Lesson 45 Todays Agenda 1 Abolish High School

Lesson 45

Today’s Agenda 1. “Abolish High School Football” discussion 2. Activity 3. 9 “How to Read an Editorial” p. 200 OBJECTIVE: Students will identify different examples of slanters used in Schroth’s article and explain the effect of such devices. Students will use specific strategies to analyze an editorial.

Check Homework Do you have the five slanters marked?

Which Slanter is it anyway? • One whiteboard • One marker • One eraser GROUP

“Abolish High School Football” Which slanter is being used? • “concussion is a blow to the head that smashes the brain against the skull” o rhetorical definition • “The victim feels weird” o downplayer • “has splotchy vision, falls to the ground, vomits, goes into a coma, dies” o hyperbole • so-called educational institution” o downplayer

“Abolish High School Football” Which slanter is being used? • boys as “bedazzled heroes, ” “grotesque, ” “fat, ” and designed to do “damage” o labeling • “small Texas town with nothing going for it but its high school football team” o ridicule • “some football players are very bright” o innuendo

Writing Prompt #7 – “Abolish High School Football” pp. 197++ • What is Raymond Schroth’s claim? How effective is Schroth’s evidence? Provide at least one slanter Schroth uses and analyze the effectiveness or lack thereof. • Be sure to incorporate the FOUR STEPS to integrate the quote.

Activity 3. 9

“How to Read an Editorial” pp. 200 • What is the difference between a news story and an editorial? o News story: to inform o Editorial: to inform and PERSUADE • In the margin OR in your notes, summarize the 8 bulleted points on p. 200. • Which bulleted points included steps you don’t normally take?

How to Read an Editorial 1. Look at HEADLINE/SUB-HEADING and predict what the editorial will be about. 2. Who is the AUTHOR? Is there an AFFILIATION? Any potential bias? 3. Read beginning of the editorial. What is the ISSUE and what is the writer’s STANCE? 4. Stop and PREDICT the OPPOSITION. 5. What EVIDENCE does the writer provide? 6. Does the writer address the OPPOSITION? Why or why not? (Remember bias through selection and omission? ) 7. Circle words that are “SLANTED. ” 8. What would you say to the writer?

Revisit: “Facebook Photos…Students” pp 192+ • How was the author biased? o For the students • What is the evidence to support the bias? o “Sting” in the headline o Administrator not heard from until paragraph 11 (through email). o Attempt to appear objective by quoting a student who was not involved in the incident. He is standing up for the punished kids even though he had nothing to do with it.

“Facing Consequences at Eden Prairie High School” pp. 202+ • Draw the chart from page 201 on the back of writing prompt 7. The eight sections correspond to the eight bulleted points on page 200. • Fill in the chart with information from the editorial on page 202.