Macbeth Station Rotation Speech Assessment #1

When reading to “build muscle” to understand more difficult passages or texts, like Shakespeare, I recommend:

1. Chunking your texts into smaller parts!

a. By scene

b. By paragraph

c. By player

2. Read section first to gain an overview of what is going on in the scene

3. Then annotate it

a. Look for literary devices

b. With Shakespeare, use the help translations on the left hand side with your Folger’s editions!

4. Then read a second time replacing words you annotatedwith their modern day

meanings.

5. Now go line by line. Using what you chunked and annotated, can you now figure out

the rest of the line - or at least the best parts of it?

6. Do a final read and see if you can understand more than you did with the first read.

We will be giving you 4 areas to focus on this Station Rotation:1. Point of View 2. Reasoning (explicit and implicit)

3. Rhetoric4. Evidence

The Result...

1. Examine literature and look at language

2. Examine trailers to look for explicit and

implicit language and draw inferences.

3. Examine definitions then a model

speech before analyzing your own

model speech.

4. Examine several websites listed as well

as research on your own to design your

poster.

Station ONE - Point of ViewAn author’s purpose for writing might be to inform, persuade, or entertain. Many times an author writes for a combination of reasons. Of course, there are times when discovering an author’s purpose for writing is simple. You pick up a magazine and find an article with the title “Why Organic Farming is the Future.” You can tell from the title alone that the writer really likes the idea of organic farming. He promotes his idea with facts and details that help you know that the purpose of the article is to persuade readers to support this kind of farming.

Other times identifying the author’s purpose can be more difficult. It involves reading closely and paying attention to the information an author presents on a topic. It is often necessary to identify the author’s point of view, or perspective, on the subject he or she writes about, and how it is conveyed in the text, in order to fully understand an author’s purpose or intention. For example, the writer of the magazine article might state that organic foods are healthiest and taste best, which reflects the writer’s favorable view of organic foods.

There are four main reasons why people

write:

P = to Persuade (goal- to convince the

reader)

I = to Inform (goal- to state the facts)

E = to Entertain (goal- to make us laugh,

cry, scream, have fun)

S = to Share a personal experience (goal-

to share memories, hopes or dreams)

Persuade

When authors write to persuade they are trying to get the

reader to do something:

1) THINK: believe what they are saying or change your

mind;

2) ACT: buy a certain product or join a club;

3) FEEL: know what someone else is feeling;

Examples of types of persuasive writing: letters, speeches,

advertisements and editorials.

Inform

When authors write to inform they are presenting facts

about a subject. This type of writing has:

1) No opinionated statements (only facts);

2) No implied suggestions;

3) The reader learn about something;

Examples of types of informative writing: newspapers,

encyclopedias, dictionaries and pamphlets.

Entertain

When authors write to entertain they want us to enjoy the writing. Sometimes they make us laugh with a funny

story, make us cry with a sad story or poem, or scream because of a scary experience of one of the characters. With

this purpose, authors just want us to have fun reading.

Share a Personal Experience

When authors write to share a personal experience they are sharing their memories, hopes or dreams.

Some key signs that an article is a personal experience is:

1) the story is about the author or some other personal story;

2) the writer shares his full opinion;

3) the story is usually written in first person (I, me, us);

Station TWO - ReasoningA reason is a logical statement that supports

something you think or feel after reading a text.

Write down the definition for these types of

reasonings::

○ Explicit – clearly stated so there is no room for confusion or questions.

○ Implicit – implied or suggested, but not clearly stated.

○ Inference – a conclusion made based on both information/evidence and reasoning.

As a group:

1. You are to watch the first trailer of the film.

2. Take a couple of minutes to quietly fill in any

additional explicit information they learned.

3. Then brainstorm the implicit information

revealed in the trailer.

4. After jotting down a list of explicit and implicit

information you discussed in your group, make inferences

about the movie based on the explicit and implicit

information you gathered from the trailer.

Trailer 1 =

http://www.imdb.com/title/tt1951265/videoplayer/vi675262233?re

f_=tt_ov_vi

Trailer 2 =

http://www.imdb.com/title/tt2582846/videoplayer/vi2313071897?r

ef_=tt_ov_vi

Trailer 3 =

http://www.imdb.com/title/tt3949660/videoplayer/vi295480345?r

ef_=vi_prev_btn

Station THREE - RhetoricRhetoric is the art of speaking and writing persuasively. It refers to the way language is used to persuade an audience to agree with an idea or opinion. Authors may use different types of rhetoric to promote their ideas, including appeals to logic, emotion, and shared beliefs and values. Authors can use reasoning in their arguments, presenting facts and statistics to defend an opinion and citing well-known authorities such as scientists and historians. The use of an emotional plea can also win over readers. For example, telling the story of a single person with a life-threatening disease in order to raise funds to fight it may make for a more persuasive argument than simply noting the number of people who have the disease. Authors may also remind their audience of their shared values and beliefs in an appeal to bring about a change. A good rhetorical argument frequently uses a combination of different appeals to make its case.

https://www.prestwickhouse.com/.../free%20lessons/free

_lesson-rhetorical_appeals.pdf

Here is a handout.

1. Read and take notes on Rhetoric - Ethos, pathos

and logos.

2. Then do the first exercise in your notes -

“Exercise: Identification”

3. Then read the model from Sojourner Truth and

her speech addressing “Ain’t I a Woman?”

4. Then take a handout for the final “Exercise -

Analysis”

Station FOUR - EvidenceBody paragraphs are the section of the essay between the introduction and conclusion paragraphs. Body paragraphs reveal a writer’s main points and claims. They also present evidence, or information that supports the author’s claims. Each body paragraph of an essay typically presents one main point or claim, to avoid confusing the reader. The purpose of each body paragraph is to support the thesis statement, the main claim of the essay.

Each body paragraph of an argumentative essay should contain the following structure:

Topic sentence: The topic sentence is the first sentence of a body paragraph. It should state the main point of the paragraph and support the thesis statement or main claim of the essay.

Evidence #1: A topic sentence is followed by evidence that supports the main point. Evidence can be relevant facts, statistics, definitions, quotations, examples, or other information used to support a claim.

Reasoning #1: Evidence should be followed by reasoning, or an explanation of how that evidence supports the main point of the paragraph. This explanation should also reveal how the evidence supports the overall thesis statement, or main claim of the essay.

Evidence #2: Writers can provide further support for their main points by introducing a second piece of evidence.

Reasoning #2: Again, evidence should be followed by reasoning, or an explanation of how that evidence supports the main point, and overall, the thesis statement.

Concluding sentence: The concluding sentence of a paragraph wraps up the main idea and transitions to the next paragraph.

Create a Collage to remind students of what you learned about evidence and the path to finding good evidence!http://www.greatbooks.org/wheres-your-proof-teaching-kids-to-use-evidence/

https://www.middleweb.com/28000/help-student-writers-find-the-best-evidence/

www.syracusecityschools.com/tfiles/folder716/Literary%20Essay%20Lessons.pdf

https://owl.english.purdue.edu/owl/resource/588/02/

Groups 5 and 6 = These stations will be a last for all groups!Work on applying all elements to the “Tomorrow” Speech. Stations 1-4 prepared you for

this task.

1. Explain the speakers POV on the topic.

2. Cite the language supporting your explanation (keywords)

3. Determine explicit and implicit meaning and make inferences. Support your claim.

4. Was specific rhetoric used (Ethos, Pathos, Logos)? What is the speaker using to

persuade the audience? Or, is it the writer persuading? Cite specific language used

to support your claim. Explain how rhetoric works to persuade the audience!

5. What evidence does the speaker cite to support his claim? How is this evidence

exaggerated or distorted by bias?

6. Make sure to read “between the lines” and draw conclusions to explain all findings.