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 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 Read from Romeo and Juliet pg Activity 4.2: complete page 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. PrinceCami MontagueAdam Lady CapuletJade BenvolioAshley

February 3, 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. 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, Turn in signed guidelines ASAP please 2.You will need your Springboard book today. 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 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 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, Turn in signed guidelines. 2.You will need your Springboard book today. 3.Review activity 4.4 page 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 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 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, Turn in signed guidelines and outside reading 2.Review activity 4.4 page 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 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.Time to Assert American Values and Rough Justice 2.Syntax and Diction 3.International Justice: page 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 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 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.Declaration of the Rights of the Child page Nelson Mandela’s speech page 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 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, Turn in signed guidelines. 2.You will need your Springboard book today. 3.Page 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 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 Definition: Example: Picture: Ethos Definition: Example: Picture: Pathos Definition: Example: Picture: 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 1Argument 2Argument 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, 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, Turn in six- square vocabulary sheet from yesterday. Remember you have three arguments on the back. 2.You will need your Springboard book today. 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. 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. 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 #2s people read Germany divided over Hijab page 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. 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 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

5 th period6 th period 1 House RulesTKAM 2 UgliesBook Thief 3 TKAMHouse Rules 4 Angela’s Ashes 5 Catch 22Crime and Punishment 6 Book ThiefUglies 7 19 Minutes

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 Why might an allusion be a helpful strategy when writing a persuasive text? *pg What elements are required for a persuasive argument? *pg 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 Review Evidence (Empirical, Logical, Anecdotal) *pg Review Types of Appeals (Logos, Ethos, Pathos) *pg 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

Mulan: we’ll finish that another day 1.Continue understanding Moral Reasoning (pg ) 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

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 “What’s Going On?” Artists Against AIDS Worldwide 10

Today’s objectives: Understand how artworks may serve as vehicles for social protest Investigate the source of a media production Identify issues of injustice 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

JessicaLexiKassidyAngelaRavdeepAllie AbbySarahMikaelaJustinMatty DReagan DannyTommyColton Samantha JoshJosie JaclynZainubMatt PTylerMadisoncierra fifth period

Matthew Connor W RachaelMichael Madison F AdamSam JessicaChelsea Connor B Emma KAshleyraeleneTrey Emma MAliChris Madison T AlonsoAndrewCami AreliRavenAlexisDianaJadeAlliMyra sixth period

March 3 Today’s objectives: Understand how artworks may serve as vehicles for social protest Investigate the source of a media production Identify issues of injustice 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 2 nd (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 Days ‘til HSPE

PointsDescription 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 Make up persuasive art, photography and music presentations can be done during lunch. 4.Review table on page 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 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 Today’s objectives: Understand how artworks may serve as vehicles for social protest Investigate the source of a media production Identify issues of injustice 1.Continue HSPE prep by looking at Persuasive Letter rubric and writing samples 2.Commit to plan for EA 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).

PointsDescription 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