1. http://www.youtube.com/watch?v=tmNXBAZ1 BFo http://www.youtube.com/watch?v=BemsLUldV Ao http://www.youtube.com/watch?v=QwbToV- FvsU Video spotlights on our vocabulary! Homework- Short story, poem, or comic strip due Wednesday. Get progress reports signed.

2. As you view the video- 1. How is the video meant to persuade the viewer? 2. What loaded language or emotional pictures or music is being used? Be ready to discuss after the music.

3.  After viewing the news for this week on www.channelone.com, write your thoughts, connections, and opinions on the topics discussed. www.channelone.com  After our writing and discussion, you may go on-line to vote on the “Next Big Thing.”

4.  What type of violence are you exposed to in tv shows, video games, and daily life?  How do you think this influences youth in their daily life?  Write your thoughts and opinions in 3-4 sentences.

5. argument Definition:carefully stated claim supported by reasons and evidence Sentence: An argument consists of the author’s viewpoint. Picture: Synonyms: claim, evidence, support, opinion

6. claim Definition: writer’s position on a problem or issue Sentence: An argument includes a claim with evidence. Picture: Synonyms:

7. editorial Definition: written argument that poses a claim(usually in a newspaper or magazine) Sentence: The editorial expresses opinions with evidence. Picture: Synonyms: Argument, editor, claim, essay, letter

8. bias Definition: the side of an issue an author favors Sentence: By using positive or negative connotations, the author shows bias. Picture: Synonyms: opinion, judgment, favorable, against

9.  Read “4 Charged in Chicago Teen’s Fatal Beating” silently to yourself.  On the post-it note, record any “golden line” or shocking statement that you connect to or have a strong opinion about. Be ready to discuss afterwards.  With this article in mind, view the video to further explain the violence in Chicago.  http://www.youtube.com/watch?v=wjl8pPZK DZE http://www.youtube.com/watch?v=wjl8pPZK DZE

10. Content- What is the Main idea? Teen violence is spreading and all around us. Citation- Author/Creator Context- What is going on in the world, country, region? Connections- Communication- Point of view or bias? Conclusions-

11.  What have you learned about violence in Chicago today?  How has the information changed your perception of youth violence?

12.  You will be given one section of the editorial we read last week.  As a group, you will determine the author’s claim and the reasons with evidence for the claim(support).  Be prepared to present your information for the class.  Claim: (Complete sentence) Reason #1- 2 evidence statements Reason #2- 2 evidence statements Reason #3- 2 evidence statements

13.  You will choose between the following editorials as a group: 1. The culture of violence 2. We all hold the key to stopping violence 3. Positive approach reducing school crime 4. Reaching youth crucial in stopping violence Read silently, highlight or underline golden lines, thought-provoking, or interesting points. Be ready to discuss in 10 minutes.

14.  As a group, you will determine the author’s claim and the reasons with evidence for the claim(support).  Be prepared to present your information for the class.  Claim: (Complete sentence) Reason #1- 2 evidence statements Reason #2- 2 evidence statements Reason #3- 2 evidence statements

15.  Text Analysis Argument and Persuasion on pages 936- 937.  We will view a school clubs advertisement on http://www.youtube.com/watch?v=IYjSRK08 0WY http://www.youtube.com/watch?v=IYjSRK08 0WY  To prepare to read the article.

16. Questions(p. 937)My thoughts 1. What is the author’s claim?To convince the reader to join or start a club. 2. Restate two reasons the author gives to support the claim. 1.We can support each other in clubs. 2.A group can spread info faster. 3.With different skills, you can bring strengths to the club. 4.Its easier to solve problems in groups. 3. What examples are given to back up this reason? Artistic- you could draw posters and t-shirt design Writing- write public service announcements, letters 4. In your opinion, does the author give enough evidence for the claim? Yes, this author convinces me because the details are specific and I connect with the group aspect.

17.  www.discoveryeducation.com www.discoveryeducation.com Note-taking: (page 938)  Create a three column foldable using persuasive techniques: association appeals, emotional appeals, loaded language. Association:Emotional Appeals Loaded Language:

18. Association:Emotional Appeals:Loaded Language: To sell a product or idea by linking it with something Bandwagon: Tap into our desire to be part of a group Example: Picture: Testimonial: Relies on an expert, a celebrity, or Satisfied customer Example: Picture: Use strong feelings, rather than facts and evidence, to persuade Appeal to fear: Makes people feel as if their safety and security is in danger Example: Picture: Appeal to Vanity: Uses flattery to win people over Example: Picture: Relies on words with strongly positive or negative associations Positive connotations: Bring to mind something exciting, comforting, or desirable Example: Negative Connotations: Call up unpleasant images, experiences, or feelings Example:

19.  http://www.youtube.com/watch?v=voJszy31 7mk http://www.youtube.com/watch?v=voJszy31 7mk Now add details to your persuasion brochure foldable! Loaded language, Bandwagon, Appeal

20.  Create a T-chart in your journal, as we discuss (p. 940-941), label it “Dangerous Threat? No-loving pet!” and “Persuasive Poster.”  S partners will be assigned one side or the other. Complete your side of the chart only.  After a few minutes, pairs will split and meet with another person with another text and record and share information from their chart.

21. Dangerous Threat? No-loving pet!(p. 940) Persuasive Poster Claim the author is making: 1. Claim the author is making: 1. Evidence that he or she uses: 1. 2. Evidence that he or she uses: 1. 2. Persuasive techniques: 1. 2. Persuasive techniques: 1. 2.

22.  Silent read your nonfiction book for 15 minutes.  Record your golden line, connections, or thoughts on the reading on the post-it notes.  Take turns discussing your lines after the reading.

23.  You will roll the dice and receive an activity based on the number you rolled.  Write the number, the question, and the answers in your journal and be prepared to discuss after the first round.  You will have 5 minutes to write, then 5 minutes to share as a group.

24.  Roll 1:  One of the new words I learned in this book is _________________________. Using the context clues, I think the word means _____________________ because _____________.  Roll 2:  I made a connection to this book in this section: ____________________________. This is a text to text, text to self, or text to world connection(choose one).  Roll 3:  Here is a “golden line” I would like to share with you:_________________________________________. The reason I chose this line is because _________________________________________.  Roll 4:  I believe the information provided in the text is accurate or true because ____________________. The genre is ______________________. The reason is ______________.  Roll 5:  Draw a picture of a scene you read today. Be ready to share your drawing and explain its significance.  Roll 6:  The author made this subject interesting by ____________________________. I would like to learn more about____________________________.

25. 1. How does the editorial about youth violence connect to your novel? 2. What is the most effective evidence the author used in persuading your view on youth violence? Homework- GEO and TERR story due Wednesday. Get progress reports signed. Ms. Norwood will be back Tuesday, I have a workshop. Do your best!