Page 34 - ELA_CA_HighSchool_Sampler_Flipbook

80 SpringBoard® English Language Arts Grade 9
ACTIVITY 1.16
continued
Targeting Your Audience
My Notes
Second Read
3. Key Ideas and Details: What is the central claim in this editorial? How does the
writer introduce it?
The central claim is that the legislature should make it possible for more students to take advanced, dual-enrollment classes. The writer introduces this with an example of how taking these classes had a positive effect on one student’s life. RI.9–10.2
4. Craft and Structure: What claim does the author use the CSC study to support?
The author uses the CSC study to support the claim that taking more challenging classes increases the options for all students, not just the high- performing ones. RI.9–10.5
5. Craft and Structure: What claim does the author make in paragraph 10? The author claims that dual-credit courses, by ensuring that students are
prepared for college, will save money in the long run. RI.9–10.5
6. Craft and Structure: Which rhetorical appeal is the most effective in this article and why?
Logos is the most effective. The author spends most of the article citing facts and logic to argue his or her point. Citing specific numbers and studies adds credibility to the argument. RI.9–10.6
Working from the Text
The StarTribune editorial addresses multiple audiences. In the space below, identify each audience. Use quotes you highlighted to show how each audience is referenced or directly addressed in the text.
Check Your Understanding
How do audiences shape the argument of an author?
Writing to Sources: Argument
Return to the speech in Activity 1.15 and reread it in light of what you have learned about targeting the audience and rhetorical appeals, thinking about the audience that Obama was addressing. Then revise the analysis of Obama’s argument that you wrote taking these issues into account. In your writing, be sure to:
• Revise your thesis to include your idea of Obama’s audience and how effective his speech is in supporting his claim for that audience.
• Explain what techniques and rhetorical appeals he used to reach that audience and explain why you think those techniques and appeals were effective or not for that audience.
• Include direct quotations from the text to support each specific claim you make. Introduce and punctuate all quotations correctly.
ASSESS
ADAPT
ACTIVITY 1.16 continued
9 SECOND READ: During the second reading, students will be returning to the text to answer the text- dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
10 Have students answer the text-dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
11 Begin the Working from the Text exercise by leading students in discussion about the various audiences targeted by the editorial, including students, parents, taxpayers, and politicians. Ask them to use the quotes they highlighted in the text and work in pairs to identify each audience and explain how each is referenced or directly addressed. Ask each pair to share one response.
12 Have students complete the Check Your Understanding in writing and ask a variety of students to share their responses.
13 Have students revise their writing prompt from Activity 1.15 to incorporate their new understanding of audience, claims, and evidence.
Student responses to the Check Your Understanding should demonstrate an understanding of how an author uses evidence, appeals, and techniques specifically to reach a target audience. Students should be able to identify multiple audiences within a text.
Check that student responses to
the writing prompt reflect a clear understanding of the effectiveness of certain appeals based on the target audience and include properly punctuated direct quotations.
If students need additional help understanding how target audiences
shape the argument of the author, 97divide the class into small groups
and give each group the same claim or argument. Assign a different target audience to each group. Ask one spokesperson from each group to share the group’s argument or claim and supporting evidence. Discuss the differences as a class.
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80 SpringBoard® English Language Arts Grade 9
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.