January 28, 2014

Today’s objectives:• To introduce/review

classroom expectations and procedures• To establish Unit Four SB• To contextualize prior

knowledge about key ideas and concepts

1. These will be your table groups for about a month –attendance taken.

2. You will need your Springboard book every day. New students must get their books from last semester’s teacher for tomorrow’s class.

3. Classroom guidelines intro/review

4. Table team writing activity on Richard Sherman.

5. Unpack EA 4.1 (page 272)

1. As a *table, write an arguable topic sentence (claim) about Richard Sherman.

For example: Richard Sherman is a classless cheater in the game of football. Or: Richard Sherman deserves positive recognition on and off the field.

2. Write two sentences that support your claim [why do you think what you think?] Be thorough and clear in your explanations and reasoning.

3. Read both articles on Sherman. Look for two sentences/phrases that support or agree with your claim. Copy two onto the sentence strips.

4. Look back at the articles and find two sentences/phrases that disagree or contradict with your claim.

5. Find a way to link your blue and green phrases with a transition word or phrase.

6. Write one sentence in response to each purple sentence (two total)

7. Without restating anything you’ve already written, write a one sentence restatement of your claim that strongly states your opinion on the issue [without ‘personal pronouns’]

January 29th

1. Sit with the same table group:

2. You will need your Springboard book today. Transfer students need to get their book from last semester’s teacher.

3. Continue work with Richard Sherman paragraph and articles.

4. Begin Unit 4: Justice

5. Unpack EA 4.1 –page 272-273

6. Activity 4.2

LA10 Rigley p 1,2,3

Today’s objectives:

• To contextualize prior knowledge about key ideas and concepts

• To analyze the skills and knowledge necessary for success in the unit

January 30th

1. Sit with the same table group

2. If you have your signed guidelines half-sheet, turn it in to the basket.

3. You will need your Springboard book today. Transfer students need to get their book from last semester’s teacher.

4. Unpack EA 4.1 –page 272-273

5. Read from Romeo and Juliet pg 202

6. Activity 4.2: complete page 205

LA10 Rigley p 1,2,3

Today’s objectives:

• To analyze a universal theme across time• To make inference with

textual support

Prince Jacob

Montague Yaro

Lady Capulet Erika

Benvolio Jake

February 3, 2014

1. Turn in signed guidelines ASAP2. Sit with the same table group.3. You will need your Springboard book

today. 4. What does justice mean to you?5. Page 207: notes on Runaway Jury.6. Continue film

Today’s objectives:• To activate and build on

prior knowledge• Explore the meaning of

justice and how to apply it to our own lives.

February 4, 2014

1. Turn in signed guidelines ASAP please

2. You will need your Springboard book today.

3. Page 209 Empirical EvidenceLogical EvidenceAnecdotal Evidence

4. Page 207: notes on Runaway Jury.

5. Continue film6. Tomorrow:

activity 4.4 pages 209-215

Today’s objectives:• To analyze an issue of

justice• To identify author’s

purpose and to analyze how an author uses reasoning and evidence to persuade

February 7, 2014

1. Turn in signed guidelines.

2. You will need your Springboard book today.

3. Review activity 4.4 page 209

4. Begin activity 4.5 page 216

Today’s objectives:• Analyze ways in which

justice can go beyond cultures• Identify an author’s

purpose and analyze the argument presented• Identify an issue of

injustice and connect it to the student’ community and state

1. Rank these 10 values2. List them in order of

importance (as they apply to your life):• Love• Truth• Justice• Respect• Knowledge• Compassion• Courage/Bravery• Kindness• Greed/Ambition• Diversity

Justify your top three choices. Give evidence that supports your choices.

February 7, 2014

1. Turn in signed guidelines.

2. You will need your Springboard book today.

3. Review activity 4.4 page 209

4. Begin activity 4.5 page 216

Today’s objectives:• Analyze ways in which

justice can go beyond cultures• Identify an author’s

purpose and analyze the argument presented• Identify an issue of

injustice and connect it to the student’ community and state

1. Time to Assert American Values and Rough Justice

2. Syntax and Diction

3. International Justice: page 210

4. How do YOU determine a rule/law’s justness?

5. What laws transcend culture, time, and place?

6. How are laws established in a state? A country?

7. How would you go about changing your country’s laws?

8. Are there any laws to which all nations on the planet would agree?

Page 209 & page 227 February 10, 2014

1. Turn in signed guidelines.

2. You will need your Springboard book today.

3. Page 2274. Activity 4.6

Today’s objectives:• Examine the communication

process• Evaluate and critique the

persuasive techniques of media messages• Apply understanding of

rhetorical devices such as persuasive appeals

Empirical

Definition:Example:Picture:

Logical

Definition:Example:Picture:

Anecdotal

Definition:Example:Picture:

Logos

Definition:Example:Picture:

Ethos

Definition:Example:Picture:

Pathos

Definition:Example:Picture:

On back: You arrive home 20 minutes after your curfew and your parent or guardian has decided to ground you for a week as punishment. Try to persuade your parent or guardian to change his or her mind by using each of the three types of arguments below:

Argument 1 Argument 2 Argument 3

February 11, 2014

1. Turn in six-square vocabulary sheet from yesterday. Remember you have three arguments on the back.

2. You will need your Springboard book today.

3. Begin activity 4.7 page 235

Today’s objectives:• Identify issues of injustice• Identify author’s purpose

and analyze argument• Identify distinctive

features of genres and how authors use them to convey specific ideas.

1. What can you tell about a person by his or her clothing?

2. What does your style say about you?

3. An Immodest Idea• Put a check mark next to each issue addressed•Underline the support offered

•Highlight the thesis statement in the article

February 11, 2014

Today’s objectives:• Identify issues of injustice• Identify author’s purpose and analyze

argument• Identify distinctive features of genres and how

authors use them to convey specific ideas.

• In your groups, discuss the following and be prepared to share-out:1. A ban on Muslim women’s head scarves2. Separation of church and state3. Discrimination against Muslims4. Dismissal of teachers who wear head scarves5. American representatives publicly sharing opinions on

issues in foreign countries.

1. #1s people read Comment page 238 2. #2s people read Germany divided over Hijab

page 240.3. Highlight the author’s thesis in each article. 4. Confirm the thesis with your table mates.5. Help each other complete the chart that will replace

page 235.

February 12, 2014

Today’s objectives:• Identify issues of injustice• Identify author’s purpose and analyze

argument• Identify distinctive features of genres

and how authors use them to convey specific ideas.

1. Read Unfair Dress Code page 243 & Religious

Expression page 244

2. Continue completing the last two rows of the graph

from yesterday

3. Figure out which appeal is used in each article:

ETHOS, LOGOS, or PATHOS

4. Dr. Phil

Tonight is “Pack the Gym” night at Sumner High School,  6:00 pm.

If you are in the area and would like to participate in supporting the Special Olympics Basketball team,  this is the first opportunity. They combine the Sumner HS and Bonney Lake HS Special Olympic Teams to form, and they perform an exhibition event, demonstrating their talents for the community before going to the Finals. Easy admission: one item for the food bank per person.

2-25-14

Individually:1. When you’re writing a persuasive letter,

why is it important to know your audience? What information should you consider about your audience? *pg 249

2. Why might an allusion be a helpful strategy when writing a persuasive text? *pg 254

3. What elements are required for a persuasive argument? *pg 108

4. What is your level of moral reasoning? Does this description fit you? Why/Why not? *pg 256

Today’s objectives:• Review EA

4.1 and what’s already been covered from unit 1 & 4.

• Examine ways justice can be viewed through individual actions and moral choices.

• Apply Moral reasoning to multiple texts.

Together:1. Review EA 4.1 *page 2722. Review Evidence (Empirical, Logical, Anecdotal) *pg

2093. Review Types of Appeals (Logos, Ethos, Pathos) *pg

2274. Review understanding of Civil Disobedience *pg

247

In Groups:Kohlber’s Six stages of Moral Reasoning

13

Tuesday, February 25 In Class WriteYou will be writing for approximately thirty minutes. Be sure to pace yourself accordingly. Make sure your name appears on your paper, and that you’ve addressed your audience appropriately. On your own piece of notebook paper, write a multi-paragraph response to the following:An apology letter necessary when an individual is aware of the appropriate and expected behavior, but chooses to act inappropriately instead. Today, you will write a personal apology letter to either the teacher or guest teachers explaining how you and/or your classmates’ behavior warranted a negative review for yesterday’s class. Discuss any classroom expectations that were violated, and show that you (individually and collectively) know better, are capable of better behavior. Consider times when you’ve been disrespected by others and how it made you feel. Explore how specific situations could have been handled differently, and what you, personally, could’ve done to be an exemplary student or helped the class be more on-task.

In Groups Reread your assigned chunk. Highlight key words. Use other resources

to gain understanding of words you don’t know.

Work with each other to summarize the level of development IN YOUR OWN WORDS.

On poster: Write YOUR summary of the level Write a question similar to the one on the

survey that illustrates your level of development

Draw a picture that illustrates your level

Guernica Pablo Picasso 1937 Oil on Canvas

2-25-14

Today’s objectives:• Understand

how artworks may serve as vehicles for social protest

• Investigate the source of a media production

• Identify issues of injustice

Together:

1. First period: lock down drill

2. Page 266 Depicting Injustice through a photo essayKids Behind Bars(see following slides)

3. Protest Music“What’s Going On?” Marvin Gaye

http://www.youtube.com/watch?v=iyQtUEwRIzQ

“What’s Going On?” Artists Against AIDS Worldwidehttp://www.youtube.com/watch?v=OyTy9ns894M

10

1 2 3 4 5 6 7Leyla Anita Moe Noah Chase Takoda Jared

Luis De’Shea Harrison Makayla Adrian Diana Ajeto

Inna Lorena Elona Miranda David Dylan Cara

Jeramie Nate Felicia Conner Anglea Taylor

First period

1 2 3 4 5 6 7Nathin Ronaldo Bryson Ciarra Yassin Stori Nazar

Andrew Ruben Angelica Ari Tatyana Erika James

Nick Reyna Steffan Issac Q Michael Kendall

Sergy Sunny Tila Diana Tristen

Second period

1 2 3 4 5 6 7Axel Jake Stefanie Edson Autumn Ellyna Jesus

Erika Alysha Sader Doug Richard Noah Bobby

Jacob D David Emily Paul Jordyn Kylie ralph

Stephanie Mario Jacob P Yaro ER Mikayla

third period

1 2 3 4 5 6 7Jessica Lexi Kassidy Angela Ravdeep Allie

Abby Sarah Mikaela Justin Matty D Reagan

Danny Tommy Colton Samantha Josh Josie

Jaclyn Zainub Matt P Tyler Madison cierra

fifth period

1 2 3 4 5 6 7Matthew Connor W Rachael Michael Madison F Adam Sam

Jessica Chelsea Connor B Emma K Ashley raelene Trey

Emma M Ali Chris Madison T Alonso Andrew Cami

Areli Raven Alexis Diana Jade Alli Myra

sixth period

March 3

Today’s objectives:• Understand

how artworks may serve as vehicles for social protest

• Investigate the source of a media production

• Identify issues of injustice

1. Depicting Injustice through a print ad2. OPTIC strategy on page 262

OverviewPartsTitleInterrelationshipsConclusion

3. Lavender page 271 (features of persuasive texts)

9Days ‘til

HSPE