Objective:  I can complete my project for ethos, pathos, logos by applying my own connections from the worksheet and the notes from both advertising videos.

Activities:

1.  Independent Study:  Complete the project begun yesterday.
2. Independent Study:  If time allows, begin annotating the Davidson article by using these steps:  solving roadblocks, answering the questions provided for each section(golden lines), and asking new questions for connections to the text.

Objective:  I can create an illustration of ethos, pathos, or logos by applying the connections made in my homework assignment.

BW:  DLW(7:5)

Activities:

1.  Share Out:  Student as teacher makes corrections.
2. View the Ad Video:  Stop-and-Go discussion for project.
3. Independent Study:  Student will individually select an ad slogan from the homework worksheet to draw and color a visual representation, stressing one of Aristotle’s 3 tools.

Objective:  I can make inferences from my DHS library book by using the triple-entry journal column for inferences in the back of my notebook.

BW:  In the back of your notebook(upside down), copy the triple-entry journal exemplar posted on the Promethean board.

Activities:

1.  Media Center:  All students are required to take a novel from the DHS library and acquire a signed approval from the teacher on the book commitment form.
2. Independent Study:  Use the exemplar on the triple-entry template completed in the bellwork to complete inference entries from the book just checked out from the library.
3. Submission:  Turn in the completed book commitment form with the teacher’s signature.

Objective:  I can create an illustration of one of Aristotle’s rhetorical tools by taking notes on the video for ads and utilizing the definitions and examples in the worksheet.

BW:  DLW

Activities:

1. Promethean Board:  Student as teacher makes corrections.
2. View the Video:  Students will take notes during the stop-and-go presentation.
3. Independent Study:  Use one the ads on the back of the worksheet as an inspiration to draw and color a visual that captures the same idea.  Write the name of the tool on the back of your copy paper.
4. Reminders:  Submit your work by the end of the hour unless otherwise notified.  Bring your identification to school tomorrow.  Your assignment will require you to take a book from the DHS Library and complete a book-pass form.

Objective:  I can contrast ethos, pathos, and logos by taking notes from the handout and video and consulting with my elbow partner.

BW:  Write a short definition ethos, pathos, and logos from the given handout in your notebook.

Activities:

1.  Share Out:  Volunteers will define and explain each persuasive tool.
2. Video:  Students will view the presentation for each of the devices and take notes.
3. Promethean Board:  The whole class will complete the activities for the first two advertisements by matching the wording of the tool with wording in the ad.
4. Think Pair/Share:  Students will work together on the next two ads.
5. HW:  Students will complete the ad activity on the back of the worksheet.
6. Reminder:  Attend the make-up session for completing the argumentative essay after school today.  All essays will be graded at this point.  There is no make-up allowance after today. You must attend the tutoring session to make changes or additions.  No essay work is to leave the classroom.

M-Step Testing

Objective:  I can complete my argumentative essay by following the outlines for an introduction and conclusion.

BW:  Review the two outlines at the Promethean board for an introduction and conclusion.    Also, students will be encouraged to ask any questions about the essay.

Activities:

1.  Independent Study:  Students will complete writing the introduction, conclusion, and any remaining body paragraphs.
2. SSR:  Students will look for inferences as they read from their own book.
3. Reminder:  Student who do not complete the essay are encouraged to attend make-up time after school on Wednesday(4/25). The essay is not to be taken home.

Objective:  I can type or write neatly the three body paragraphs for my essay with the support of my pre-writing and exemplar copies.

BW:  List the packet elements for submission written on the board: three body paragraphs, rubric, two scored paragraphs, and the rough draft of the counterargument-rebuttal paragraph.

Activities:

1.  Type or write neatly your 3 body paragraphs.  Ensure your name, hour, and date are the top.
2.  Stop working 10 minutes before the bell.
3. Submit your packet and folder five minutes before the bell.  This is not a take-home assignment.

Objective:  I can write a counterargument-rebuttal paragraph by using the support of my double-entry journal quotes and applying them to the given outline.  I can use indirect quotes or paraphrases by utilizing the “Introducing Quotes” handout.

BW:  As you read the Student Sample of Counterargument/Rebuttal paragraph, highlight with your marker, the topic, first main point, next main point, and the final main point.

Activities:

1.  Share Out:  What is the topic? First main point?  etc.  Where is the pivot sentence or transition from the counterargument to the rebuttal or author’s claim?
2. Promethean Board:  Do you notice any direct quotes for the student sample?
3. Promethean Board:  Review some examples of direct quotes, indirect quotes, and paraphrases.
4. Independent Study:  Students will write their first draft of the counterargument/rebuttal paragraph by applying the given outline and the student exemplar with their collected quotes from the double-entry journal.
5. Reminder:  Tutoring for the essay will occur today after school from 2:15-3:15 pm.  If you have not completed your rewrites for Body Paragraphs 1 and 2 and the first draft of your counterargument/rebuttal paragraph you need this extra support. Any changes or additions to your essay must be made at the tutoring session.  No work on the essay is to be taken home.