SSK Unit 4.2 Planning Guide

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLDefine the persuasive appeals: emotional (pathos), logical (logos), and ethical (ethos). Form discussion groups toidentify and analyze appeals found in mentor texts. See Persuasive Appeals in Instructional Strategies and Laying theFoundation: A Resource and Planning Guide for PreAP English Grade Seven in Resources.Reiterate that by identifying and analyzing the persuasive techniques an author uses, students are better able to identifythe persuasive appeal being employed. Remind students that in identifying the appeal, they are better able to recognizethe influence the appeal has on an audience and make inferences regarding the author’s purpose. For example, byemploying an emotional appeal (pathos), the author attempts to override an audience’s logic by bringing emotion to theforefront. When employing a logical appeal (logos), an author may attempt to convince an audience with fact-baseddiscussions. Sometimes authors may include false facts or rhetorical fallacies to make their point if accurate facts areunavailable or do not support their position. (ELA.7.11B)For further practice analyzing persuasive techniques and appeals, see Laying the Foundation: A Resource andPlanning Guide for PreAP English Grade Seven, Literature Grade 7, and Resource Manager Grade 7 Unit 8 inResources. Supply students with a log to record their thinking. See Persuasion is All Around You in Resources.Formative Assessment- To ascertain students’ understanding of persuasion and rhetorical fallacies. Select one of two:Formative Assessment- Poem for Two Voices or Formative Assessment- Famous Words.To evaluate the effectiveness of a persuasive text, students must be able to ascertain the validity of an author’s claims.Valid evidence provides reliable support for an argument. Many times speakers use evidence that is not credible toprove their arguments and to connect with their audience. Students must also evaluate evidence that may be compiledfrom their own research. See Analyzing an Author’s Evidence and LeMaster’s Critical Reading: Deep ReadingStrategies for Expository Texts Teacher Guide 7-12 in Resources. (ELA.7.Fig19D)Once students have discussed the various elements, have students compare and evaluate the persuasive techniqueseach author employs. Encourage students to record their thinking on a Comparison Matrix. See Persuasive TextsComparison Matrix in Instructional Strategies. These can be recorded in students’ Literacy Notebooks. (ELA.7.Fig19D)Instructional Accommodations for Diverse Learners Preteach and scaffold the academic language and vocabulary needed to develop graphic organizers.Model creating each graphic organizer so that students become independent and learn the different typesand purposes and use them when needed. (ELPS C.1h, ELPS C.4f)As students become more adept at recognizing and evaluating persuasive techniques and appeals, have studentsdeepen their analysis by annotating and commenting on the pieces they have read. The annotations and commentarycan be kept in their Literacy Notebooks. See Dialectical Journal: Persuasive Analysis in Instructional Strategies.(ELA.7.Fig19D, ELA.7.11A, ELA.7.11B)STAAR Connection- Creating assessment items that have the same or similar stems helps students prepare for theSTAAR exam. The Texas Education Agency has provided a helpful resource page that can be accessed at the mainTEA website.Instructional Accommodations for Diverse LearnersA student receiving special education services may receive instructional and assessmentaccommodations. The ARD/IEP committee must document instructional and assessmentaccommodations in the student’s IEP. See the Texas Education Agency forTexas Student Assessment Accommodations information. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 5 of 8