LDC is more than free lessons.

We support educators with the tools you need to teach reading, writing, speaking and listening skills in your subject.

Learn more
Edit

Atticus Finch and Rhetoric: Analyzing rhetoric in Atticus Finch's closing argument during the Robinson trial in To Kill a Mockingbird

by Socorro Plazola

Adapted from Default Informational/Explanatory Module: Prototype Skills & Mini-Tasks by
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Overview

Description

Edit

Students will write a final unit essay that will target informative writing by analyzing the use of rhetoric in Harper Lee's To Kill a Mockingbird. Specifically, students will limit their focus of analysis to Atticus Finch's closing argument at the end of the Tom Robinson trial. Students will have read the novel, and participated in a characterization activity, courtroom drama analysis activity, and a Socratic seminar to strengthen their understanding of events and people involved in the trial.

The essay students produce will be the final product of a writing process paper. Students will participate in prompt deconstruction, rubric analysis, and peer editing to produce a clear and coherent essay that addresses all aspects of the prompt.
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Curriculum

Edit

Grade

11 - 12

Discipline

ELA

Course

American Literature/ Contemporary Composition

Pacing

N/A
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Section 1: What Task?

Teaching Task

Edit

Task Template IE4 - Informational or Explanatory

How does Lee dramatize Atticus’s purpose as he makes his closing statement during the Robinson Trial? After closely reading Atticus Finch's closing argument in To Kill a Mockingbird, write an informative essay in which you analyze such literary devices as rhetorical appeals, diction, imagery, setting, and tone. Support your discussion with evidence from the text/s.
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Standards

Edit
 All Standards  Focus Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Show 7 more
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Texts

Edit
Lee, Harper. To Kill a Mockingbird. New York: Warner Books, 1960. 203-205.
File
Add Attachment
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Rubric

Edit

Informational/Explanatory Rubric for Grade 6-12 Teaching Tasks
Rubric Collection: LDC Collection 3.0 Content Dimensions: Default

1
Not Yet
2
Approaches Expectations
3
Meets Expectations
4
Advanced
Expand All / Collapse All

Focus

  • Attempts to address prompt but lacks focus or is off task.
  • D: Attempts to address additional demands but lacks focus or is off task.
  • Addresses prompt appropriately but with a weak or uneven focus.
  • D: Addresses additional demands superficially.
  • Addresses prompt appropriately and maintains a clear, steady focus.
  • D: Addresses additional demands sufficiently.
  • Addresses all aspects of prompt appropriately and maintains a strongly developed focus.
  • D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

Controlling Idea

  • Attempts to establish a controlling idea, but lacks a clear purpose.
  • Establishes a controlling idea with a general purpose.
  • Establishes a controlling idea with a clear purpose maintained throughout the response.
  • Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Reading/Research (when applicable)

  • Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.
  • Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
  • Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.
  • Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Development

  • Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.
  • Presents appropriate details to support the focus and controlling idea.
  • Presents appropriate and sufficient details to support the focus and controlling idea.
  • Presents thorough and detailed information to strongly support the focus and controlling idea.

Organization

  • Attempts to organize ideas, but lacks control of structure.
  • Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure
  • Maintains an appropriate organizational structure to address the specific requirements of the prompt.
  • Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Conventions

  • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
  • Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
  • Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.
  • Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

  • Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
  • Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
  • Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
  • Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Background for Students

Edit
Not provided
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Extension

Edit
Not provided
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Sections 2 & 3: What Skills & Instruction?

Instructional Ladder: Skills List and Mini-Tasks

Edit
View Skills Only View Instruction
No skill clusters added

Preparing for the Task

No skills defined for this skill cluster.
Bridging Conversation > Task Engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Short Response with Bullets

In a quick write, record your first reaction to the task prompt. Add some notes of things you know about this issue.
Task and Rubric Analysis > Task Analysis
Ability to understand and explain the task's prompt and rubric.
Bullets

In your own words, what are the important features of a good response to this prompt?

Reading Process

No skills defined for this skill cluster.
Pre-Reading > Text Selection
Ability to identify appropriate texts.
Notes

For each text, list the needed bibliographic information.  Add bullets on why you think the work is credible and/or worthy of study.
Active Reading > Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
Vocabulary List

In your notebook, list words and phrases essential to the texts. Add definitions, and (if appropriate) notes on connotation in this context.
Active Reading > Note-taking
Ability to select important facts and passages for use in one's own writing.
Notes

From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.
Post-Reading > Enhancing Comprehension
Ability to identify the central point and main supporting elements of a text.
Short reflective entry for each text

What is the author trying to accomplish? Which parts of the text show you that?
Post-Reading > Academic Integrity
Ability to use and credit sources appropriately.
Definition and strategies

Define “plagiarism” and list ways to avoid it.

Transition to Writing

No skills defined for this skill cluster.
Bridging Conversation > Identifying Significant Elements
Ability to begin linking reading results to writing task.
Bullets

In a quick write, note what you know now that you’ve read about _______ (content).

Writing Process

No skills defined for this skill cluster.
Planning > Planning the Writing
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
Outline/Organizer

Create an outline based on your notes and reading in which you state your controlling idea, sequence your points, and note your supporting evidence.
Development > Introductory Paragraph
Ability to establish a controlling idea and consolidate information relevant to task.
Opening Paragraph

Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.
Development > Body Paragraphs
Ability to construct an initial draft with an emerging line of thought and structure.
Initial Draft

Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.
Revision, Editing, and Completion > Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
Multiple Drafts

Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.
Revision, Editing, and Completion > Editing
Ability to proofread and format a piece to make it more effective.
Correct Draft

Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.
Revision, Editing, and Completion > Final Draft
Ability to submit final piece that meets expectations.
Final Piece

Turn in your complete set of drafts, plus the final version of your piece.
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Instructional Resources

Edit

Student Handouts

No handouts.
Add Attachment
Add Attachment

Teacher Resources

No resources.
Add Attachment
Add Attachment
 Resolved
There are no comments for this section and you do not have permission to add a comment.

Section 4: What Results?

Student Work Samples

 Resolved
There are no comments for this section and you do not have permission to add a comment.

Teacher Reflection

Edit
Not provided
 Resolved
There are no comments for this section and you do not have permission to add a comment.
Jump To:
Overview
Task
Skills
Instruction
Results
View:
Teaching Task
Back to Course