Objective:  I can find the claim and three of Aristotle’s persuasive appeals in today’s AOW.

BW:  Turn the title of “Lessons from Guns and a Goose” into a question.  Read for a sentence that answers the question.

Activities:

1.  Share Out:  What is the author’s claim?
2. Now read from that sentence and identify one reason as an Aristotlean tool.
3. Complete your projects.
4. Present some.
5. SSR:  Add notes to your blog.
6. Reminder:  Come today after school for make-ups and retakes of the DLW Quiz.

Objective:  I can apply my knowledge of Aristotle’s persuasive appeals to writing a scene  or drawing a picture illustrating Pathos, Ethos, or Logos.

BW:  DLW(1:5)

Activities:

1.  Correct with standard usage.
2. Complete projects.
3. Present some.
4. If time allows, begin the AOW.
5. Reminder: Make-up work or retakes of the DLW Quiz are tomorrow after school.

Objective:  I can identify textual evidence for each television advertisement and explain the connection with one of three Aristotlean methods of persuasion.

BW: Set up your notebook for today’s date and title it:  “Textual Evidence for First Television Ad.”  List #’s 1 and 2 for each bit of evidence.  Underline the word “Appeal” near it.

Activities:

1. Share Out:  Which appeal was in the first ad? Second?  Why?
2. Read aloud the expectations for today’s project work.
3. Break Out:  For those students working on the skits, find your station and use loose leaf to write your script.  Everyone in the group writes the same script.  Visual artists remain in your seat and work on your project as explained.
4. Submit the work up to how much you have completed.  Do not take this work home as of now.
5. Reminder:  Make-up work and retakes for Monday’s quiz are after school today.  On Friday, retakes of the DLW quiz will be given after school.

Objective:  I can create a skit or a draw a picture to express one of these three types of appeal: pathos, logos, or ethos.

BW:  DLW(1:5)

Activities:

1.  Correct with standard usage.
2. Whole Class:  Read aloud the “Ethos, Pathos, Logos” explanations on the worksheet.
3. Independent Activity:  Complete the first two advertising examples on the back.
4. Think Pair/Share:  Discuss results.
5. Share Out:  How does the appeal match the ad?  What textual evidence provides the clue?  Can an ad possess more than one appeal?  Why?
6. Complete two more ads with your partner.
7. Choose a project:  Draw an ad or create a skit.  All are presentational.
8. Rehearse or Draw projects.
9. Submit your rough draft efforts.  Do not take work home as of now.
10. Reminder:  Make up for Monday’s quiz is Wed.(10/26).

Objective:  I can write an argumentative paragraph that illustrates how one Cinderella story develops a theme more profoundly than the other.

BW:  Add textual evidence to your outer circles of the Venn Diagram and “points of comparison” in the middle. Provide at least three examples for each story and two points of comparison.

Activities:

1.  Review the Prompt.  Ensure that at least two examples for each story are used.
2. Write your argumentative paragraph from the given prompt.
3. SSR–Add more notes to your log when finished.
4. Reminder:  Make up for today’s quiz is on Wednesday after school.

Objective:  I can find 4 examples of textual evidence to support my argument about how one theme is more fully-develped than the other between both “Cinderella” stories.

BW:  Think Pair/Share:  Each students lists at least 4 or 5 examples of textual evidence from the Exemplar of the Argumentative Paragraph.

Activities:

1. Share Out:  Identify an example.  Where should it fit in the Venn Diagram?
2. Independent Work:  Choose a theme and an Archetype or Stage.
3. Scan both stories to place at least two examples on each side of the Venn Diagram(“differences” portion).
4. Complete the middle section of Venn Diagram:  How are they similar?
5. Use the sentence stem given at the Promethean Board and develop the first example of your paragraph(rough draft).

Objective:  I can match the quotes in “The Persian Cinderella” with the archetypes and stages of the JOH.

BW:  DLW(1:4)

Activities:

1.  Make corrections with standard usage.
2. Think Pair/Share:  Continue from item #2 on the worksheet for “The Persian Cinderella.”  Each student writes answers in your spiral notebook.  These notes will be used to construct your topic paragraph that draws a contrast between the two Cinderella stories.Persian Cinderella Worksheet, Persian Cinderella I, Persian Cinderella II, and Exemplar of Persian Worksheet Response.
3. Share Out:  How do the traits of the Hero archetype suggest a difference in these two stories?  Which Cinderella “sacrifices” for others?  Which “Cinderella” portrays the theme of compassion more?  etc.

Objective:  I can match quotes in “The Persian Cinderella” with JOH elements.

BW:  Use the 4-Step Process for today’s vocabulary.

Activities:

1.  Show the Word!
2. Independent Reading: “The Persian Cinderella.”
3. Think Pair/Share:  Match the quotes with the JOH elements.
4. Share Out:  When “she grew up lonely,” what is the Stage?  Who is the Hero?  How does the Hero fulfill the traits of the Archetype?

Objective:  I can match elements of the JOH with details of the Grimm version of “Cinderella.”

BW:  Write down the various approaches to Fix Roadblocks in the Personal Dictionary section of your spiral notebook.

Activities:

1.  DLW:  (1:3)
2. Correct with standard usage at the Promethean Board.
3. Think Pair/Share:  Read to answer questions aloud and find the JOH connections. Grimm Cinderella Worksheet I and Grimm Cinderella Worksheet II.  Grimm Cinderella story: Cinderella(page 1), Cinderella(page 2), Cinderella(page 3), Cinderella(page 4), Cinderella(page5), and Cinderella(page 6).
4. Share Out:  Jeopardy Review:  Prove with textual evidence(Shadow?, Supreme Ordeal?, Hero?, etc.)
5. Reminder:  Complete the “Cinderella” worksheet for homework.  It is due tomorrow at the beginning of the hour.

Objective:  I can estimate meanings of words by using their roots and answer questions that I have asked while annotating an Article of the Week.

BW:  Look at the word “communicable” in the “Cerebral Palsy” article.  Estimate its meaning in your own words.

Activities:

1.  Share Out:  What does it mean?  Why?
2. Look for another word rooted in the term “communicable.”  Write it down.
3. How can the word “communicate” be applied to the word “communicable” in the sentence from the article?  How can the word “able” be applied?
4. Identify the Golden Line in paragraph #1.  What is an appropriate question for it?
5. Read to find the answer and write it down in your notebook.
6. Reminder:  Ensure that your A.O.W. for Russian hackers possesses questions/answers, unknowns/definitions, and Golden Lines for each chunk. These annotations are due tomorrow at the beginning of the hour.