Lesson Plan: Rhetorical Precis

Length of Time: 90 minutes

Grade: 10th grade

Common Core Standards

• Reading: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• Writing: 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.

Content Concepts:

• What is a summary?
• What are the parts of a Rhetorical Precis? thesis, genre, evidence, author's purpose, tone and audience

GLO’S:

• Self-Directed Learner
• Community Contributor
• Complex Thinker
• Quality Producer
• Effective Communicator
• Effective and Ethical User of Technology

Objectives:

• SWBAT identify the parts of a rhetorical precis: thesis, evidence, author's purpose, tone and intended audience.
• SWBAT write a group rhetorical precis.

Assessment(s) and or Evaluation:

Rhetorical Precis Rubric

5= Exceeds the standards.	4= Meets the standards.	3.5= Approaches the standards.	3=Below the standards.
Follows format perfectly. (no errors in formatting)	Mostly follows format. (1 error in formatting)	Some parts missing. (2 errors in formatting)	Most parts missing. (3 or more errors in formatting)
Identifies accurate thesis, evidence, tone and audience as presented by the author.	One error in identifying thesis, evidence, tone and audience as presented by the author.	Two errors in identifying thesis, evidence, tone and audience as presented by the author.	Three or more errors in identifying thesis, evidence, tone and audience as presented by the author.
No or a few errors in language and conventions.	Some errors in language and conventions.	Some errors in language and conventions that interfere with meaning.	Many errors in language and conventions that interfere with meaning.

Resources:
15 each Copies of "The Case for The Graduated License" and "I Want a Wife"

Beginning Procedures (Lesson Introduction/Anticipatory Set/Connection to Prior Knowledge)

1. Ask class to raise their hands if they know what a summary is.
2. Ask class to raise hand if they had to write a summary before.
3. Ask student to tell me in their own words what a summary is.
4. Write answers on chart paper.
5. Advise students that they will learn a new way of writing a summary called a Rhetorical Precis.

Middle Procedures (Learning Activities)

1. Ask students to read example precis on blog.
2. Read example precis.
3. Ask students to identify what they think are the parts of a rhetorical precis in their groups then as a whole class.
4. Give students format of what is in a rhetorical precis.
5. Read "The Case for Graduated License" silently; annotate for thesis and gist.
6. Read Rubric for Rhetorical Precis.
7. Model how to write a precis for "The Case for Graduated License.
8. Read Rubric for Rhetorical Precis.
9. Distribute copies of "I Want a Wife."
10. Ask students to read "I Want a Wife," and annotate for gist and to think about the following: What is Brady writing about? Who is she writing for? What is the purpose of writing this piece?
11. In pairs students will write precis for "I Want a Wife."
12. Give students 25 minutes to read and write precis. Walk around the class to check for understanding.
13. Have a couple students share precis.

Closing Procedures

1. On a post it ask students to write two things they learned and one thing that confused them.

Modifications for Diverse Learners:



Teacher’s Reflection on Lesson: