1. 10th Grade English Tuesday 15 Oct. 2013
AGENDA:
READ BRUTUS’S FUNERAL SPEECH
READ ANTONY’S SPEECH
MINI-LESSON ON READING WITH EXPRESSION
PREPARE PERFORMANCE
HOMEWORK:
STUDY ACT III VOCABULARY FOR 20 MINUTES TONIGHT.

2. Brutus v. Antony We’ll read Brutus’s speech together.
Listen as I model voice inflection. You will be using voice inflection for Antony’s speech today.
Read Antony’s speech on your own.

3. Learning Targets
I can label and quote emotions that Antony plays up in his funeral oration.
I can identify repetition, ethos and pathos in Antony’s funeral speech.
I can analyze how Antony uses repetition, ethos and pathos to manipulate the crowd.

4. Reading with expression
The cat got away.
Angry
Scared
Bored
Sad
Amused
What did students do to their voices to convey the different expressions?

5. Reading with expressions
A great way to practice reading with expression is choral reading.
Choral reading is when many students read the same lines together.
The strong readers in the group provide a model of correct pacing, tone, and voice for the struggling readers.
In choral reading, students will need to speak slowly and enunciate words clearly.

6. Reading with expressions
Divide class into 7 groups
Working within your groups, students should determine the emotion Antony feels (or pretends to feel) and the appropriate expression to use.
Please answer the 4 questions from the handout in your journal. Remember to put 15 Oct on the first line!
Reminder of the rhetorical appeals: ethos, pathos and repetition.
Underline words you would like to emphasize and stress in your own delivery of the speech.

7. Reading with expressions
Practice, practice, practice!
We will have a class competition to see which group reads with the most appropriate and best emotional inflection of the voice!
All group members must perform in the choral reading of your assigned lines.

8. Journals Please put today’s date on the first line: 15 Oct. 2013
Label this Journal: “Strategies for Ethos, Pathos and Logos”

9. LOGOS: Definition Logos An appeal to logic and reason Example:
School uniforms should be required because it would then be easier for staff to recognize intruders.

10. LOGOS Strategies Evidence Organization Examples and illustrations
Facts, statistics
Precedents, laws
Organization
Process
Comparison/contrast
Division/classification
Cause/effect
Definition, description

11. PATHOS: Definition Pathos An appeal to emotional reaction Example:
School uniforms should be required because it alleviates students’ fear of looking different and being picked on because of their clothes.
Suzy Jo McGuillicutty retells the story of when she was made fun of and beaten up because she wore the same blouse two days in a row. Sobbing, she conjures up painful memories of not fitting in.

12. PATHOS Strategies Inspiring feeling/empathy/sympathy
Anger, pride, guilt, love, shame, hope, etc.
Awareness of opposition
Awareness of audience's cultural and emotional background
Race, age, sex, physical characteristics, habits
Economic or educational level
Religious or political affiliation
Ethnicity, country of birth, citizenship, location
Awareness of audience concerns
Needs, values, beliefs of groups audience belongs to

13. ETHOS: Definition Ethos An appeal based on your own credibility.
Example:
In my own observations as a student teacher at Waldo Middle School in Salem, Oregon, I discovered that on “uniform days,” behavior referrals decreased to nearly none, whereas on “dress free days”, referrals spiked to as much as ten times as many.

14. ETHOS Strategies Credibility (common sense) Character (virtue)
Familiarity with subject
Awareness of broad perspective
Character (virtue)
Respect others' values
Value welfare of others
Show integrity, trustworthiness, open-mindedness
Confidence (good will)
Show self-understanding
Understand audience’s needs
Treat audience as equal

15. AS WE PROCEED… Evaluate Brutus and Anthony’s funeral speeches
Which methods of persuasion do they use?
Logos, pathos, ethos?
Within these methods, what rhetorical/literary devices are used to support their arguments
Verbal Irony: speaker says one thing but means the exact opposite
Rhetorical Questions: a question asked to produce an effect, not to elicit a response
Connotation: an idea or feeling that a word invokes in addition to its literal meaning
Repetition: repeating a word or phrase to produce an effect