The Declaration of Independence SpringBoard Level Six Activities 3.6, 3.7, and 3.8

Bellringer… Pick up the assignment from the black tray at the front of the room. Identify the purpose and the rhetorical appeals, and explain how the rhetorical appeals effect the advertisement.

Reminders… Vocab quiz 4.1 on Friday (must be at 80% to get a 100%, anything lower will be a 0% until you schedule a time to make it up before or after school.) HW assignment due Wednesday Our Declaration of Independence group project due Wednesday in class.

Objectives… To examine and evaluate a variety of delivery styles for oral presentations. To identify and explain the effect of specific components of oral presentations. To apply knowledge of rhetorical devices, syntax, and rhetorical appeals to analyze a persuasive text.

Your Task… Today, we will watch a reading of the Declaration of Independence. You will be assigned one aspect of the speech to take notes over (either physical delivery style or rhetorical components.) Then, with a partner at your table who took notes over a different aspect, you will have two minutes to pair and share what you noticed, then add it to your chart. You will share your results with the class to come up with a comprehensive list. Lastly, we will read closely the first two paragraphs of the Declaration of Independence as a class, and analyze the syntax, rhetorical devices, and rhetorical appeals used in the speech.

1. Create this chart on your paper. 2. Choose a partner at your table 1. Create this chart on your paper. 2. Choose a partner at your table. - If your table has an uneven number and you are left out, raise your hand and we will find you a different partner. 3. As you watch the Declaration of Independence, fill in ONE of the columns (one partner will look for the physical aspects, while the other will look for the rhetorical aspects .) - Look specifically for the items listed on the slip of paper in the box at your table. Physical Rhetorical

The Declaration of Independence… http://videosift.com/video/Reading-of-the-Declaration-of-Independence

Pair & Share… You have TWO MINUTES to pair with your partner and share what you noticed. Be sure to: add your partner’s notes to your chart.

Physical Rhetorical Volume: Smooth Delivery: Gestures: Dramatic Pauses: Movement: Anaphora (repetition): Aphorism: Analogy: Allusion: Metaphor: Logical Appeals: Emotional Appeals: Ethical Appeals: Striking Syntax: Parallelism:

Close Reading… Now, let’s closely read the first two paragraphs (the Introduction and the Preamble.) On this second reading, follow along on your own paper and mark the text by: Underlining sentences that are extremely effective or powerful because of DICTION (word choice) or SYNTAX (sentence structure). Labeling elements of #SOAPSTone *Labeling* rhetorical devices, and writing the EFFECT of the device. Highlighting and identifying rhetorical appeals, and writing the EFFECT of the device. Circling confusing words. Paraphrasing the main ideas of each paragraph in your own words.

Exit Ticket… What is the most effective strategy in the Introduction and the Preamble of the Declaration of Independence? WHY? Syntax Rhetorical Devices Rhetorical Appeals

Bellringer… Give an example of THREE rhetorical devices in the Introduction and the Preamble of the Declaration of Independence. It may be helpful to look over your annotations and find where we marked these yesterday.

Reminders… Vocabulary Quiz 4.1 on Friday (must be at 80% to get a 100%, anything lower will be a 0% until you schedule a time to make it up before or after school.) HW assignment due Wednesday If you were absent yesterday, there are copies of the assignment in the make-up work folder. Our Declaration of Independence group project due Wednesday in class.

Objectives… To apply knowledge of rhetorical devices, syntax, and rhetorical appeals to understand a speech. To prepare and present a brief oral presentation.

Your Task… You will have 15 minutes to finish reading the Declaration of Independence with your group. Yesterday, we read the Introduction and the Preamble. The remaining paragraphs include: a list of 28 Grievances (which can be separated topically into 4 different chunks), and the Conclusion. Each person must read one chunk of the remaining text aloud. While they read, the other group members will mark the text like we did yesterday. Then, you will begin a group project in which your group will declare your independence from something of your choosing. The final draft of this project is DUE tomorrow at the end of class.

Close Reading… With your group, closely read the remainder of the Declaration of Independence. While you listen and follow along on your own paper, and mark the text by: Underlining sentences that are extremely effective or powerful because of DICTION (word choice) or SYNTAX (sentence structure). Labeling elements of #SOAPSTone *Labeling* rhetorical devices, and writing the EFFECT of the device. Highlighting and identifying rhetorical appeals, and writing the EFFECT of the device. Circling confusing words. Paraphrasing the main ideas of each paragraph in your own words.

Our Declaration of Independence – A Group Project… Overview: Decide what your group wants to declare independence from. Follow the directions EXACTLY as they are given for each section so that you will have a Declaration of Independence that mirrors the one our forefathers wrote. You will turn in ONE document per group. Once you write your document, and it is approved by the teacher, you will transfer it to chart paper using marker. You will make your product neat and legible, use proper grammar and mechanics, and BE CREATIVE.

Our Declaration of Independence – A Group Project… Your project will include: A Preamble which includes AT LEAST one logical and one emotional appeal. A Declaration of Rights (minimum of three) which includes strong, connotative diction. A Bill of Indictment which includes 3-5 specific instances of oppression. Use parallel structure in this portion. A Statement of Independence which includes 3-5 “powers” your new independence grants you. Use strong, connotative diction in this portion. * See the original document as well as the example given in your packet for guidance. You MAY NOT choose the example given in the packet.

Our Declaration of Independence – A Group Project… A project which EXCEEDS EXPECTATIONS (A+) will go above and beyond the following guidelines: The Declaration follows ALL of the instructions. The Declaration follows the rhetorical format of the original document. The Declaration displays strong evidence of student creativity. When presenting, students follow the rhetorical format of the original document. The Declaration and Presentation illustrate deep understanding of the Declaration of Independence.

Exit Ticket… Answer the following questions: What did your group declare independence from? Why? How do you plan to use the rhetorical appeals in your presentation?

Bell Ringer… DUE: Turn in your HW Assignment to the appropriate inbox at the front of the classroom. What were the THREE different types of grievances in the Declaration of Independence?

Reminders… Vocab quiz 4.1 on Friday (must be at 80% to get a 100%, anything lower will be a 0% until you schedule a time to make it up before or after school.) Our Declaration of Independence group project final copy is due Today by: 10:00 (2nd period) 11:50 (4th period) 12:45 (5th period)

Your Task… After your group has received approval from the teacher on your rough draft, you will transfer your Declaration of Independence onto a sheet of chart paper. Your final draft MUST be neat, organized, grammatically correct, creative, and colorful. During the last 20 minutes of class today, each group will present their Declaration of Independence to their classmates.

Presentations… You will evaluate each of your peer’s presentations: Identify TWO physical and TWO rhetorical choices each group makes in the oral presentation. (See the T-chart from Monday for a list of things to look for.) * Please remember the responsibilities of a good audience!

Exit Ticket… What techniques did your group utilize during your oral presentation? In what ways? Volume? Tone? Dramatic pauses? Gestures? Movement? Smooth Delivery?