Community and Responsibility: now that you know something about who you are, how do you fit in with your community? What are you going to contribute to society?
  • Develop an intellectual community by having students bring in texts (article, visual, podcast, etc.) on their own once a week and write one page responses to their chosen text. Students need to connect the text to culture, history, and / or current events. Students need to be able to write an effective argument that is coherent and cohesive – analyze not summarize!
  • Students need to read critically, and question everything in order to analyze an author’s meaning, purpose, effect, tone, and stance
  • Students will start to read more college level, denser text in the classroom this semester to get them college ready.
  • Need to bring in speakers who have dedicated their lives to public service: police, military, social worker, fireman, nurse, etc.
  • Keep track of students’ progress with future plans and provide guidance with college applications, etc.
Key Concepts (New concepts to focus and build on in lessons and assignments; also continue reinforcing concepts from 1MP and 2MP)
  1. Rhetorical triangle (speaker, audience, purpose)
  2. Appeals of logos, ethos, pathos
  3. Evaluation
  4. Audience (more specific)
  5. Diction
  6. Tone – to create tone more effectively
  7. Message – to convey OUR message/purpose more effectively – What makes it good? Why and how do we say it?
Lesson Plans
1. Scheduling and Time Management – 3MP syllabus (contains the dates that the class meets and what is due when, etc.), students are given a basic copy of the nine weeks calendar (one month per sheet of paper) for them to manage their time with reading, writing, and assignments.

2. How do you define community? How are you connected to a community of people?
.....a. Students debate the definition of community (geographical location, online space one belongs to, share interests/ activities are all possibilities) and
.....create a profile of a community to which they belong based on how their daily activities connect them to a community of people.
.....b. Key concepts: message, audience, tone, evaluation, analysis
.....c. Suggested Text: Remix Chapter 2: Community page 95 & 96 and/or “Defining Community” by Keith Hopper

3. Examining Community: What does your community do for you?
.....a. Students debated ideas about community.
.....b. Key concepts: message, evaluation, audience (focus on developing student discussion skills)
.....c. Remix Chapter 2: Three Assumptions about Community pages 97 – 104 (teacher pulls out the assumptions for student discussion - I believe / don’t
.....believe – here’s how my experience influence my beliefs about communities) . . . OR three corners (one for each assumption) . . . OR Gallery Walk?

4. How can we connect with others – despite our differences?
.....a. Students participate in discussion connecting texts, their text sets, and their personal experiences to draw conclusions about how and why we act and
.....react to the people around us.
.....b. Key concepts: compare/contrast, message, tone, audience
.....c. Suggested texts: “Be Cool to the Pizza Dude” by Sarah Adams (website includes text
.....and audio) or Remix pages 106 – 108 paired with “I Believe in Empathy” by Azar Nafisi includes text and audio) or Remix pages 109 – 111

5. What is Argument? Analyzing Texts Using The Rhetorical Triangle
.....a. Students analyze advertisements through the lens of the rhetorical triangle. Be sure to note the difference between argument and persuasion.
.....b. Key concepts: rhetorical triangle, appeals of logos, ethos, and pathos, audience, message
.....c. Suggested Text: Frames of Mind Chapter 12: Argumentation pages 431 – 439 or “Ethos, Logos, Pathos: Three Ways to Persuade”

6. Analyzing Purpose and Intended Audience in Speeches
.....a. Students will analyze video of famous movie or political speeches and write a speech with their parents as the intended audience
.....b. Key concepts: analysis, argument, purpose, intended audience, tone, message, appeals to logos, ethos, pathos
.....c. Suggested texts: a database of speeches (including written, audio, and video versions is available at

7. Classroom Activity Using Diction
.....a. Students explore how the author’s diction (word choice) tells the audience stories about him/herself.
.....b. Key concepts: audience, tone, message, ethos, pathos, logos

8. Nonfiction Excerpt: In depth Analysis of Argument in Nonfiction
.....a. Teacher models by highlighting and annotating nonfiction written text that relates to the teacher’s text set. The students then identify, analyze and present their own
.....nonfiction piece. At this point in the year, the teacher should be directing students to more challenging texts.
.....b. Key concepts: evaluation, analysis, argument, diction, tone
.....c. Suggested Text: “Shame” by Dick Gregory (for teacher model)

9. Challenging/challenged texts: Arguments with Impact
.....a. Teacher and students analyze, interpret and evaluate a series of texts that have had a major impact on our communities using annotation strategies and discussion.
.....b. Key concepts: the rhetorical triangle, audience, message, purpose, analysis, argument, diction, tone, interpretation, evaluation
.....c. Suggested texts:
..........i. Martin Luther King, Jr. “I Have a Dream” speech (YouTube video);
..........ii. Sojourner Truth “Ain’t I a Woman” speech (race and gender equality)
..........iii. Thomas Jefferson’s Declaration of Independence (note: each text should be studied through the lens of argument)

10. Examining Life Through Texts: How do you fit in? What is your responsibility to your community?
.....a. The teacher models and the students practice analyzing multimedia texts through the lens of how arguments are constructed and evaluate them in terms of meaning the students’ own lives, experiences, beliefs, and goals. The students should be involved in designing two assignments related to a series of contemporary readings
.....on this topic: one assignment should be a rhetorical analysis of a text and one assignment should be the students creating their own text in response to the questions
.....raised about their own roles in their community. Students should apply the key concepts in creating their texts.
.....b. Key concepts: rhetorical triangle, audience, purpose, argument, analysis, message, tone, diction
.....c. Suggested Texts:
..........i. Commencement Address” by Jon Stewart Remix pages 125 – 129 and – Life after high school: who does the
..........grading in the global village?
..........ii. “My Filipino Roots” by Alex Espinoza pages 130 – 132 – What do our family backgrounds have to do with who we are?
..........iii. MySpace Outage Leaves Millions Friendless” by The Onion ( Remix pages 158 – 161 paired with “Someone to Watch Over Me” by
..........Theodora Stites pages 162 – 166 – If the internet crashed, would your social life, too?
..........iv. “The Boondocks” comic strip by Aaron McGruder Remix pages 178 – 183 – What happens when you leave Chicago’s black South Side for a white suburb?
..........v. “Found Notes” Kerry Miller: or Remix pages 133 – 138 – How do notes of frustration govern our shared spaces?

11. Song Lyric Analysis
.....a. This lesson is scaffolding for the student final marking period product. The teacher models an analysis of song lyrics that relate to her text set. Students find and
.....analyze song lyrics that relate to their text sets.
.....b. Key concepts: analysis, evaluation, message, tone

12. Evaluating Podcasts
.....a. Students listen to professional and student create podcasts to evaluate them for content and form. Students use these as models for designing and creating their own
.....b. Key concepts: evaluation, message, purpose, tone, audience, and appeals to logos, ethos, and pathos.
.....c. Note: the lesson plan includes a list of recommended sample podcasts to download and use.

13. Revising and Assessing: Students are Part of the Process
.....a. Students and teacher work together to build the assessment tool for the podcast assignment and then students revise their scripts and podcasts based on the
.....assessment criteria they created and agreed upon.
.....b. Key concepts: evaluation, analysis, interpretation, argument
Students create a Podcast – how does their text set topic relate to the community? Students should incorporate the song and their analysis of it from lesson 11 to highlight the importance of their text set topic and what they have learned and want to share about it. Important to reinforce what students have learned about Fair Use in Education for Copyrighted Materials (see student handout for assistance)

Main Lesson Plans Page