A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Demonstrated Proficiency of 6.9.G
Provide small groups of students with the text for an advertisement that includes rhetorical devices and logical fallacies. Task students with reading the text and identifying specific examples of rhetorical devices and logical fallacies. Have students complete a graphic organizer to guide their work as they discuss the differences between rhetorical devices and logical fallacies.
List the text example
Is it a rhetorical device?
Does the author include repetition, analogies, or juxtaposition to prove how reasonable it is?
Is it a logical fallacy?
Does the author make the idea appear more reasonable than it really is?
Further Explanation
This SE requires students to understand how writers use specific phrasing, sentences, and example types to make the argument clear and relatable to the audience. Students should be aware that writers can use some of these same devices to manipulate language and misrepresent the facts supporting an idea, creating logical fallacies that make an idea appear more reasonable than it realistically is. Students should be able to recognize and describe the differences between the two strategies.
Glossary Support for ELA.6.9.G
Students should understand that writers can use specific constructions in phrasing, sentences, and example types to make their arguments clear and relatable to the audience. Rhetorical devices such as repetition, analogies, or juxtaposition can help writers illustrate their perspectives and prove how reasonable their positions are, which can make the argument more convincing. However, students should also be aware that writers can use some of these same devices to manipulate language and misrepresent the facts supporting an idea, creating logical fallacies that make an idea appear more reasonable than it realistically is. Students should be able to recognize and describe the differences between the two strategies.
an incorrect or problematic argument that is not based on sound reasoning; also known as faulty reasoning (e.g., sweeping generalization, circular reasoning, red herring, hyperbole, emotional appeals, stereotype, hasty generalization, etc.)
a technique that an author or speaker uses to influence or persuade an audience (e.g., rhetorical questions, repetition, analogies, juxtaposition, parallelism, rhetorical shifts, antithesis)