Page 37 - SpringBoard_ELA_CA_Smapler_Flipbook

aCTIvITy 3.13
Playing with Persuasive diction: appealing to Pathos
PLaN Teach
learNING STraTeGIeS:
Skimming, Marking the Text, Looping
acTIVITY 3.13
Materials: various print ads Suggested Pacing: 1 50-minute class period
1 Ask students to share what feelings are behind the words youthful, immature, curious, and nosy. Ask a volunteer to act out the different words to show the emotions, actions, or facial expressions the words convey.
2 Provide collaborative groups a variety of print ads that you have brought in or have asked them to bring. Give them time to hunt for words with “emotional impact.”
3 Next, ask students to circle the words that are adjectives and box the words that are verbs. Call on volunteers to share adjectives and verbs they found in their ads and to explain why they think particular words influence the target audience (persuasive diction).
4 As groups share, invite students to take notes by adding the adjectives and verbs to the “Power” lists on this and the next page.
my Notes
Learning Targets
• Identify and analyze examples of persuasive diction.
• Match style and purpose in writing by applying looping and persuasive diction to add pathos.
What’s in a Word?
Consider how similar words can make you feel different ways. Would you rather be called youthful or immature? Would you rather be considered curious or nosy? Word choice, or diction, is an important aspect of argumentative writing. Because words can carry an emotional impact, each one represents an opportunity for the writer to convince his or her audience.
Learning from Advertisements
1. As you skim through ads, record words that stand out for their emotional meaning (strong connotative diction).
2. Sort the adjectives and verbs you find by adding them to the list below:
Power Adjective List:
amazing, authentic best
convenient, critical dependable
easy
free
guaranteed
healthy
important, improved, instant
limited, lucky
new
powerful
secure
tested
unique, unlimited, unreal, unsurpassed vital
wonderful
234 SpringBoard® English Language Arts Grade 6
234 SpringBoard® English Language Arts Grade 6 cOMMON cOre STaTe STaNDarDS
Focus Standards:
W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
Additional Standards Addressed: RI.6.10; W.6.5; W.6.10
13/04/15
4:34 PM
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RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.