Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)Name:

__________________________

Goals of Unit:● Learn the way authors appeal to their audience● Analyze different authors’ appeals● Evaluate their effectiveness Power Point

● aprender de la manera autores apelan a su audiencia, Analizar las apelaciones diferentes autores, evaluar su eficacia

Focus:● Using SOAPSTone, what is the song’s argument, subject, occasion, purpose, speaker, and

tone?● How does the artist use rhetoric to develop his/her argument?● How is this argument effective for his/her audience?

● ¿Lo es el argumento de la canción, tema, ocasión, propósito, orador, y el tono? ¿Cómo funciona la retórica utilización artista para desarrollar su / su argumento? ¿Cómo es este argumento eficaz para su / su audiencia?

Assignment:Create a visual representation of an song artist’s rhetoric about an issue or social injustice

Steps:1. Choose one of the following songs which is focused on human injustice or social change

Elija una de las siguientes canciones, que se centra en la injusticia humana (ver tabla a continuación)DUE DATE __12/2_______

2. Conduct some brief research about the song/artist (page 4) DUE DATE ___12/2______Llevar a cabo una breve investigación acerca de la canción / artista (ver recursos más adelante)

3. Create Noodle Tools Works Cited for resources DUE DATE ____12/5_____Crear Noodle Herramientas Obras citadas por los recursos

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)

4. Complete the SOAPSTone chart (page 5) about your song DUE DATE ___12/6______Completa la tabla de piedra de jabón (página) acerca de su canción

5. Complete the close reading chart (page 6) to guide your analysis DUE DATE ___12/6______Completa la tabla lectura atenta (página) para guiar su análisis

6. Plan your rhetorical analysis visual & choose presentation method DUE DATE ____12/7_____Planifique su El análisis retórica visual

● https://infograph.venngage.com/templates ● https://www.easel.ly/create ● http://edu.glogster.com/ ● Old school poster

7. PRESENT and hand in rhetorical analysis visual DUE DATE ____12/8_____Mano en el análisis retóricovisual

SAMPLE

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)

Song Choices

Song Artist Information Historical Reference

Fortunate Son Creedence Clearwater Revival

The song is a anti-war anthem, criticizing militant patriotic behavior and those who support the use of military force without having to "pay the costs" themselves (either financially or by serving in a wartime military). The song, released during the Vietnam War, is not explicit in its criticism of that war in particular, but the clear attacks on the elite classes.

Born in the USA Bruce Springsteen The song was in part a tribute to Springsteen's friends who had experienced the Vietnam War, some of whom did not come back; it also protests the hardships Vietnam veterans faced upon their return from the war. The song's narrative traces the protagonist's working-class origins, experience in the armed forces, and return to the States.

Only in America Brooks and Dunn Although the song was recorded and released several months before the September 11, 2001 terrorist attacks, Brooks feels that the song got grouped in with other, similarly patriotic songs which were released in response to the attacks.

Seriously (video w. lyrics)

This American Life NPR Information Song created as a response to the 2016 presidential election

Civil War Guns n Roses or here

On September 27, 1993, Duff McKagan explained where the song came from in an interview on Rockline:Basically it was a riff that we would do at sound-checks. Axl came up with a couple of lines at the beginning. And... I went in a peace march, when I was a little kid, with my mom. I was like four years old. For Martin Luther King. And that's when: "Did you wear the black arm band when they shot the man who said: 'Peace could last forever'?" It's just true-life experiences, really.*Focus on different human injustices from 1960s to early 1990s

Bloody Sunday U2 Bloody Sunday from the History Channel

Change is Gonna Come (audio here)

Sam Cooke New Yorker ArticleNPR ArticleOn October 8, 1963, Cooke called ahead to the Holiday Inn to make reservations for his wife, Barbara, and himself, but when he and his group arrived, the desk clerk glanced nervously and explained there were no vacancies. While his brother Charles protested, Sam was fuming, yelling to see the manager and refusing to leave until he

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)

received an answer. His wife nudged him, attempting to calm him down, telling him, "They'll kill you," to which he responded, "They ain't gonna kill me, because I'm Sam Cooke." When they eventually persuaded Cooke to leave, the group drove away calling out insults and blaring their horns. When they arrived at the Castle Motel on Sprague Street downtown, the police were waiting for them, arresting them for disturbing the peace. The song is a response to this incident.

Where is the Love?En espanol

Black Eyed Peas The Black Eyed Peas made a new version of their 2003 song in 2016. You can see the interview here with CNN about why they remixed the song.The Black Eyed Peas also have a website here about their views of the world.

Imagine John Lennon John Lennon was part of the (very) popular group, The Beatles.Lennon was killed in NYC in 1980.Even 35 years after his death, Lennon is still remembered, and you can read about it here.

Four Dead in Ohio Neil Young Students at Kent State University in Ohio protested the draft instituted by President Richard Nixon in 1970. Four students were killed at the protest and unrest followed across the country.

Redemption Song Cover

Original by Bob Marley; cover by John Legend (Feb 2016)

Part of Legend’s Free America campaign. This TED talk has Legend discussing why he sings this Bob Marley song.

Other Other The truth is, there are millions of songs out there that have a message about bringing about change or rallying people to believe in a cause or an idea. The songs listed here are only a place to start. If you have a song that you think has strong rhetoric in it - bring it in! Let’s have a conversation about it.

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)

Planning DocumentNotes Where Information was

Found

Name of Song:Nombre de la canción:

Date of performanceFecha de rendimiento

Artist Name and Informationnombre del artista y el

Subject of Songasunto de lacanción

Information about time periodinformación de laacerca del período histórico

Purpose of songPropósito de lacanción

Potential audience (who would have been motivated by the song)audiencia potencial(que habría sido motivada por la canción )

Rhetoric Used (ethos, pathos, logos)How this rhetoric was effective for the audienceretórica usada (ethos, pathos, logos)¿Cómo esta retórica fue eficaz para laaudiencia

Rhetoric Used (ethos, pathos, logos)How this rhetoric was effective

retóricaUsado (ethos, pathos, logos)¿Cómo esta retórica fue eficaz para laaudienciala

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)

for the audience

Reading Focus: Understand how the song writer uses rhetoric to convince his/her audience about an issuelectura Trata de: Comprender cómo el escritor de la canción utiliza la retórica para convencer a su / su público acerca de un tema

1. Details (quotes from text)

2. Patterns within Details (consider ethos, logos, pathos)

3. New Understanding from patterns

1. Detalles (cotizaciones de texto)

2. Detalles de patrones dentro de

3. Efecto de este patrón en el público

Overall message of song

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)

❖SOAPSTone Reading Strategy

Subject - The general topic, content, and ideas contained in the text. What is this piece about?Asunto - Los generales del tema, el contenido y las ideas contenidas en el texto. ¿Qué es este artículo sobrepieza?

Occasion - The time and place of the piece; the current situation or context which gave rise to the writing or speech.Ocasión - la hora y el lugar de la la actual situación o contexto que dio lugar a la escritura o el habla.

Audience - The group of readers to whom this piece is directed. The audience may be one person, a small group, or a large group. What qualities, beliefs, or values do the audience members have in common?Audiencia - Lagrupo de lectores a quienes se dirige esta pieza. El público puede ser una persona, un grupo pequeño, o un grupo grande. ¿Qué cualidades, creencias o valores de hacer los miembros de la audiencia tienen en común?

Purpose - The reason behind the text. What does the speaker, writer, or filmmaker want the audience to do, feel, say or choose?Propósito - La razón detrás del texto. Lo que hace el orador, escritor, realizador o quieren que el público haga, sentir, decir o elegir?

Speaker - The voice that tells the story, or in nonfiction, the author. What do we know about the writer’s life and views that shape this text?del altavoz - La vozque cuenta la historia, o en no ficción, el autor. ¿Qué sabemos acerca de la vida y puntos de vista que dan forma a este texto del escritor?

Tone - What choice of words and use of rhetorical devices let you know the speaker’s tone? Is the tone light-hearted or deadly serious? Mischievous or ironic?Tono - lo que la elección de las palabras y el uso de recursos retóricos hacerle saber el tono del hablante? Es el tono desenfadado o en serio? Traviesa o irónico

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)

Rubric for Rhetorical Analysis Assignment - Song Lyric Analysis

CRITERIA EXCEEDS STANDARDS (4) MEETS STANDARDS (3)

APPROACHING STANDARDS (2)

NOT YET PROFICIENT (1)

In addition to exhibiting level 3 performance, response demonstrates in-depth inferences & applications that go beyond what was taught in class.

Response demonstrates no major errors or omissions regarding any information &/or processes.

Response indicates errors or omissions regarding more complex ideas & processes.

Response indicates misunderstanding of the knowledge.

Identification of song subject(s) and information about time period (RL.5)

Identification of author’s purpose of song (RL.5)

Identification of potential audience (RL.5)

Identification of rhetoric used (ethos, pathos, logos) (RL.6)

Explanation of rhetorical features (RL.6)

Explanation of the effectiveness of this speech on the audience as a result of the rhetorical features (RL.6)

Use of specific textual details (RL.1)

Drawing strong inferences from text (RL.1)

Present information, findings, and supporting evidence clearly, concisely, and logically such that audience can follow the line of reasoning (SL.4)

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Unit 2, L3 - Rhetorical Analysis of Song Lyrics (Summative) English 2CP (12/2016)RL.1: ____ RL.5: _____ RL.6: _____ SL.4: _______

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