AS English language
11th Grade - 0 hour - Room 205
Week 11
FALL BREAK
Week 10
Monday, October 3
Establish
SWBAT revise satire
Equip
ISN
Engage
- Written work
- Participation
Tuesday, October 4
Establish
SWBAT apply passive v active voice
Equip
ISN
Engage
- Written work
- Participation
Wednesday, October 5
Establish
SWBAT
Equip
ISN
Engage
Thursday, October 6
Establish
SWBAT continue thesis practice
Equip
ISN
Engage
- Written work
- Participation
Friday, October 7
ASSEMBLY!
Week 9
Monday, September 26
Establish
SWBAT understand types of theses
Equip
ISN
Tailored Thesis Presentation
Taking a Specific Stance Presentation
Starting with a Question Presentation
Argumentative Thesis
Expository Thesis
Analytical Thesis
Engage
- Written work
- Participation
Tuesday, September 27
Establish
SWBAT understand difference between active and passive voice
Equip
ISN
Engage
- Written work
- Participation
Wednesday, September 28
Establish
SWBAT develop outline into 1st draft
Equip
ISN
Engage
- Written work
- Participation
Thursday, September 29
Establish
SWBAT
Equip
Engage
Evaluate
Friday, September 30
Establish
SWBAT
Equip
Engage
Evaluate
Week 8
Monday, September 19
Establish
SWBAT understand basics of essay
Equip
ISN
Engage
- Written work
- Participation
Tuesday, September 20
Establish
SWBAT Understand elements of a thesis
Equip
ISN, handout
Engage
- Written work
- Participation
Wednesday, September 21
Establish
SWBAT teach thesis to their classmates
Equip
ISN
Engage
- Written work
- Participation
Thursday, September 22
Establish
SWBAT complete presentation and begin outline
Equip
ISN
Engage
- Written work
- Participation
Friday, September 23
College Fair!
Week 7
Monday, September 12
Equip
ISN
Establish
SWBAT understand basics of context, form, and style
Engage
- Participation
Tuesday, September 13
Establish
SWBAT Understand context, form, and style
Equip
ISN
Engage
- Written work
- Participation
Wednesday, September 14
Establish
SWBAT begin applying analysis of speeches, work on trailer
Equip
ISN
Engage
- Written work
- Participation
Thursday, September 15
Establish
SWBAT
Equip
Engage
- 100 Greatest Speeches
- Speech Worksheet
Evaluate
Friday, September 16
Establish
SWBAT
Equip
Engage
Evaluate
Week 6
Monday, September 5th
Labor Day - No School
Tuesday, September 6th
Establish
SWBAT peer edit satire letters
Equip
ISN
Engage
Evaluate
- Written work
- Participation
Wednesday, September 7th
Establish
SWBAT begin revision process
Equip
ISN, Chromebook
Engage
- Participation
Thursday, September 8th
Establish
SWBAT Perform a 2nd PE
Equip
ISN, Peer Edit Cards
Engage
- Written work
- Participation
Friday, September 9th
Establish
SWBAT
Equip
Engage
- Written work
- Participation
Week 5
Monday, August 29
Establish
SWBAT Learn about the tools of satire
Equip
ISN
Engage
8/29 – AS English Language
- Written work
- Participation
Tuesday, August 30
Establish
SBWAT Understand subtleties between sarcasm and satire
Equip
ISN
Engage
- Written work
- Participation
Wednesday, August 31
Establish
SWBAT Select the focus for their satire
Equip
ISN
Engage
Evaluate:
- Written work
- Participation
Thursday, September 1
- STAR testing! (Chromebook)
Friday, September 2
Establish
SWBAT Compose an effective piece of rhetoric
Equip
ISN
Engage
Week 4
Monday, August 22
Establish
SWBAT Perform analysis of complex rhetoric
Equip
ISN
Engage
Evaluate
- Written work
- Participation
Tuesday, August 23
Establish
SWBAT Compare/contrast satire and nonfiction, analyze a variety of purposes and how they are achieved
Equip
ISN
Engage
8/23 – AS English
- Written work
- Participation
Wednesday, August 24
Establish
SWBAT Continue working on essay sample
Equip
ISN
Engage
- Written work
- Participation
Thursday, August 25
Establish
SWBAT Research and present on satire
Equip
ISN
Engage
- Participation
Friday, August 26
Establish
SWBAT Complete posters for presentation
Equip
ISN
Engage
- Written work
- Participation
Week 3
Monday, August 15th
Establish
SWBAT identify and analyze ethos, logos, and pathos
Equip
ISN, ISN supplies
Engage
Evaluate
- Written work
- Participation
Tuesday, August 16th
Establish
SWBAT identify and analyze ethos, logos, and pathos
Equip
ISN, ISN supplies
Engage
8/16 – AS English Language
Evaluate
- Written work
- Participation
Wednesday, August 17th
Establish
SWBAT identify and analyze ethos, logos, and pathos
Equip
ISN, ISN supplies
Engage
- Written work
- Participation
Thursday, August 18th
Establish
SWBAT Analyze complex rhetoric
Equip
ISN, ISN supplies
Engage
4. Is the excerpt successful in its purpose? Explain.
- Reflection: How has this piece of writing made you think about the idea of eating animals in general (not just dogs)? Do you think it’s ok to eat other animals but not dogs? Explain.
Evaluate
- Written work
- Participation
Friday, August 19th
Establish
SWBAT Analyze complex rhetoric
Equip
ISN, ISN supplies
Engage
- Written work
- Participation
Week 2
Monday, August 8th
Establish
SWBAT Set up ISN, explore basics of rhetoric
Equip
ISN, ISN supplies, ISN PowerPoint
Engage
- Students set up ISN by following PowerPoint
- Students research basics of rhetoric in small groups
- Students work on presentations for class
- Students begin presentations
- Notes in ISN, Reflection in ISN
Evaluate
Participation
ISA
Tuesday, August 9th
Establish
SWBAT present information to class
Equip
ISA, ISA Supplies
Engage
Participation
Wednesday, August 10th
Establish
SWBAT complete presentations, practice rhetorical analysis
Equip
ISA, ISA Supplies
Engage
Participation
Thursday, August 11th
Establish
SWBAT Apply rhetorical analysis to written text
Equip
ISA, ISA supplies
Engage
Evaluate
- Participation
Friday, August 12th
Establish
SWBAT Apply rhetorical analysis to written text
Equip
ISA, ISA supplies
Engage
- Participation
Quarter 1
Week 1
Thursday, August 4th
Establish
SWBAT Understand syllabus, begin self-portrait poem
Equip
PowerPoint, pen/pencil, art supplies
Engage
- Students go over syllabus
- Students begin self-portrait poem
Evaluate
- Participation
Friday, August 5th
Establish
SWBAT Complete self-portrait poem
Equip
Pen/Pencil, art supplies
Engage
- Students complete self-portrait poem
Evaluate
- Written work
FALL BREAK
Week 10
Monday, October 3
Establish
SWBAT revise satire
Equip
ISN
Engage
- Bellwork: How was your three day weekend?!
- Turn in 1st Draft
- Check grades
- Discuss satire letter
- Can revise if 15/20 or lower - due Thursday
- Written work
- Participation
Tuesday, October 4
Establish
SWBAT apply passive v active voice
Equip
ISN
Engage
- Bellwork: Why is it important to write in active voice?
- Individual Work: Write a 1 page fairytale (with your own twist) IN ONLY PASSIVE VOICE
- Swap with the person on the right
- Revise the story into ACTIVE VOICE
- Written work
- Participation
Wednesday, October 5
Establish
SWBAT
Equip
ISN
Engage
- Bellwork: Why do you love thesis sentences?
- Individual work: Passive/Active Worksheet
- Whole Class: Thesis PowerPoint
- Individual Work: Thesis Worksheet
Thursday, October 6
Establish
SWBAT continue thesis practice
Equip
ISN
Engage
- Bellwork: Why is it helpful to practice writing a thesis in multiple formats/handouts?
- Individual Work: Complete thesis worksheet for your own thesis
- Practice as whole group with Disney music
- Written work
- Participation
Friday, October 7
ASSEMBLY!
Week 9
Monday, September 26
Establish
SWBAT understand types of theses
Equip
ISN
Tailored Thesis Presentation
Taking a Specific Stance Presentation
Starting with a Question Presentation
Argumentative Thesis
Expository Thesis
Analytical Thesis
Engage
- Bellwork: How was your weekend?
- Presentations!
- Audience takes notes
- Written work
- Participation
Tuesday, September 27
Establish
SWBAT understand difference between active and passive voice
Equip
ISN
Engage
- Bellwork: What are the benefits to outlines before you compose a 1st draft?
- Whole Class: PowerPoint on Active v. Passive Voice
- PowerPoint
- Video
- Kahoot
- Individual Work: Work on active/passive worksheets
- Written work
- Participation
Wednesday, September 28
Establish
SWBAT develop outline into 1st draft
Equip
ISN
Engage
- Bellwork: Define “active voice” and “passive voice” (may use your device and/or your notes)
- Individual Work: Work on turning outline into rough draft
- If your outline already looks like a rough draft, ask a friend to give you some notes so that you can create a revised draft (Due Monday)
- Be aware of active and passive voice!
- Written work
- Participation
Thursday, September 29
Establish
SWBAT
Equip
Engage
Evaluate
Friday, September 30
Establish
SWBAT
Equip
Engage
Evaluate
Week 8
Monday, September 19
Establish
SWBAT understand basics of essay
Equip
ISN
Engage
- Bellwork: Why do we write an analysis of a text?
- View trailers!
- Go over rubric
- Design a visual representation of the essay elements
- Written work
- Participation
Tuesday, September 20
Establish
SWBAT Understand elements of a thesis
Equip
ISN, handout
Engage
- Bellwork: What is a thesis? Write the definition
- A thesis is a statement or a theory that is put forward as a premise to be maintained or proved
- Partner Work: Complete visual representation of essay elements. Include the following:
- Introduction
- Thesis
- Body Paragraph
- Topic Sentence
- PEE
- Concluding Sentence
- Conclusion
- Individual Work: Begin brainstorming thesis (handout)
- Written work
- Participation
Wednesday, September 21
Establish
SWBAT teach thesis to their classmates
Equip
ISN
Engage
- Bellwork: Why is a thesis so very important?
- Group Work: Investigate in 6 groups
- 3 types of thesis: analytical, expository, argumentative
- 3 ways to write a thesis: Start with a question, then make the answer your thesis; tailor your thesis to the type of paper you are writing; take a specific stance to make your thesis more powerful
- In groups of 3, you will create a PowerPoint presentation (3 slides) which clearly and efficiently summarizes/describes your assigned investigation
- Written work
- Participation
Thursday, September 22
Establish
SWBAT complete presentation and begin outline
Equip
ISN
Engage
- Bellwork: What kind of baby animal is the cutest?
- Group Work: Work on presentations
- 1 cover slide, 3 body slides
- Give definition, example, and helpful tools
- Remember, you will be teaching this to the class so be sure to clear and concise in your PowerPoint (think of how the students will take notes and make sure your PowerPoint helps them know what notes to take quickly)
- Individual Work: When finished with presentations, begin working on outline
- Written work
- Participation
Friday, September 23
College Fair!
Week 7
Monday, September 12
Equip
ISN
Establish
SWBAT understand basics of context, form, and style
Engage
- Bellwork: After finishing this satire letter, what have you learned about your writing process?
- All students: fill out your rubric and give yourself a grade (make sure to write in the white space why you think you deserve the points you’ve given yourself
- Letter reflection: in your ISN, reflect on your satire letter. Write a 1 page reflection on the following
- What changes you made from rough draft to final draft
- What your successes were in the final draft
- What you struggled with in the final draft
- All students: turn in the following items in this order
- On bottom – rough draft
- Next – 2nd draft
- Next – final draft
- On top – rubric (make sure your name is on it!)
- Discussion on “context”, “form”, and “style”
- Table work: Students work in their table to define each of the 3 words
- Students then look up types of literary genres – write on board (no repeats!)
- View video on genres
- Table work: Students work in their table to define each of the 3 words
- Participation
Tuesday, September 13
Establish
SWBAT Understand context, form, and style
Equip
ISN
Engage
- Bellwork: What are characteristics of a movie trailer? What should your movie trailer include?
- Style PowerPoint https://www.youtube.com/watch?v=bSHMqb__ros
- Context PowerPoint http://www.slideshare.net/englishross/context-in-literature
- Form Video https://www.youtube.com/watch?v=wZkBhTgcFsk
- Students work in partners to identify the style, context, and form of their genre
- Use a white sheet, fold into thirds
- On each box, write down 5 characteristics of your genre’s style, 5 characteristics of your genre’s context, and 5 characteristics of your genre’s form
- These elements should be present in your trailer
- Work on trailer!
- Written work
- Participation
Wednesday, September 14
Establish
SWBAT begin applying analysis of speeches, work on trailer
Equip
ISN
Engage
- Bellwork: What makes a speech effective? Describe the elements of an effective speech.
- Whole Class: Analyze famous speeches for context, form, and style
- Group Work: Students work with groups to develop genre movie trailer
- Written work
- Participation
Thursday, September 15
Establish
SWBAT
Equip
Engage
- 100 Greatest Speeches
- Speech Worksheet
Evaluate
Friday, September 16
Establish
SWBAT
Equip
Engage
Evaluate
Week 6
Monday, September 5th
Labor Day - No School
Tuesday, September 6th
Establish
SWBAT peer edit satire letters
Equip
ISN
Engage
- Bellwork: Why is the revision process the most important step in writing?
- Individual Work: Students go over their own letters and highlight and label any rhetorical strategies and elements of satire
- Table Work: Students work in tables to peer review using peer review cards
- Reflection: How do you feel about your letter?
Evaluate
- Written work
- Participation
Wednesday, September 7th
Establish
SWBAT begin revision process
Equip
ISN, Chromebook
Engage
- Bellwork: What is your plan of attack for today? How will you start to revise your rough draft into your 2nd draft? Explain your specific process.
- Explanation of revision process
- Go over rubric
- Students work on revising using ChromeBooks (ChromeBook Cart 1)
- Participation
Thursday, September 8th
Establish
SWBAT Perform a 2nd PE
Equip
ISN, Peer Edit Cards
Engage
- Bellwork: Why is it important to be very critical when giving revisions suggestions? Why are compliments unhelpful in a revision?
- Table Work: Students work on Peer Edit
- Reflection: What revisions did you make yesterday? Describe.
- Check MLA Owl to see how to properly set up your paper in MLA format
- Written work
- Participation
Friday, September 9th
Establish
SWBAT
Equip
Engage
- Bellwork: Do you love or hate the revision process? Explain.
- Individual Work: Students work at their tables on Chromebook to complete the final draft of their satire letter
- Letter is due at the beginning of class on Monday (Get it printed before then! Don’t bug Ms. Burk to print for you or tell her you had printing issues! She will get grumpy!)
- Letter should show major revisions throughout all drafts
- Refer to your rubric
- Reflection: How did today go for you? How do you feel about the work you put in today?
- DUE ON MONDAY = Final Draft of Satire Letter (plus 2 previous drafts)
- Written work
- Participation
Week 5
Monday, August 29
Establish
SWBAT Learn about the tools of satire
Equip
ISN
Engage
8/29 – AS English Language
- Bellwork: Think about being in the audience when a group presents to you in class. What does a presentation group do that makes you engaged and interested in their presentation?
- Group Work: In your tables, complete your posters (you have 10 minutes).
- Be sure to also email me the video clip you chose to illustrate your element of satire – [email protected]
- Presentations!
- Audience takes notes on each tool (label this section “Elements of Satire”)
- Reflection: Go back through your ISN and update your Table of Contents
- Written work
- Participation
Tuesday, August 30
Establish
SBWAT Understand subtleties between sarcasm and satire
Equip
ISN
Engage
- Bellwork: Write the definition of “sarcasm” and below that, write the definition of “satire” (may use your devices)
- 2 volunteers to write definitions on board
- Pass out Permission Slips to SCC Visitors
- Complete Presentations!
- Small Group work: With partners, locate a website that shows the differences between satire and sarcasm
- Approve website with Ms. Burk (everyone should find a different website)
- Take notes in your ISN about the differences (title this section “Differences Between Sarcasm and Satire”)
- Don’t write the entire article down verbatim
- Summarize the difference in a small paragraph
- Then, make 3 lists: Sarcasm, Satire, and Both (fill in what is only sarcasm, what is only satire, and what is both)
- Don’t write the entire article down verbatim
- Venn Diagram
- Students add the info to a Venn Diagram on the board
- Copy Venn Diagram into handout (use 3 colors)
- Glue into ISN
- Written work
- Participation
Wednesday, August 31
Establish
SWBAT Select the focus for their satire
Equip
ISN
Engage
- Bellwork: Define “social issue” and “political issue” and give an example of each (use your device!)
- Social Issue – A problem that influence a considerable number of individuals within a society
- Unemployment
- Violence in schools
- Refugee crisis
- Racism
- Political Issue – Controversies debated within the political system
- Government spending
- Refugee crisis
- Abortion
- Gun control
- Brainstorm
- You will write a letter as a piece of satire. Research a political issue or social issue that you would like to “attack” in your letter. Remember, your purpose is as follows:
- Choose your social/political issue
- WHAT about this issue do you want to critique?
Evaluate:
- Written work
- Participation
Thursday, September 1
- STAR testing! (Chromebook)
- Bellwork: Hows your day going?
- I will pass out log in information on a little strip of paper – be nice to this strip, I will collect it at the end
- IF YOU ARE NOT TESTING: Work on something quietly
Friday, September 2
Establish
SWBAT Compose an effective piece of rhetoric
Equip
ISN
Engage
- Bellwork: What makes satire an effective form of rhetoric?
- Trying to argue the side of the people you are trying to convince – kind of siding with them but then showing them the bad parts of their own argument
- Uses humor and entertains the audience so they have fun but still think about the purpose
- Table work: Share your topic with those around the table. See if they have any thoughts that you can look into.
- Individual work: Work on developing your rough draft. We will do a peer edit on Tuesday. Your rough draft must include the following:
- A specific person to whom the letter is addressed (remember to attack the main idea, not the person)
- An introduction that leads into the body of the letters (introduction)
- A strong body that uses PEE – EVIDENCE is very important here (body paragraph)
- An ending that summarizes the main argument (conclusion)
- Remember that the “narrator” of the piece (the “bad” version of you) should be unlikeable in some way (doing so enhances the rhetoric and turns the reader against the message in the letter, which is your main purpose all along)
Week 4
Monday, August 22
Establish
SWBAT Perform analysis of complex rhetoric
Equip
ISN
Engage
- BW: How does satire change the way the author’s message is explained?
- Complete your highlighting
- Work on the following questions. We will have a fishbowl tomorrow in class:
- How does Swift portray himself throughout the essay? In what places does he reveal an egotistical persona? (tone, attitude)
- How does Swift make himself appear to be an expert? (ethical appeal)
- Why does Swift focus on the benefits of his plan before giving us the details of it? (organization)
- What point is Swift trying to make about landlords in paragraph 12? (diction)
- What can you infer about the social and political conditions in Ireland from the essay?
- How does Swift ironically criticize Catholicism in paragraph 21?
- Paragraphs 21-28 detail the advantages of Swift’s proposal. What criticisms of society are implied in these paragraphs?
- Does Swift hold out any hope that Ireland will be able to save itself without resorting to his “modest” proposal? Hint: reread paragraphs 29-30. What does Swift really want the Irish to do?
Evaluate
- Written work
- Participation
Tuesday, August 23
Establish
SWBAT Compare/contrast satire and nonfiction, analyze a variety of purposes and how they are achieved
Equip
ISN
Engage
8/23 – AS English
- BW: Who is the author/audience/purpose of “A Modest Proposal?”
- Author: Jonathon Swift
- Audience: Citizens of Ireland, people who are ignoring the plight of the poor
- Purpose: Shock people, bring light to conditions/challenge their perspective
- Explain how you know each. Who is the author/audience/purpose of “A Case for Eating Animals?” Explain how you know each.
- Author: Jonathon Safran Foer
- Audience: People who eat meat
- Purpose: Convince reader that eating dogs is ok?
- Show that dogs are animals and there isn’t really a line between animals we eat and dogs because they are both animals
- Challenge our perception about eating animals
- Tablework: Students work with their tables to read excerpt from “Inside of a Dog” – highlight ethos/logos/pathos, identify rhetorical strategies
- In-Class Essay: Write a response using both “Inside of a Dog” excerpt and “A Case for Eating Animals.” Here is your prompt: Have dogs evolved from wolves into companion animals that should be considered differently than other animals (such as pigs)? Why or why not? Use both sources (listed above) and quote them in your in-class essay to prove your point.
- Essay:
- Introduction
- Hook
- Summary of essay
- Thesis (main argument of paper)
- Body paragraph
- Topic sentence (what your paragraph will prove)
- Point
- Evidence (quote)
- Explanation (your words)
- Concluding sentence (what your paragraph has proven)
- Conclusion
- Restate thesis
- Summarize paper (what has your paper proven)
- Introduction
- Written work
- Participation
Wednesday, August 24
Establish
SWBAT Continue working on essay sample
Equip
ISN
Engage
- BW: Why is satire a powerful use of rhetoric in persuading the audience for the author’s purpose? Explain. Use an example from Foer or Swift.
- Continue working on in-class essay (Due Thursday at beginning of class)
- Written work
- Participation
Thursday, August 25
Establish
SWBAT Research and present on satire
Equip
ISN
Engage
- BW: How do you feel about satire? Do you feel that you understand the concept or would you like more instruction?
- Small group work: Students research elements of satire (also called tools of satire) and work together to start creating a poster to teach to the class
- Use devices to research elements of satire
- Approve element with Ms. Burk
- Begin gathering information and creating rough draft of poster
- Poster should clearly define element
- Poster should have clear and understandable written example
- Poster should look clean and crisp
- Poster should show effort and neatness
- Locate an (appropriate) video example to show the class during your presentation
- Reflection: How are you working in your group? Explain.
- Participation
Friday, August 26
Establish
SWBAT Complete posters for presentation
Equip
ISN
Engage
- BW: How do you plan to make your poster accessible and understandable for your classmates?
- Small group work: Begin making poster (complete poster by end of the day)
- Swap poster with another group near you – perform a revision of their poster. What is working? What suggestions do you have?
- Make poster!
- Use dark outlines for words to help everything pop
- Hold up poster and stand away from it to make sure everything is clear from a distance
- Once complete, practice your presentation with your group. All members need to talk.
- Email your video clip (as a link is fine) to Ms. Burk at [email protected]
- Reflection: How do you think your group worked together? What did you guys do successfully? What can you guys improve on?
- Written work
- Participation
Week 3
Monday, August 15th
Establish
SWBAT identify and analyze ethos, logos, and pathos
Equip
ISN, ISN supplies
Engage
- BW: What determines whether an ad uses rhetoric effectively or ineffectively? Describe.
- Notes: Students take notes from board
- Individual work: Students work individually to create their own comic strip describing one of the rhetorical strategies
- Your table will choose a rhetorical strategy
- Your table will choose a product to “sell”
- In your table, research that strategy and discuss
- Individually, draw a comic which illustrates the strategy chosen by your table and sells the product chosen by your table
- Should showcase the rhetorical strategy
- Should be neat and colorful
- Everyone’s comic should be different from their tablemates’
- Reflection: How should you use rhetorical strategies in your own writing? Describe.
Evaluate
- Written work
- Participation
Tuesday, August 16th
Establish
SWBAT identify and analyze ethos, logos, and pathos
Equip
ISN, ISN supplies
Engage
8/16 – AS English Language
- BW: Why are rhetorical strategies important elements in a piece of rhetoric?
- Individual work: Finish coloring comic strips illustrating rhetorical strategies (10 minutes)
- Should be brightly colored
- Should highlight the rhetorical strategy
- Should be neat
- Whole class: Students gather information to contextualize Queen Elizabeth I’s speech
- Locate information on why Queen Elizabeth was giving a speech to the troops at Tilbury (1588) – any information to contextualize this event
- Once your table has a piece of information, write it on the board
- Discuss with class and take notes – “Queen Elizabeth I Speech to Troops at Tilbury (1588) Notes”
- View clip of Elizabeth
- Whole class: Students read Queen Elizabeth I’s Speech out loud
- After reading, students use 3 color highlighters and highlight examples of ethos, logos, and pathos
- Students then locate and underline any rhetorical strategies
- Partner work: Students work in partners to complete the questions about the rhetoric used in the speech
- Reflection: What causes people to follow leaders? Make a list. Looking at this list, where does a talent for rhetoric come into play?
- Homework: Completed speech annotations (highlighted and underlined as indicated above)
Evaluate
- Written work
- Participation
Wednesday, August 17th
Establish
SWBAT identify and analyze ethos, logos, and pathos
Equip
ISN, ISN supplies
Engage
- BW: How can you determine if rhetoric is used effectively?
- Group Work: Students view clips of movie speeches and follow along on handout
- Individual Work: Students work individually to complete handout
- Partner work: Students work in partners to complete Queen Elizabeth Handout
- Reflection: Which speech was your favorite? Why? Explain.
- Written work
- Participation
Thursday, August 18th
Establish
SWBAT Analyze complex rhetoric
Equip
ISN, ISN supplies
Engage
- BW: What is satire? Look up a definition and give an example (hopefully one that you are familiar with)
- The use of humor, irony, exaggeration or ridicule to expose or criticize people’s stupidity or vices
- What is said or done is the opposite of what is intended or desired
- Discussion: Excerpt we are about to read is very disturbing at first, keep in mind that we are going to analyze the rhetoric
- Table work: Students read the excerpt aloud in their tables
- As the excerpt is read aloud, use three highlighters and a pen to find the appeals and any rhetorical strategies
- Partner work: discuss the excerpt with the person sitting next to you
- In your ISN, answer the following questions:
- What do you make of the last paragraph? What does it have to do with the rest of the essay?
- What is the purpose of this excerpt?
4. Is the excerpt successful in its purpose? Explain.
- Reflection: How has this piece of writing made you think about the idea of eating animals in general (not just dogs)? Do you think it’s ok to eat other animals but not dogs? Explain.
Evaluate
- Written work
- Participation
Friday, August 19th
Establish
SWBAT Analyze complex rhetoric
Equip
ISN, ISN supplies
Engage
- BW: What are your thoughts on “A Case for Eating Animals”? How did you feel as you were reading? What did you agree or disagree with?
- Tablework: Complete Questions on “A Case for Eating Animals”
- In your ISN, answer the following questions:
- What do you make of the last paragraph? What does it have to do with the rest of the essay?
- What is the purpose of this excerpt?
- Who is the audience for this excerpt?
- Is the excerpt successful in its purpose? Explain.
- Tablework: Students read “A Modest Proposal” – highlight for appeals, underline for rhetorical strategies
- Reflection: Why would it have been less effective for the authors to plainly state their purpose?
- Written work
- Participation
Week 2
Monday, August 8th
Establish
SWBAT Set up ISN, explore basics of rhetoric
Equip
ISN, ISN supplies, ISN PowerPoint
Engage
- Students set up ISN by following PowerPoint
- Students research basics of rhetoric in small groups
- Students work on presentations for class
- Students begin presentations
- Notes in ISN, Reflection in ISN
Evaluate
Participation
ISA
Tuesday, August 9th
Establish
SWBAT present information to class
Equip
ISA, ISA Supplies
Engage
- BW: How do you conduct research? Explain your specific process. Is this process effective? Why or why not?
- Group Work:
- In your tables, continue researching your topic (10 minutes). Take notes in your ISN.
- Begin brainstorming presentation (5 minutes). Take notes in your ISN.
- Reflection: What did you learn about rhetoric? Explain. Why do you think this is important to learn about in English? Explain (5 minutes).
Participation
Wednesday, August 10th
Establish
SWBAT complete presentations, practice rhetorical analysis
Equip
ISA, ISA Supplies
Engage
- BW: Write the definition of rhetoric.
- Finish presentations
- Quick notes (ISN-RS) with Ms. Burk
- Work in same groups
- Locate advertising images
- Select one image
- Analyze the appeal or situation (whatever your group presented on) of the ad – all members take notes in ISN-RS
- Email Ms. Burk the image your group decided to analyze – [email protected]
- Work with your group to write a small report write one half sheet of paper as a group to turn in) on how this image uses the appeal your group presented on
- Reflection: (ISN-LS) Which appeal do you think is the strongest? Why?
Participation
Thursday, August 11th
Establish
SWBAT Apply rhetorical analysis to written text
Equip
ISA, ISA supplies
Engage
- BW: Describe how to use the rhetorical appeals (ethos, logos, pathos) effectively.
- Complete rhetoric presentations
- Partner work:
- Grab a book sample (can be your own book, a textbook, or a book from the shelf)
- Read the first page to each other
- Take notes in ISN-RS. Follow this format:
- Who is the author? How do you know this?
- Who is the audience? How do you know this?
- What is the purpose of this book? How do you know this?
- Where is there an instance of pathos? Describe. Explain how this appeal is used effectively.
- Where is there an instance of logos? Describe. Explain how this appeal is used effectively.
- Where is there an instance of ethos? Describe. Explain how this appeal is used effectively.
Evaluate
- Participation
Friday, August 12th
Establish
SWBAT Apply rhetorical analysis to written text
Equip
ISA, ISA supplies
Engage
- BW: What genre of movie is your favorite? Why? Explain.
- Groupwork:
- Get back into small groups from yesterday
- Complete questions (using trailers you play on your phone)
- In larger group look up 3 movie trailers. 1 comedy, 1 horror, and 1 action. These can be new movies or old movies.
- In each trailer, quickly answer the following:
- Who is the author?
- Who is the audience?
- What is the purpose?
- Give an example of pathos
- Give an example of logos
- Give an example of ethos
- Individual work:
- Locate an ad which shows an unsuccessful example of pathos
- Describe how the pathos is evident
- Explain how this pathos is unsuccessful
- Reflection: Do you think the use of rhetoric is manipulating to the general population? Why or why not?
- Participation
Quarter 1
Week 1
Thursday, August 4th
Establish
SWBAT Understand syllabus, begin self-portrait poem
Equip
PowerPoint, pen/pencil, art supplies
Engage
- Students go over syllabus
- Students begin self-portrait poem
Evaluate
- Participation
Friday, August 5th
Establish
SWBAT Complete self-portrait poem
Equip
Pen/Pencil, art supplies
Engage
- Students complete self-portrait poem
Evaluate
- Written work