Honors LA10 Rigley p 5&6 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). January 28th Todays objectives: To introduce/review classroom expectations and procedures To establish Unit Four SB To contextualize prior
knowledge about key ideas and concepts 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 whats 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) 1. Sit with the same table group: January 29th
Honors LA10 p 4-5 Todays objectives: To contextualize prior knowledge about key ideas and concepts 2. You will need your Springboard book today. Transfer students need to get their book from last semesters teacher. 3. Continue work with Richard Sherman paragraph and articles. *work on CDs! 4. Begin Unit 4: Justice 5. Unpack EA 4.1 page 272-273 6. Activity 4.2 To analyze the skills and knowledge necessary for success in the unit 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 semesters teacher. 4. Unpack EA 4.1 page 272-273 Princefrom Romeo Cami 5. Read and Juliet pg 202 Montague Adam Lady Capulet Jade Benvolio Ashley 6. Activity 4.2: complete page 205 7. Begin page 206 chart
January 30th LA10 Rigley p 1,2,3 Todays objectives: Analyze a universal theme across time Make inference with textual support Explore meaning of justice as applied to our own life. February 3, 2014 1. 2. Turn in signed guidelines ASAP Check with group re: outside reading All students must have paper signed to register book 3.
What does justice mean to you? Todays 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 Todays objectives: To analyze an issue of justice To identify authors purpose and to analyze how an author uses
reasoning and evidence to 1.persuade Turn in signed guidelines ASAP please 2. You will need your Springboard book today. 3. Page 209 Empirical Evidence Logical Evidence Anecdotal Evidence 4. Page 207: notes on Runaway Jury. 5. Continue film 6. Tomorrow: activity 4.4 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 217 Give evidence that supports February 6, 2014 Todays objectives: Analyze ways in which justice can go beyond cultures Identify an authors purpose and analyze the argument presented Identify an issue of injustice and connect it to the student community
1.and Turn in signed state guidelines. 2. You will need your Springboard book today. 3. Review activity 4.4 page 209 4. Begin activity 4.5 page 216 1. Time to Assert American Values and Rough Justice 2. Syntax and Diction 3. International Justice: page 210 4. How do you determine a laws 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 countrys laws? 8. Are there any laws to which all nations on the planet would agree? February 7, 2014 Todays objectives: Analyze ways in which justice can go beyond cultures Identify an authors purpose and analyze the argument presented Identify an issue of injustice and connect it to the student community 1.and Turn in signed state guidelines and outside reading
2. Review activity 4.4 page 209 3. Begin activity 4.5 page 216 1. Declaration of the Rights of the Child page 218 2. Nelson Mandelas 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. Schools out for Summer page 223 6. Identify Quindlens hook and February 7, 2014
Todays objectives: Analyze ways in which justice can go beyond cultures Identify an authors purpose and analyze the argument presented Identify an issue of injustice and connect it to the student community Turn in signed and state guidelines and outside reading Page 209 & page 227 Empirical Definition: Example: Picture: Logos Definition:
Example: Picture: Logical Definition: Example: Picture: Ethos Definition: Example: Picture: Anecdotal 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 Argument 2 Argument 3 1. 1 Turn in signed guidelines. I 2. YouOthers/I will need yourFew I Springboard book today. 3. Page 227 4. Activity 4.6 February 10, 2014 Todays objectives: Examine the communication process Evaluate and critique the persuasive techniques of
media messages Apply understanding of rhetorical devices such as persuasive appeals 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 Authority Aristotle 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 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 February 11, 2014 Todays objectives: Identify issues of injustice Identify authors purpose and analyze argument Identify distinctive features of genres and how authors use them to convey specific ideas.
1. 2. 3. Turn in sixsquare vocabulary sheet from yesterday. Remember you have three arguments on the back. You will need your Springboar d book today. Begin activity 4.7 February 11, 2014
In your groups, discuss the following and be prepared to share-out: 1. 2. 3. 4. 5. A ban on Muslim womens head scarves Separation of church and state Discrimination against Muslims Dismissal of teachers who wear head scarves 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 authors thesis in each article. 4. Confirm the thesis with your table mates. Todays objectives: 5. Help each other complete the chart that will replace Identify issues of injustice page 235.
Identify authors purpose and analyze argument Identify distinctive features of genres and how authors use them to convey specific ideas. February 12, 2014 Tomorrow: Unit 4 online test Friday: Pen Pals Todays objectives: Identify issues of injustice Identify authors purpose and analyze argument Identify distinctive features of genres and how authors use them to convey specific ideas. 1. Read Unfair Dress Code page 243 & Religious Expression page 244 2. Continue completing the last two rows of the graph from yesterday 3. Figure out which appeal is used in each article:
ETHOS, LOGOS, or PATHOS Tonight is Pack the Gym night at Sumner High School, 6:00 pm. 4. Dr. Phil If you are in the area and would like to participate in supporting the Special Olympics Basketball team, this is the first opportunity. They combine the Sumner HS and Bonney Lake HS Special Olympic Teams to form, and they perform an exhibition event, demonstrating their talents for the community before 5th period 6th period 1 House Rules TKAM 2 Uglies Book Thief
3 TKAM House Rules Angelas Ashes 4 5 Catch 22 Crime and Punishment 6 Book Thief Uglies 7 19 Minutes
19 Minutes Together: 1. Outside reading check-in 2. Review EA 4.1 *page 272 3. Review Evidence (Empirical, Logical, Anecdotal) *pg 209 4. Review Types of Appeals (Logos, Ethos, Pathos) *pg 227 Individually: 5. Gandhis Civil Disobedience *pg 247 1. When youre writing a persuasive letter, why is it important to know your audience? What information should you consider about your audience? *pg 249 2. Why might an allusion be a helpful strategy when writing a persuasive text? *pg 254 3. What elements are required for a persuasive argument? *pg 108 4. What is your level of moral reasoning? this description fit you? Why/Why InDoes Groups:
not? *pgSix 256stages of Moral Reasoning Kohlbers 2-25-14 13 Todays objectives: Review EA 4.1 and whats already been covered from unit 1 & 4. Examine ways justice can be viewed through individual actions and moral choices.
In Groups Re-read your assigned chunk. Highlight key words. Use other resources to gain understanding of words you dont know. Work with each other to summarize the level of development IN YOUR OWN WORDS. Break down each of the steps. Modify your summary to include these steps. On poster:
Write YOUR summary of the level Write a question similar to the one on the survey that illustrates your level of development or Give an example. Draw a picture that illustrates your level In Groups Reread your assigned chunk. Highlight key words. Use other resources to gain understanding of words you dont know. Work
with each other to summarize the level of development IN YOUR OWN WORDS. On poster: Write YOUR summary of the level Write a question similar to the one on the survey that illustrates your level of development Draw a picture that illustrates your level Mulan: well finish that another day 1.Continue understanding
Moral Reasoning (pg 256-258) 2.Moral scenario (pg 260) 3.Small discussion (pg 261) When is it acceptable to break a law? 4.Pablo Picasso Guernica. 2-27-14 11 Todays objectives: 1. Analyze key concept (moral reasoning) as it applies to texts. 2. Understand how artwork may serve as a vehicle for social protest 3. Describe how
meanings are communicate d through Guernica Pablo Picasso 1937 Oil on Canvas Together: 2-25-14 1. First period: lock down drill 2. Page 266 Depicting Injustice through a photo essay Kids Behind Bars (see following slides) 3. Protest Music Whats Going On? Marvin Gaye http://www.youtube.com/watch?v=iyQtUEwRIzQ 10 Todays objectives: Understand how artworks Whats Going On? Artists Against AIDS Worldwide may serve as
vehicles for http://www.youtube.com/watch?v=OyTy9ns894M social protest Investigate the source of a media production Identify issues of injustice 1. Page 266 Depicting Injustice through a photo essay 2. Protest Music Whats Going On? Marvin Gaye Whats Going On? Artists Against AIDS Worldwide 2-25-14 10 3. Weekend Homework bring in Monday 3. Artistic persuasive text of your own creation Like Picasso Todays
objectives: 2D or 3D with a written thesis statement 2. Photo Essay persuasive text Collection of your of your own pictures or others Like Richard Ross 10 photos on PPt with written thesis statement 3. Protest Song of your own or by another Like Marvin Gaye One song with lyrics on PPt (images Understan d how artworks may serve as vehicles for social protest Investigate the source of a media production Identify issues of
Allie Abby Sarah Mikaela Justin Matty D Reagan Danny Tommy Colton Samantha Josh Josie
Jaclyn Zainub Matt P Tyler Madison cierra 7 sixth period 1 2 3 4 5
6 7 Matthew Connor W Rachael Michael Madison F Adam Sam Jessica Chelsea Connor B
Emma K Ashley raelene Trey Emma M Ali Chris Madison T Alonso Andrew Cami Areli Raven
Alexis Diana Jade Alli Myra 1. Depicting Injustice through a print ad 2. OPTIC strategy on page 262 Overview Parts Title Interrelationships Conclusion 3. Lavender page 271 (features of persuasive texts) March 3 9 Days til
HSPE Todays objectives: Understand how artworks may serve as vehicles for social protest Investigate the source of a media production Identify issues of injustice March 4 1. Remember new seats 2. Your first group is still your book group. Remember your reading 8
Days til HSPE should be done by April 2nd (about a month) 3. Continue persuasive art, photography and music presentations 4. Multi-task? Review/revise thesis Todays objectives: Identify issues of injustice Investigate the source of media production Infer intended audience and analyze how production appeals (Do you want to stick with Point
s 4 2 Description Maintains consistent focus on topic and has selected and relevant details Has a logical organizational pattern and conveys a sense of completeness and wholeness Provides transitions which clearly serve to connect ideas Uses language effectively by exhibiting word choices that are engaging and appropriate for intended audience and purpose Includes sentences, or phrases where appropriate, of varied length and structure Allows the reader to sense the person behind the words Demonstrates an inconsistent focus and includes some supporting details, but may include extraneous or loosely related material Shows an attempt at an organizational pattern, but exhibits little sense of wholeness and completeness Provides transitions which are weak or inconsistent
Has a limited and predictable vocabulary which may not be appropriate for the intended audience and purpose Shows limited variety in sentence length and structure This essay or letter will be convincing if the writer selects specific, relevant content and organize his/her writing well. That means he/she should: follow the directions given in the writing prompt; have a clear position and stay focused on that position; have more than one argument to support their position; elaborate by using reasons, well-chosen and specific details, examples, anecdotes, facts, and/or statistics as evidence to support their arguments;
organize their writing to make the best case for their position; anticipate and refute the opposing position; begin their writing with an opening, include a statement of position, and end their writing with an effective persuasive conclusion, such as a call for action; and use transitions to connect their position, arguments, and evidence. Their essay or letter will be convincing if he/she demonstrate an effective style. That means he/she should: show that he/she is committed to their position by writing in a voice appropriate for audience and purpose; use words, phrases, and persuasive techniques that urge or compel the reader to support their position; and 1. Remember new seats
2. Outside reading should be done by 4-2-14 3. Make up persuasive art, photography and music presentations can be done during lunch. 4. Review table on page 271 5. Begin EA 4.1 March 5 7 Days til HSPE Todays objectives: Identify issues of page 271: injustice Whats your topic (general, broad) Infer intended audience analyze how Write a question about your topic. and production appeals On 6.
7. 8. Draft a *thesis/claim for your topic. *may use the same one you did for presentation On page 272 (in the margins) 9. Steps 1-3 10.Begin prewriting/brainstorm 11.In lab Thurs and Friday Editorial Essay Drama News Article Speech Letter 1. Continue HSPE prep by looking at Persuasive Letter rubric and writing samples March 6 6 Days til
HSPE 2. Commit to plan for EA 4.1 3. In lab Thur & Fri Todays objectives: Understand how artworks may serve as vehicles for social protest Investigate the source of a media production Identify issues of injustice In text citations (MLA style) Known author
Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). Wordsworth extensively explored the role of emotion in the creative process (263). Unknown author We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change . . ." ("Impact of Global Warming" 6). *internet texts do not need page numbers, but name the author or article. *do not include the website Indirect Sources Ravitch argues that high schools are pressured to act as "social Point s 4 2
Description Maintains consistent focus on topic and has selected and relevant details Has a logical organizational pattern and conveys a sense of completeness and wholeness Provides transitions which clearly serve to connect ideas Uses language effectively by exhibiting word choices that are engaging and appropriate for intended audience and purpose Includes sentences, or phrases where appropriate, of varied length and structure Allows the reader to sense the person behind the words Demonstrates an inconsistent focus and includes some supporting details, but may include extraneous or loosely related material Shows an attempt at an organizational pattern, but exhibits little sense of wholeness and completeness Provides transitions which are weak or inconsistent Has a limited and predictable vocabulary which may not be appropriate for the intended audience and purpose Shows limited variety in sentence length and structure 1. Best rough draft of EA 4.1 due
TODAY. 2. Editing by two peers Angela Rigley a speech on animal rights 4.1 3. Final copy DUE FRIDAYComposingEAa Persuasive Text March 14, 2014 1. Title Page 2. EA 4.1 paper 3. Reflection (#7 on pg 272) Reflection should be a typed, informal paragraph where you talk about the paper you wrote, and what youve learned about constructing a persuasive document. 4. All documents should be typed, Times New Roman, 12 point font, March 11 4
Days til HSPE Todays objectives: Identify issue of injustice Investigate source of media production
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