11/15 A-11/18 B English III

2 day lesson

Independent Reading-20 minutes-R20-22 Connections-80%-Due 11/21 A-11/22 B

Finish R23-Letter to Birmingham-chart-p281-282. Logos/Pathos/Ethos with explanation. Background info for this assignment available on 268, 276 and 280. Turn in this assignment to the basket today.

Class draws numbers to choose thier persuasive topics. They are allowed to work with a partner or by themselves. Once a topic is taken for the class, no one else can sign up for it.

So far the groups are as follows. Name(s) followed by topic #:
1st A day-Darrion-7, Briana/Akiera-9, Kenneth-11, Nick/Jarvis-12, Amy-16, Tyler-18, Solynn/Prentis-24, Tim-25, Randy/Alex-27, Zach-33, Roshawn-39, Rick-42, Jacob-43, Pat-44

2nd/A day- Teyonna/Cheyene-9, Kayla/Yolanda-11, Wilbert/Darren-12, Mayra/Xiomara-16, Briana/Latavia-18, Tristan/Jeremy-24, Fernando/Sau-25, Raven-26, Joel/Chase-27, Devaughnte/Andre-30, Mitsu/Kamal-2, Alyssa/Chrissy-39, Jazmine/Ricardo-42- NEW- Bam (2), Andrew (5),

5th/B day- To be determined.

Review-R19/R23 started. All exit slip questions reviewed in class. Stanton uses more emotion in her speech because she is speaking to women at a women's rights convention. Emotion would appeal to them the most because they are by nature more emotional than they are logical. Also, she wants to get them to feel something about women's rights because they've remained passive for so long. If she can get them to feel angry, neglected, abused, oppressed, then they should want to also stand up and join her cause. King uses more logical argument because his audience is the government or those who can and do make laws. Obviously he uses more logic because they are lawmakers, and should be very rational, logically thinking beings. Emotion wouldn't work as well on this audience, but he still uses it a bit to appeal to their human nature.

2nd part of lesson posted after it is taught-

2nd Part of Lesson
Independent reading-20 minutes-R20-22 Connections due 11/21 A-11/22 B

Students must finish R23-Letter from Birmingham and turn in.

Finish review R19-R23-Class discussion. R19 and R23 returned for this review.

Absent students choose persuasive topics for Performance Task 2-Unit 2-Social Conflict. Assignment, go ask 5 students for their opinion of your topic. If they do not agree with you, get a reason why. Each person or group presents their topic and how many people agree/disagree with them. This is important so you know what type of audience you will be persuading. If more than half of the class disagrees with you, your audience could be hostile, if most of the class agrees with you, you are dealing with a supportive audience. You must keep this in mind as you plan your presentation.

5th-Chooses Topics: Donnel/Fabi (9), Justin/Nate (11), Vance (20), Ron/Destiny (24), Krystal-for (27), Andre/Alante-against (27), Jasmine/Ashley (30), Kayla/Taran (42), Baraka/Maurkeisha(44)

11/10 A-11/14 B English III

Copy Exit 13: 1)What was MLK Jr's purpose in writing "Letter from Birmingham.."? (Answer in a complete sentence)2. Contrast "Declaration of Sentiments with "Letter from Birmingham." Which one uses more logic? Which one uses more emotion?? Explain why each author uses more of this type of persuasion in their writing? (consider audience)

Independent Reading-20 minutes-R20-22 Connections Due 11/21 A-11/22 B-80%

Turn in Exit 12 if you haven't already. Exit 12 returned to some students for corrections.

Finish R19-Women's Rights with your group. Turn in by stapling the individual assignments to the group assignment.

Start R23-Letter to Birmingham- First, read pg 286 paradox and Reading Focus: logos, ethos, pathos. Class reviews the types of persuasion together.

Then read p276 MLK Jr. short Biography. Read to learn why he wrote this letter from jail in the first place.

Then read p280 Rhetorical question-Class discussed that when using rhetorical questions the author is most likely appealing to someones logic.

Setup a chart like the last one you did for R19, but this time add Ethos/Ethics.

R23-Letter to Birminham-Document on the chart all persuasive devices used and if these devices are logos/logic, pathos/emotion, or ethos/ethics or more than one. Provide an explanation for each of your choices. Due the next class.

Class given compare/contrast essay model for W4-Performance Task-past due. Student told that they can redo their essay if they do not like their score. If they never turned in an essay, they should use the model to help them, as the essay is 100 points and 80% of their grade. If they don't turn it in, they cannot pass.

Class given persuasive topics to choose from for their Unit 2-Performance Task-Present a persuasive speech on a social conflict-80%-100 points.