Page 39 - SpringBoard_ELA_CA_Smapler_Flipbook

aCTIvITy 3.13
continued
Playing with Persuasive diction: appealing to Pathos
my Notes
Your two new sentences:
a. Sample response: The topic could be expanded by adding a new sentence after the first one, such as “Last year we went to Disneyland, but going to Colorado would be an outdoor adventure and a lot cheaper.”
b. A sentence could be added after “make our family bond stronger.”; “ As a family, we mainly go to the movies together; this would be an opportunity to do exciting and challenging things together.”
Check Your Understanding
Respond to the following questions about the note you just revised:
• What is the relationship between persuasive diction and appealing to pathos?
• What power adjectives and verbs did you add that were especially effective?
• If you were going to improve the practice paragraph even more, what would you do? What do you notice it is missing? Explain. Logos (evidence) is missing.
Revising for Persuasive Diction: Return to the body paragraph you wrote and revised for the model argumentative letter (Activity 3.11). Revise the paragraph for persuasive diction. To properly add pathos to the development of your argument,
be sure to
• Mark the text for appeals to pathos you may have already used.
• Add emotional appeals that support your logical appeals for a balance that fits your purpose and audience.
• Use looping to revise by adding new ideas and persuasive diction (power verbs and adjectives).
INdePeNdeNT
readING lINk
Read and Respond
Find at least five words or phrases that carry strong emotional meaning in your independent reading book. Write them in your Reader/ Writer Notebook and set
a goal to use them in your own writing.
Em
Ex
aSSeSS
aDaPT
acTIVITY 3.13 continued
8 Have students respond to the Check Your Understanding questions orally or in writing. Then they will return to the letter body paragraph to apply what they have learned about persuasive diction.
Leveled Differentiated Instruction
In this activity, offer support to students who have difficulty revising their paragraph from Activity 3.11.
Have students take turns
asking and answering the following questions with a partner to check their writing. Did you mark the text for appeals to pathos? Did you add emotional appeals that support logical appeals? Does
your writing fit the purpose and audience? Did you add power verbs and adjectives?
Have students work with a
partner to create a checklist and take turns using it to revise their paragraphs together.
During the advertisement hunt, check that students are selecting words that carry a strong positive or negative connotation. Also, check that students are adding/elaborating emotional appeal into their body paragraph and are able to explain how it improves the paragraph.
Revisit Activity 3.6 to explore how persuasive diction and tone are related.
236 SpringBoard® English Language Arts Grade 6
236 SpringBoard® English Language Arts Grade 6
9781457304620_TCB_LA_SE_L6_U3_P4.indd 236 13/04/15 4:34 PM
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.