1. Bellringer—Determine whether the quotes below are examples of ETHOS, PATHOS, or LOGOS.
The Centers for Disease Control recommends getting a flu vaccine each fall.
My coach suggested I cross-train on Sundays to work different muscle groups.
Smoking around kids is dangerous because the defenseless children are exposed to dangerous chemicals that can lead to coughing and difficulty breathing and could even lead to deadly asthma attacks.
Michael Jordan is better than LeBron James because Jordan won six championships and James has only won two.
3-4 minutes

2. “Hope, Despair, and Memory” by Elie Wiesel
Lesson 2

3. I Can… Summarize central idea in “Hope, Despair, and Memory.”
9-10.RI.KID.2 Determine a central idea of a text and analyze its development; provide an objective or critical summary.
Analyze how an author develops a claim.
9-10.RI.KID.3 Analyze how an author presents and develops key ideas and events to impact meaning.
1 minute

4. You Will Need…
Your copy of “Hope, Despair, and Memory” found on pages of your purple guide books
Your Annotation Guide found on page of your purple guide book
Annotation materials
Writing Utensils
Ethos, Pathos, Logos Handout provided by your teacher yesterday in class
1-2 minutes

5. Today’s Protocol: Partner Work
Yesterday you all saw me model how to work through this process.
Today we are going to work on the exact same tasks a bit more independently by working with a partner and then attempting this independently.
1-2 minutes
Today’s Protocol: Partner Work

6. Annotation Reminders for Paragraphs 5-8
As I read, do what you did yesterday and annotate for unfamiliar words.
You should also look for claims as well as patterns in language.
15-20 minutes
Answers will vary. Examples of possible student annotations:
Step One: Tower of Babel- myth explaining origin of languages; xenophobia- hatred of those from other countries; religious fanaticism- obsessive religious enthusiasm
Step Two: Claims-  “...the memory of death will serve as a shield against death.” Wiesel is explaining why he must believe that memory can help humans from repeating past mistakes.  
Step Three: Connotative diction- “jewel” and “anti-heaven” (paragraph 6). The use of these words separates how God viewed mankind (as a jewel) and how they were treated at the hands of the Nazis (placed in an anti-heaven).
Figurative language- Imagery in paragraph 7 ” ...endless processions vanished…” describing in great detail the terrible experiences of those in the camps.
Step Four: Ethos- Wiesel is credible because he experienced the things he’s describing in the concentration camps first hand. Pathos- The use of imagery to detail how horrific the camps were makes listeners feel sympathetic and sad.

7. Annotation Reminders for Paragraphs 9-13
As I read, do what you did yesterday and annotate for unfamiliar words.
You should also look for claims as well as patterns in language.
15-20 minutes
Answers will vary. Examples of possible student annotations:
Step One: Rosh Hashanah- Jewish New Year;  Talmud- central Jewish text
Step Two: Claims-  “For us, forgetting was never an option.” Wiesel explains why memory is necessary and forgetting is not an option in order for those who have experienced great tragedies as well as for humankind in order to not repeat past mistakes.  
Step Three: Connotative diction- “repress,” “pain,” and “shame”  (paragraph 10). The use of these words demonstrates how painful remembering can be.
Figurative language- Personification in paragraph 10 “...memory protects its wounds,” this gives memory the ability to protect.
Step Four: Logos- Wiesel uses rhetorical questions to guide his reasoning in this section and address the counterargument to his claim.