English I Honors

 Good morning! Please come in and put your signed progress reports in the bin (if you didn’t turn them in yesterday).  Assign group roles at your tables.  After writing your LO, start quietly reading the Steve Jobs Commencement Speech on your table. As you read, annotate it. Look for rhetorical strategies and how they impact his message and his speech. This is to be done individually.  You have 15 minutes to work on this.

 Good morning! Please come in and find your new seat.  Put your signed progress reports in the bin (if you didn’t turn them in yesterday).  Assign group roles at your tables.  After writing your LO, start quietly reading the Steve Jobs Commencement Speech on your table. As you read, annotate it. Look for rhetorical strategies and how they impact his message and his speech. This is to be done individually.  You have 15 minutes to work on this.

 Now that you have annotated the speech on your own, share with your group what rhetorical strategies you found and how you think they impact his speech.  As group members describe things they found, the rest of the group should discuss and determine if their example is actually a type of rhetorical device and if their explanation on its effect on the speech is accurate. If it is, everyone should add it to their annotations if it isn’t already there.  Recorders will hold the official annotations for the group. Their annotations will be submitted before the end of class to represent the entire group (don’t turn them in yet, though). This means that managers and coordinators need to do their job to make sure the group is well represented with what the recorder is submitting.  Investigators should create a vocabulary list for the group while working through the annotations. Any words that are unknown to the group should be looked up and written down.

 Speech #2 – Stephen Colbert’s Commencement Address at Wake Forest University Speech #2 – Stephen Colbert’s Commencement Address at Wake Forest University  As you watch the speech, make notes of rhetorical devices that Colbert uses. See how many you can write down during his speech. Recorders can use the actual speech at your table.  Note: You do not have to write down word for word what he says throughout the speech. You can simply put a overview of what he is saying and what type it is.  Example: Says he has honorary doctoral in humanities because he loves humans - pun

 Now that you have watched his humorous speech, share with your group what you found. Once again, Recorders are making notes on the speeches based on what the group says.  Take about 5-10 minutes to work on this.

 Coordinators will now change tables to a group that I have selected for them.  Once there, you will discuss and share annotations and notes from your group and get notes, annotations, and analysis from the other group that you can bring back to your table.  You have 5 minutes to share.  Upon completion of the 5 minutes, coordinators will come back and share what they gained from the other group, so their recorders and other group members can add more information to their annotations and notes.

 Now we are really going to get everyone else actively involved in the group! Here are your jobs:  Managers: Will create high-level questions based around these speeches and their rhetorical strategies, main ideas, and author’s point of view. These will be used later to spark discussions. Create as many as you can.  Coordinators: Will assist managers and investigators with their tasks.  Investigators: Will create a comparison between the two speeches. Some of the things you should look for are rhetorical devices used in each and their purposes/effects, mood/tone of speeches, themes/messages, etc.  Recorders: Will assist all group members with their tasks (especially when dealing with the Colbert speech since they have the only paper copy of it).

 Please submit the following paperwork from today’s lesson:  Cover page with everyone’s names and roles on them (yes, I want this to be a separate sheet of paper)  Recorder’s copies of both speeches (should now be annotated)  Investigator’s vocabulary list  Manager’s discussion questions  Investigator’s comparison  If you feel like a group member did not pull his/her weight in class today, please notify me by writing me a quick note and putting it on my desk before you leave or my ing me before the end of the school day. Please briefly explain why that group member did not pull his/her own weight.

 Please begin working on your plot graphs for your narrative essays. They will be due Thursday when you come to class. I will be coming around to help.  I will be working tomorrow. If you have any questions, please me.

 On your phones, go to padlet.com/david_turley/rhetorical  Answer the following question by posting on the wall (double tap anywhere on the wall):  How can you apply today’s lesson on rhetorical strategies to your narrative essays? Explain.  Please be sure to write your name as the title of the sticky note!