October 31,

Objective: By the end of class, students will analyze political ads in order to determine effectiveness of propaganda.


DO NOW

Propaganda Terms Quiz

Identify the correct use of propaganda on the handout (double-sided). Use multiple choice strategies and the definitions in your notebooks or yesterday's handout fro help if you need it. 

Guided

Review the 1952 political advertisement an complete ad analysis together. 


Independent

Choose one more political ad / commercial from this link- politcal ads over time . Complete the analysis just as we did together for the IKE ad. 

Tomorrow, when you have two ads completely analyzed according to the worksheet, you will be comparing the effectiveness of each ad in a constructed response format,

Check for Understanding

Individual student check during independent work

Monday, October 30 - Propaganda

Objective: By the end of class, students will analyze propaganda used in advertising and the news in order to improve reading comprehension and analytical skills.

DO NOW

Explain the difference between persuasion and manipulation. Name three types of propaganda often used to manipulate people to do something.

Direct Instruction

While watching the videos below, write down definitions of propaganda devices and determine the type of propaganda used for each example.

seven techniques of political propaganda

seven techniques of propaganda

propaganda in the news

propaganda video - in advertising

transfer propaganda

10 biggest propaganda moves in history

North Korean Propaganda

Korean Propaganda video

slideshare

digitally manipulated model

Guided 

Propaganda worksheet

 Independent

Choose two political ad commercials from this link- politcal ads over time . Complete the handout for two political ad commercials.

Friday, October 27 - Propaganda

DO NOW

Write Down the definition of PROPAGANDA in your notebooks:

PROPAGANDA = information, especially of a biased or misleading nature, used to promote or publicize a particular political cause or point of view.

Direct Instruction

seven techniques of political propaganda

propaganda in the news

propaganda video - in advertising

fake news


propaganda in social media

Tuesday, October 24 - RFK

Objective: By the end of class, students will analyze persuasive speech in order to improve communication  and comprehensive skills.

DO NOW

Look back at TONE words. Remember Malcolm X's tone was ANGRY - he was also trying to inspire the crowd to get angry in order to take action. 

Explain RFK's TONE and how it connects to his purpose.

Direct Instruction

Review Speech Analysis to date.

Guided / Independent

Complete Speech Analysis and annotation of the RFK speech - both to be collected at end of class. 

Check for Understanding

Individual student checks during independent work.

Closure 

Review rhetorical devices and appeals.

Monday, October 23 - RFK Eulogy to MLK< Jr.

Objective: By the end of class, students will analyze speech in order to improve persuasive skills and recognize techniques.

DO NOW

Rhetorical device matching definitions / examples

Direct Instruction

View RFK speech

Read RFK speech - Eulogy for MLK, Jr.  - annotate for persuasive elements ( Logical, emotional, ethical appeals, repetition, rhetorical questions)

Independent

Complete the Speech Analysis sheet for RFK.

Check for Understanding

Individual student checks during independent work

Closure

Review effective Persuasive Techniques compared to weaker use of propaganda

Friday, October 20 - RFK

Objective: By the end of class, students will analyze persuasive speech in order to improve reading comprehensive skills.

DO NOW

10 minutes to finish CRQ or the graphic organizer for Malcolm X speech.

Direct Instruction

Background of RFK Eulogy Speech for MLK in April 1968 ( four years after Malcolm X's ballot or bullet speech).

View RFK speech

assasination of RFK


top ten assasinations

Guided

Read RFK speech - Eulogy for MLK, Jr.  - annotate for persuasive elements ( Logical, emotional, ethical appeals, repetition, rhetorical questions)


Independent

Complete the Speech Analysis sheet for RFK.

Check for Understanding

Individual student checks during independent work


Closure

Review effective Persuasive Techniques compared to weaker use of propaganda

Thursday, October 19 - Persuasion CRQ - Malcom X

Objective: By the end of class, students will analyze persuasive speech in order to distinguish between rhetorical devices and determine their effectiveness.


DO NOW

CHOOSE ONE OF THE FOLLOWING PROMPTS AND USE A GRAPHIC ORGANIZER TO ANSWER IT THOROUGHLY.
1.
Malcom X uses ethos, pathos and logos in his speech, the Ballot or the Bullet. Analyze ONE of these three appeals and explain how it supports his argument.
2. 
Explain why "THE BALLOT OR THE BULLET" is an appropriate title for this Malcom X speech.

Monday, October 23 - Propaganda techniques

ics, advertising and the news in order to improve reading comprehension and analytical skills.

DO NOW

What is the greatest difference (distinguish) between an ethical, persuasive argument and convincing one to take action by using propaganda?

Direct Instruction

seven techniques of political propaganda

seven techniques of propaganda

propaganda in the news

propaganda video - in advertising

propaganda examples again

PROPAGANDA TECHNIQUES

youtubevideo

fake news

propaganda in social media

Guided 

Propaganda worksheet

 Independent

Choose two political ad commercials from this link- politcal ads over time . Complete the handout for two political ad commercials.

Wednesday, October 18 - Malcom X - Ballot or the Bullet

Objective: By the end of class, students will analyze persuasive speech in order to distinguish between appeals and recognize rhetorical devices to improve comprehensive and communicative skills. 

DO NOW

Tone can reveal BIAS. Consider how JFK calmly talked about equal rights compared to Malcom X. Then when you get to that question on your graphic organizer, discuss the reason for MAlcom X's tone due to his bias.

Take out the Malcom X Speech and the graphic organizer from yesterday. 

Direct Instruction

Review the rest of the directions on the graphic organizer for the Malcom X speech.

Guided / Independent 

Complete ALL sections on graphic organizer - front and back. Please take the time to do this properly and effectively and mark your evidence directly on the speech itself (annotate for ethos, pathos, logos, tone, purpose, audience, etc).

This graphic organizer will come in handy for your constructed response tomorrow if you do it well.

Tuesday, October 17 - The Ballot or The Bullet

Objective: By the end of class, students will analyze persuasive speech in order to improve reading comprehensive and interpretive skills.

DO NOW

DO first three "situations" on handout provided. Use either pathos, logos or ethos or a combination for each one. The definitions are clearly stated again on the flip side of the handout.
Direct Instruction

Malcom X Speech

Review the questions on graphic organizer provided for the analyzation of Malcom X's persuasive speech, the Ballot or the Bullet.

Guided / Independent

Complete graphic organizers - you may work together. When you find the evidence for which you are looking, be sure to mark it on your speech as well as write it on the graphic organizer.

Check for Understanding

Individual students checks during independent work.

Monday, October 16 - Malcom X Speech - Ballot or the Bullet

Objective: By the end of class, students will analyze persuasive speech in order to improve reading and interpretive skills.

DO NOW
ON THE HANDOUT PROVIDED: Scenerio: You want to stay out past curfew and must convince your parent / guardian to allow you to do so. Use each appeal to be persuasive:
1. Logical (provide facts - good reasons for them to agree)
2. Emotional (build sympathy for your cause)
3. Ethical (show how you earned it - how you are so trustworthy)

Direct Instruction

ethos / pathos / logos

Read together excerpt from The Ballot or the Bullet - 1964 by Malcom X.  Annotate as we read for appeals and any rhetorical devices.


Guided / Independent

1. Identify three logical appeals.
2. Identify three emotional appeals.
3. Identify two ethical appeals.
4. List at least 5 "LOADED" words - words with a strong negative or positive connotations. Explain how these words influence the reader.

5. Evaluate the ethical, emotional and logical appeals presented by Malcom X in his speech, the Ballot or the Bullet. Which type of appeal, in this speech, do you think is most effective and why? Provide textual evidence for your answer.

Check for Understanding

Individual student checks during independent work.

Closure

Review elements of strong persuasive speeches.

Friday, October 13 - Persuasion in Speeches

Objective: By the end of class, students will analyze speech in order to improve interpretive skills. 

DO NOW

Quizlet - Ethos, Pathos, Logos

Direct Instruction

Chief Joseph fought for equal rights in his speech to the White House in 1879, 11 years after the 14th Amendment. But as we read and discussed, equal rights were not afforded to the NAtive American Indians. 

The fight, however, did not stop there. Fast Forward 1960's.....


Civil Rights Montage

JFK Speech on Equal Rights..civil rights montage

jfk assasination

1964 civil rights act signed by lyndon johnson

ballot or the bullet

Guided

Read together excerpt from The Ballot or the Bullet - 1964 by Malcom X.  


Independent

1. Identify three logical appeals.
2. Identify three emotional appeals.
3. Identify two ethical appeals.
4. List at least 5 "LOADED" words - words with a strong negative or positive connotations. Explain how these words influence the reader.
5. Evaluate the ethical, emotional and logical appeals presented by Malcom X in his speech, the Ballot or the Bullet. Which type of appeal, in this speech, do you think is most effective and why? Provide textual evidence for your answer.

Check for Understanding

Individual student checks during independent work.

Closure

Review elements of strong persuasive speeches.

Monday, October 9 - Chief Joseph CRQ

Objective: By the end of class, students will analyze persuasive speech in order to improve reading comprehensive  and interpretive skills.

DO NOW

RHETORICAL refers to the art of SPEAKING. So a rhetorical device, is a device use to enhance a speech. Examples include, repetition, parallelism, rhetorical questions, etc.


Direct Instruction

Review ethos and pathos. Summarize the Chief Joseph Speech and his purpose. 

Guided / Independent

THEN _ CRQ:


Analyze the emotional (pathos) and ethical (ethos) appeals that Chief Joseph uses to persuade the US Congress to provide equal rights to all people. Use evidence from the text tot support your answer.

You can write directly on the graphic organizer or just use it as a guide and try to write in PROSE form.


IF and when complete, start o the review questions on handout provided. If you do not know the answers, and/or cannot find them in your notes, they are on the walls of the room. Go find them. When you do, also add it to your notebook.

Check for Understanding

Individual student checks during independent work

Monday - October 9 - Seniors

Objective: By the end of class, students will review grammar rules in order to prepare for the SAT exam and continue to write and/or do research in order to write the senior research paper.

DO NOW

Grammar Rules

16 & 17 - Combining sentences ans transitions 

Direct Instruction

transitions / Combining sentences

Guided

Complete 16 and 17 on grammar handout

Independent

Continue to work on research paper.

Check for understanding

Individual student checks during independent work

Friday, October 6 - Chief Joseph Speech

Objective: By the ned of class, students will analyze persuasive speech for appeals and determine tone in order to improve interpretive skills.

DO NOW

Write the definition of TONE:

TONE - the author's ATTITUDE toward a topic. Look for the connotation of words to help decide the tone.  

Direct Instruction

From Yesterday:
GOOD ARGUMENTS or PERSUASIVE SPEECHES USE:

1. LOGICAL APPEAL (LOGOS) - FACTS
2. EMOTIONAL APPEAL (PATHOS) - play on people's emotions
3. ETHICAL APPEAL (ETHOS) - do they have the knowledge and the right to speak on the topic? Are they respected in their field? Is their opinion credible?

They also use, as discussed yesterday:
1. REPETITION - repeat a word or phrase over and over
2. RHETORICAL QUESTIONS - questions that don't need answers
3. Parallelism -the same grammatical organization ("...to travel, to stop, to work...." instead of "....to travel. working, when we stop...")

Parallelism

Guided / Independent

Use the TONE handout to determine Chief Joseph's tone.
Name at least three words, identify their connotations and defend your choice with evidence from the text.

Go back to the Chief Joseph Speech and answer 10 questions. 

You may work in pairs to answer the 9 questions at the bottom of the page. 

Parallelism -the same grammatical organization ("...to travel, to stop, to work...." instead of "....to travel. working, when we stop...")

Then - #10

Analyze the emotional (pathos) and ethical (ethos) appeals that Chief Joseph uses to persuade the US Congress to provide equal rights to all people. Use evidence from the text tot support your answer.

Check for understanding

Individual student checks during independent work

Thursday, October 5 - Seniors

Objective: By the end of class, students will review grammar rules in order to prepare for the SAT exam and continue to write and/or do research in order to write the senior research paper.

DO NOW

Grammar Rules

8. Shift in POV
9. Idioms
10. Redundancy

Direct Instruction

Idioms

Redundancy


Guided

Complete 1-11 on grammar handout

Independent

Continue to work on research paper.

Check for understanding

Individual student checks during independent work

Thursday, October 5 - 1st person POV / BIAS

Objective: By the end of class, students will analyze 1st person POV and persuasive elements in order to improve reading comprehensive skills.

DO NOW

BIAS = a slanted opinion...often with prejudice but it does not always have to be negative.

1ST PERSON POV - directly from the narrator's perspective. Uses the pronouns "I" and "we" and "me" and "us" - there is always some BIAS in 1st person POV.


Direct Instruction

Speeches are in FIRST PERSON. They usually always have a little bias because it is very difficult for one to be completely objective (fair).

WHAT DO YOU SEE????? What is your PERSPECTIVE??

Optical Illusions

Guided

The speeches we are going to analyze are PERSUASIVE  which means the speaker is trying to convince the listener of something.
It is, in a sense, AN ARGUMENT.

POV 1

POV

GOOD ARGUMENTS or PERSUASIVE SPEECHES USE:

1. LOGICAL APPEAL (LOGOS) - FACTS
2. EMOTIONAL APPEAL (PATHOS) - play on people's emotions
3. ETHICAL APPEAL (ETHOS) - do they have the knowledge and the right to speak on the topic? Are they respected in their field?

They also use, as discussed yesterday:
1. REPETITION
2. RHETORICAL QUESTIONS


Independent

Listen to and then read the Chief Joseph Speech and circle all of the words that are repeated over and over (used for emphasis). Also note any emotional appeals ( feel sympathy for )  and/or logical appeals (facts).

Chief Joseph speech

Check for understanding

Individual student checks during independent work

Wednesday, October 4 - Seniors

Objective: By the end of class, students will review grammar rules in order to prepare for the SAT exam and continue to write and/or do research in order to write the senior research paper.

DO NOW

Grammar Rules

5. Prallelism
6. Tenses
7. Sentence fragments

Direct Instruction

Parallelism

tenses

sentence fragments

Guided

Complete 1-11 on grammar handout

Independent

Continue to work on research paper.

Check for understanding

Individual student checks during independent work

Wednesday, October 4 - The Trial of Mary Maloney

Objective: By the end of class, students will analyze text to form an opinion in order to improve reading and writing comprehensive skills.

DO NOW

PRSUASIVE TACTICS:
a. REPETITION - repeat a word or phrase for emphasis

b. RHETORICAL QUESTIONS  - questions that do not actually have to be answered but used to emphasize a point

DIRECT INSTRUCTION

Review the directions for writing a persuasive argument either defending or prosecuting Mary Maloney. So Either:

 1. She WAS TEMPORARILY INSANE and should receive a reduced sentence. In this case, you are her DEFENSE attorney.

2. It was pre-meditated murder and she should get the maximum jail sentence. In this case, you are the PROSECUTING attorney.

Use a NEO to type your argument. 
Use repetition and rhetorical questions to enhance your speech. 
Be sure to use at least TWO (2) direct quotes - evidence from the text - to support your argument. Use the quotes you found yesterday that you recorded on the graphic organizer.

START OUT BY EITHER SAYING:

I am here today to defend Mary Maloney for the murder of her husband Patrick Maloney. Mary Maloney was temporarily insane.

I am here today to prosecute Mary Maloney for the murder of her husband, Patrick Maloney. Mary Maloney is a cold-blooded killer.

GUIDED

USE the evidence you found in class yesterday that you wrote on the graphic organizers to help state your case.

Speech should be at least 1 page in length and include two of the three examples (quotes) from the story as supportive evidence. 

INDEPENDENT

Use a NEO to type your argument. 
Use repetition and rhetorical questions to enhance your speech. 
Be sure to use at least TWO (2) direct quotes - evidence from the text - to support your argument. 
Use the quotes you found yesterday that you recorded on the graphic organizer.

Check for understanding

Individual student checks during independent work

Closure 

Review how to be PERSUASIVE

Tuesday, October 3 - Seniors

Objective: By the end of class, students will review grammar rules in order to prepare for the SAT exam and continue to write and/or do research in order to write the senior research paper.

DO NOW

Grammar Rules

3. Run- Ons
4. Modifiers

Direct Instruction

Run on sentences

Modifiers

Guided

Complete 1-11 on grammar handout

Independent

Continue to work on research paper.

Check for understanding

Individual student checks during independent work

Tuesday, October 3 - The trial of Mary Maloney

Objective; By the end of class, students will analyze character in order to determine motive in short fiction.

DO NOW

Do you think Mary Maloney was guilty of pre-meditated murder or was she temporarily insane? Why do you think what you think?

Direct Instruction

Review the directions ob the handout regarding the Mary Maloney trial.

Guided

Identify the conflicts together.

Divide room into groups that either support the insanity plea or the murder charge.

Independent

Groups work together to identity the traits and provide the evidence. Then, state a claim and find three examples (direct quotes) from the text to support the claim.

When complete, everyone will write EITHER A PERSUASIVE CONVICTION SPEECH that suggests she should go to jail for life for the murder of her husband or A PERSUASIVE SPEECH TO CONVINCE THE JURY SHE IS INNOCENT BY TEMPORARY INSANITY.

Speech should be at least 1 page in length and include two of the three examples (quotes) from the story as supportive evidence. 

Monday, October 2 - Seniors

Objective: By the end of class, students will review grammar rules in order to prepare for the SAT exam and continue to write and/or do research in order to write the senior research paper.

DO NOW

Grammar Rules

1. Subject - Verb Agreement
2. Pronoun Reference

Direct Instruction

subject verb agreement youtube

pronoun reference

Guided

Complete 1-11 on grammar handout

Independent

Continue to work on research paper.

Check for understanding

Individual student checks during independent work

Monday, October 2 - POV and Lamb to the Slaughter

Objective: By the end of class, students will analyze short film in order to differentiate between third person limited and 3rd person omniscient points of view.

DO NOW

Copy the following definition into notebooks:

3rd Person Omniscient POV - when the reader knows every characters thoughts and feelings throughout the  story. Therefore, there is no inferencing that needs to be done. 

Direct Instructuon

View LTTS - it is in 3rd person omniscient
The written story is told in 3rd person limited from Mary's perspective and that's why we had to infer quite a bit.

As you watch the film, write down at least three instances where the film is omniscient as opposed to the written story. Particularly look for things Patrick and the police reveal directly that was not revealed directly in the written format.

Guided

View film

Independent

Submit the differences between 3rd limited and 3rd omniscient.