1. These will be your table groups
for about a month –attendance
taken.
January 28, 2014
2. You will need your Springboard
book every day. New students
must get their books from last
semester’s teacher for tomorrow’s
class.
3. Classroom guidelines
intro/review
4. Table team writing activity on
Richard Sherman.
5. Unpack EA 4.1 (page 272)
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.
1.
Write two sentences that support your claim [why do you think what you
think?] Be thorough and clear in your explanations and reasoning.
2. Read both articles on Sherman. Look for two sentences/phrases that
support or agree with your claim. Copy two onto the sentence strips.
3. Look back at the articles and find two sentences/phrases that disagree or
contradict with your claim.
4. Find a way to link your blue and green phrases with a transition word or
phrase.
5. Write one sentence in response to each purple sentence (two total)
6. 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
LA10 Rigley p 1,2,3
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.
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
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
Jacob
Montague
Yaro
Lady Capulet
Erika
Benvolio
Jake
6. Activity 4.2: complete page 205
January 30th
LA10 Rigley p 1,2,3
Today’s objectives:
• To analyze a universal theme
across time
• To make inference with
textual support
February 3, 2014
1.
2.
3.
4.
5.
6.
Turn in signed guidelines ASAP
Sit with the same table group.
You will need your Springboard book today.
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.
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.
6.
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
Tomorrow:
activity 4.4 pages 209-215
1. Rank these 10 values
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.
Give evidence that supports your choices.
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.
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 rule/law’s justness?
5. What laws transcend culture, time,
and place?
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.
4.
Turn in signed guidelines.
You will need your
Springboard book today.
Review activity 4.4 page
209
Begin activity 4.5 page 216
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 Turn
in signed2guidelines.
Argument
Argument
Argument 3
2. You will need your
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
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.