1. These will be your table groups for about a month ... · 1. As a *table, write an arguable topic sentence (claim) about Richard Sherman. For example: Richard Sherman is a classless

January 28th

Today’s objectives: • To introduce/review classroom

expectations and procedures • To establish Unit Four SB • To contextualize prior

knowledge about key ideas and concepts

1. These will be your table groups for about a month –attendance taken

2. You will need your Springboard book every day. Transfer students can go get their books from Swenson now.

3. Remember to keep your work in a separate folder or divider (not necessarily shoved into your SB book) until the end of the year.

4. Classroom guidelines & outside reading intro/review.

5. Persuasive writing review-activity with table groups.

6. Unpack EA 4.1 (page 272).

Honors LA10 Rigley p 5&6

1. As a *table, write an arguable topic sentence (claim) about Richard Sherman. For example: Richard Sherman is a classless cheater in the game of

football. Or: Richard Sherman deserves positive recognition on and off the field.

2. Write two sentences that support your claim [why do you think what you

think?] Be thorough and clear in your explanations and reasoning.

3. Read both articles on Sherman. Look for two sentences/phrases that support or agree with your claim. Copy two onto the sentence strips.

4. Find a way to link your blue and green phrases with a transition word or phrase. Remember to intro the article and the context of what’s being said.

5. Look back at the articles and find two sentences/phrases that disagree or contradict with your claim.

6. Write one sentence in response to each purple sentence (two total)

7. Without restating anything you’ve already written, write a one sentence restatement of your claim that strongly states your opinion on the issue [without ‘personal pronouns’]

January 29th

1. Sit with the same table group:

2. You will need your Springboard book today.

Transfer students need to get their book from last semester’s teacher.

2. Continue work with Richard Sherman paragraph and articles. *work on CDs!

3. Begin Unit 4: Justice

4. Unpack EA 4.1 –page 272-273

5. Activity 4.2

Honors LA10 p 4-5

Today’s objectives: • To contextualize prior

knowledge about key ideas and concepts

• To analyze the skills and

knowledge necessary for success in the unit

January 30th

1. Sit with the same table group. Read and work through the scenario on your desks.

2. If you have your signed guidelines half-sheet, turn it in to the basket.

3. You will need your Springboard book today. Transfer students need to get their book from last semester’s teacher.

4. Unpack EA 4.1 –page 272-273

5. Read from Romeo and Juliet pg 202

6. Activity 4.2: complete page 205 7. Begin page 206 chart

LA10 Rigley p 1,2,3

Today’s objectives: • Analyze a universal theme

across time • Make inference with textual

support • Explore meaning of justice as

applied to our own life. Prince Cami

Montague Adam

Lady Capulet Jade

Benvolio Ashley

February 3, 2014

1. Turn in signed guidelines ASAP 2. Check with group re: outside reading

All students must have paper signed to register book

3. What does justice mean to you? 4. Page 207: notes on Runaway Jury. 5. Continue film

Today’s objectives: • To activate and build on prior

knowledge • Explore the meaning of justice

and how to apply it to our own lives.

What

does

justice

mean

to

you?

February 4, 2014

1. Turn in signed guidelines ASAP please


3. Page 209 Empirical Evidence

Logical Evidence Anecdotal Evidence 4. Page 207: notes on

Runaway Jury. 5. Continue film

6. Tomorrow: activity 4.4 pages 209-215

Today’s objectives: • To analyze an issue of justice • To identify author’s purpose

and to analyze how an author uses reasoning and evidence to persuade

February 6, 2014

1. Turn in signed guidelines. 2. You will need your

Springboard book today. 3. Review activity 4.4 page

209 4. Begin activity 4.5 page 216

Today’s objectives: • Analyze ways in which justice

can go beyond cultures • Identify an author’s purpose

and analyze the argument presented

• Identify an issue of injustice and connect it to the student’ community and state

1. Rank these 10 values in “my notes” on

page 213.

2. List them in order of importance (as

they apply to your life):

• Love

• Truth

• Justice

• Respect

• Knowledge

• Compassion

• Courage/Bravery

• Kindness

• Greed/Ambition

• Diversity

Justify your top three choices on pg 217

Give evidence that supports your choices.

February 7, 2014

1. Turn in signed guidelines and outside reading

2. Review activity 4.4 page 209

3. Begin activity 4.5 page 216





1. Time to Assert American Values and

Rough Justice

2. Syntax and

Diction

3. International

Justice: page 210

4. How do you

determine a law’s justness?

5. Can you remove it from culture, time,

and place and still have it be

relevant?

6. How are laws established in a state?

A country?

7. How would you go about changing

your country’s laws?

8. Are there any laws to which all

nations on the planet would agree?

February 7, 2014

Turn in signed guidelines and outside reading





1. Declaration of the Rights of the Child

page 218

2. Nelson Mandela’s speech page 221

3. Build consensus on how effectively

plans like those suggested by the South

African government are implemented

in our community.

4. Pick one area where you all agree and

brainstorm reasons you could use to

persuade others who might not hold

the same opinion.

5. School’s out for Summer page 223

6. Identify Quindlen’s hook and thesis.

7. What persuasive techniques does she

use? What evidence does she use to

support her claim (Empirical,

Logical, Anecdotal)? page 209

Page 209 & page 227 February 10, 2014

1. Turn in signed guidelines. 2. You will need your

Springboard book today. 3. Page 227 4. Activity 4.6

Today’s objectives: • Examine the communication

process • Evaluate and critique the

persuasive techniques of media messages

• Apply understanding of rhetorical devices such as persuasive appeals

Empirical

Definition: Example: Picture:

Logical Definition: Example: Picture:

Anecdotal Definition: Example: Picture:

Logos


Ethos


Pathos


On back: You arrive home 20 minutes after your curfew and your parent or guardian has decided to ground you for a week as punishment. Try to persuade your parent or guardian to change his or her mind by using each of the three types of arguments below:

Argument 1 Argument 2 Argument 3

I… Others/I… Few I…

Logos: Appeal to Logic

According to Aristotle, argument is the appeal to logic or reason (Logos). Aristotle

assumed that at their core, human beings were logical and that they would therefore

respond to a well-constructed argument. Such an argument would resonate with people

and convince them that the conclusion that they were hearing or reading was correct.

Pathos: Appeal to Emotion

Aristotle also knew than an appeal to emotions (Pathos) could be very persuasive . After

December 7, 1941, graphic photographs of the Japanese attack on Pearl Harbor helped

to convince Americans that entry into WWII was both justified and desirable.

Contemporary American audiences respond in a similar way when they are show images

of planes crashing into the World Trade Center on September 11, 2001.

Ethos: Appeal to Authority

Aristotle knew that the character and authority of a speaker or writer (Ethos) could

contribute to the persuasiveness of an argument. If the person making an argument is

known to be honorable, truthful, knowledgeable, and trustworthy, audience are likely to

accept that he or she is saying. If, on the other hand, the person is known to be deceitful,

ignorant, dishonest, uninformed, or dishonorable, audiences are likely to dismiss his or

her argument –no matter how persuasive it might seem. For this reason, when you

analyze an argument, you should try to determine whether the writer is worth listening

to- in other words, whether the writer has credibility.

February 11, 2014

1. Turn in six-square vocabulary sheet from yesterday. Remember you have three arguments on the back.


3. Begin activity 4.7 page 235

Today’s objectives: • Identify issues of injustice • Identify author’s purpose and

analyze argument • Identify distinctive features of

genres and how authors use them to convey specific ideas.

1. What can you tell about a person

by his or her clothing?

2. What does your style say about

you?

3. An Immodest Idea

• Put a check mark next to each

issue addressed

• Underline the support offered

• Highlight the thesis statement in

the article

February 11, 2014

Today’s objectives: • Identify issues of injustice • Identify author’s purpose and analyze argument • Identify distinctive features of genres and how

authors use them to convey specific ideas.

• In your groups, discuss the following and be prepared to share-out: 1. A ban on Muslim women’s head scarves

2. Separation of church and state

3. Discrimination against Muslims

4. Dismissal of teachers who wear head scarves

5. American representatives publicly sharing opinions on issues in foreign

countries.

1. #1s people read Comment page 238

2. #2s people read Germany divided over Hijab page 240.

3. Highlight the author’s thesis in each article.

4. Confirm the thesis with your table mates.

5. Help each other complete the chart that will replace page 235.

February 12, 2014 Today’s objectives: • Identify issues of injustice • Identify author’s purpose and analyze argument • Identify distinctive features of genres and how

authors use them to convey specific ideas.

1. Read Unfair Dress Code page 243 & Religious Expression page 244

2. Continue completing the last two rows of the graph from yesterday

3. Figure out which appeal is used in each article:

ETHOS, LOGOS, or PATHOS

4. Dr. Phil

Tonight is “Pack the Gym” night at Sumner High School, 6:00 pm. If you are in the area and would like to participate in supporting the Special Olympics Basketball team, this is the first opportunity. They combine the Sumner HS and Bonney Lake HS Special Olympic Teams to form, and they perform an exhibition event, demonstrating their talents for the community before going to the Finals. Easy admission: one item for the food bank per person.

Tomorrow: Unit 4 online test Friday: Pen Pals

5th period 6th period

1 House Rules TKAM

2 Uglies Book Thief

3 TKAM House Rules

4 Angela’s Ashes

5 Catch 22 Crime and Punishment

6 Book Thief Uglies

7 19 Minutes 19 Minutes

2-25-14

Individually: 1. When you’re writing a persuasive letter, why is it

important to know your audience? What information should you consider about your audience? *pg 249

2. Why might an allusion be a helpful strategy when writing a persuasive text? *pg 254

3. What elements are required for a persuasive argument? *pg 108

4. What is your level of moral reasoning? Does this description fit you? Why/Why not? *pg 256

Today’s objectives: • Review EA 4.1

and what’s already been covered from unit 1 & 4.

• Examine ways justice can be viewed through individual actions and moral choices.

• Apply Moral reasoning to multiple texts.

Together: 1. Outside reading check-in 2. Review EA 4.1 *page 272 3. Review Evidence (Empirical, Logical, Anecdotal) *pg 209 4. Review Types of Appeals (Logos, Ethos, Pathos) *pg 227 5. Gandhi’s Civil Disobedience *pg 247

In Groups: Kohlber’s Six stages of Moral Reasoning

13

In Groups Re-read your assigned chunk.

Highlight key words. Use other resources to gain understanding of words you don’t know.

Work with each other to summarize the level of development IN YOUR OWN WORDS.

Break down each of the steps. Modify your summary to include these steps.

On poster:

Write YOUR summary of the level

Write a question similar to the one on the survey that illustrates your level of development or Give an example.

Draw a picture that illustrates your level

In Groups

Reread your assigned chunk.

Highlight key words. Use other resources to gain understanding of words you don’t know.

Work with each other to summarize the level of development IN YOUR OWN WORDS.

On poster:

Write YOUR summary of the level

Write a question similar to the one on the survey that illustrates your level of development

Draw a picture that illustrates your level

2-27-14 Mulan: we’ll finish that another day

1. Continue understanding Moral Reasoning (pg 256-258)

2. Moral scenario (pg 260) 3. Small discussion (pg 261)

“When is it acceptable to break a law?”

4. Pablo Picasso Guernica.

Today’s objectives: 1. Analyze key

concept (moral reasoning) as it applies to texts.

2. Understand how artwork may serve as a vehicle for social protest

3. Describe how meanings are communicated through production elements.

11

Guernica Pablo Picasso 1937 Oil on Canvas

2-25-14

Today’s objectives: • Understand

how artworks may serve as vehicles for social protest

• Investigate the source of a media production

• Identify issues of injustice

Together: 1. First period: lock down drill

2. Page 266 Depicting Injustice through a photo essay Kids Behind Bars (see following slides)

3. Protest Music “What’s Going On?” Marvin Gaye http://www.youtube.com/watch?v=iyQtUEwRIzQ “What’s Going On?” Artists Against AIDS Worldwide http://www.youtube.com/watch?v=OyTy9ns894M

10

http://www.youtube.com/watch?v=iyQtUEwRIzQ

http://www.youtube.com/watch?v=OyTy9ns894M

2-25-14





1. Page 266 Depicting Injustice through a photo essay

2. Protest Music “What’s Going On?” Marvin Gaye “What’s Going On?” Artists Against AIDS Worldwide 3. Weekend Homework –bring in Monday

1. Artistic persuasive text of your own creation Like Picasso 2D or 3D with a written thesis statement

2. Photo Essay persuasive text Collection of your of your own pictures or others’ Like Richard Ross 10 photos on PPt with written thesis statement

3. Protest Song of your own or by another Like Marvin Gaye One song with lyrics on PPt (images optional) with written thesis statement

10

1 2 3 4 5 6 7

Jessica Lexi Kassidy Angela Ravdeep Allie

Abby Sarah Mikaela Justin Matty D Reagan

Danny Tommy Colton Samantha Josh Josie

Jaclyn Zainub Matt P Tyler Madison cierra

fifth period

1 2 3 4 5 6 7

Matthew Connor W Rachael Michael Madison F Adam Sam

Jessica Chelsea Connor B Emma K Ashley raelene Trey

Emma M Ali Chris Madison T Alonso Andrew Cami

Areli Raven Alexis Diana Jade Alli Myra

sixth period

March 3





1. Depicting Injustice through a print ad 2. OPTIC strategy on page 262 Overview Parts Title Interrelationships Conclusion 3. Lavender page 271 (features of persuasive texts)

9 Days ‘til

HSPE

March 4

Today’s objectives: • Identify issues of

injustice • Investigate the source

of media production • Infer intended

audience and analyze how production appeals

1. Remember new seats…

2. Your first group is still your book group.

Remember your reading should be done

by April 2nd (about a month)

3. Continue persuasive art, photography

and music presentations

4. Multi-task?

Review/revise thesis (Do you want to stick with it?)

Read/scan essay on page 263

Complete graph on page 271.

8 Days ‘til

HSPE

Points Description

4

Maintains consistent focus on topic and has selected and relevant details

Has a logical organizational pattern and conveys a sense of

completeness and wholeness

Provides transitions which clearly serve to connect ideas

Uses language effectively by exhibiting word choices that are engaging

and appropriate for intended audience and purpose

Includes sentences, or phrases where appropriate, of varied length and

structure

Allows the reader to sense the person behind the words

2

Demonstrates an inconsistent focus and includes some supporting

details, but may include extraneous or loosely related material

Shows an attempt at an organizational pattern, but exhibits little sense

of wholeness and completeness

Provides transitions which are weak or inconsistent

Has a limited and predictable vocabulary which may not be appropriate

for the intended audience and purpose

Shows limited variety in sentence length and structure

Attempts somewhat to give the reader a sense of the person behind the

words

This essay or letter will be convincing if the writer selects specific, relevant content and

organize his/her writing well. That means he/she should:

• follow the directions given in the writing prompt;

• have a clear position and stay focused on that position;

• have more than one argument to support their position;

• elaborate by using reasons, well-chosen and specific details, examples, anecdotes, facts,

and/or statistics as evidence to support their arguments;

• organize their writing to make the best case for their position;

• anticipate and refute the opposing position;

• begin their writing with an opening, include a statement of position, and end their writing

with an effective persuasive conclusion, such as a call for action; and

• use transitions to connect their position, arguments, and evidence.

Their essay or letter will be convincing if he/she demonstrate an effective style. That means

he/she should:

• show that he/she is committed to their position by writing in a voice appropriate for

audience and purpose;

• use words, phrases, and persuasive techniques that urge or compel the reader to support

their position; and

• use sentences of varied length and structure.

March 5

Today’s objectives: • Identify issues of injustice • Infer intended audience and

analyze how production appeals

1. Remember new seats… 2. Outside reading should be done by 4-2-14 3. Make up persuasive art, photography and music

presentations can be done during lunch. 4. Review table on page 271 5. Begin EA 4.1

On page 271: 1. What’s your topic (general, broad) 2. Write a question about your topic. 3. Draft a *thesis/claim for your topic. *may use the same one you did for presentation

On page 272 (in the margins) 1. Steps 1-3 2. Begin prewriting/brainstorm 3. In lab Thurs and Friday 4. Draft due next Tuesday

7 Days ‘til

HSPE

•Editorial •Essay •Drama •News Article •Speech •Letter

March 6





1. Continue HSPE prep by looking at

Persuasive Letter rubric and writing

samples

2. Commit

to plan for

EA 4.1

3. In lab Thur

& Fri

6 Days ‘til

HSPE

In text citations (MLA style)

Known author

Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). Wordsworth extensively explored the role of emotion in the creative process (263).

Unknown author

We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change . . ." ("Impact of Global Warming" 6).

*internet texts do not need page numbers, but name the author or article. *do not include the website

Indirect Sources

Ravitch argues that high schools are pressured to act as "social service centers, and they don't do that well" (qtd. in Weisman 259).

Points Description

4

Maintains consistent focus on topic and has selected and relevant details

Has a logical organizational pattern and conveys a sense of

completeness and wholeness

Provides transitions which clearly serve to connect ideas

Uses language effectively by exhibiting word choices that are engaging

and appropriate for intended audience and purpose

Includes sentences, or phrases where appropriate, of varied length and

structure

Allows the reader to sense the person behind the words

2

Demonstrates an inconsistent focus and includes some supporting

details, but may include extraneous or loosely related material

Shows an attempt at an organizational pattern, but exhibits little sense

of wholeness and completeness

Provides transitions which are weak or inconsistent

Has a limited and predictable vocabulary which may not be appropriate

for the intended audience and purpose

Shows limited variety in sentence length and structure

Attempts somewhat to give the reader a sense of the person behind the

words

March 11

Today’s objectives: • Identify issue

of injustice • Investigate

source of media production

1. Best rough draft of EA 4.1 due TODAY.

2. Editing by two peers

3. Final copy DUE FRIDAY

1. Title Page 2. EA 4.1 paper 3. Reflection (#7 on pg 272)

Reflection should be a typed, informal paragraph where

you talk about the paper you wrote, and what you’ve learned about constructing a persuasive document.

4. All documents should be typed, Times

New Roman, 12 point font, white paper

5. Print all work BEFORE class Friday.

4 Days ‘til

HSPE

Angela Rigley

a speech on animal rights

EA 4.1

Composing a Persuasive Text

March 14, 2014

Documents

1. These will be your table groups for about a month ... · 1. As a *table, write an arguable topic sentence (claim) about Richard Sherman. For example: Richard Sherman is a classless