Letter From Birmingham Jail Pathos

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Letter from a Birmingham Jail - Rhetorical Strategies

Activeness Overview

Infographic to display Ethos, Pathos and Logos

In high school, students kickoff to develop formal writing skills, creating essays and arguments that are well-thought-out, and syntactically varied. Students also need to effectively use persuasive writing strategies to defend a claim or point of view.

A key to strong persuasive writing the ability to dissect and validate, or debunk, other arguments. This requires a bones working cognition of rhetoric. A swell way to enhance students' agreement of effective arguments is to teach the Aristotelian concepts of Ethos, Pathos, and Logos. Students can and then identify and clarify the effectiveness of these strategies in a piece of work of literature, a speech, or a letter.

Having students create storyboards that show examples of Ethos, Pathos, and Logos is a cracking mode to introduce and teach basic rhetoric in the classroom! Then, have them create a storyboard with two-3 examples of each of the following types of rhetorical appeals from "Letter from a Birmingham Jail."

Examples of Rhetorical Strategies in "Letter from a Birmingham Jail"

Ethos/Expertise

"I have the honor of serving equally president of the Southern Christian Leadership Conference, an arrangement operating in every southern state, with headquarters in Atlanta, Georgia. Nosotros have some eighty-five affiliated organizations beyond the South, and one of them is the Alabama Christian Movement for Human being Rights."

Pathos/Appeal to Emotion

"In deep disappointment I accept wept over the laxity of the church. But be assured that my tears have been tears of love. In that location tin can be no deep thwarting where there is non deep love. Yes, I love the church building. How could I do otherwise?"

Logos/Logic

"Any law that uplifts homo personality is just. Any police that degrades human personality is unjust. All segregation statutes are unjust because segregation distorts the soul and damages the personality. It gives the segregator a false sense of superiority and the segregated a false sense of inferiority."

Educatee Instructions

Create a storyboard that shows examples of ethos, desolation, and logos from the text.

Identify i example for each rhetorical strategy: ethos, pathos, and logos.
Blazon the example into the description box under the cell.
Illustrate the example using any combination of scenes, characters, and items.

Lesson Plan Reference

Mutual Core Standards

[ELA-Literacy/RI/9-10/1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
[ELA-Literacy/RI/nine-x/6] Determine an author's signal of view or purpose in a text and analyze how an writer uses rhetoric to accelerate that signal of view or purpose.
[ELA-Literacy/RI/ix-ten/viii] Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; place false statements and beguiling reasoning.

As nosotros read and talk over, identify the different examples of ethos, desolation, and logos you lot come beyond in the text. Depict these examples in a storyboard with advisable and authentic art content. Then, provide the quote or a cursory summary of the case y'all are depicting. Your scenes need to be neat, eye-catching, and reflect creativity and care. Delight proofread your writing and organize your ideas thoughtfully.

	Adept 33 Points	Emerging 25 Points	Beginning 17 Points
Ethos, Pathos, and Logos	The elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at to the lowest degree 2 examples provided for each rhetorical element.	Most of the elements of ethos, desolation, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. At that place are at least 2 examples provided for each rhetorical chemical element.	The elements of ethos, pathos, and logos are incorrectly identified and depicted. Quotes and summaries may be missing or too limited. Only one instance may have been provided for each rhetorical element.
Artistic Depictions	The art chosen to draw the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are great, eye-catching, and artistic.	The art called to draw the scenes should be accurate, simply at that place may be some liberties taken that distract from the assignment. Scene constructions are keen, and meet basic expectations.	The art chosen to describe the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may exist too express.
English Conventions	Ideas are organized. There are few or no grammatical, mechanical, or spelling errors.	Ideas are more often than not organized. At that place are some grammatical, mechanical, or spelling errors.	Ideas may be disorganized or misplaced. Lack of control over grammer, mechanics, and spelling reflect a lack of proofreading.

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