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Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Standard #: LAFS.910.SL.1.3Archived Standard
Standard Information
General Information
Subject Area: English Language Arts
Grade: 910
Strand: Standards for Speaking and Listening
Idea: Level 3: Strategic Thinking & Complex Reasoning
Cluster: Comprehension and Collaboration
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Related Courses
Related Resources
Lesson Plans
  • CollegeReview.com # This is a model-eliciting activity where students have been asked by a new website, CollegeReview.com, to come up with a system to rank various colleges based on five categories; tuition cost, social life, athletics, education, city population and starting salary upon graduation. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Alternative Fuel Systems # The Alternative Fuel Systems MEA provides students with an engineering problem in which they must develop a procedure to decide the appropriate course for an automobile manufacturer to take given a set of constraints. The main focus of the MEA is to apply the concepts of work and energy to a business model. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Ethos, Pathos, and Logos: Part 2 # This lesson is part two of three included in a unit that addresses rhetorical appeals. In this lesson, students will research and find examples of ethos, pathos and logos used in advertisements.
  • Turning Tires Model Eliciting Activity # The Turning Tires MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best tire material for certain situations. The main focus of the MEA is applying surface area concepts and algebra through modeling.Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Analyzing the Rhetoric of JFK’s Inaugural Address # Students will identify rhetorical terms and methods, examine the rhetorical devices of JFK's inaugural address, and analyze and evaluate the effects of the rhetorical devices on the delivered speech.
  • Plants versus Pollutants Model Eliciting Activity # The Plants versus Pollutants MEA provides students with an open-ended problem in which they must work as a team to design a procedure to select the best plants to clean up certain toxins. This MEA requires students to formulate a phytoremediation-based solution to a problem involving cleaning of a contaminated land site. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client.Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Original Student Tutorials
  • The Year-Round School Debate: Identifying Faulty Reasoning – Part Two # This is Part Two of a two-part series. Learn to identify faulty reasoning in this interactive tutorial series. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. Make sure to complete Part One before Part Two! Click HERE to launch Part One.
  • The Year-Round School Debate: Identifying Faulty Reasoning – Part One # Learn to identify faulty reasoning in this two-part interactive English Language Arts tutorial. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations.  Make sure to complete both parts of this series! Click HERE to open Part Two. 
  • Evaluating an Argument – Part Four: JFK’s Inaugural Address # Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. In Part Four, you'll use what you've learned throughout this series to evaluate Kennedy's overall argument. Make sure to complete the previous parts of this series before beginning Part 4.
    • Click HERE to launch Part One.
    • Click HERE to launch Part Two.
    • Click HERE to launch Part Three.
  • Evaluating an Argument – Part Three: JFK’s Inaugural Address # Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument.  In Part Three, you will read more of Kennedy's speech and identify a smaller claim in this section of his speech. You will also evaluate this smaller claim's relevancy to the main claim and evaluate Kennedy's reasons and evidence.  Make sure to complete all four parts of this series!
    • Click HERE to launch Part One.
    • Click HERE to launch Part Two.
    • Click HERE to launch Part Four.
  • Ready for Takeoff! -- Part Two # This is Part Two of a two-part tutorial series. In this interactive tutorial, you'll practice identifying a speaker's purpose using a speech by aviation pioneer Amelia Earhart. You will examine her use of rhetorical appeals, including ethos, logos, pathos, and kairos. Finally, you'll evaluate the effectiveness of Earhart's use of rhetorical appeals. Be sure to complete Part One first. Click here to launch PART ONE.
  • Ready for Takeoff! -- Part One # This is Part One of a two-part tutorial series. In this interactive tutorial, you'll practice identifying a speaker's purpose using a speech by aviation pioneer Amelia Earhart. You will examine her use of rhetorical appeals, including ethos, logos, pathos, and kairos. Finally, you'll evaluate the effectiveness of Earhart's use of rhetorical appeals.  Click here to launch PART TWO.
Teaching Idea
  • Are People Free?: Using a Discussion Web to Engage in Meaningful Collaboration # This teaching idea addresses the pros and cons of discussion by analyzing the concept of utopia in a satire. Students collaborate in small groups to create a Discussion Web that addresses the question, "Are people equal?" Students engage in meaningful discussions analyzing all sides of their initial response, form a consensus, and present it to the class. Students then read "Harrison Bergeron" by Kurt Vonnegut, Jr. and use supporting details to complete another Discussion Web that examines whether or not the people in the story are equal. Web-based graphic organizers, assessments, and extension activities are included.
Unit/Lesson Sequence
  • Sample English 2 Curriculum Plan Using CMAP #
    This sample English II CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the English II course. This CMAP is divided into 14 English Language Arts units and includes every standard from Florida's official course description for English II. The units and standards are customizable, and the CMAP allows instructors to add lessons, class notes, homework sheets, and other resources as needed. This CMAP also includes a row that automatically filters and displays e-learning Original Student Tutorials that are aligned to the standards and available on CPALMS. Learn more about the sample English II CMAP, its features, and its customizability by watching this video:

    Using this CMAP

    To view an introduction on the CMAP tool, please . To view the CMAP, click on the "Open Resource Page" button above; be sure you are logged in to your iCPALMS account.To use this CMAP, click on the "Clone" button once the CMAP opens in the "Open Resource Page." Once the CMAP is cloned, you will be able to see it as a class inside your iCPALMS My Planner (CMAPs) app. To access your My Planner App and the cloned CMAP, click on the iCPALMS tab in the top menu.All CMAP tutorials can be found within the iCPALMS Planner App or at the following URL: http://www.cpalms.org/support/tutorials_and_informational_videos.aspx
STEM Lessons - Model Eliciting Activity
  • Alternative Fuel Systems # The Alternative Fuel Systems MEA provides students with an engineering problem in which they must develop a procedure to decide the appropriate course for an automobile manufacturer to take given a set of constraints. The main focus of the MEA is to apply the concepts of work and energy to a business model. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • CollegeReview.com # This is a model-eliciting activity where students have been asked by a new website, CollegeReview.com, to come up with a system to rank various colleges based on five categories; tuition cost, social life, athletics, education, city population and starting salary upon graduation. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Plants versus Pollutants Model Eliciting Activity # The Plants versus Pollutants MEA provides students with an open-ended problem in which they must work as a team to design a procedure to select the best plants to clean up certain toxins. This MEA requires students to formulate a phytoremediation-based solution to a problem involving cleaning of a contaminated land site. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client.Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Turning Tires Model Eliciting Activity # The Turning Tires MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best tire material for certain situations. The main focus of the MEA is applying surface area concepts and algebra through modeling.Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Original Student Tutorials for Language Arts - Grades 6-12
  • Evaluating an Argument – Part Four: JFK’s Inaugural Address # Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. In Part Four, you'll use what you've learned throughout this series to evaluate Kennedy's overall argument. Make sure to complete the previous parts of this series before beginning Part 4.
    • Click HERE to launch Part One.
    • Click HERE to launch Part Two.
    • Click HERE to launch Part Three.
  • Evaluating an Argument – Part Three: JFK’s Inaugural Address # Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument.  In Part Three, you will read more of Kennedy's speech and identify a smaller claim in this section of his speech. You will also evaluate this smaller claim's relevancy to the main claim and evaluate Kennedy's reasons and evidence.  Make sure to complete all four parts of this series!
    • Click HERE to launch Part One.
    • Click HERE to launch Part Two.
    • Click HERE to launch Part Four.
  • Ready for Takeoff! -- Part One # This is Part One of a two-part tutorial series. In this interactive tutorial, you'll practice identifying a speaker's purpose using a speech by aviation pioneer Amelia Earhart. You will examine her use of rhetorical appeals, including ethos, logos, pathos, and kairos. Finally, you'll evaluate the effectiveness of Earhart's use of rhetorical appeals.  Click here to launch PART TWO.
  • Ready for Takeoff! -- Part Two # This is Part Two of a two-part tutorial series. In this interactive tutorial, you'll practice identifying a speaker's purpose using a speech by aviation pioneer Amelia Earhart. You will examine her use of rhetorical appeals, including ethos, logos, pathos, and kairos. Finally, you'll evaluate the effectiveness of Earhart's use of rhetorical appeals. Be sure to complete Part One first. Click here to launch PART ONE.
  • The Year-Round School Debate: Identifying Faulty Reasoning – Part One # Learn to identify faulty reasoning in this two-part interactive English Language Arts tutorial. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations.  Make sure to complete both parts of this series! Click HERE to open Part Two. 
  • The Year-Round School Debate: Identifying Faulty Reasoning – Part Two # This is Part Two of a two-part series. Learn to identify faulty reasoning in this interactive tutorial series. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. Make sure to complete Part One before Part Two! Click HERE to launch Part One.
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