Mobile Learning Device Lesson Plan

 

Old Lesson: Rhetorical Devices in Mark Antony’s Speech

 Essential Questions:

What are rhetorical devices?

Why are they used in writing?

What is a rhetorical question?

What is a parallelism?

What is repetition?

What is irony (verbal, situational, and dramatic)?

How does Shakespeare use them to add to the dramatic elements of the play?

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Activities:

  1. Respond to the question in a think-pair-share with a partner: What are some ways people can persuade others in writing and speaking. Then discuss with the whole class.
  2. Read the passage on rhetorical devices.
  3. Define the key terms rhetorical devices, verbal irony, situational irony, dramatic irony, repetition, parallelism, and rhetorical question.
  4. Read Mark Antony’s speech to the Romans.
  5. Work with a partner and list 3 examples of each type of rhetorical device (provide quote and what type of device it is). Use Google Docs to this.
  6. Choose one of the digital formative assessments in this link and respond based on what you learned today. https://docs.google.com/presentation/d/1MXBqinTDql0UgfCjdfsREnMKVp3i4_ACvlpPxRefUyI/edit?usp=sharing

 

New Lesson:  Rhetorical Devices in Mark Antony’s Speech

 Essential Questions:

What are rhetorical devices?

Why are they used in writing?

What is a rhetorical question?

What is a parallelism?

What is repetition?

What is irony (verbal, situational, and dramatic)?

How does Shakespeare use them to add to the dramatic elements of the play?

 Objectives: ELAGSE9-10RL4.

 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Changes: I will add the apps Padlet, Evernote, Flocabulary, Let’s Recap and Google Slides to my lesson.  Students who do not have devices will use the class tablets.

Padlet will serve as a place to post responses for everyone to see instead of one partner.  Also, students can post pictures and links the entire class has access to all the information.

Evernote will replace traditional note taking because notes can be shared electronically with the teacher and saved. Digital images and links can be added as well.

Flocabulary will be added to enhance the understanding of the speech and provide more engagement and appeal to multiple modes of learning.  The songs are very catchy and appeal to students.

The end of lesson formal assessment will be a choice between a Google Slide written response or record them selves delivering an oral response to the day’s lesson by using the app Let’s Recap.  This allows choice and appeals to various learning styles.

 

Activities:

  1. Students will respond to the class discussion question using the mobile app Padlet: What are some ways people can effectively persuade or try to persuade others in writing and speaking? Include your own response and a picture or link that exemplifies persuasion.
  2. Disucss
  3. Students will read information on rhetorical devices, define key : rhetorical devices, verbal irony, situational irony, dramatic irony, repetition, parallelism, and rhetorical question, and answer the essential questions and record important facts using the mobile app Evernote.
  4.  Students will then read Mark Antony’s speech to the Romans: Speech link: https://www.poetryfoundation.org/poems-and-poets/poems/detail/56968#poem.
  5. Students will use Evernote to list examples of rhetorical devices found in the speech. Provide three examples of each.
  6. Students will use the mobile app Flocabulary to listen to and watch the two music videos on Mark Antony’s speech and add to their Evernote app notes:Two Flocabulary videos on Mark Antony’s Speech:

     https://www.flocabulary.com/unit/julius-caesar-friends-romans-original/

    https://www.flocabulary.com/unit/julius-caesar-friends-romans-modern/

    7. Students can choose to respond to the day’s lesson using digital formative assessments in Google Drive :https://docs.google.com/presentation/d/18ZQQ7IqlGKySt6SJEXhW15hjmjOHCue4wphFInqWv9g/edit?usp=sharing

    or make a recording using the mobile app Let’s Recap (https://letsrecap.com/).