Page 31 - ELA_CA_HighSchool_Sampler_Flipbook

Targeting Your Audience
ACTIVITY 1.16
Learning Targets
• Identify different types of evidence and their purposes.
• Selectevidence,appeals,andtechniquesspecificallytoreachatargetaudience.
Connecting with an Audience
To make an argument compelling, writers and speakers use a variety of reasons and evidence that they think will convince their audience to agree with them. Knowing the audience helps the writer or speaker decide what reasons and evidence to use.
1. With your group members, review the informational text, speech, and presentation you have encountered in this half of the unit and identify examples of the different types of evidence used. Then explain the purpose of each as a tool of persuasion.
ACTIVITY 1.16
LEARNING STRATEGIES:
Discussion Groups, Brainstorming, Graphic Organizer, KWHL Chart
A. Type of Evidence/Support
B. Example from Class Readings/Presentation
C. Used to ... (logos, ethos, pathos? In what way?)
Facts and Statistics: Numbers drawn from surveys, studies, or observations, as well as pieces of commonly accepted information about the world
College graduates make an average of $22,000 more than high school drop outs annually.
Appeals logically
Offers research, survey, or observation-based evidence
Personal Experience/Anecdote: A true story that describes a person’s experience relative to the topic
Obama’s story about studying at 4:30 in the morning
Build a writer’s credibility/ethos
Put a human face on an issue, creating pathos
Illustrative Example (brief or extended): Description of a specific experience or example to support the validity of a generalization
Jazmin, Andoni, and Shantell in Obama’s speech
Logically support a claim with a specific example
Create pathos/give it a human face
Unit 1 • Coming of Age 77
PLAN
Materials: a standard or interactive whiteboard (Smartboard)
Suggested Pacing: 1 50-minute class period
TEACH
1 Review the types of evidence that might be used in an argument, and have students brainstorm what types might work best with different audiences (e.g., family, friends, contributors to college funds, etc.).
TO TEACHER
You can pre-assess students’ familiarity with how language should be tailored to specific audiences by leading them in a brief discussion about the difference between writing a text to a friend versus a letter to
a relative or an email to a teacher. Ask three students to write the same core message on the whiteboard
but ask each to address a different audience and use a different type of communication as noted above.
2 Have students work in groups to complete the graphic organizer by finding examples of different types of evidence and explaining how each can be used to persuade an audience. Sample responses are provided on the reduced student page, but these are not all the possible responses.
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COMMON CORE STATE STANDARDS
RI.9–10.5: Analyze in detail how an author’s ideas or claims are developed and refined by
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particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Additional Standards Addressed:
RI.9–10.1; RI.9–10.3; RI.9–10.4; RI.9–10.8; RI.9–10.10; W.9–10.1a; W.9–10.1b; W.9–10.4; W.9–10.5; W.9–10.10; L.9–10.4a; SL.9–10.1c
Focus Standards:
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.
RI.9–10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
TEACHER
Unit 1 • Coming of Age 77
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.