RENAISSANCE NONFICTION QUEEN ELIZABETH SIR THOMAS MORE SIR FRANCIS BACON QUEEN ELIZABETH SIR THOMAS MORE SIR FRANCIS BACON.

RENAISSANCE RENAISSANCE NONFICTIONNONFICTION

QUEEN ELIZABETHSIR THOMAS MORE

SIR FRANCIS BACON

PRIOR KNOWLEDGE PROMPTPRIOR KNOWLEDGE PROMPT

• Complete the following sentence in as many ways as you can in the time allotted.I would support a leader who …

Write a paragraph description of an effective leader for today. Include a comment if this is a universal description or pertinent to the United States alone.

Share yours with a neighbor

• Complete the following sentence in as many ways as you can in the time allotted.I would support a leader who …

Write a paragraph description of an effective leader for today. Include a comment if this is a universal description or pertinent to the United States alone.

Share yours with a neighbor

RHETORIC REVIEWRHETORIC REVIEW

• Define Rhetoric

• Moving people to action; methods of persuasion, etc.

• Define Rhetoric

• Moving people to action; methods of persuasion, etc.

RHETORICAL DEVICESRHETORICAL DEVICES

• What rhetorical devices do you find in the following? What are their purposes or effects?

As the highland path is shrouded in fog, so the future is unclear. Every turn is blind and every mile mysterious.

• What rhetorical devices do you find in the following? What are their purposes or effects?

As the highland path is shrouded in fog, so the future is unclear. Every turn is blind and every mile mysterious.

RHETORICAL DEVICES: Organization & Techniques

RHETORICAL DEVICES: Organization & Techniques

• Author uses the first sentence to present a brief analogy. The second sentence uses repetition of the word “every” for emphasis and to highlight characteristics in the analogy of the first sentence.

• Author uses the first sentence to present a brief analogy. The second sentence uses repetition of the word “every” for emphasis and to highlight characteristics in the analogy of the first sentence.

QUEEN ELIZABETHQUEEN ELIZABETH1533-16031533-1603

INFERENCESINFERENCES

• In each of the following statements from “Speech Before the Spanish Armada Invasion”, what does Elizabeth suggest about the responsibilities of leadership?

• Lines 2-4 (“We have been persuaded…loving people.”)

• Lines 6-10 (“I am come amongst you…even in the dust.”)

• Lines 15-17 (“I know already…shall be duly paid you.”)

• In each of the following statements from “Speech Before the Spanish Armada Invasion”, what does Elizabeth suggest about the responsibilities of leadership?

• Lines 2-4 (“We have been persuaded…loving people.”)

• Lines 6-10 (“I am come amongst you…even in the dust.”)

• Lines 15-17 (“I know already…shall be duly paid you.”)

SIR THOMAS MORESIR THOMAS MORE

UTOPIA

SYNTAX ANALYSIS: UTOPIASYNTAX ANALYSIS: UTOPIA

• Partners share annotations and discuss

Review types of sentence classifications (declarative, imperative, interrogative, exclamatory)

• Large group discussion– Analogies– Rhetorical Questions– Imperative sentences– Others

• Partners share annotations and discuss

Review types of sentence classifications (declarative, imperative, interrogative, exclamatory)

• Large group discussion– Analogies– Rhetorical Questions– Imperative sentences– Others

• Imperative sentences: of, relating to, or constituting the grammatical mood that expresses the will to influence the behavior or another; expressive of a command, entreaty or exhortation, having power to restrain, control and direct.

• (or I’ll hurt you-Lauren’s sister)

• Imperative sentences: of, relating to, or constituting the grammatical mood that expresses the will to influence the behavior or another; expressive of a command, entreaty or exhortation, having power to restrain, control and direct.

• (or I’ll hurt you-Lauren’s sister)

SOAPSTONE/RHETORICAL PRECIS: UTOPIA

SOAPSTONE/RHETORICAL PRECIS: UTOPIA

• Share soapstone/precis/syntax chart with partner

• Large group sharing

• Share soapstone/precis/syntax chart with partner

• Large group sharing

INTERPRETATION: UTOPIAINTERPRETATION: UTOPIA

1. Why does More keep referring to an incompetent king’s subjects as beggars?

2. Re-read the footnote about More’s allusion to the Bible. In what sense does his statement both clarify an idea and present a warning?

1. Why does More keep referring to an incompetent king’s subjects as beggars?

2. Re-read the footnote about More’s allusion to the Bible. In what sense does his statement both clarify an idea and present a warning?

DRAW CONCLUSIONS: Explain fully using support

DRAW CONCLUSIONS: Explain fully using support

1. What conclusions can you draw about Elizabeth as a ruler?2. Would Sir Thomas More have approved of her governing

style?3. Why would Henry VIII desire to have More as an advisor?4. Which of the two selections conveys a greater sense of

leadership?5. Synthesizing the two selections write a general statement

about a leader’s roles and responsibilities. How does your conclusion from the two selections compare to your prior knowledge “I would support…” statements and descriptive paragraph?

1. What conclusions can you draw about Elizabeth as a ruler?2. Would Sir Thomas More have approved of her governing

style?3. Why would Henry VIII desire to have More as an advisor?4. Which of the two selections conveys a greater sense of

leadership?5. Synthesizing the two selections write a general statement

about a leader’s roles and responsibilities. How does your conclusion from the two selections compare to your prior knowledge “I would support…” statements and descriptive paragraph?

SYNTAX ANALYSIS: UTOPIASYNTAX ANALYSIS: UTOPIA

Choose two techniques that More uses in his selection.

Write a paragraph explaining what he has used and why? For what purpose or effect? Why are these techniques a suitable/effective choice?

Choose two techniques that More uses in his selection.

Write a paragraph explaining what he has used and why? For what purpose or effect? Why are these techniques a suitable/effective choice?

SIR FRANCIS BACONSIR FRANCIS BACON

From Novum Organum“Idols of the Cave” (p. 357-old

textbook) and “Of Studies” and “Of Marriage and Single Life”

new textbook

PRIOR KNOWLEDGE ACTIVITYPRIOR KNOWLEDGE ACTIVITY

1. Under each of the following headings, list at least two observations you have made.Being a teenagerBeing a studentBeing a friendBeing a son/daughterOther (open-ended life observations)

1. Under each of the following headings, list at least two observations you have made.Being a teenagerBeing a studentBeing a friendBeing a son/daughterOther (open-ended life observations)

DISCUSSDISCUSS

“No man prospers so suddenly as by others’ errors.”

Sir Francis Bacon (1561-1626) from “Of Fortune”

“No man prospers so suddenly as by others’ errors.”

Sir Francis Bacon (1561-1626) from “Of Fortune”

TERMS-Take notes!TERMS-Take notes!

• ESSAY:Relatively brief work of nonfiction that offers an opinion on a subject. Purpose may be to express ideas or feelings, to inform, to entertain, or to persuadeMay be formal or informal

• ESSAY:Relatively brief work of nonfiction that offers an opinion on a subject. Purpose may be to express ideas or feelings, to inform, to entertain, or to persuadeMay be formal or informal

TERMS-Essay continuedTERMS-Essay continued

• It is structure not topic that makes an essay formal or informal.

FORMAL ESSAY: highly structured, examines a topic in a thorough, serious, highly organized manner.

• It is structure not topic that makes an essay formal or informal.

FORMAL ESSAY: highly structured, examines a topic in a thorough, serious, highly organized manner.

TERMS-Essay continuedTERMS-Essay continued

INFORMAL ESSAY: presented in a less serious manner or less formal tone; may include humor, a personal or confidential approach, a loose and sometimes rambling style and often a surprising or unconventional topic.

INFORMAL ESSAY: presented in a less serious manner or less formal tone; may include humor, a personal or confidential approach, a loose and sometimes rambling style and often a surprising or unconventional topic.

TERMS: APHORISMTERMS: APHORISM

APHORISM: brief statements that express general observations about life in a witty, pointed way; often, but not always, offers advice.

• Discuss: “Knowledge is power.” How might one observe this in today’s world? Is it true? This does not contain advice. How might you reword it to include advice?

APHORISM: brief statements that express general observations about life in a witty, pointed way; often, but not always, offers advice.

• Discuss: “Knowledge is power.” How might one observe this in today’s world? Is it true? This does not contain advice. How might you reword it to include advice?

TERMS: TERMS:

INDUCTIVE REASONING: moving from the particular to the general. Observations to premise to general conclusion

INDUCTIVE REASONING: moving from the particular to the general. Observations to premise to general conclusion

INDUCTIVE REASONINGINDUCTIVE REASONING

“Early proponents of induction, such as Francis Bacon, saw it as a way of understanding nature in an unbiased way, as it derives laws from neutral observation.” (bold emphasis added)

http://changingminds.org/disciplines/argument/types_reasoning/induction.htm

“Early proponents of induction, such as Francis Bacon, saw it as a way of understanding nature in an unbiased way, as it derives laws from neutral observation.” (bold emphasis added)

http://changingminds.org/disciplines/argument/types_reasoning/induction.htm

Inductive examplesInductive examples

• All sheep I have seen are white, therefore, all sheep are white.

• All 10 dogs have fleas-All dogs have fleas

• All sheep I have seen are white, therefore, all sheep are white.

• All 10 dogs have fleas-All dogs have fleas

INDUCTIVE EXAMPLESINDUCTIVE EXAMPLES

• All men are mortal.

• Socrates is a man.

• Therefore, Socrates is mortal.

• All men are mortal.

• Socrates is a man.

• Therefore, Socrates is mortal.

TERMSTERMS

DEDUCTIVE REASONING: general to specific. Start with a generally accepted truth.

• All turtles have shells • The animal I have captured is a turtle • I conclude that the animal in my bag has

a shell

DEDUCTIVE REASONING: general to specific. Start with a generally accepted truth.

• All turtles have shells • The animal I have captured is a turtle • I conclude that the animal in my bag has

a shell

WEAKNESSESWEAKNESSES

• There are weaknesses to both methods known as inductive fallacies or deductive fallacies respectively.

• For example, in the turtle shell example, the creature in the bag could be a snail.

• Many great websites explain these fallacies. Check out changingminds.org for example

• There are weaknesses to both methods known as inductive fallacies or deductive fallacies respectively.

• For example, in the turtle shell example, the creature in the bag could be a snail.

• Many great websites explain these fallacies. Check out changingminds.org for example

Which type of reasoning?Which type of reasoning?

– All apples are fruit. – All fruits grow on trees. – Therefore all apples grow on trees.

– All apples are fruit. – All fruits grow on trees. – Therefore all apples grow on trees.

TERMSTERMS

VALID GENERALIZATION: a statement, supported by evidence, that holds true in a large number of cases.

VALID GENERALIZATION: a statement, supported by evidence, that holds true in a large number of cases.

TERMSTERMS

HASTY GENERALIZATION: a generalization based upon too few examples without taking exceptions or qualifying facts into account.

HASTY GENERALIZATION: a generalization based upon too few examples without taking exceptions or qualifying facts into account.

ASSIGNMENTASSIGNMENT

INDIVIDUALLY:

• Read pages 454-455 new textbook.• Read pages 356-359 old textbook.• Paraphrase each aphorism on

pages 357-358

INDIVIDUALLY:

• Read pages 454-455 new textbook.• Read pages 356-359 old textbook.• Paraphrase each aphorism on

pages 357-358

WITH A PARTNERWITH A PARTNER

• Compare paraphrases of the aphorismsThen-• Do all of page 358 (q’s 1-9)• Do Understanding Aphorism, Reasoning,

and Words from Latin Roots page 359.• Large group sharing/discussion (if time

allows)

• Compare paraphrases of the aphorismsThen-• Do all of page 358 (q’s 1-9)• Do Understanding Aphorism, Reasoning,

and Words from Latin Roots page 359.• Large group sharing/discussion (if time

allows)

FOLLOW-UPFOLLOW-UP

• Choose any two from your list of advice and observations and write each as an aphorism.

• Read “Of Studies” and “Of Marriage”p. 456-460.• Make a chart that lists the following:• Opinions/Aphorisms• Agree/Disagree• Based on reasoning-identify type

• Choose any two from your list of advice and observations and write each as an aphorism.

• Read “Of Studies” and “Of Marriage”p. 456-460.• Make a chart that lists the following:• Opinions/Aphorisms• Agree/Disagree• Based on reasoning-identify type

SAMPLE ASSIGNMENT:Essay Title

SAMPLE ASSIGNMENT:Essay Title

Opinion/

Aphorism

Agree or Disagree & Why

Type of reasoning used

Valid or Hasty Generalization-Explain

“Of Studies” p. 456“Of Studies” p. 456

1. In lines 24-26, what connections does Bacon make between certain kinds of books and certain character traits?

2. In lines 30-34, what kinds of study can improve a person’s critical thinking skills?

3. Which of these traits or skills seem to be emphasized in school today? Explain.

1. In lines 24-26, what connections does Bacon make between certain kinds of books and certain character traits?

2. In lines 30-34, what kinds of study can improve a person’s critical thinking skills?

3. Which of these traits or skills seem to be emphasized in school today? Explain.

“Of Marriage and Single Life”

“Of Marriage and Single Life”

1. Based on lines 13-18, what advice might Bacon offer someone who is considering hiring a single man? Explain.

2. Why didn’t Bacon discuss romantic love in his essay?

3. What characteristics of a formal essay do you observe in lines 27-29?

1. Based on lines 13-18, what advice might Bacon offer someone who is considering hiring a single man? Explain.

2. Why didn’t Bacon discuss romantic love in his essay?

3. What characteristics of a formal essay do you observe in lines 27-29?

EVALUATE STRUCTUREEVALUATE STRUCTURE

• Choose one of the two essays.• Write a paragraph or two in which you evaluate

the effectiveness of Bacon’s presentation.• If you find the essay smooth and logical then

outline the essay.• If you find it difficult to follow then suggest a

more effective structure-create an outline that reflects your changes.

• Choose one of the two essays.• Write a paragraph or two in which you evaluate

the effectiveness of Bacon’s presentation.• If you find the essay smooth and logical then

outline the essay.• If you find it difficult to follow then suggest a

more effective structure-create an outline that reflects your changes.