English I March 9

Tone Word for Today: Diabolic Definition: Having the qualities of a devil; devilish; fiendish; outrageously wicked Sentence using word: Diabolic Part of Speech: Adjective Synonyms: Devilish Unpleasant Shocking

Grammar Pattern: Accept=to receive Except=to take or leave out Example of Grammar Pattern He accepts defeat well. Take all of the books except the red one.

1st-5th: Agenda Complete Week 27 Warm Up Pass out Fallacy Quiz and have students complete quiz on a separate sheet of paper Complete lesson on LOGOS, ETHOS, and PATHOS. Have students think back to Tasks 2 and 3. When quiz is over, In “Could it be that video games are good for kids?” can students identify examples of logos, ethos, and pathos? Which rhetorical strategy is used most often? Why? Is it purposeful? In the political ads they watched, which rhetorical strategy did they notice most often? What is the impact of pathos? Why is it purposeful in advertising? HW: Have students create a half page speech to persuade someone of a topic of their choice. You must use ethos, pathos, and logos. Underline the use of pathos, circle the use of ethos, and put a parentheses around the logos. Then in the margins, explain the use of each. (Like an annotation!)

Commercials https://www.youtube.com/watch?v=jU7fhIO7DG0&index=4&list=PLUt_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG https://www.youtube.com/watch?v=SfAxUpeVhCg&list=PLUt_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG&index=1 https://www.youtube.com/watch?v=jU7fhIO7DG0&list=PLUt_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG&index=4

6th: Agenda Complete Week 27 Warm Up Give out fallacy notes and have students take notes on various fallacies Tell them they will have a quiz on the fallacies tomorrow that they can use their notes on HW: Study these fallacies for quiz tomorrow

English I March 10

Tone Word for Today: Ebullient Definition: Overflowing with enthusiasm or excitement; high-spirited Sentence using word: Ebullient Part of Speech: Adjective Synonyms: Exuberant Vivacious Effervescent

Grammar Pattern: Affect=to influence (verb) Effect=the result or outcome (Pattern) Example of Grammar Pattern Lack of sleep affects the quality of your work. The effect of the lighting made the room look ominous.

1st-5th: Agenda Complete Tuesday’s Warm-Up Students will be looking at argument and rhetorical techniques in the seminal U.S. document, The Gettysburg Address Give students quick background of speech with PPT Give students the speech sheet and have them follow along with the Youtube video https://www.youtube.com/watch?v=BvA0J_2ZpIQ Look at next slide to see further instructions After the annotation, sketch, and discussion questions, begin literary tools worksheet if time permits.

1st-5th: The Gettysburg Address First Reading: Annotating Text and Sketch Annotate: Directions: You will annotate the text and must have the following: Highlight or underline three pieces of information that evokes a though or you believe is important and explain in margins Circle two words, sentences, or phrases that need further clarification and explain in margins Put parentheses around two sentences or phrases that you believe illustrate the theme or main idea of this piece and explain in the margins. Sketch: Sketch your interpretation of the speech on the back, and then explain your sketch in 5 – 7 sentences Connection: How is your sketch different from somebody else’s sketch?

1st-5th: Gettysburg Address Second Reading: Guiding Questions Directions: Answer in complete sentences What is your “take away” from Lincoln’s speech?   What do you believe is Lincoln’s claim? How does he support that claim? How did Lincoln see the Civil War as an opportunity for the nation to bring forth a "new birth of freedom" (liberty for all)? Why was this necessary for the survival of American self-government?

6th: Agenda Complete Tuesday Warm Up Provide students with an argument organizer. If no copies are available, have them make it themselves on notebook paper. Give students the following article, "Could it be that video games are good for kids?" by Steven Johnson Have students take 2 minutes to read the article and have them tell me the topic. Practice annotating text. Model how to identify author’s claim and reasons that support the claim. Allow them to annotate. Use the argument graphic organizer to record the title, claim, and reason. Give students two minutes to find and annotate three pieces of credible evidence to support the claim. After a few minutes, discuss and come to consensus. Record the evidence in the graphic organizer. Also note any fallacious reasoning. Discuss the relevance of exploring the other side of the argument. * Why is it important to anticipate points made by the opposition? Read the article again and find examples of the author acknowledging the negative aspects of the claim. * After a few minutes, discuss and come to consensus. Record the evidence in the graphic organizer. Skim the article one final time to locate elements that effectively summarize the argument and record in organizer.

English I March 11

Tone Word for Today: Effusive Definition: Extravagantly demonstrative of emotion; gushing Sentence using word: Effusive Part of Speech: Adjective Synonyms: Enthusiastic Unrestrained Overflowing

Example of Grammar Pattern (DO NOT COPY—INFO. ONLY) Principal=a person in authority; most important Principle=a general or fundamental truth Example of Grammar Pattern (DO NOT COPY—INFO. ONLY) The principal does the announcements each morning. The study was based on the principle of gravity.

1st-5th: Agenda Complete Wednesdays Warm Up Because Guidance Counselors will be coming to register students today and tomorrow, students will have a Gettysburg Packet: Supplementary Sources to complete. This is hw if they do not complete in class They will keep their Literary Tools sheet until we convene as a class again

6th: Agenda Complete Wednesday Warm Up Finish any lessons from yesterday that were not completed Tell students they will have the opportunity to look at an argument associated with another controversial issue that is particularly relevant to them. Have each student silently read one of the five op-ed pieces about teen driving laws and independently complete another organizer. They are to complete the analysis of this article for hw

6th: Five Articles For Student Analysis http://query.nytimes.com/gst/fullpage.html?res=9E05E2D8123BF937A2575BC0A9649D8B63 http://www.registercitizen.com/articles/2012/08/28/opinion/doc503d8cf1984df543420445.txt http://rapidcityjournal.com/news/opinion/editorial-state-needs-distracted-driving-law/article_20e2e28a-a142-11e1-8c13-001a4bcf887a.html http://www.pennlive.com/editorials/index.ssf/2011/10/teen_to_gov_corbett_sign_the_n.html http://articles.courant.com/2011-01-26/news/hc-op-seymour-teen-driving-0126-20110126_1_teen-driver-young-drivers-tougher-laws

English I March 12

Tone Word for Today: Euphoric Definition: A feeling of happiness, confidence, or well-being Sentence using word: Euphoric Part of Speech: Adjective Synonyms: Jubilation Elation Exhilaration

Grammar Pattern: Lie=to lay down (people or animals) Lay=to lay an object down Example of Grammar Pattern (DO NOT COPY—INFO. ONLY) I am going to lie down. Lay down that shotgun!

1st-5th: Agenda Complete Thursdays Warm Up SWRP for 20 minutes Complete Literary Tools Analysis sheet together Afterwards, complete the slide activity below in the next slide

1st-5th: Gettysburg Address Again Strategy: Understanding the Gettysburg Address * Divide class into groups of seven and assign each group a portion of the text. Groups will create their own translation and transpose that translation on chart paper. o Group 1: Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. o Group 2: Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated, can long endure. o Group 3: We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. o Group 4: But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. o Group 5: The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. o Group 6: It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion o Group 7: that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom – and that government of the people, by the people, for the people, shall not perish from the earth. * Place chart papers on the wall and read orally the new version to the class. Have students evaluate the effectiveness of their new translation. o Does the translation convey the same strength of sentiment as Lincoln’s speech? o Is there any meaning that was lost in their translation?

6th: Agenda Complete the warm up and grammar pattern for Thursday After giving them time to finish, have students get into a group with the other people who read the same article and compare their analysis. Have each group decide whether the article they read effectively supports its claim. Have them create a half page write up in which they, 1) state the name of the article, 2) state the argument and explain the evidence, 3) discuss the strength of the argument and if it is a good argument or not. Note fallacious reasoning and use evidence from the text. Have students choose another group to share their findings with and each group is to write down who they worked with and their findings

English I March 13

1st-5th: Agenda Complete Warm Up Quiz Week 27 Have students take 25 minutes to complete the following writing assignment: Analytical Response for Gettysburg Address Question: What effect does Lincoln’s challenge for America to continue to fight for unity and equality have on you? Is the challenge still necessary today? Why? Directions: Answer your question using the following method of writing. (PEER) * Point: The effect of Lincoln’s challenge is… * Evidence: In the text, it says… * Explanation: This leads me to believe… * Review: I will let a classmate proofread my work for grammatical errors. Students will then take the last 10 -15 minutes to proofread with a partner and make corrections

6th: Agenda Complete Thursday warm up Tell students they will now be viewing arguments in political advertisements, prior to viewing video clips, inform students that they will need to identify at least two factual claims made in each ad. Screen the ads multiple times, if necessary. Students should use graphic organizer to note evidence, etc. Strategy: Turn-and-Talk – After viewing the clips, students will turn-and-talk with a partner (five minutes) to share their reactions, feelings, and questions about the ads. a. To provide more direct focus, provide text-dependent questions about the ads to discuss. See Political Ad Discussion Question Documents