Kreamer Fa So

Michelle Kreamer
Workshop #2—Formative Assessment: Questioning Frameworks

Unit title: “Argument and Rhetoric: The Art and Craft of Analysis”
ELA, 11th grade
Overall focus for unit/unit description:

The following unit, “Argument and Rhetoric: The Art and Craft of Analysis,” is intended
for an 11th grade ELA course. The purpose of this unit is to encourage students to think of
all informational texts as arguments and will give students the opportunity to analyze and
synthesize arguments in order toto evaluate their effectiveness. Through this unit,
students will develop an understanding of rhetoric, tools used for rhetorical analysis, how
rhetoric is used to impact the effect of a text, and how to analyze rhetoric. The goal is for Commented [SO1]: Primary goal? Overarching goal? I am
students to become critical consumers of information and to make informed choices sure there are many goals .
based on that information. The unit’s estimated length is approximately 12-14 class
periods to complete for class periods lasting 55-minutes; however, this could vary Commented [SO2]: This part of the sentence is confusing.
depending on student learning needs.
Unit Learning Goals (Revised)

A. Understand
U1: Students will understand that informational texts can serve as arguments.
U2: Students will understand that rhetoric can be used as a persuasive technique to
influence the outcome of an argument.
U3: Students will understand that analyzing aspects of a text, such as rhetorical elements
and purpose, can aid in evaluating an argument’s effectiveness.
U4: Students will understand that analyzing rhetoric allows individuals to evaluate
arguments and to be critical consumers of information.
B. Know
K1: Students will know the meaning of rhetoric.
K2: Students will know the meanings of various rhetorical terms. Commented [SO3]: List the m and put them in italics.
K3: Students will know the elements of the rhetorical triangle, or rhetorical appeals (i.e.,
ethos, pathos, logos).
K4: Students will know ways in which rhetorical appeals may influence an argument.
K5: Students will know strategies that can be used to conduct a rhetorical analysis.
K6: Students will know how to apply rhetorical strategies to analyze and synthesize
rhetoric.
K7: Students will know how to evaluate the rhetoric of texts to make informed choices.
C. Skilled at or able to do
S1: Students will be skilled at identifying rhetorical terms and appeals to rhetoric.
S2: Students will be skilled at analyzing and synthesizing the impact of various rhetorical
terms and appeals to rhetoric within a text, both in written and spoken form.
S3: Students will be skilled at identifying the intended purpose of rhetoric, or the
argument that is being made, within a text.
S4. Students will be skilled at using rhetorical strategies to evaluate the effectiveness of
an argument, both in written and spoken form.
S5: Students will be skilled at incorporating appropriate textual evidence to support a

rhetorical claim, both in written and spoken form.
S6: Students will be skilled at making informed decisions based on their evaluation of
rhetoric within a text.
S7. Students will be skilled at supporting their evaluation of a text, both in written and
spoken form.
S8: Students will be skilled at discussing their evaluation of an argument with others,
including those with similar or differing viewpoints.
Revised Unit pre-requisites: Commented [SO4]: I feel like you have a lot of pre-
A. Understand requisites (maybe more than are required).
PRU1: Students will know the difference between and be able to identify informational
and literary texts.
PRU2: Students will have an understanding of the concept of persuasion and the
goal/purpose of a persuasive text.
PRU3: Students will have an understanding that arguments can be effective, ineffective,
or have elements of effectiveness and ineffectiveness.
PRU4: Students will have an understanding of what it means to be a “critical consumer of

information.”
B. Know
PRK4: Students will know characteristics of an effective argument.
PRK6: Students will know how to transfer ideas/notes from a graphic organizer into
paragraph or essay form.
PRK6: Students will know what it means to analyze and synthesize a text.
PRK6: Students will know how to write a synthesis paragraph or essay based on their
analysis of a text.
PRK7: Students will know how to identify the purpose of an informational text.
PRK7: Students will know what it means to evaluate a text.
C. Skilled at or able to do
PRS2, PRS4, PRS5, PRS7: Students will have the skills to express their thoughts/ideas in
written form, including: establishing a clear topic or thesis, creating a logical flow and
organization of ideas, incorporating supporting evidence, and using appropriate language
and grammar.
PRS2, PRS4, PRS5, PRS7, PRS8: Students will have the skills to express their
thoughts/ideas in spoken form, including: clearly articulating ideas, supporting ideas with
evidence, and using appropriate language and grammar.
PRS2: Students will have the skills to analyze and synthesize a text.
PRS3: Students will have the skills to identify the main idea or purpose of a text.
PRS3: Students will know that a text can have a broad definition and is not restricted to
traditional definitions; rather, texts can include (but are not limited to) the following:
newspaper article, speech, advertisement/commercial—radio, tv, or print; podcast, blog,
etc.
PRS5: Students will have the skills to incorporate textual evidence into a piece of writing.
PRS6, PRS7: Students will have the skills to evaluate a text based on their own analysis
and synthesis of the text.
PRS8: Students will have the knowledge and skills to engage in respectful debate with
peers, including: active listening and participation, engaging in on-topic discussion,
disagreeing respectfully, and using appropriate nonverbal communication.
Lower Prep FA 1:
Assessment Administration and Explanation:

The unit for which this assessment is part of is for 12-14 classes, lasting 55 minutes each. For this
particular formative assessment, it is intended to be administered early in the unit during the
second lesson—lesson two. It would be administered at this time during the unit sequence
because the nature of the assessment is aligned to several “know” objectives that are important
for later learning goals to be achieved. As such, it is important for the teacher to assess student
understanding of these relatively simpler aspects of the unit, before moving to more complex
learning tasks that assume these learning goals have been met.
Learning goals assessed by this formative assessment task: Commented [SO5]: You mentioned this in your edits on my
U2: Students will understand that rhetoric can be used as a persuasive technique to influence piece, but it is helpful to see them directly aligned with each
question.
the outcome of an argument.
U4: Students will understand that analyzing rhetoric allows individuals to evaluate arguments
and to be critical consumers of information.
K3: Students will know the elements of the rhetorical triangle, or rhetorical appeals (i.e., ethos,
pathos, logos).
PRU4: Students will have an understanding of what it means to be a “critical consumer of

information.”
PRK7: Students will know what it means to evaluate a text. Commented [SO6]: I don’t think it mentioned evaluative
prerequisite ideas. If I am wrong please let me know .
Name: Date:
Rhetorical Appeals
Directions: Please complete the following Exit Slip by finishing the statements below. This will
not be graded; however, it will show me your progress toward unit learning goals as we move
further into our unit on rhetoric. Commented [SO7]: Maybe add that you will use it to
create lessons/activities for them at their level.
3 rhetorical appeals and their definitions are….
2 ways in which rhetorical appeals can influence an argument are….
1 explanation of how an understanding of rhetoric and rhetorical appeals can help you to
evaluate texts and why this is important….
These questions line up well with the KUDS and are very clear and engaging. Nice work!
Name: Answers/Sample Responses Date:
Rhetorical Appeals
Directions: Please complete the following Exit Slip by finishing the statements below. This will
not be graded; however, it will show me your progress toward unit learning goals as we move
further into our unit on rhetoric.
3 rhetorical appeals and their definitions are….
Ethos—an ethical appeal; establishing credibility with an audience to persuade

Pathos—an emotional appeal; eliciting an emotional response from an audience to persuade
Logos—a logical appeal; using reasoning or logic to make an argument that will persuade an
audience
3 examples of rhetorical appeals be used to influence an argument are….

(name the appeal and provide the example)
Ethos—a famous athlete is on a billboard for a new brand of running shoes with the slogan
“Nothing makes me faster on the field.”
Pathos—on a commercial a security company shows a scared child during a home invasion
and a voiceover says “What will happen to your family in the event of a home invasion?”
Logos—community members are trying to convince a politician to support their initiative for
creating a bike lane and gather research on the frequency of bikers along the suggested area
as well as data on the safety benefits of having bike lanes
1 explanation of how an understanding of rhetoric and rhetorical appeals can help you to
evaluate texts and why this is important….
Understanding rhetoric is important because it can help to alert a reader of the purpose of a
text and the author’s stance. If an author believes X, they may say certain things using various
appeals to rhetoric to get their readers to agree with them. By understanding rhetorical
appeals, readers can learn to critically examine the texts to determine the author’s stance and
purpose and evaluate the argument for themselves, making them a critical consumer of
information.
Lower Prep FA 2:

particular formative assessment, it is intended to be administered early in the unit —at the end
of lesson 4. It would be administered at this time during the lesson sequence because it is
important to determine how students are progressing regarding the unit understandings.
student progress with the unit understandings. The previous formative assessment (lower-prep
FA 1) was a more simplistic assessment that allowed the teacher to assess students’ Commented [SO8]: I wouldn’t use the phrase simplistic.
understanding of basic concepts. While the text in this formative assessment is simple in nature, Maybe fast and efficient.
the ideas being assessed are more high-level. However, students will have also been taught two
different strategies for analyzing rhetoric whichrhetoric, which they can apply to this Commented [SO9]: List them.
assessment. As such, this is an appropriate lower-prep formative assessment because (1)
students can read the text in a short amount of time but the teacher can still assess their
learning for many learning tasks (see below) and (2) the simple nature of the text should serve as
a way to reduce assessment error as students are being assessed on their understanding of
rhetoric, rather than on reading comprehension specifically. Commented [SO10]: Great point!
Learning goals assessed by this formative assessment:

U2: Students will understand that rhetoric can be used as a persuasive technique to influence
U3: Students will understand that analyzing aspects of a text, such as rhetorical elements and
purpose, can aid in evaluating an argument’s effectiveness.
U4: Students will understand that analyzing rhetoric allows individuals to evaluate arguments
and to be critical consumers of information. Commented [SO11]: Assessing four understandings in one
formative assessment seems like you’re asking the students
to do too much. I would try to element at least one (maybe
K1: Students will know the meaning of rhetoric. two).
pathos, logos).
S3: Students will be skilled at identifying the intended purpose of rhetoric, or the argument that
is being made, within a text.
S4. Students will be skilled at using rhetorical strategies to evaluate the effectiveness of an
argument, both in written and spoken form.
S5: Students will be skilled at incorporating appropriate textual evidence to support a rhetorical
claim, both in written and spoken form.
PRU2: Students will have an understanding of the concept of persuasion and the goal/purpose of
a persuasive text.
PRU3: Students will have an understanding that arguments can be effective, ineffective, or have
elements of effectiveness and ineffectiveness.
PRK7: Students will know how to identify the purpose of an informational text.
PRK7: Students will know what it means to evaluate a text.

Name: Date:
Directions: Read the paragraph below and respond to the questions that follow based on
what you have learned in our unit on rhetoric.
The school fair is right around the corner, and tickets have just gone on sale. Even though
you may be busy, you will still want to reserve just one day out of an entire year to relax
and have fun with us. Even if you don’t have much money, you don’t have to worry. The
school fair is a community event, and therefore prices are kept low. Perhaps, you are still
not convinced. Maybe you feel you are too old for fairs, or you just don’t like them. Well,
that’s what my grandfather thought, but he came to last year’s school fair and had this to
say about it: “I had the best time of my life!” While it’s true you may be able to think of a
reason not to come, I’m also sure you can think of several reasons why you must
come. We look forward to seeing you at the school fair!
(Text retrieved from: http://patternbasedwriting.com/elementary_writing_success/paragraph-examples/)
1. What is the argument the author of the text is making in this piece? Highlight the portion
of text (textual evidence) that supports your response. Commented [SO12]: Do they need to write out an answer
as well as highlight? Or just highlight?
2. How is the author utilizing rhetorical appeal(s) to make their argument? Support your
response with at least two pieces of textual evidence.
3. Evaluate the effectiveness of the text. What made the text persuasive? What are ways in
which the author could have increased the effectiveness of the text? Commented [SO13]: This seems to connect to S5. It may
be worth telling kids to use textual evidence.
Directions: Read the paragraph below and respond to the questions that follow based on
what you have learned in our unit on rhetoric.
The school fair is right around the corner, and tickets have just gone on sale. Even though
you may be busy, you will still want to reserve just one day out of an entire year to relax
and have fun with us. Even if you don’t have much money, you don’t have to worry. The
school fair is a community event, and therefore prices are kept low. Perhaps, you are still
not convinced. Maybe you feel you are too old for fairs, or you just don’t like them. Well,
that’s what my grandfather thought, but he came to last year’s school fair and had this to
say about it: “I had the best time of my life!” While it’s true you may be able to think of a
reason not to come, I’m also sure you can think of several reasons why you must
come. We look forward to seeing you at the school fair!
(Text retrieved from: http://patternbasedwriting.com/elementary_writing_success/paragraph-examples/)
1. What is the argument the author of the text is making in this piece? Highlight the portion
of text (textual evidence) that supports your response.
The argument being made by the author is that the reader should purchase a ticket and
attend the school fair.
2. How is the author utilizing rhetorical appeal(s) to make their argument? Support your
response with at least two pieces of textual evidence.
The author is using the rhetorical appeals of logos and ethos to make their argument for
the reader to attend the school fair. To appeal to logos, or logic, the author explains that
the school fair is inexpensive, statingstating, “the school fair is a community event,
therefore the prices are kept low.” The author also employs an appeal to ethos to make
their argument by providing a quote from a source that is intended to be seen as
credible. Specifically, the author addresses the concern of someone being too old to
attend the school fair and uses the credible source of an older adult, their grandfather, to
depict that the fair is not just for young children. The author even says that “my
grandfather… came to last year’s school fair and had this to say about it: ‘I had the best
time of my life!’”
3. Evaluate the effectiveness of the text. (e.g., What made the text persuasive? What are
ways in which the author could have increased the effectiveness of the text?)
Answers will vary. A Possible answer might consist of:
While the author appeals to logos and ethos, the text is not as effective as it might have even.
For instance, even though logic is employed, the author does not provide sufficient evidence to
support their appeal to logos. How cheap are the tickets? Providing an actual cost could have
increased the effectiveness of the argument. The text could have been more effective if the
author would have appealed to pathos as well. For instance, by exciting readers about seeing all
of their friends at the fair or winning prizes, they might have appealed to their readers’
Student reflection FA:

particular formative assessment, it is intended to be administered after lesson 7. In lessons 3-5 Commented [SO14]: After or at the end of?
the students were introduced to the three strategies they will be reflecting on below. In lessons
6 and 7, they are to apply the strategies. Therefore, students will have had opportunities to
practice all of the strategies prior to reflecting on their confidence regarding strategy
implementation.
Learning goals assessed by this formative assessment task:

purpose, can aid in evaluating an argument’s effectiveness.
K6: Students will know how to apply rhetorical strategies to analyze and synthesize rhetoric.
S2: Students will be skilled at analyzing and synthesizing the impact of various rhetorical terms
and appeals to rhetoric within a text, both in written and spoken form.
S4. Students will be skilled at using rhetorical strategies to evaluate the effectiveness of an
argument, both in written and spoken form.
S7. Students will be skilled at supporting their evaluation of a text, both in written and spoken
form.
Name: Date:
Directions: Thus far in our unit on rhetoric, we have learned three different strategies for
analyzing rhetoric within different text types: Joliffe’s Rhetorical Framework, SOAPSTone, and
OPTIC. Reflect on your confidence using the three different strategies. Then, using the stoplight
below, indicate how confident you are with each strategy (green= very confident; yellow = Commented [SO15]: If you can get more specific about
getting there; red = not confident at all) and provide 1-2 brief sentences explaining your reason what the students are evaluating with each strategy you can
get better information on specific KUDs. Listing as many
for this evaluation. KUDS as you have may mean that the formative data you
get is really broad ad harder to know how to tailor
instruction.
Commented [SO16]: It is not clear where students are
supposed to write. Maybe explain that they write their
response next to the color. Also, add something about how
it is okay to have multiple strategies at the same level (I can
see a student thinking it is a ranking system).
Name: Sample Responses Date:
Directions: Thus far in our unit on rhetoric, we have learned three different strategies for
analyzing rhetoric within different text types: Joliffe’s Rhetorical Framework, SOAPSTone, and
OPTIC. Reflect on your confidence using the three different strategies. Then, using the stoplight
below, indicate how confident you are with each strategy (green= very confident; yellow =
getting there; red = not confident at all) and provide 1-2 brief sentences explaining your reason
for this evaluation.
Joliffe’s Framework: While I
get most of the framework, OPTIC: I feel somewhat confident using
one part that I am confused the OPTIC strategy. The part that is
about is the most difficult for me is the “I”—
organization/structure/form. interrelationships. For visual analysis I
It is hard to put into words can typically “see” the purpose but
how the structure of a text explaining how the pieces connect is
can be persuasive. tough.
SOAPSTone: I feel really good

about this strategy. I am familiar
with all of the different
components that make up the
strategy and it is easy to
remember so I can apply them
when analyzing
Higher-prep FA: texts.

particular formative assessment, it is intended to be administered after lesson 9. At this point in
the unit, students will have had multiple opportunities to work in small groups to use different
strategies to analyze the rhetoric of texts. This formative assessment is higher prep because the
students will produce a longer text analyzing and synthesizing the text below.
Learning goals assessed by this formative assessment task:
purpose, can aid in evaluating an argument’s effectiveness. Commented [SO17]: Consider having them also answer a
question about the overall effectiveness of the argument (I
feel like U3 can have a stronger connection)
K2: Students will know the meanings of various rhetorical terms.
pathos, logos). Commented [SO18]: Based on your response, I feel like
you can do SOAPSTONE without knowing these things (as
least it’s not explicit in your response).
K6: Students will know how to apply rhetorical strategies to analyze and synthesize rhetoric.
S1: Students will be skilled at identifying rhetorical terms and appeals to rhetoric. Commented [SO19]: Can you expect them to reference
terms in the response?
S2: Students will be skilled at analyzing and synthesizing the impact of various rhetorical terms
and appeals to rhetoric within a text, both in written and spoken form.
So I guess I am wondering how SOAPSTONE gets specifically at the nuance of rhetoric that you
are talking about. Looking at your answers, I don’t get the impression that the student can tell
me what logos and ethos is. I could certainly be wrong, but for some reason I can see a student
talking about the speaker and purpose without being able to articulate the rhetorical strategies.
Name: Date:
Directions: Read the following essay titled “Humor and Stress.” Then, use the SOAPSTone strategy to
analyze the text. On a separate sheet of loose leafloose-leaf paper, write your analysis in 1-2 paragraphs.
Make sure to support your analysis with textual evidence. Commented [SO20]: Is there a time limit on this? Can they
use notes?
“Stress coping strategies,” or “how to deal with excessive stress,” and other similar phrases are
among the most popular Google search inquiries in the U.S. Indeed, the common American citizen faces a
huge amount of stressful events, starting from fees and taxes and ending up with career issues, divorce,
or the death of relatives. And although antidepressant medicine is extremely developed and popular in
the U.S., there is an effective, safe, and free way to cope with stress. This is having a strong sense of
humor.
Specialists around the world have noticed that people with a strong sense of humor tend to be
happier, and deal with stress better than those who take negative events close to their hearts or ruminate
about them. Having a strong sense of humor does not mean their jokes are always funny, however; it
means they try to find the positive or funny side in their misfortunes, or at least do not react negatively
(FRI Online). Therefore, a sense of humor can directly influence how a person feels, in terms of both mind
and body.
Scientists claim that a sense of humor has both short-term and long-term positive effects on our
bodies and minds. For example, in a short-term perspective, a sense of humor can stimulate your internal
organs (due to fresh oxygen-rich air which you inhale when you laugh), such as the heart, lungs, and
muscles, and free you from some physical effects of stress; when you laugh, your blood circulates faster,
and different groups of muscles relax, which results in a better mood. Long-term effects include the
strengthening of your immune system, improving your overall mood and satisfaction with life and
yourself, and even pain relieve; laughter is known to be able to break the pain-spasm cycle common to
some muscle disorders (MayoClinic).
To those who think a person either has a sense of humor or does not, you can develop your sense
of humor through working on it. If you work on it, it will become an even more effective anti-stress
weapon for you than just being humorous from birth. This is illustrated with the following experiment
that took place. Two groups of senior citizens allocated in different retirement centers were given special
tasks to accomplish during eight weeks. The first group needed to perform a number of activities
designed to build their humor skills; the second group during all this time gathered to watch comedies
every night. At the end of the experiment, it turned out that the first group that was actively working on
humor skills was not just coping better with the stress, but also used humor as a coping tool more often
and more effectively than ever before.
In the modern world, where stressful events happen every day, it is important to have a tool that
can help us cope with inner friction. A sense of humor is exactly this kind of tool—it is free and effective.
Studies show that a sense of humor helps people treat their misfortunes with more ease; moreover,
humor and laughter causes a row of positive short and long-term effects on people’s minds and bodies. It
is important to know you can develop your humor skills through actively working on them; in this case, it
will become an extremely effective tool in the matter of dealing with stress. Commented [SO21]: The text changes at times and the
font isn’t black.
References
“Stress Relief from Laughter? It’s No Joke.” MayoClinic. N.p., n.d. Web. 22 Feb. 2015.
“Humor and Mental Health: Using Humor to Cope With Stress.” Humor and Mental Health: Using
Humor to Cope With Stress (Part of Humor and Health Online CEU Course). N.p., n.d. Web. 23 Feb.
2015.
“Does Having a Sense of Humor Make Any Difference?” FRI-Online. N.p., n.d. Web . 23 Feb. 2015.
(Text retrieved from: https://academichelp.net/samples/academics/essays/persuasive/humor-and-stress.html)

Directions: Read the following essay titled “Humor and Stress.” Then, use the SOAPSTone strategy to
analyze the text. On a separate sheet of loose leafloose-leaf paper, write your analysis in 1-2 paragraphs.
Make sure to support your analysis with textual evidence.
Since answers will vary based on organization of analysis, the following is a sample of a
completed SOAPSTone table that could then be used to produce a 1-2 paragraph analysis.
Subject The role humor can play in reducing stress

Occasion While a specific context is not known, the author does reference the large
amount of Google searches related to stress suggesting the context for this
text has been prompted by a rise in stressful experiences and individuals
acknowledging and seeking ways to cope with stress.
Audience People who suffer from the negative impacts of stress
Purpose To inform people that humor can be a powerful tool in coping with or
reducing stress
Speaker The speaker does not make their position clear, leaving readers to question
their credibility regarding the topic. Are they a sufferer of stress? A
scientist? A researcher? If the author had provided this information, they
might have increased their appeal to ethos by establishing their position as
a credible speaker. (That being said, they do cite research which does
provide some credibility.)
Tone Direct and encouraging

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Michelle Kreamer

Workshop #2—Formative Assessment: Questioning Frameworks

Overall focus for unit/unit description:

Unit Learning Goals (Revised)

S5: Students will be skilled at incorporating appropriate textual evidence to support a

PRU4: Students will have an understanding of what it means to be a “critical consumer of

PRK7: Students will know what it means to evaluate a text.

Assessment Administration and Explanation:

K1: Students will know the meaning of rhetoric.

PRU4: Students will have an understanding of what it means to be a “critical consumer of

3 rhetorical appeals and their definitions are….

2 ways in which rhetorical appeals can influence an argument are….

3 rhetorical appeals and their definitions are….

Ethos—an ethical appeal; establishing credibility with an audience to persuade

3 examples of rhetorical appeals be used to influence an argument are….

Assessment Administration and Explanation:

Learning goals assessed by this formative assessment:

PRK7: Students will know what it means to evaluate a text.

Student reflection FA:

Assessment Administration and Explanation:

Learning goals assessed by this formative assessment task:

SOAPSTone: I feel really good

Assessment Administration and Explanation:

K2: Students will know the meanings of various rhetorical terms.

Name: Answers/Sample Responses Date:

Subject The role humor can play in reducing stress

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