{"id":714,"date":"2015-11-02T06:47:45","date_gmt":"2015-11-02T11:47:45","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/juliamartin\/?p=714"},"modified":"2015-11-03T13:17:50","modified_gmt":"2015-11-03T18:17:50","slug":"november-2-2015","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/2015\/11\/02\/november-2-2015\/","title":{"rendered":"November 2, 2015"},"content":{"rendered":"<p>Welcome to WEEK 9!<br \/>\n<em>CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the dialogue between Cassius and Brutus in Act I Scene ii.<br \/>\nLO: Students will speak and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.<\/em><br \/>\n1. SSR + graph number of pages<br \/>\n2. Bell work: Look at Aristotle&#8217;s rhetorical triangle. Draw it on your bell work paper. Write a sentence or two explaining how the speaker, subject, and audience are all connected in rhetoric.<br \/>\n3. Thinking map to show rhetorical appeals &#038; rhetorical devices:<br \/>\nGuiding question<br \/>\nFrame of reference<br \/>\nClear explanation of rhetorical appeals and rhetorical devices (how are they connected\/related &#038; what is the function of each)<br \/>\n4. Independently: Revisit Brutus&#8217;s and Cassius&#8217;s dialogue from Act I Scene ii. You must find 2 examples of logos, pathos, and ethos in the dialogue. Record specific lines and provide commentary.<br \/>\n5. Homework: Reading and annotating Brutus&#8217;s soliloquy. A soliloquy is an act of speaking one&#8217;s thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.<\/p>\n<p>REMINDERS:<br \/>\nWeek 9 vocabulary due Friday Nov.6th<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Welcome to WEEK 9! CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the dialogue between Cassius and Brutus in Act I Scene ii. LO: Students will speak and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning. [&hellip;]<\/p>\n","protected":false},"author":526,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-714","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts\/714","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/users\/526"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/comments?post=714"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts\/714\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/media?parent=714"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/categories?post=714"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/tags?post=714"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}