Vocabulary Bell-Ringer 11/14/16 Directions: Take out your vocabulary notebook Write down the following sentence Make a guess about the definition of the underlined word. Write your guess in your notebook. “There are many nuances in a story that you can’t pick up just reading it once.” Inordinate Nuance Pretentious Decipher Disdain Plausible Expendable Catalyst

Nuance(noun): A small difference in expression or meaning. “There are many nuances in a story that you can’t pick up just reading it once.” Nuance(noun): A small difference in expression or meaning. Inordinate Nuance Pretentious Decipher Disdain Plausible Expendable Catalyst

The Struggle for Freedom How do we fight for the rights we know should be ours?

Unit Theme: The Struggle for Freedom Texts that focus on freedoms of all kinds How do people lose those freedoms? How do people fight for those freedoms?

The Struggle for Freedom Before we can understand how people struggle for freedom, we first need to define it …

What do people risk for freedom? What forces take away our freedom? Struggle for Freedom What is freedom? What do people risk for freedom? What forces take away our freedom? Why are they willing to take the risk?

Freedom Unit Focus: Prompt: What is the most effective way to “struggle” for freedom? Through legal, public action? Through private, personal resistance? Eventually you will choose a side and write an argumentation essay answering this prompt.

Prompt: What is the most effective way to “struggle” for freedom Prompt: What is the most effective way to “struggle” for freedom? Through legal, public action or through private, personal resistance? Public – Working to change laws or governments through marches, legal battles, political speeches & protests Personal – Working to change individual minds or bring attention to freedom through writing, small or secret disobedience, forming relationships, having personal conversations etc.

The Struggle for Freedom in film

As we watch the clips…

“Struggle for Freedom” Text Set We will read a variety of texts about different kinds of struggles for freedom

Struggle for Freedom Text Set Speech: “I Have a Dream” by Dr. Martin Luther King Jr. Article: Americans with Disabilities Act from NPR Memoir: Reading Lolita in Tehran by Azar Nafisi Graphic Novel: Persepholis 2 by Marjane Satrapi Memoir: I Am Malala by Malala Yousafzai

Goal: Argument Paper topic What is the more effective way to struggle for freedom, though public struggles or private struggles?

The Struggle for Freedom in song

We Shall Overcome & Glory As you listen… Mark examples of PUBLIC and PERSONAL struggles in each text. Then STAR lines that stand out to you as particularly powerful or memorable.

Vocabulary Bell-Ringer 11/16/16 Directions: Take out your vocabulary notebook Write down the following sentence Make a guess about the definition of the underlined word. Write your guess in your notebook. “We had to decipher the hidden message to find out when we were supposed to meet.” Inordinate Nuance Pretentious Decipher Disdain Plausible Expendable Catalyst

Decipher(v): To find out, to discover, to understand. “We had to decipher the hidden message to find out when we were supposed to meet.” Decipher(v): To find out, to discover, to understand. Inordinate Nuance Pretentious Decipher Disdain Plausible Expendable Catalyst

Announcements This I Believe Essay was DUE MONDAY. Turn in to bin if you were absent. (Planning & Final) Midterm Grades are DUE today - Wednesday at 3:30 pm Midterm Reports given to students (GRAD Plan) Next Tuesday 11/22/16

The Struggle for Freedom How do we fight for the rights we know should be ours?

Unit Theme: The Struggle for Freedom = actions people take to fight for the rights they deserve

Freedom Unit Focus: What is the most effective way to “struggle” for freedom? Through legal, public action? Through private, personal resistance? Eventually you will choose a side and write an argumentation essay answering this prompt.

The Struggle for Freedom in song Glory - https://safeshare.tv/x/ss5829a09d85b09#v We Shall Overcome - https://safeshare.tv/x/ss5829a1be33deb#v

We Shall Overcome & Glory Struggles for Freedom Mark examples of PUBLIC and PERSONAL struggles in each text. Then STAR lines that stand out to you as particularly powerful or memorable.

Protest Songs Make a Comeback Preview the text.

Protest Songs Make a Comeback What are some of the influences on modern protest songs? Based on the information in this article, why are protest songs significant? Read the article. Think about discuss these questions.

Protest Songs Make a Comeback Part A: Circle your answer. Part B: Find a piece of evidence from the article to support your answer from Part A. Short Response: Begin with a topic sentence about whether or not you think protest songs are an effective way to struggle for freedom. Use evidence to support that answer: Discuss how “Protest Songs Make a Comeback” supports your answer Use evidence from the article to support your answer. Discuss how “Glory” or “We Shall Overcome” relates to the article Use evidence from the song to support your answer.

Vocabulary Bell-Ringer 11/17/16 Directions: Take out your vocabulary notebook Write down the following sentence Make a guess about the definition of the underlined word. Write your guess in your notebook. “The student had a feeling of disdain for authority so he was always unruly and never listened to the teacher.” Inordinate Nuance Pretentious Decipher Disdain Plausible Expendable Catalyst

Disdain(n): A feeling of strong dislike or disapproval. “The student had a feeling of disdain for authority so he was always unruly and never listened to the teacher.” Disdain(n): A feeling of strong dislike or disapproval. Inordinate Nuance Pretentious Decipher Disdain Plausible Expendable Catalyst

by Dr. Martin Luther King Jr. “I Have a Dream” by Dr. Martin Luther King Jr.

Reverend, Dr. Martin Luther King Jr. Who is the speaker? Reverend, Dr. Martin Luther King Jr.

Who was the audience? March on Washington ending at the Lincoln Memorial Crowd of more than 250,000 people

When & where was the speech presented? Washington D.C. – Nation’s Capital August 28, 1963

National Mall – Washington D.C. Present Day

National Mall – Washington D.C. March on Washington in 1963

National Mall – Washington D.C. March on Washington in 1963

The audience was far larger than just the people in the crowd.

It is considered a “Seminal Document,” or a defining document in our country’s history.

What was the purpose of the speech? His PURPOSE To inspire change To persuade those who disagreed

Elements of Persuasion: Ethos, Pathos & Logos Aristotle wrote about subjects including poetry, government, ethics, biology, physics and more Aristotle identified three techniques one could use when trying to persuade someone: Ethos Logos Pathos

Ethos [Ethics/Authority]: A person is influenced by the writer’s image or character. The speaker has credibility. Arguments using “authority” and positions the writer or speaker as a person of good sense, good moral character and good intentions

Pathos [Passion/Emotion]: Use of emotional appeals to get the audience to accept the speaker’s viewpoint. Uses emotionally-charged language or images A common use of pathos in argument is to make the audience feel bad, angry, remorseful, fearful, etc.

Logos [Logic]: An argument based on reason, evidence & facts. Provides rational arguments to support one’s claim using facts, figures and statistics

“I Have a Dream”

Mark the text: Ethos (Trust)– lines that make you trust King Mark lines that represent the three rhetorical appeals (ethos, logos and pathos) You must mark at least 4 examples of each (12 total) Ethos (Trust)– lines that make you trust King Pathos (Feeling) – lines that make you feel emotion Logos (Think)– lines that persuade you with facts Choose lines from the beginning, middle and end to reflect the entire speech.

“I Have a Dream:” The Abridged Version… https://safeshare.tv/x/ss582b40d250fa1#v

Now… Review the lines that you marked. Narrow down to two from the beginning, two from the middle and two from the end. Focus on lines that represent the three rhetorical appeals (ethos, logos and pathos) Try to choose lines that flow together well. You must have examples of all 3 rhetorical appeals

Now… Review the lines that you marked. Ethos, Logos or Pathos? Now… Review the lines that you marked. Narrow down to two from the beginning, two from the middle and two from the end. Focus on lines that represent the three rhetorical appeals (ethos, logos and pathos) Try to choose lines that flow together well. You must have examples of all 3 rhetorical appeals Beginning Middle End