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.

CCSS.ELA-LITERACY.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Will Know [See RI 6]:

- Conventions of appropriate classroom discussion formats (Socratic or Paideia Seminars, etc.)
- Strategies for making connections from current events or broader themes to a specific text.
- Questioning and discussion strategies that allow them to ask peers for clarification or to challenge them in an appropriate manner for school discussions.
- Strategies for initiating and responding to peers in a classroom setting.

Will Be Able to Do [See W.9 - standard wording is idential to RI 8]:

-Engage in a thoughtful, open-ended discussion that connects texts to broader issues
-Respond to peers in a thoughtful and respectful manner, even when their ideas or interpretations conflict.
-Support their claims or opinions with evidence.
-Encourage peers to engage in a discussion.

Essential Questions:

How does one read another’s argument and use that as a model for creating one’s own argument?
How does one evaluate the reasoning both in reading and one’s own writing?

Key Content Vocabulary:

rhetoric	rhetorical appeals	rhetorical devices
media/mediums	logical fallacies

Notes from Pacing Guide:

(R.I. 8)

Using a graphic organizer, students outline a character’s argument, including the main claim and supporting details (e.g. Creon’s argument as to why he never wants to become king, and, therefore, would not try to set up Oedipus in order to dethrone him.

Students analyze an argument in a text to evaluate the validity of the claims made and evaluate the strength of the support, noting any logical fallacies that could weaken the argument (advanced learners).

Share satirical pieces from The Onion, “Saturday Night Live” skits, Colbert, Jon Stewart, Trevor Noah, etc. Have students use a graphic organizer to chart the humor, the irony, the bitter sarcasm, etc. Then they evaluate the effectiveness of the main claims essential to the clip in a constructed response.