Reading Options

While I’m learning about you as a student, I will offer you three choices from a previous reading.
Your choices and final product will help me learn about your strengths and preferences in terms
of skills.

Option 1: The Podcast (you will be working individually)

 
OBJECTIVES
Students will be able to...
1. Review elements of persuasion
2. Analyze a text (from independent reading or whole class) for its success in
relating to modern readers or society
3. In small groups, share and verbalize ideas of how successful the text was
4. Individually synthesize a focused script expressing your opinion
5. Individually create a podcast (5-7 minute audio file or YouTube podcast video or
other teacher-approved app) after drafting a final, edited script
6. Post podcasts and provide an opportunity for teacher and/or peer feedback

1. INTRODUCTION TO ARISTOTLE AND PODCASTS

 
 Please review the elements of persuasion below.
 Aristotle’s elements of persuasion include:   1) logos or logic, (2) ethos or ethics, and (3)
pathos or emotion.

1. Logos refers to the logic, the words, and the reasons in your argument.
2. Ethos—refers to your character, ethics, and your believability when you speak.
Increasing your credibility with your audience before and during your speech increases
the likelihood that listeners will accept your arguments and take action on your
recommendations.
3. Pathos is the emotional content of your presentation and is likely the most important. It is
only when you move people at an emotional level that you can motivate them to change
their thinking and take a particular action.

Listen to a Podcast (a model) and think about the application of Persuasion Elements.
Preferably find a podcast that opines the success of a text (novel, play, story, or nonfiction work)
to connect/relate to the modern reader or our society as a whole. Also, see if you can choose a
podcast that has a viewable script. The written script of the podcast could help students engage
and follow along while using active reading strategies.
 
Active listening and/or reading: After you have actively engaged in the podcast’s argument,
discuss with a friend, fellow cyber classmate or teacher, or family member the content and what
resonated as you listened. In these discussions, overtly share the elements of persuasion.
 
Writing Process: The Script

How do you get started with writing a script? Journal or discuss or post on a class discussion
board (I can open one at your request) times when it is necessary for someone to make an
argument to convince another person.
 Reflect on the “model” podcast to analyze the argument to instruct you on the parts of a
persuasive argument. 

 Next, create the script, then the podcast. Review requirements with writing the script
(formatting and highlighting) and recording the Podcast (timing and audio or video
options).

 Viewing and Response

1. Students will submit their podcast so that it can be viewed by the class (on
YouTube as unlisted, but shared with teacher to access) on a playable app., site,
etc.
2. As a class, we will assess the effectiveness of the argument and production. 
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Option 2: Speech

This speech does not require summary.

 You will write a formal, persuasive speech stating why the book you read should be
placed on the summer reading for 9 Cyber, or be excluded from consideration from
the summer reading list next year. And, you must clearly prove this by focusing
on a central theme (message) and how it connects/relates (or does not connect or
relate) to young adults!

 In the first thirty seconds, you must state the author’s name and the book title. For
writing purposes, review MLA (see OWL Purdue) and what to do with titles!

 Keep it formal! No first or second person! You will speak about the text as an
authority (an exception to the first and second person rule can be made in the
closing thirty seconds).

 You are required to bring up two quotes to support your point/argument. Please
provide the page. In-text citations can be reviewed on OWL Purdue as well.
  The speech will last 2-4 minutes. You will lose 2 points for every 10 seconds short
you are.

 Preparation: The speech should be planned and chunked.

 Flipgrid code: please ask me if you are going to use this.

Speech Organization:
 
o Title and author in first thirty seconds (4 points)

o A clear argument in placing the book on summer reading or not considering it at all
for the future summer reading list (8 points)

o A central theme (message—a theme cannot be one word) clearly expressed and
supported from the text (8 points)

o 2 quotes and the page numbers (8 points)

o Quotes analyzed and examined to prove theme and/or value of book (8 points)

o Formal language throughout (except for last 30 seconds: 2 points)

o Delivery considerations (eye contact, planned pauses, posture, tone, etc: 2 points)
 
 Under two minutes, penalty of 2 points for every 10 seconds short
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Option 3: Bio Poem (14 or more lines) & Double Entry Journal

When?

This strategy is best used for after reading experiences using fiction text.

How?

In order to better understand characterization in fiction text, after reading the selection, students

can work individually to create a bio-poem, which will demonstrate essential characteristics of a
key character in the story. Students will select different characters from the reading. Then, they

will narrow the selection to one character after thought and reflection. Students then use their

text to search for specific details about their character or make inferences about the character

based on what they’ve read. They will then compose a 14 (or more) line poem about the

character. It must be grammatically correct. Be vivid with your language. Do not end poem lines

with weak words like articles, prepositions and conjunctions.

Why choose this option?

The bio-poem is a creative way for students to study a character’s physical and personality traits

after reading a fictional text. Also, students will make inferences about the character using the

template’s sentence starters as scaffolds.

What is a Double Entry Journal?

It is also known as a Text Response Double Entry Journal

When?

This strategy is best used for after reading experiences.

How?

After the students read a text, whether it be fiction, nonfiction, or poetry, they are asked to select

specific quotes, lines, or excerpts from the text and respond to them. They are required to include

the page # from which the quote is being taken. Make a table with two sides. The left side is

where you will have your quotes with MLA citations (Smith 122). The right side will be your 3

(or more) sentence response. Check your grammar please! Below are just samples of what you

can address. You must have at least five entries with three sentences for each response.

Left-Hand Side Right-Hand Side

 Quote from the text Interpretation and analysis

Quote from the text Your Opinion or Reactions (“This line moves  . . . me because . .
.”), reflections (”I wonder if. . .”), musings (“Hmmm…”),
questions (“I wonder why…”)

Quote from the text Connections

 Text to other text(s)—print, visual, aural

 Text to self
 Text to world

Quote from text Significance in relation to piece as a whole; relating part to

whole.
Quote from text Naming Literary Techniques
Quote from text Imitations or parodies of text’s content or style.

Quotes from text Real world connections you have made with the text. (Themes,
conflicts, speech, etc.)

Why choose the double entry journal?

This strategy enables students to record their thinking around specific parts of the text rather than

having them answer basic comprehension questions after reading. With this strategy, students

may respond individually and uniquely to the areas of the text that resonate particularly with

them. This also serves as a means for thoughtful discussion of text in pairs, small groups, or with

the whole class.