January 28thToday’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.

3. Continue work with Richard Sherman paragraph and articles. *work on CDs!

4. Begin Unit 4: Justice 5. Unpack EA 4.1 –page 272-2736. 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 272-2735. Read from Romeo and Juliet pg 202

6. Activity 4.2: complete page 2057. 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.Prince Cami

Montague Adam

Lady Capulet Jade

Benvolio Ashley

February 3, 2014

1. Turn in signed guidelines ASAP2. Check with group re: outside

readingAll students must have paper signed to register

book3. 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.

What does

justice mean

to you?

February 4, 2014

1. Turn in signed guidelines ASAP please

2. You will need your Springboard book today.

3. Page 209 Empirical EvidenceLogical EvidenceAnecdotal Evidence

4. Page 207: notes on Runaway Jury.

5. Continue film6. Tomorrow:

activity 4.4 pages 209-215

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, 2014

1. Turn in signed guidelines.

2. You will need your Springboard book today.

3. Review activity 4.4 page 209

4. 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

1. Rank these 10 values in “my notes” on page 213.

2. 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 217Give evidence that supports your choices.

February 7, 2014

1. Turn in signed guidelines and outside reading

2. Review activity 4.4 page 209

3. 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

1. Time to Assert American Values and Rough Justice

2. Syntax and Diction

3. International Justice: page 210

4. 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

1. Declaration of the Rights of the Child page 218

2. Nelson Mandela’s speech page 221

3. 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 223

6. 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, 2014

1. Turn in signed guidelines.

2. You will need your Springboard book today.

3. Page 2274. 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

EmpiricalDefinition:Example:Picture:

LogicalDefinition:Example:Picture:

Anecdotal

Definition:Example:Picture:

LogosDefinition: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 1 Argument 2 Argument 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, 2001.

Ethos: Appeal to AuthorityAristotle 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, 2014

1. 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.

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.

• In your groups, discuss the following and be prepared to share-out:1. A ban on Muslim women’s head scarves2. Separation of church and state3. Discrimination against Muslims4. Dismissal of teachers who wear head scarves5. American representatives publicly sharing opinions on

issues in foreign countries.

1. #1s people read Comment page 238 2. #2s people read Germany divided over Hijab

page 240.3. 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.