Please sign in with FULL NAME Example: Sue Perkid – Mrs. A. Mazing and TEACHER NAME! Example: Sue Perkid – Mrs. A. Mazing Welcome to Module 6 Power Hour! To Check Your Sound and Microphone  “Tools” > “Audio” > “Audio Wizard”

If you can hear me, click the smiley face  Sound Check If you can hear me, click the smiley face 

Mic Set Up Mic Options Green Check = I have a mic! Red X = I need help Internal Mic External Mic Telephone Green Check = I have a mic! Red X = I need help External Options Headset Earbuds To use your phone: Select Tools then telephony Use Telephone for Audio Call conference number: 571-392-7703 PIN: 931 773 975 360 4. Mute phone To use a mic: Complete Audio Setup Tools Audio Audio Setup

Using the Microphone Computer Smartphone/Tablet Practice using the

Session Expectations Be respectful of yourself and others. You must participate in all activities during the session. Using a microphone is the preferred method of participation. Make sure to stay until you are dismissed to receive information about how to submit your collaboration work and receive collaboration credit. Take notes. Today’s session will be about 1 hour.

6.01 Analyzing Language Quiz Are you ready to dive into Module 6? 6.00 Pretest No need to review, just jump in and take the pretest! 6.01 Analyzing Language Quiz Make sure to read through each page of the lesson and learn about language usage, figures of speech, and determining word meanings. Do not attempt this quiz without completing the lesson!

6.02 Power Hour In this lesson, you will review three elements of rhetoric, including logos, ethos, and pathos. Then, you will apply what you know about these elements to analyze the Civil Rights Address given by U.S. President John F. Kennedy in 1963. ASSIGNMENT For this assessment, you will complete the Evaluation of a Speech Worksheet for the Civil Rights Address given by U.S. President John F. Kennedy. OBJECTIVE After completing this lesson, you will be able to understand and analyze the use of points of emphasis, rhetorical devices, and tone used by the speaker in a formal speech.

6.02 How do we use language? Rhetoric: the way language is intentionally used for the purpose of persuasion. Logos Useful information Benefits of use Logical and straightforward PATHOS Emotional appeal Positive images or feelings Negative images or feelings Examples: Pathos What feelings do the speaker's words evoke—fear, sympathy, kindness, love? Did the speaker use visuals to also convey these feelings? Is the speaker expressing strong feelings of praise or contempt against another person or group? Ethos Does the audience have respect for the speaker? Does the audience believe the speaker is a person of integrity? Does the audience trust the speaker? Does the audience believe the speaker is an authority on the topic? Logos Does the speaker's message contain facts and evidence? Does the speaker's message make sense? Does the speaker call the audience to action? Ethos Establish credibility Professional or expert opinions Celebrity endorsements Power Hour 6.02

What are example situations that you would use rhetoric? Logos Ethos Pathos Examples could include: Logos-convincing someone to make a purchase, Ethos-convincing someone why a brand is trusted, Pathos-convincing someone to make a donation. Any situation where persuasion is used as a tool  Power Hour 6.02

What are some phrases that are used with rhetoric? Logos Ethos Pathos Students should specify words/phrases that appeal to each area. Power Hour 6.02

What will we complete? Power Hour 6.02 X Explain Graphic. Lines from the Speech   Logos Ethos Pathos Impact on the Audience Example: We are confronted primarily with a moral issue. It is as old as the Scriptures and is as clear as the American Constitution. X Kennedy lets the audience know that they are facing a battle that has been around for hundreds of years. 1. 2. 3. 4. 5. Explain Graphic. Explain how students will listen to a speech by JFK and then work to complete the graphic organizer collaboratively. Encourage them to listen for words/phrases that appeal to Logos, Ethos, Pathos Power Hour 6.02

Are you ready to try? Power Hour 6.02 Please open a web tour and share with students the audio. They may follow along as the speech is given within the course. Ask them to make note of any instances of rhetoric. They will want to make a note/write it down so that they can contribute on the next graphic. Power Hour 6.02

Evaluation of a Speech Power Hour 6.02 X Lines from the Speech   Logos Ethos Pathos Impact on the Audience Example: We are confronted primarily with a moral issue. It is as old as the Scriptures and is as clear as the American Constitution. X Kennedy lets the audience know that they are facing a battle that has been around for hundreds of years. 1. 2. 3. 4. 5. Students will work to complete the graphic organizer collaboratively. ****They will need to take a screenshot and SUBMIT the graphic organizer to their instructor! Power Hour 6.02

How did we do? Have students place a clip art on each of the areas to grade themselves.

6.03 Power Hour In this lesson, you will read and review the facts, opinions and impact of the U.S. Supreme Court case Brown v. Board of Education (1954). Although this case was formally settled several decades ago, one could argue that the same principles easily apply to current situations. As you evaluate this pivotal court case, you will apply its arguments and reasoning to a new situation. ASSIGNMENT For this assignment, you will complete a chart showing how the First Amendment impacted a landmark Supreme Court Case.  You will explain what the case was about and identify two current cases relating to this amendment. OBJECTIVES After completing this lesson, you will be able to: evaluate the reasoning in seminal U.S. texts and apply the constitutional principles and legal reasoning in an argument of public advocacy review and evaluate the constitutional principles and legal reasoning in a U.S. Supreme Court case and make applications in new arguments

Complete a chart showing how the First Amendment impacted a landmark Supreme Court Case.  You will explain what the case was about and identify two current cases relating to this amendment.   Amendment I Freedoms, Petitions, Assembly Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Which landmark case will you use to as your primary example? Visit the  Bill of Rights Institute Landmark Supreme Court Cases or do a quick web search to find a case. Note: use search terms like "landmark cases amendment 1"   What is the landmark case about and how was this amendment upheld? Respond in three to four complete sentences. List two current court cases relating to this amendment.  Do a web search for current court cases. Note:  These cases must be from the last five years. Students will work collaboratively to complete the chart. Ask them to conduct research on their own and then call on students to complete the chart and share their findings.

6.04 Quiz Analyzing Purpose You’re staying afloat! Here’s what’s next: 6.04 Quiz Analyzing Purpose As you read through the text of the Declaration of Independence, try to imagine yourself both as one of the writers and also as the recipient of the document. Imagine the consequences, both immediate and long-term, that this document would have for centuries to come. 6.05 Evaluating Rhetoric This is the speech that Lincoln gave upon his re-election to the presidency in 1865, just a little over a month before he would be assassinated. You will analyze this speech to determine its themes, purposes and use of rhetorical devices.

6.06 Power Hour In this lesson, For the assessment, you will search and gather information that could help to answer the question: How did Presidential addresses and Supreme Court rulings begin to change the lives of the American people beginning in the mid-20th century?

6.06 Power Hour

6.07 Power Hour In this lesson, You will review the three different ways to cite information from research sources.

6.07 Power Hour

The last piece of Module 6! 6.09 Discussion Based Assessment 6.08 Post-test Take a look at your pre-test and see which areas you may need to review before taking this assessment  6.09 Discussion Based Assessment Call your teacher as soon as possible to discuss with them all you have learned in module 6. Hint: You may need to discuss Ethos, Pathos, Logos and the reliability of resources.

Collaboration Credit In order to receive collaboration credit for this presentation you will complete a two paragraph s(5-10 sentences each) summarizing your experience in tonight’s session. Paragraph 1: You will address the following questions: 1.) Did you find tonight’s session helpful? Why or why not? 2.) Would you consider yourself an active participant or an observer in the session? 3.) Did you feel like this was a easy or difficult way of completing this assignment? Paragraph 2: You will answer these questions: 1.) What does pathos, ethos and logos mean? 2.) Describe one type of advertisement for each technique mentioned above.

Now what? Please make sure you have saved your screenshot of the Evaluation of a Speech whiteboard. Upload the file as an attachment and submit it to your Instructor. IF you need collaboration credit, please submit your paragraphs for collaboration reflection as well.