

Compare and contrast juror 10 with juror 3
with a Venn Diagram.
Vocabulary Practice

Write a sentence for each vocab word (in context) to
show that you understand the word, using the
graphic organizer you were given.
Historical Speeches
(Week 21)
Answer the following question in your own
words:
What do you think that style
means when you think about
an author’s style?
Style in literature is the literary element
that describes the ways that the author
uses words—the author’s word choice,
sentence structure, figurative language,
and sentence arrangement all work
together to establish mood, images, and
meaning in the text. Style describes how
an author describes events, objects, and
ideas.
 Number
your paper from
1-10. Write one sentence
per word or phrase.
Historical Speeches



She waddled across the stage.
She walked like a duck across the
stage.
Embarrassed Maureen precariously
and ridiculously walked across the
gilded platform.

Historical Speeches



Think about who Bill
Cosby’s audience is.
Think about what his
purpose is.
Think about how he is
making his argument.
Historical Speeches





It had been several exceedingly long months
since I had seen my beloved grandmother. She
had fallen gravely ill this past May, and I
yearned to see her once again before she
started pushing up daisies.
A. went and found herself deader than a
doornail
B. passed away
C. died like a two-dollar cell-phone
D. No change



What was his purpose in giving all
of the short speeches he gave
throughout the play?
Who was his audience?
How did he convince them?

Historical Speeches



Think about who Bill
Cosby’s audience is.
Think about what his
purpose is.
Think about how he is
making his argument.
Write a response of no less
than a page.
(Assignment #5 week 21.)
1. What is style in regards to writing?
2. What 2 kinds of ways did juror # 8 use and what one
way did juror #5 use to convince the rest of the jurors that
the boy was not guilty?
3. What was Bill Cosby’s speech about?
4. What was Bill Cosby’s purpose in giving the “poundcake” speech?
5. How did he convince the audience of what he was
saying?



Ethos-reputation, character, title
of the speaker or writer
Pathos-emotions, sympathy
empathy
Logos-logic and facts
Ethos
Pathos
Logos
Bill Cosby is a famous
actor/comedian and an
active member of the
NAACP who has
donated millions of
dollars to support Black
College funds
A boy gets shot in the
back of the head for
stealing a coke.
50% drop out rate
Historical Speeches
Mr. Covey succeeded in breaking me. I was broken in body, soul, and
spirit. My natural elasticity was crushed. My intellect languished.
1
The disposition to read departed. The cheerful spark that
dilly-dallied about my eye died.
2
1.
a. No change
b. Went away
c. Got weak and died
d. Passed out
2.
a.
b.
c.
d.
No change
Hung out
Lingered
Staid put



Ethos-reputation, character, title
of the speaker or writer
Pathos-emotions, sympathy,
empathy
Logos-logic and facts
Ethos
Pathos
Logos
Bill Cosby is a famous
actor/comedian and an
active member of the
NAACP who has
donated millions of
dollars to support Black
College funds
A boy gets shot in the
back of the head for
stealing a coke.
50% drop out rate
Stokely Carmichael



Ethos-reputation, character, title
of the speaker or writer
Pathos-emotions, sympathy,
empathy
Logos-logic and facts
Paragraph #
1
2
3
4
5
6
Main idea of paragraph

Skim the paragraphs that we read
last week. It is a little different than
what we read before. I modified the
text for better understanding during
this activity.

Tuesday


Review the summary of Stokely Carmichael’s Black Power
speech excerpt by matching summaries with paragraphs from
speech.
Explain Test Sections for next week’s test
 Essay/Paragraph Unity, Structure, and Coherence”
- Select the most logical place to put a sentence in a paragraph or a
whole essay, especially a topic sentence(OUC 20-23 and OUC 16-19 ).
 Tone and Style
 “Review: Use expressions, words and phrases that do not deviate
from the style and tone of an essay, revising if necessary. (WC 16-19
and WC 20-23).


Practice Test will be tomorrow, Wednesday.
Today’s Objective/Activity: I can place sentences in the correct
parts of Stokely Carmichael’s speech. CC:RI9/CRS:OUC20-23
and 16-19)










a. The philosophers Camus and Sartre raise the question
whether or not a man can condemn himself.
b. We did not go to sit next to Jim Clark
c. In a much larger view, SNCC says that white America
cannot condemn herself.
d. No man can give anybody his freedom.
e. For them to condemn him will be for them to condemn
themselves.
f. Now we want to take that to its logical extension, so that
we could understand, then, what its importance would be in
terms of new civil rights bills.
g. An example would be the Nazis.
h. We are here to discuss how we can take action.
i. So know that when u talkin’ ‘bout somebody else, you
really jus’ talkin’ bout yo’self.
J. When one constantly criticizes another, he is really just
revealing his own negative characteristics.
Review: Unity & Structure
Unity-Do all of the topic sentences support the thesis
statement? Do all of the supporting sentences support
the topic sentences? Do all of the ideas and details in a
sentence belong in that sentence?
Structure-Is there a clear beginning middle and
ending to the essay and each paragraph within?
-introduction, body, conclusion
-topic sentence, supporting sentence,
concluding
sentence.
Introduce: Coherence
Coherence-Does the writing flow from idea to idea
logically?
Explain what unity,
coherence, and style
mean in writing.
Unity-Do all of the topic sentences support the
thesis statement? Do all of the supporting
sentences support the topic sentences? Do all of
the ideas and details in a sentence belong in that
sentence?
Coherence-Does the writing flow from idea to
idea logically?
Style in literature is the literary element that
describes the ways that the author uses words—
the
Today’s Objectives:
I can summarize paragraphs to show that I understand
a speech.
I can formulate coherent and unified paragraphs with
given sentences.










a. The philosophers Camus and Sartre raise the question
whether or not a man can condemn himself.
b. We did not go to sit next to Jim Clark
c. In a much larger view, SNCC says that white America
cannot condemn herself.
d. No man can give anybody his freedom.
e. For them to condemn him will be for them to condemn
themselves.
f. Now we want to take that to its logical extension, so that
we could understand, then, what its importance would be in
terms of new civil rights bills.
g. An example would be the Nazis.
h. We are here to discuss how we can take action.
i. So know that when u talkin’ ‘bout somebody else, you
really jus’ talkin’ ‘bout yo’self.
j. When one constantly criticizes another, he is really just
revealing his own negative characteristics.
A. Segregation isn’t the problem; White supremacy is
the problem; therefore, integration is irrelevant.
B. The civil rights bill was passed for white people,
not for black people.
C. Since the US can’t condemn herself either, we have
done it. Now what can we do to move forward?
D. We are here to take action, not just talk, unlike my
critics who seem to be flawed individuals.
E. Man is born free; no one can give him his freedom.
F. Man can not condemn himself.
Find a partner. Explain the
concept of “coherence to
them and listen to their
explanation of it to you.
(VERBALLY!!!)
Objectives:
Review concepts with 2 pieces of
grade work
1)Determine the most logical sentence
placement within both paragraphs
and a written piece as a whole.
2) Maintain established tone and
style.
Bell-Ringer
-Share ideas for issues in the school.
-Identify the issue. Explain why the issue is
important to you.
-Class Discusses issues as needed
Even Classes
2-28-12
1. Write your name.
2. Bubble in your ID Number.
3. Write in your test number on the
subject line.
---Absolutely No Talking---
Odd Classes
2-29-12
1. Write your name.
2. Bubble in your ID Number.
3. Write in your test number on the
subject line.
---Absolutely No Talking---
Bell-Ringer
-Share ideas for issues in the school.
-Identify the issue. Explain why the issue is
important to you.
-Class Discusses issues as needed