You will have about 15 minutes to complete the quiz. No Start-Up Today 8/28/17 Quiz Time! You will have about 15 minutes to complete the quiz.

60 Second Speeches Continued! 8/28/17

Start-Up - Discussion 8/29/17 In your triads, discuss the following: What do you think of when you hear the words connotation and denotation? Have you heard them before? Do you know what they mean? If so, share with your group what you think they mean.

Start-Up - Writing 8/29/17 In your triads, discuss the following: What do you think of when you hear the words connotation and denotation? Define connotation and denotation in your own words. Give me an example of a word that has both a denotation and a connotation.

CCS Standards RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

By the end of this lesson, students should be able to: Objectives By the end of this lesson, students should be able to: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Determine the author’s point of view in a text. Determine the author’s purpose for writing a text. Analyze how an author uses rhetoric to advance his point of view or purpose. Analyze seminal US documents based on how they address related themes and concepts.

Denotation vs. Connotation Group Challenge In your Triads, come up with at least THREE synonyms for the following words. When you have 3, someone in your group needs to come up and write them under the words on the board. A DIFFERENT PERSON should come up for each of the three words! READY???

Denotation vs. Connotation Connotation and Denotation are two principal methods of describing the meanings of. words. Denotation is the precise, literal definition of a word that might be found in a dictionary. Connotation refers to the wide array of positive and negative associations that most words naturally carry with them.

Denotation vs. Connotation A positive connotation is a positive or good association that connects to a specific word. The connotation makes the word seem pleasant or affirmative in the context it's used. Sometimes you may hear a word and get a bad feeling about it. If a word or phrase has a common, bad feeling, you would say that it has a negative connotation.

Denotation vs. Connotation Go to the back of your worksheet Using the synonyms we have listed on the board, fill in the chart for each of the three original words. Categorize the synonyms as: Positive, Negative, OR Neutral based on their CONNOTATION.

Birmingham Codes of 1951 Take the next few minutes and read through the codes. As you read, highlight or underline the regulation or part of a regulation which you think is the most startling or surprising. Discuss, in your triads, the part of the codes which you underlined and why. BE PREPARED TO SHARE

Homework Complete your Connotation/Denotation Notes and Activity Worksheet! DUE TOMORROW!

Exit Ticket How would you feel? What would you do to change that law? 8/29/17 Look again at the section of the code which you underlined. Now imagine that the word “white” or “whites” was replaced with the phrase “Pittman High students” and the word “colored” or “negro” was replaced with the phrase “Turlock High Students.” How would you feel? What would you do to change that law?

Start-Up - Discussion 8/30/17 In your triads, discuss the following: Think about a time when you have used a word that has a negative denotation but used it with a positive connotation (or the opposite) Describe that instance to your group. Discuss why you chose to use that word in that instance.

Start-Up - Writing 8/30/17 Write about what the partner TO YOUR LEFT had to say. What was the word they used? What is the DENOTATION of the word? How and why did they use it with a POSITIVE CONNOTATION?

CCS Standards RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

By the end of this lesson, students should be able to: Objectives By the end of this lesson, students should be able to: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Determine the author’s point of view in a text. Determine the author’s purpose for writing a text. Analyze how an author uses rhetoric to advance his point of view or purpose. Analyze seminal US documents based on how they address related themes and concepts.

More Denotation vs. Connotation Everybody Stand Up As I reveal the words one by one, you are to move to the spot you think fits the MOST COMMON CONNOTATION of that word. If you think the CONNOTATION is POSITIVE, move to the wall closest to the door. If you think the CONNOTATION is NEGATIVE, move to the wall closest to the window. If you think the CONNOTATION is NEUTRAL, move to the middle of the room.

Confident Arrogant Secure Proud Pride EXAMPLE: The word is Confident Arrogant Secure Proud Pride

More Denotation vs. Connotation Now for some words that connect to what we will be reading next….. Protest March Meeting Riot Rally

“Bombingham” Video As you watch the video, consider the questions on the handout. How were the African-Americans in Birmingham treated by the city government? What incident caused the African American population to start protesting? Which group(s) did a majority of the marching in Birmingham? Why would the leaders of the march choose this group? How did television cameras broadcasting the violence in Birmingham change the world?

Homework Complete the questions on the “Bombingham” video. They are DUE TOMORROW!

Exit Ticket 8/30/17 In what ways is the coverage of the violence in Birmingham similar to the coverage of Azucena’s story in “And of Clay”? What do you think this says about humanity in general; our values, what we watch and/or want to watch?

Start-Up - Writing 8/31/17 Watch the video. Now describe in writing, in as much detail as possible, what you saw happen in the video.

Start-Up - Discussion 8/31/17 In your triads, discuss the following: Share with your group what you wrote after watching the video? Did you all write the exact same things? Why or why not?

CCS Standards RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

By the end of this lesson, students should be able to: Objectives By the end of this lesson, students should be able to: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Determine the author’s point of view in a text. Determine the author’s purpose for writing a text. Analyze how an author uses rhetoric to advance his point of view or purpose. Analyze seminal US documents based on how they address related themes and concepts.

Two Articles Today we are going to look at two different articles that both discuss the same time period and events. One was written in 1963. The other in 2012. As you read, look for words that carry a connotative meaning, either negative or positive, and underline or highlight them. You will also be responsible for the questions on each article.

Compare and Contrast Looking at the two articles… What are some ways in which they are the same? What are some ways in which they are different?

Complete the questions on both articles. Homework Complete the questions on both articles.

Exit Ticket 8/31/17 Who would you say is shown in the most negative light in the 1963 article? Who would you say is shown in the most negative light in the 2012 article? Why do you think there is such a difference?

Start-Up - Discussion 9/1/17 In your triads, discuss the following: How has technology affected the way we get our news? Do you think that this is a good or a bad thing? Why?

In your triads, discuss the following: Start-Up - Writing 9/1/17 In your triads, discuss the following: How has technology affected the way we get our news? Do you think that this is a good or a bad thing? Why?

CCS Standards RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

By the end of this lesson, students should be able to: Objectives By the end of this lesson, students should be able to: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Determine the author’s point of view in a text. Determine the author’s purpose for writing a text. Analyze how an author uses rhetoric to advance his point of view or purpose. Analyze seminal US documents based on how they address related themes and concepts.

“Letter from a Birmingham Jail” Today we will begin reading Martin Luther King Jr’s letter written after his arrest in Birmingmham. We will read it more than once and for more than one purpose. The method we will use to read it is “Jigsaw Reading”

“Letter from a Birmingham Jail” Jigsaw Reading Each group will be assigned a section of the letter to read and analyze Section 1 = Paragraphs 1-6 Section 2 = Paragraphs 7-11 Section 3 = Paragraphs 12-14 Section 4 = Paragraphs 15-19 Keep in mind that at some point, you will be asked to share your section of the letter and your thoughts on it with the class.

“Letter from a Birmingham Jail” First Read Through INDIVIDUAL SILENT READING OF THE ENTIRE LETTER Second Read Through INDIVIDUAL SILENT READING OF YOUR SECTION OF THE LETTER Highlight or underline any words of which you do not know the meaning Vocabulary Treasure Hunt You will work together on this, BUT each group member will be responsible for completing and turning in their own charts

Your Vocabulary Treasure Hunts Are DUE TUESDAY!!! Homework Your Vocabulary Treasure Hunts Are DUE TUESDAY!!!

Exit Ticket 9/1/17 Do you get the sense that Dr. King is upset with the people to whom he wrote this letter? Why or why not? Do you think he has reason to be upset with them?

Before We Do Our Start-Up 9/5/17 As a REFRESHER… Third Read Through INDIVIDUAL SILENT READING OF YOUR SECTION OF THE LETTER.

Start-Up - Discussion 9/5/17 In your triads, discuss the following: In his letter, Dr. King uses both logic and words with strong connotations. Give an example of each from the section you are responsible for. What is one statement that includes a logical argument? What is one that includes a connotative word?

Start-Up - Writing 9/5/17 In his letter, Dr. King uses both logic and words with strong connotations. Give an example of each from the section you are responsible for. What is one statement that includes a logical argument? What is one that includes a connotative word? Which one do you think would have a stronger effect on his readers?

CCS Standards RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

By the end of this lesson, students should be able to: Objectives By the end of this lesson, students should be able to: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Determine the author’s point of view in a text. Determine the author’s purpose for writing a text. Analyze how an author uses rhetoric to advance his point of view or purpose. Analyze seminal US documents based on how they address related themes and concepts.

“Letter from a Birmingham Jail” Jigsaw Reading Each group will be assigned a section of the letter to read and analyze Section 1 = Paragraphs 1-6 Section 2 = Paragraphs 7-11 Section 3 = Paragraphs 12-14 Section 4 = Paragraphs 15-19 Keep in mind that at some point, you will be asked to share your section of the letter and your thoughts on it with the class.

“Letter from a Birmingham Jail” Fourth Read Through Read ALOUD in your triads Identify at least THREE words with strong connotative meanings in your section. Work together with your triad to answer the Cornell Notes Questions Answer IN COMPLETE SENTENCES!

Your Cornell Note Questions Are DUE TOMORROW!!! Homework Your Cornell Note Questions Are DUE TOMORROW!!!

Exit Ticket 9/5/17 Give one example of connotative wording used by Dr. King in his letter. Did the word you chose have a positive or negative connotation? What do you think was his purpose for using that word in that way?

Start-Up - Discussion 9/6/17 In your triads, discuss the following: Why do you think logic and connotative wording make such a powerful combination when trying to persuade? Why do we, as human beings, react so strongly to those two things?

Why do we, as human beings, react so strongly to those two things? Start-Up - Writing 9/6/17 Now write about it: Why do you think logic and connotative wording make such a powerful combination when trying to persuade? Why do we, as human beings, react so strongly to those two things?

CCS Standards RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

By the end of this lesson, students should be able to: Objectives By the end of this lesson, students should be able to: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Determine the author’s point of view in a text. Determine the author’s purpose for writing a text. Analyze how an author uses rhetoric to advance his point of view or purpose. Analyze seminal US documents based on how they address related themes and concepts.

Quiz-Write

Exit Ticket 9/6/17 NO EXIT TICKET TODAY!