AGENDA: READ BRUTUS’S FUNERAL SPEECH READ ANTONY’S SPEECH MINI-LESSON ON READING WITH EXPRESSION PREPARE PERFORMANCE HOMEWORK:• STUDY ACT III VOCABULARY FOR 20 MINUTES TONIGHT.

10TH GRADE ENGLISHTUESDAY

15 OCT. 2013

BRUTUS V. ANTONY

• We’ll read Brutus’s speech together.• Listen as I model voice inflection. You will be

using voice inflection for Antony’s speech today.• Read Antony’s speech on your own.

LEARNING TARGETS

1. I can label and quote emotions that Antony plays up in his funeral oration.

2. I can identify repetition, ethos and pathos in Antony’s funeral speech.

3. I can analyze how Antony uses repetition, ethos and pathos to manipulate the crowd.

READING WITH EXPRESSION

• The cat got away.• Angry• Scared• Bored• Sad• Amused• What did students do to their voices to convey

the different expressions?

READING WITH EXPRESSIONS

• A great way to practice reading with expression is choral reading. • Choral reading is when many students read the

same lines together. • The strong readers in the group provide a model

of correct pacing, tone, and voice for the struggling readers. • In choral reading, students will need to speak

slowly and enunciate words clearly.

READING WITH EXPRESSIONS

• Divide class into 7 groups• Working within your groups, students should

determine the emotion Antony feels (or pretends to feel) and the appropriate expression to use.• Please answer the 4 questions from the handout

in your journal. Remember to put 15 Oct. 2013 on the first line!• Reminder of the rhetorical appeals: ethos, pathos

and repetition. • Underline words you would like to emphasize and

stress in your own delivery of the speech.

READING WITH EXPRESSIONS

• Practice, practice, practice!• We will have a class competition to see which

group reads with the most appropriate and best emotional inflection of the voice!• All group members must perform in the choral

reading of your assigned lines.

JOURNALS

• Please put today’s date on the first line: • 15 Oct. 2013• Label this Journal: “Strategies for Ethos,

Pathos and Logos”

LOGOS:DEFINITION

• Logos• An appeal to logic and reason• Example:

• School uniforms should be required because it would then be easier for staff to recognize intruders.

LOGOS

Strategies• Evidence• Examples and illustrations• Facts, statistics• Precedents, laws

• Organization• Process• Comparison/contrast• Division/classification• Cause/effect• Definition, description

PATHOS:DEFINITION

• Pathos• An appeal to emotional reaction• Example:

• School uniforms should be required because it alleviates students’ fear of looking different and being picked on because of their clothes.

• Suzy Jo McGuillicutty retells the story of when she was made fun of and beaten up because she wore the same blouse two days in a row. Sobbing, she conjures up painful memories of not fitting in.

PATHOS

• Strategies• Inspiring feeling/empathy/sympathy• Anger, pride, guilt, love, shame, hope, etc.

• Awareness of opposition• Awareness of audience's cultural and

emotional background • Race, age, sex, physical characteristics, habits• Economic or educational level• Religious or political affiliation• Ethnicity, country of birth, citizenship, location

• Awareness of audience concerns• Needs, values, beliefs of groups audience

belongs to

ETHOS:DEFINITION

• Ethos• An appeal based on your own credibility.• Example:

• In my own observations as a student teacher at Waldo Middle School in Salem, Oregon, I discovered that on “uniform days,” behavior referrals decreased to nearly none, whereas on “dress free days”, referrals spiked to as much as ten times as many.

ETHOS

• Strategies• Credibility (common sense)• Familiarity with subject• Awareness of broad perspective

• Character (virtue)• Respect others' values• Value welfare of others• Show integrity, trustworthiness, open-

mindedness

• Confidence (good will)• Show self-understanding• Understand audience’s needs• Treat audience as equal

AS WE PROCEED…

• Evaluate Brutus and Anthony’s funeral speeches• Which methods of persuasion do they use?• Logos, pathos, ethos? • Within these methods, what rhetorical/literary devices are

used to support their arguments• Verbal Irony: speaker says one thing but means the exact

opposite • Rhetorical Questions: a question asked to produce an effect, not

to elicit a response• Connotation: an idea or feeling that a word invokes in addition to

its literal meaning• Repetition: repeating a word or phrase to produce an effect