Transcript English I

ENGLISH I
March 9
Tone Word for Today:
Definition:
Sentence using
Having the qualities word:
of a devil; devilish;
fiendish;
outrageously wicked
Diabolic
Part of Speech:
Adjective
Synonyms:
Devilish
Unpleasant
Shocking
Grammar Pattern:
Accept=to receive
Except=to take or leave out
Example of Grammar Pattern
He accepts defeat well.
Take all of the books except the red
one.
1st-5th: Agenda
• Complete Week 27 Warm Up
• Pass out Fallacy Quiz and have students complete quiz on a separate
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sheet of paper
Complete lesson on LOGOS, ETHOS, and PATHOS. Have students
think back to Tasks 2 and 3.
When quiz is over, In “Could it be that video games are good for
kids?” can students identify examples of logos, ethos, and pathos?
Which rhetorical strategy is used most often?
Why? Is it purposeful? In the political ads they watched, which
rhetorical strategy did they notice most often? What is the impact of
pathos? Why is it purposeful in advertising?
HW: Have students create a half page speech to persuade someone
of a topic of their choice. You must use ethos, pathos, and logos.
Underline the use of pathos, circle the use of ethos, and put a
parentheses around the logos. Then in the margins, explain the use
of each. (Like an annotation!)
Commercials
• https://www.youtube.com/watch?v=jU7fhIO7DG0&index=
4&list=PLUt_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG
• https://www.youtube.com/watch?v=SfAxUpeVhCg&list=P
LUt_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG&index=1
• https://www.youtube.com/watch?v=jU7fhIO7DG0&list=PL
Ut_PBZQzj_D7wPfnSX-m9Ho1pfcq_CgG&index=4
6th: Agenda
• Complete Week 27 Warm Up
• Give out fallacy notes and have students take notes on
various fallacies
• Tell them they will have a quiz on the fallacies tomorrow
that they can use their notes on
• HW: Study these fallacies for quiz tomorrow
ENGLISH I
March 10
Tone Word for Today:
Definition:
Overflowing with
enthusiasm or
excitement; highspirited
Sentence using
word:
Ebullient
Part of Speech:
Adjective
Synonyms:
Exuberant
Vivacious
Effervescent
Grammar Pattern:
Affect=to influence (verb)
Effect=the result or outcome
(Pattern)
Example of Grammar Pattern
Lack of sleep affects the quality of
your work.
The effect of the lighting made the
room look ominous.
1st-5th: Agenda
• Complete Tuesday’s Warm-Up
• Students will be looking at argument and rhetorical
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techniques in the seminal U.S. document, The Gettysburg
Address
Give students quick background of speech with PPT
Give students the speech sheet and have them follow
along with the Youtube video
https://www.youtube.com/watch?v=BvA0J_2ZpIQ
Look at next slide to see further instructions
After the annotation, sketch, and discussion questions,
begin literary tools worksheet if time permits.
1st-5th: The Gettysburg Address
• First Reading: Annotating Text and Sketch
• Annotate: Directions: You will annotate the text and must
have the following:
• Highlight or underline three pieces of information that evokes a
though or you believe is important and explain in margins
• Circle two words, sentences, or phrases that need further
clarification and explain in margins
• Put parentheses around two sentences or phrases that you believe
illustrate the theme or main idea of this piece and explain in the
margins.
• Sketch: Sketch your interpretation of the speech on the
back, and then explain your sketch in 5 – 7 sentences
• Connection: How is your sketch different from somebody
else’s sketch?
1st-5th: Gettysburg Address
Second Reading: Guiding Questions
Directions: Answer in complete sentences
• What is your “take away” from Lincoln’s speech?
• What do you believe is Lincoln’s claim? How does he support that
claim?
• How did Lincoln see the Civil War as an opportunity for the nation to
bring forth a "new birth of freedom" (liberty for all)?
• Why was this necessary for the survival of American self-
government?
6th: Agenda
• Complete Tuesday Warm Up
• Provide students with an argument organizer. If no copies are available, have them
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make it themselves on notebook paper. Give students the following article, "Could it be
that video games are good for kids?" by Steven Johnson
Have students take 2 minutes to read the article and have them tell me the topic.
Practice annotating text. Model how to identify author’s claim and reasons that support
the claim. Allow them to annotate.
Use the argument graphic organizer to record the title, claim, and reason.
Give students two minutes to find and annotate three pieces of credible evidence to
support the claim.
After a few minutes, discuss and come to consensus. Record the evidence in the
graphic organizer. Also note any fallacious reasoning.
Discuss the relevance of exploring the other side of the argument.
• * Why is it important to anticipate points made by the opposition?
Read the article again and find examples of the author acknowledging the negative
aspects of the claim.
• * After a few minutes, discuss and come to consensus. Record the evidence in the
graphic organizer.
Skim the article one final time to locate elements that effectively summarize the
argument and record in organizer.
ENGLISH I
March 11
Tone Word for Today:
Definition:
Extravagantly
demonstrative of
emotion; gushing
Sentence using
word:
Effusive
Part of Speech:
Adjective
Synonyms:
Enthusiastic
Unrestrained
Overflowing
Grammar Pattern:
Principal=a person in authority; most
important
Principle=a general or fundamental truth
Example of Grammar Pattern
(DO NOT COPY—INFO. ONLY)
The principal does the
announcements each morning.
The study was based on the
principle of gravity.
1st-5th: Agenda
• Complete Wednesdays Warm Up
• Because Guidance Counselors will be coming to register
students today and tomorrow, students will have a
Gettysburg Packet: Supplementary Sources to complete.
This is hw if they do not complete in class They will keep
their Literary Tools sheet until we convene as a class
again
6th: Agenda
• Complete Wednesday Warm Up
• Finish any lessons from yesterday that were not
completed
• Tell students they will have the opportunity to look at an
argument associated with another controversial issue that
is particularly relevant to them. Have each student silently
read one of the five op-ed pieces about teen driving laws
and independently complete another organizer.
• They are to complete the analysis of this article for hw
6th: Five Articles For Student Analysis
http://query.nytimes.com/gst/fullpage.html?res=9E05E2D81
23BF937A2575BC0A9649D8B63
http://www.registercitizen.com/articles/2012/08/28/opinion/d
oc503d8cf1984df543420445.txt
http://rapidcityjournal.com/news/opinion/editorial-stateneeds-distracted-driving-law/article_20e2e28a-a142-11e18c13-001a4bcf887a.html
http://www.pennlive.com/editorials/index.ssf/2011/10/teen_t
o_gov_corbett_sign_the_n.html
http://articles.courant.com/2011-01-26/news/hc-opseymour-teen-driving-0126-20110126_1_teen-driveryoung-drivers-tougher-laws
ENGLISH I
March 12
Tone Word for Today:
Definition:
A feeling of
happiness,
confidence, or wellbeing
Sentence using
word:
Euphoric
Part of Speech:
Adjective
Synonyms:
Jubilation
Elation
Exhilaration
Grammar Pattern:
Lie=to lay down (people or animals)
Lay=to lay an object down
Example of Grammar Pattern
(DO NOT COPY—INFO. ONLY)
I am going to lie down.
Lay down that shotgun!
1st-5th: Agenda
• Complete Thursdays Warm Up
• SWRP for 20 minutes
• Complete Literary Tools Analysis sheet together
• Afterwards, complete the slide activity below in the next
slide
1st-5th: Gettysburg Address Again
• Strategy: Understanding the Gettysburg Address
• * Divide class into groups of seven and assign each group a portion of the text. Groups will create their own
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translation and transpose that translation on chart paper.
o Group 1: Four score and seven years ago our fathers brought forth on this continent a new nation,
conceived in liberty, and dedicated to the proposition that all men are created equal.
o Group 2: Now we are engaged in a great civil war, testing whether that nation or any nation so conceived
and so dedicated, can long endure.
o Group 3: We are met on a great battlefield of that war. We have come to dedicate a portion of that field as
a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and
proper that we should do this.
o Group 4: But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow this
ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power
to add or detract.
o Group 5: The world will little note, nor long remember what we say here, but it can never forget what they
did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought
here have thus far so nobly advanced.
o Group 6: It is rather for us to be here dedicated to the great task remaining before us -- that from these
honored dead we take increased devotion to that cause for which they gave the last full measure of
devotion
o Group 7: that we here highly resolve that these dead shall not have died in vain -- that this nation, under
God, shall have a new birth of freedom – and that government of the people, by the people, for the people,
shall not perish from the earth.
* Place chart papers on the wall and read orally the new version to the class. Have students evaluate the
effectiveness of their new translation. o Does the translation convey the same strength of sentiment as
Lincoln’s speech? o Is there any meaning that was lost in their translation?
6th: Agenda
• Complete the warm up and grammar pattern for Thursday
• After giving them time to finish, have students get into a group
with the other people who read the same article and compare
their analysis.
• Have each group decide whether the article they read
effectively supports its claim. Have them create a half page
write up in which they, 1) state the name of the article, 2) state
the argument and explain the evidence, 3) discuss the strength
of the argument and if it is a good argument or not. Note
fallacious reasoning and use evidence from the text.
• Have students choose another group to share their findings
with and each group is to write down who they worked with and
their findings
ENGLISH I
March 13
1st-5th: Agenda
• Complete Warm Up Quiz Week 27
• Have students take 25 minutes to complete the following
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writing assignment:
Analytical Response for Gettysburg Address
Question: What effect does Lincoln’s challenge for America to
continue to fight for unity and equality have on you? Is the
challenge still necessary today? Why?
Directions: Answer your question using the following method of
writing. (PEER)
* Point: The effect of Lincoln’s challenge is… * Evidence: In the
text, it says… * Explanation: This leads me to believe… *
Review: I will let a classmate proofread my work for
grammatical errors.
Students will then take the last 10 -15 minutes to proofread
with a partner and make corrections
6th: Agenda
• Complete Thursday warm up
• Tell students they will now be viewing arguments in political
advertisements, prior to viewing video clips, inform students
that they will need to identify at least two factual claims made in
each ad. Screen the ads multiple times, if necessary.
• Students should use graphic organizer to note evidence, etc.
• Strategy: Turn-and-Talk – After viewing the clips, students will
turn-and-talk with a partner (five minutes) to share their
reactions, feelings, and questions about the ads.
• a. To provide more direct focus, provide text-dependent
questions about the ads to discuss. See Political Ad Discussion
Question Documents