English III
English Language Arts and Reading
Unit: 03 Lesson: 01
Day 16 of 21
Evaluating Informational Text
Lesson Preparation
WORD STUDY
Daily Lesson 16
TEKS
E3.1A
Key
Understandings
and
Guiding
Questions
Vocabulary of
Instruction
Materials
Attachments
and Resources
Advance
Preparation
WRITING
Ongoing TEKS
E3.1E
• Understanding new words, concepts, and relationships enhances
multiple perspectives on a topic.
 What is the significance of understanding word parts?
 What does it mean to “read the world”?
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• Revise
• Rhetorical device
Academic English word
Root
Affix
Prefix
Suffix
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Vocabulary Notebook (1 per student)
Teacher Vocabulary Notebook (1)
Chart paper (if applicable)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Writing folder (1 per student)
Chart paper (if applicable)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Create a short list of 3-5 academic English words derived from
2. Prepare to define and provide examples of rhetorical devices:
overstatement, understatement, rhetorical questions, hyperbole,
analogies, irony, figurative language.
3. Prepare to model how to revise one section of the class essay by
adding a rhetorical device.
3. Prepare definitions for each of the selected words.
This Instructional Routine partially assesses Performance Indicator:
“Write multiple notebook entries that demonstrate knowledge of new
words, their meanings, and origins.” (04)
Academic English words - words used in the learning of academic
subject matter in a formal educational context that are
associated with literacy and academic achievement, including
©2011, TESCCC
Ongoing TEKS
E3.15Ci-ii
• Authors gather information from different sources to represent
comprehension and oral and written communication.
Latin, Greek, and other linguistic roots and affixes. Consider
selecting words from English Language Arts and Reading,
preferably the types of rhetorical devices to be taught during
Writing.
Background
Information
TEKS
E3.13B, C
E3.15Aii
06/01/13
Rhetorical device - a technique that an author or speaker uses to
influence or persuade an audience
Authors use rhetorical devices to influence the reader, evoke
emotion, and create meaning. There are many sources available that
define and provide examples of rhetorical devices. Conduct an
Internet search using the key words: “rhetorical devices” or use
Page 1 of 4
Daily Lesson 16
WORD STUDY
specific academic terms, technical language, and speech
registers related to each field of study
Teacher Notes
Affix - a word element, such as a prefix or suffix, that occurs
before or after a root or base word to modify meaning (e.g., the
prefix un- and the suffix –able in unbelievable)
In Units 01-02, students reviewed common roots and affixes. During
this unit and beyond, students will apply their understanding to
determine the meaning of unknown words from multiple content
areas.
This Daily Lesson can be repeated, each time using a list of
academic vocabulary words from a different content area.
WRITING
district-adopted resources to provide students with examples. There
are numerous types of rhetorical devices. Select a few that will help
students write an effective analytical essay.
In this Daily Lesson, students should complete their analytical essays
(in draft form), while revising to add or improve their use of rhetorical
devices.
English III
English Language Arts and Reading
Unit: 03 Lesson: 01
Instructional Routines
WORD STUDY
WRITING
Daily Lesson
16
Duration
and
Objective
Mini Lesson
Suggested Duration: 10 min.
Suggested Duration: 40-50 min.
Content Objective: Students use knowledge of Latin, Greek, or other
linguistic roots and affixes to determine the meaning of words in
multiple content areas.
1. Instruct students to review the pages titled Prefixes, Roots,
Suffixes in their Vocabulary Notebooks. Explain that they will use
their understandings to determine the meaning of unknown words.
Content Objective: Students use rhetorical devices to improve the
effectiveness of their analytical essay.
2. Display a list of 3-5 academic words from a particular content
area.
1. Explain that they will revise their drafts by adding rhetorical
devices. Explain that writers use rhetorical devices in order to
influence or persuade an audience and to evoke an emotional
response.
2. Introduce the examples of rhetorical devices selected. Refer to the
Word Study Routine as applicable.
3. Point to each word on the list and instruct students to show a one,
two, or three with their hands: one- if they have no idea what this
word means; two- if they think they’ve seen this word before, but
they’re not sure what it means; three- if they know what this word
means.
4. Instruct students to record the words in their Vocabulary
Notebook.
5. Point to each word on the list and ask: Does this word contain a
root or affix that looks familiar to you? Underline roots or
affixes in each word.
6. Ask students to define the roots or affixes they see in the words by
using their notes or prior knowledge as reference. Ask students to
use a dictionary to look up roots or affixes that students cannot
define. Instruct students to record these in their notebooks on the
appropriate page: Prefixes, Roots, Suffixes.
7. Think Aloud and model how to use knowledge of roots or affixes
to define one of the words.
©2011, TESCCC
Page 3 of 4
3. Tell students to draw a T-Chart in their Writer’s Notebooks titled:
Rhetorical Device/How to Use It.
4. Define each of the rhetorical devices, provide examples, and
discuss how it can be used in writing to influence an audience or
evoke an emotional response. Students complete the T-Chart in
their notebooks.
5. Display and review the class analytical essay for expository text
#2.
6. Think Aloud and model how to identify one or more passages in
the analytical essay where a rhetorical device would make the
analysis more effective.
7. Think Aloud and model how to revise one passage in the essay
by adding a rhetorical device.
8. Ask: What influence does this statement have on the reader?
Discuss responses.
06/01/13
Daily Lesson
16
WORD STUDY
WRITING
9. Ask for student input while writing a second revision by adding a
different rhetorical device.
10.
Learning
Applications
1. Students review the remainder of the words and use their
knowledge of roots and affixes to record a definition for each
word.
Explain that they will revise their essay by effectively
incorporating at least one rhetorical device.
1. If necessary, students complete the drafting of their analytical
essay.
2. Students revise their analytical essay by adding a rhetorical
device.
Closure
1. Reveal the definitions of the words.
3. Monitor and support students as necessary.
1. Students share their revision with a partner and discuss the
influence of the rhetorical device on the reader.
2. Students make any necessary revisions to their own definitions.
2. Students place their drafts in their writing folders.