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
Today’s 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 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’]
1. Sit with the same table group:
January 29th
Honors LA10 p 4-5
Today’s 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 semester’s teacher.
2. Continue work with Richard Sherman
paragraph and articles. *work on CDs!
3. Begin Unit 4: Justice
4. Unpack EA 4.1 –page 272-273
5.
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 halfsheet, 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 272-273
5.
Read from Romeo and Juliet pg 202
Prince
Cami
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
Today’s 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.
4.
5.
What does justice mean to you?
Page 207: notes on Runaway Jury.
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
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
1.
2.
3.
4.
5.
Turn in signed guidelines
ASAP please
You will need your
Springboard book today.
Page 209
Empirical Evidence
Logical Evidence
Anecdotal Evidence
Page 207: notes on
Runaway Jury.
Continue film
6. Tomorrow:
activity 4.4
pages 209-215
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 your choices.
February 6, 2014
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.
2.
3.
4.
Turn in signed guidelines.
You will need your
Springboard book today.
Review activity 4.4 page
209
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 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
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.
2.
3.
Turn in signed guidelines
and outside reading
Review activity 4.4 page
209
Begin activity 4.5 page 216
1. Declaration of the Rights of the Child
2.
3.
4.
5.
6.
7.
page 218
Nelson Mandela’s speech page 221
Build consensus on how effectively
plans like those suggested by the South
African government are implemented
in our community.
Pick one area where you all agree and
brainstorm reasons you could use to
persuade others who might not hold
the same opinion.
School’s out for Summer page 223
Identify Quindlen’s hook and thesis.
What persuasive techniques does she
use? What evidence does she use to
support her claim (Empirical,
Logical, Anecdotal)? page 209
February 7, 2014
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

Turn in signed 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:
1. 1 TurnArgument
in signed2 guidelines.
Argument
Argument 3
2. You will need your
I…
Others/I…
Few I…
Springboard
book today.
3. Page 227
4. Activity 4.6
February 10, 2014
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
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 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.
1. What can you tell about a person
by his or her clothing?
2. What does your style say about
you?
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.
1.
3. An Immodest Idea
• Put a check mark next to each
issue addressed
• Underline the support offered
2.
• Highlight the thesis statement in
the article
3.
Turn in sixsquare
vocabulary
sheet from
yesterday.
Remember
you have
three
arguments on
the back.
You will need
your
Springboard
book today.
Begin activity
4.7 page 235
February 11, 2014
• In your groups, discuss the following and be prepared to share-out:
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
A ban on Muslim women’s 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.
#1s people read Comment page 238
#2s people read Germany divided over Hijab page 240.
Highlight the author’s thesis in each article.
Confirm the thesis with your table mates.
Help each other complete the chart that will replace 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.