To introducereview classroom expectations and procedures To establish Unit Four SB To contextualize prior knowledge about key ideas and concepts These will be your table groups for about a month attendance taken ID: 809120
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Slide1
January 28, 2014
Today’s objectives:To introduce/review classroom expectations and proceduresTo establish Unit Four SBTo contextualize prior knowledge about key ideas and concepts
These will be your table groups for about a month –attendance taken.You will need your Springboard book every day. New students must get their books from last semester’s teacher for tomorrow’s class.Classroom guidelines intro/reviewTable team writing activity on Richard Sherman.Unpack EA 4.1 (page 272)
Slide2As 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.
Write two sentences that support your claim [why do you think what you think?] Be thorough and clear in your explanations and reasoning.Read both articles on Sherman. Look for two sentences/phrases that support or agree with your claim. Copy two onto the sentence strips.Look back at the articles and find two sentences/phrases that disagree or contradict with your claim.
Find a way to link your
blue
and
green
phrases with a
transition word or phrase
.
Write one sentence in
response
to
each
purple sentence (
two
total)
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’]
Slide3January
29thSit with the same table group:
You will need your Springboard book today. Transfer students need to get their book from last semester’s teacher.Continue work with Richard Sherman paragraph and articles.
Begin Unit 4: Justice
Unpack EA 4.1 –page 272-273
Activity 4.2
LA10
Rigley
p 1,2,3
Today’s objectives:
To contextualize prior knowledge about key ideas and conceptsTo analyze the skills and knowledge necessary for success in the unit
Slide4January 30th
Sit with the same table groupIf you have your signed guidelines half-sheet, turn it in to the basket.
You will need your Springboard book today. Transfer students need to get their book from last semester’s teacher.Unpack EA 4.1 –page 272-273 Read from Romeo and Juliet pg 202
Activity 4.2: complete page 205
LA10
Rigley
p 1,2,3
Today’s objectives:
To analyze a universal theme across time
To make
inference with textual support
Prince
Jacob
Montague
Yaro
Lady Capulet
Erika
BenvolioJake
Slide5February 3, 2014
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 filmToday’s objectives:To activate and build on prior knowledge
Explore the meaning of justice and how to apply it to our own lives.
Slide6February 4, 2014
Turn in signed guidelines ASAP pleaseYou will need your Springboard book today.
Page 209 Empirical Evidence Logical Evidence Anecdotal EvidencePage 207: notes on Runaway Jury.Continue filmTomorrow: activity 4.4 pages 209-215Today’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
Slide7February 7, 2014
Turn in signed guidelines.You will need your Springboard
book today.Review activity 4.4 page 209Begin activity 4.5 page 216Today’s objectives:Analyze ways in which justice can go beyond culturesIdentify an author’s purpose and analyze the argument presentedIdentify an issue of injustice and connect it to the student’ community and state
Rank these 10 values
List them in order of importance (as they apply to your life):
Love
Truth
Justice
RespectKnowledge
CompassionCourage/Bravery
KindnessGreed/AmbitionDiversityJustify your top three choices. Give evidence that supports your choices.
Slide8February 7, 2014
Turn in signed guidelines.You will need your Springboard book today.
Review activity 4.4 page 209Begin activity 4.5 page 216Today’s objectives:Analyze ways in which justice can go beyond culturesIdentify an author’s purpose and analyze the argument presentedIdentify an issue of injustice and connect it to the student’ community and state
Time to Assert American Values
and
Rough Justice
Syntax and Diction
International Justice: page 210
How do YOU determine a rule/law’s justness?
What laws transcend culture, time, and place? How are laws established in a state? A country?
How would you go about changing your country’s laws?Are there any laws to which all nations on the planet would agree?
Slide9Page 209 & page 227
February 10, 2014 Turn in signed guidelines.You will
need your Springboard book today.Page 227Activity 4.6Today’s objectives:Examine the communication processEvaluate and critique the persuasive techniques of media messagesApply understanding of rhetorical devices such as persuasive appeals
Empirical
Definition:
Example:
Picture:
Logical
Definition:
Example:
Picture:Anecdotal
Definition:
Example:
Picture:
Logos
Definition:
Example:
Picture:
Ethos
Definition:
Example:
Picture:
Pathos
Definition:
Example:
Picture:
On
back: Y
ou 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:
Argument 1
Argument 2
Argument 3
Slide10February 11, 2014
Turn in six-square vocabulary sheet from yesterday. Remember you have three arguments on the back.You will
need your Springboard book today.Begin activity 4.7 page 235Today’s objectives:Identify issues of injusticeIdentify author’s purpose and analyze argumentIdentify distinctive features of genres and how authors use them to convey specific ideas.
What can you tell about a person by his or her clothing
?
What does your style say about you?
An
Immodest Idea
Put a check mark next to each issue addressed
Underline the support offered
Highlight the thesis statement in the article
Slide11February 11, 2014
Today’s objectives:Identify issues of injustice
Identify author’s purpose and analyze argumentIdentify distinctive features of genres and how authors use them to convey specific ideas. In your groups, discuss the following and be prepared to share-out:A ban on Muslim women’s head scarvesSeparation of church and stateDiscrimination against MuslimsDismissal of teachers who wear head scarvesAmerican 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.