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Overview

This 9-day unit dives deep into rhetorical appeals and vocabulary through The Magic Marker Mystery by René Saldaña Jr. Following the Cambridge International curriculum (aligned with IGCSE English Language objectives and skills), students will build critical reading skills, master nuanced vocabulary, and identify how rhetorical strategies influence meaning and effect.

The unit employs a Gradual Release Model (I do, We do, You do) for scaffolded learning, features collaborative and independent tasks, integrates technology tools such as Google Docs, IXL, and Newsela, and embeds formative assessments and exit tickets to monitor understanding.

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Day 1: Introduction to Rhetorical Appeals

Time: 45 minutes
Standards: ELA.6.R.3.4 – Analyze rhetoric and diction

Learning Objectives

• Understand the concept of rhetorical appeals: logos, ethos, pathos, kairos
• Begin to recognize rhetorical appeals in a narrative context
• Activate prior knowledge around persuasive language

Materials

• Copies of The Magic Marker Mystery excerpt
• Whiteboard and markers
• Google Docs (for shared note-taking)

Activities

1. I Do (10 mins):

   • Teacher defines rhetorical appeals (logos, ethos, pathos, kairos) with clear, grade-appropriate examples unrelated to the text.
   • Model identification of appeals in brief sentences on the board.

2. We Do (15 mins):

   • Read aloud the opening scenes of The Magic Marker Mystery.
   • As a class, collaboratively highlight phrases or sentences on a shared Google Doc that demonstrate rhetorical appeals.
   • Class discusses why the author might use each appeal and what effect it creates.

3. You Do (15 mins):

   • In pairs, students select 3 sentences from the next passage to identify appeals independently on IXL short response activity.
   • Share examples briefly with partners.

4. Exit Ticket (5 mins):
   Write one sentence in their own words explaining why an author might use logos, ethos, pathos, or kairos in storytelling.

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Day 2: Vocabulary in Context

Time: 45 minutes
Standards: ELA.6.V.1.3 – Use context to determine meaning of unfamiliar words

Learning Objectives

• Utilize context clues to define and understand challenging vocabulary in the text
• Build a personal vocabulary bank for recall and application

Materials

• Vocabulary list from The Magic Marker Mystery (selected words highlighted by teacher)
• Google Docs vocabulary journal
• Newsela article for vocabulary extension

Activities

1. I Do (10 mins):

   • Teacher models using context clues for 3 challenging words from the text (e.g., “intrigue,” “mysterious,” “detective”) by reading surrounding sentences aloud and thinking aloud.

2. We Do (15 mins):

   • Students work with partners using Newsela article about mysteries to find 3 new words.
   • Partners discuss and record meanings using context on a shared Google Doc vocabulary journal.

3. You Do (15 mins):

   • Students individually complete an IXL vocabulary practice focused on synonyms and context clues.
   • Write 2 original sentences using two vocabulary words from the unit.

4. Exit Ticket (5 mins):
   Write the meaning of one vocabulary word and explain the clue that helped.

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Day 3: Exploring Ethos and Pathos

Time: 45 minutes
Standards: ELA.6.R.3.4 – Analyze persuasive techniques & rhetorical devices

Learning Objectives

• Differentiate between ethos (credibility) and pathos (emotion) in narrative
• Identify examples in The Magic Marker Mystery text

Materials

• Excerpts showing character dialogue and descriptions
• Emotional tone charts
• Google Docs for partner responses

Activities

1. I Do (10 mins):

   • Teacher explains ethos and pathos with examples from popular culture (e.g., advertisements).
   • Reads aloud an excerpt where a character builds credibility and another where emotional appeal occurs.

2. We Do (15 mins):

   • Students work in small groups to find and record ethos and pathos examples in assigned text sections on Google Docs.
   • Groups share one finding each using reasoning.

3. You Do (15 mins):

   • Independent write: Students select a character and write a paragraph explaining whether that character uses ethos or pathos more effectively and why.

4. Exit Ticket (5 mins):
   What is one difference between ethos and pathos?

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Day 4: Logos and Kairos Deep Dive

Time: 45 minutes
Standards: ELA.6.R.3.4 – Identify logical and timeliness appeals

Learning Objectives

• Understand logos (logical appeal) and kairos (appeal of timing)
• Identify examples and effects in the narrative

Materials

• Logical argument organizer template (Google Docs)
• Excerpts demonstrating reasoning and timing

Activities

1. I Do (10 mins):

   • Explain logos — use of facts/reasoning; kairos — making the argument at the right moment.
   • Teacher models finding logos and kairos in a paragraph.

2. We Do (15 mins):

   • Partner task: Read selected passages and complete the organizer, labeling each example as logos or kairos with explanation.

3. You Do (15 mins):

   • Students write a short summary of an event in the story focusing on how kairos shapes outcome.

4. Exit Ticket (5 mins):
   Write a sentence explaining why kairos can be important in storytelling.

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Day 5: Figurative Language & Rhetorical Appeals

Time: 45 minutes
Standards: ELA.6.R.3.4; ELA.6.V.1.3

Learning Objectives

• Identify figurative language (similes, metaphors) in conjunction with rhetorical appeals
• Analyze effect on readers

Materials

• Figurative language chart
• Text excerpts
• Shared Google Doc for note collaboration

Activities

1. I Do (10 mins):

   • Teacher reviews similes and metaphors with examples from the text alongside rhetorical appeals.

2. We Do (15 mins):

   • Students find and label figurative language and type examples on Google Docs, linking to rhetorical appeals they think correspond.

3. You Do (15 mins):

   • Individually write a paragraph explaining how figurative language and rhetorical appeals work together to create mood or persuade readers.

4. Exit Ticket (5 mins):
   List one simile or metaphor from today’s reading.

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Day 6: Collaborative Argument Writing

Time: 45 minutes
Standards: Cambridge IGCSE English Language - Writing Skills and persuasion techniques

Learning Objectives

• Compose an argumentative paragraph using logos, ethos, pathos, and new vocabulary
• Work collaboratively to draft and edit writing using Google Docs

Materials

• Collaborative Google Doc writing template
• Vocabulary list
• Rhetorical appeals checklist

Activities

1. I Do (10 mins):

   • Model writing an argumentative paragraph about a plot event using rhetorical appeals and vocabulary.

2. We Do (20 mins):

   • In groups of four, students co-write an argument paragraph on Google Docs defending a character's action using all appeals and vocabulary.

3. You Do (10 mins):

   • Each student adds a concluding sentence individually.

4. Exit Ticket (5 mins):
   On a sticky note or Google Doc comment, list which rhetorical appeal you used best in your writing.

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Day 7: Independent Reading and Vocabulary Quiz

Time: 45 minutes
Standards: ELA.6.V.1.3 - Vocabulary acquisition

Learning Objectives

• Practice independent reading and comprehension
• Demonstrate vocabulary knowledge through quiz

Materials

• The Magic Marker Mystery excerpts for independent reading
• Vocabulary quiz on IXL or paper-based quiz

Activities

1. I Do (5 mins):

   • Review test-taking strategies briefly.

2. You Do (25 mins):

   • Students read assigned excerpts independently on tablets or printed text.

3. You Do (10 mins):

   • Complete vocabulary quiz focused on context clues and usage.

4. Exit Ticket (5 mins):
   Write one sentence summarizing what the story was about.

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Day 8: Peer Feedback and Revision

Time: 45 minutes
Standards: Cambridge IGCSE Writing and Collaboration skills

Learning Objectives

• Provide constructive feedback on peers’ rhetorical writing
• Revise writing to improve clarity and rhetorical effectiveness

Materials

• Drafts from Day 6
• Google Docs commenting tools
• Peer feedback checklist

Activities

1. I Do (5 mins):

   • Demonstrate how to give respectful, specific feedback using sentence starters.

2. We Do (20 mins):

   • Pairs exchange drafts on Google Docs, leave comments on use of rhetorical appeals and vocabulary.

3. You Do (15 mins):

   • Revise own paragraph incorporating peer suggestions.

4. Exit Ticket (5 mins):
   Write one revision you made and why it improved your argument.

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Day 9: Final Presentation and Reflection

Time: 45 minutes
Standards: Cambridge IGCSE Speaking and Listening; Writing reflection

Learning Objectives

• Present written arguments confidently using rhetorical appeals
• Reflect on how rhetorical appeals improved understanding and writing

Materials

• Final drafts
• Presentation rubrics
• Reflection prompt handout

Activities

1. You Do (20 mins):

   • Students present their argument paragraphs orally in small groups or to the class.

2. I Do & We Do (15 mins):

   • Class discusses how rhetoric enhanced their writing and reading experience.

3. Exit Ticket (10 mins):

   • Write a brief reflection: Which rhetorical appeal do you find most powerful and why?

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Notes for Teachers

• Maintain frequent, positive feedback to build confidence in rhetorical analysis.
• Use Google Docs' version history and commenting to track student progress collaboratively.
• Differentiate support through oral scaffolds and technology-supported vocabulary games on IXL.
• Newsela articles can be adjusted for reading level to support diverse learners.

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This structured, tech-integrated approach meets Cambridge International standards while actively engaging Year 6 students in critical analysis of rhetoric and vocabulary through an authentic and captivating text.