{"id":727,"date":"2015-11-04T07:00:54","date_gmt":"2015-11-04T12:00:54","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/juliamartin\/?p=727"},"modified":"2015-11-04T07:00:54","modified_gmt":"2015-11-04T12:00:54","slug":"november-4-2015","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/2015\/11\/04\/november-4-2015\/","title":{"rendered":"November 4, 2015"},"content":{"rendered":"<p><em>CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the soliloquy by Brutus.<br \/>\nLO: Students will speak and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.<\/em><\/p>\n<p>1. SSR + graph number of pages<\/p>\n<p>2. Bell work: How do the rhetorical appeals (ethos, pathos, &#038; logos) fit into Aristotle&#8217;s triangle? Explain.<\/p>\n<p>3. Grade updates\/conferences<br \/>\n   -Students will meet with Ms. Martin today and tomorrow to discuss strengths &#038; weaknesses in language arts using their portfolios.<\/p>\n<p>4. Independently:<br \/>\nRevisit Brutus\u2019s and Cassius\u2019s 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. Turn in your handout in the blue box today.<\/p>\n<p>5. Independently OR with a partner:<br \/>\nRevisit Brutus\u2019s soliloquy. A soliloquy is an act of speaking one\u2019s thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.<br \/>\nReview annotations and make improvements\/changes where needed. Carefully choose words to complete the analysis paragraph.<br \/>\nHand in the blue box today.<\/p>\n<p>REMINDERS:<br \/>\nWeek 9 vocabulary due Friday Nov.6th<\/p>\n","protected":false},"excerpt":{"rendered":"<p>CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the soliloquy by Brutus. LO: Students will speak and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning. 1. SSR + graph number of pages 2. Bell work: How [&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-727","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts\/727","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=727"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts\/727\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/media?parent=727"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/categories?post=727"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/tags?post=727"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}