Objective: By the end of class, students will be able to cite sources for research paper and analyze informational text in order to master skills necesssary in real life.

DO NOW

Get a laptop and OPEN UP FOUR SITES - YOUR ESSAY ON GOOGLE DOCS, MY BLOG, EASYBIB AND ONE OF YOUR SOURCES.

1. 

easybib.comhttp://easybib.com/

1. Cut and paste web address OF ONE SOURCE and place in box ON EASYBIB. 
2. Hit continue at bottom of page. 
3.Then go to bottom of page again and hit "create citiation." 
4. It will automatically put web address in MLA format. Copy the citation.
5. THEN PASTE THE CITATION CREATED BY EASYBIB On THE LAST PAGE OF YOUR ESSAY - YOU WILL TITLE THIS PAGE "References."  Put citations in alphabetical order.

Direct Instruction / Guided / Independent

Get to work on your ESSAYS!!!

Opening paragraph / introduction:

Start with a little short personal story (anecdote). Example:

I never thought I would be a vegetarian. As a kid, I always loved meatballs and gravy. But as I got older meat appealed to me less and less. 

Then add your thesis statement.

Now I think Everyone should be a vegetarian and not eat meat because it is wrong to kill animals for food, the animals raised for food are abused, and the food given to these animals are treated with chemicals and antibiotics that we end up ingesting.

The next paragraph should focus on the first point in my thesis and include at least one logical appeal (fact). 

Example: I believe it is wrong to kill animals for food. Not only do I feel bad but studies show that 48% of animals killed for food end up never being eaten!!.......then write more

Next Paragraph:

The animals raised for food are abused. A recent study of chicken farms showed that 1000 chickens are contained in a 20ft by 20ft space...... write more....

Third body paragraph ( I used direct quote)

" Cows are fed antibiotics that make them develop fat which makes the meat more tender to eat. However, we ingest these antibiotics and other chemicals proven to cause cancer when eating the meat, and in turn, can gain weight and develop disease from them," (vegan.com).  com 

Conclusion (Use an opposing argument if there is one)

Example: I know people say eating meat is necessary for protein and iron, but the risks far outweigh the benefits and one can get protein from vegetables as well....write more   

Closure

Individual checks with students

Exit Pass

Friday, March 21 - Persuasive Essay

Objective: By the end of class, students will uses resources to write a persuasive essay in order to develop the communication skills and research ability necessary in college and for most occupations throughout life.

DO NOW

Bias / Statisitc handout

Direct Instruction / Guided / Independent

Get to work on your ESSAYS!!!

Opening paragraph / introduction:

Start with a little short personal story (anecdote). Example:

I never thought I would be a vegetarian. As a kid, I always loved meatballs and gravy. But as I got older meat appealed to me less and less. 

Then add your thesis statement.

Now I think Everyone should be a vegetarian and not eat meat because it is wrong to kill animals for food, the animals raised for food are abused, and the food given to these animals are treated with chemicals and antibiotics that we end up ingesting.

The next paragraph should focus on the first point in my thesis and include at least one logical appeal (fact). 

Example: I believe it is wrong to kill animals for food. Not only do I feel bad but studies show that 48% of animals killed for food end up never being eaten!!.......then write more

Next Paragraph:

The animals raised for food are abused. A recent study of chicken farms showed that 1000 chickens are contained in a 20ft by 20ft space...... write more....

Third body paragraph ( I used direct quote)

" Cows are fed antibiotics that make them develop fat which makes the meat more tender to eat. However, we ingest these antibiotics and other chemicals proven to cause cancer when eating the meat, and in turn, can gain weight and develop disease from them," (vegan.com).  com 

Conclusion (Use an opposing argument if there is one)

Example: I know people say eating meat is necessary for protein and iron, but the risks far outweigh the benefits and one can get protein from vegetables as well....write more   

Closure

Individual checks with students

Exit Pass

Thursday, MArch 20, Research

Objective: By the end of class, students will conduct research for a persuasive essay and learn how to find relevant information in order to develop this skill necessary for most jobs through life.

DO NOW

Write the definitions of each of the following into your notebooks.

1. Bias - noun ( PART OF EMOTIONAL APPEALS)

1. prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

   EX: The young referee was biased against our team because as a player two years ago, he got cut.

2. Statistics - noun ( PART OF LOGICAL APPEALS)

1. the practice of collecting and analyzing numerical data in large quantities, especially for the purpose of determining a representative sample (i.e 88% of all students that took the test, agreed that annotating the stories helped them find the correct answers faster and easier).

Statistics can be represented by pie charts, graphs, percentages, etc. 

Direct Instruction

Review instructions on how to research.

Guided

Choose a topic for your persuasive essay from the options provided. Begin to transform it into a thesis statement using the handout provided (it may be necessary to do a little research, before finding three strong reasons.)

Independent

Use laptop to research your topic and find three websites that provide credible information. Follow the guidelines provided to complete the graphic organizer provided.

Closure

Review graphic organizers with individual students.

Exit Pass

What is your strongest statistic (FACT) and strongest emotional appeal that you found in your research?

Wednesday, MArch 19 - Compare / Contrast

Objective: By the end of class, students will analyze speeches and compare/contrast them to determine persuasive strength of each in order to understand the devices necessary to persuade and make real life connections.

DO NOW


What are the three types of Persuasive elements?
What are the six types of logical appeals that we addressed?
What are the six persuasive devices that we have discussed?

Direct Instruction / Guided / Independent

Take out your copy of Brutus' speech and Antony's (unless I have it in which case I will give it to you).

Get a neo and answer the following constructed response in 4 paragraphs:

Brutus and Antony both make compelling speeches at Caesar's funeral, using persuasive elements and devices and their best rhetoric. Analyze each of their speeches. Be sure to recognize the persuasive devices and elements used in each using examples from the text. Then, in your conclusion determine whose speech was more effective and why.


The first paragraph is your introduction, then two body paragraphs (one can be about Brutus' speech and the other about Antony's or you may address both of them throughout both paragraphs. Final paragraph is your conclusion where you will tell me which speaker was more persuasive and why.

Exit Pass

Print and hand in to me.

Tuesday, March 18 - JC Speeches

Objective: By the end of class, students will analyze Marc Antony speech and elements of persuasion in order to make real life connections and learn how to "sell" themselves."

DO NOW

How is ETHOS and PATHOS used in Brutus' speech? Also give an example of a rhetorical question and a hyperbole. What DIDN'T Brutus do in his speech?

Direct Instruction

Mark Antony speech on flocabulary.

Guided

Read and analyze  Marc Antony Speech. Annotate for persuasive elements and devices.

Independent

Complete all questions on back of Marc Antony speech handout.

Closure

Review the components of Antony's speech that makes it so powerful.

Exit Pass

Do you think if Brutus spoke after Antony, that things would have been different? Why or why not?

Monday, March 17, JC ACT 3

Objective: By the end of class, you will learn the elements of persuasion and analyze Brutus speech i order to make real life connections and use persuasive tactics yourselves to get what they want.


DO NOW

CHECK THE WALL and add anything you may be missing. 
(I forgot to do a notebook check friday so I will do it this WED and THURS to get your complete updated grades in by Friday).

DIRECT INSTRUCTIONS

elements of persuasion

GUIDED

View Brutus Speech. Hand out copy of speech. Read together. Annotate for persuasive elements.

Independent

Answer speech analysis questions provided.

Closure

Review the strengths and weaknesses of Brutus' speech and define them.

Exit Pass
What, if anything, would have strengthened Brutus' speech? What does the crowd's reaction to his speech say about the common people of Rome?

Friday, March 14, JC ACT 3

Objective: By the end of class, students will ACT out ACT 3 scene 1 of Julius Caesar and analyze character traits in order to determine behaviors and make real life connections.

DO NOW

How does Decius manipulate Caesar into going to the Senate the morning of March 15?


Direct Instruction

FUN FACTS: 

Tomorrow is the 2058th anniversary of Julius Caesar's death!
Shakespeare wrote the play in 1599 - 415 years ago!


Act scene 1 act 3 - The murder of JC.

Guided

View Film through murder.

Independent

Begin Act 3 comprehension questions. 

Theme questions to be completed in groups of 2-4. 

Closure

Review plot structure.

Exit Pass

Do you think they should have killed Caesar? Consider his behavior right before and just at the time of his death at the senate.