he overcame the Nervii.Look, in this place ran Cassius’ dagger through.See what a rent the envious Casca made.� rough 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 resolvedIf Brutus so unkindly knocked or no;For Brutus, as you know, was Caesar’s angel.Judge, O you gods, how dearly Caesar loved him!� is was the most unkindest cut of all.For when the noble Caesar saw him stab,Ingratitude, more strong than traitors’ arms,Quite vanquished him. � en burst his mighty heart,

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ACTIVITY 4.6

continued

My Notes

3 vesture: clothing

And in his mantle mu� ing 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!� en I, and you, and all of us fell down,Whilst bloody treason � ourished over us.O, now you weep, and I perceive you feel� e dint of pity. � ese are gracious drops.Kind souls, what weep you when you but beholdOur Caesar’s vesture3 wounded? Look you here,Here is himself, marr’d, as you see, with traitors.

[Antony li� s Caesar’s cloak.]

First Plebeian O piteous spectacle!

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ACTIVITY 4.6

continued

Reread the text to fi nd Antony’s reasons that the murder of Caesar was unjust. Then, identify and explain the persuasive techniques or appeals Antony uses with each reason. An example is provided below.

Reasons that Murder was Unjust Identify as Logos, Pathos, or Ethos and Explain Your Choice

“He hath brought many captives home to Rome,Whose ransoms did the general coffers fi ll.” This example tries to prove that Caesar could not have been too ambitious if he brought all this wealth to Rome, not to himself.

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 Antony provides to prove that Caesar was not ambitious.

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?”

LITERARY TERMSAn argument presents a particular opinion or idea and supports it with evidence.

Arguing for Justice

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steps:8After reading, have students complete the graphic organizer by listing Antony’s main arguments and identifying the persuasive technique used in each. You might use a jigsaw for this step.

9After they complete the reading and the graphic organizer, ask students to discuss the following question: “Was Antony honest in his attempts to persuade?”

0Last, students should reflect on the essential Question, “How does one construct a persuasive argument?”

aTo help prepare students for the Embedded Assessment, have them select roles and rehearse reading this scene.

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arguing for justice activity 4 - theodore roosevelt high ... · arguing for justice my notes...

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