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Week 20 January30th to February 2nd
Compare and contrast juror 10 with juror 3 with a Venn Diagram.
Vocabulary Practice Write a sentence for each vocab word (in
context) to show that you understand the word, using the graphic organizer you were given.
FEBRUARY 6TH, 2012Historical Speeches
(Week 21)
Bell-Ringer
Answer the following question in your own words:
What do you think that style means when you think about an author’s style?
What is style?Style in literature is the literary element that describes the ways that the author uses words—the author’s word choice, sentence structure, figurative language, and sentence arrangement all work together to establish mood, images, and meaning in the text. Style describes how an author describes events, objects, and ideas.
Vocab Quiz!!!
Number your paper from 1-10. Write one sentence per word or phrase.
FEBRUARY 7TH, 2012Historical Speeches
Bell-Ringer
What is the difference between these sentences?
She waddled across the stage.
She walked like a duck across the stage.
Embarrassed Maureen precariously and ridiculously walked across the gilded platform.
Listen to and read Bill Cosby’s Pound Cake Speech
http://www.americanrhetoric.com/speeches/billcosbypoundcakespeech.htm
Historical Speeches Think about who Bill Cosby’s audience is.
Think about what his purpose is.
Think about how he is making his argument.
FEBRUARY 8TH, 2012Historical Speeches
Pick the best answer that maintains the author’s style.
It had been several exceedingly long months since I had seen my beloved grandmother. She had fallen gravely ill this past May, and I yearned to see her once again before she started pushing up daisies.
A. went and found herself deader than a doornail
B. passed away C. died like a two-dollar cell-phone D. No change
Think about Juror Number 8 for 1 minute straight
without talking
What was his purpose in giving all of the short speeches he gave throughout the play?
Who was his audience? How did he convince them?
Continue with Bill Cosby’s Pound Cake Speech
http://www.americanrhetoric.com/speeches/billcosbypoundcakespeech.htm
Historical Speeches Think about who Bill Cosby’s audience is.
Think about what his purpose is.
Think about how he is making his argument.
Do you agree with Bill Cosby about the state of Black people in America today? Why or Why not?Write a response of no less than a page. (Assignment #5 week 21.)
Bell-Ringer 2/9/12Answer the following questions
Practice Quiz
1. What is style in regards to writing?
2. What 2 kinds of ways did juror # 8 use and what one way did juror #5 use to convince the rest of the jurors that the boy was not guilty?
3. What was Bill Cosby’s speech about?
4. What was Bill Cosby’s purpose in giving the “pound-cake” speech?
5. How did he convince the audience of what he was saying?
Rhetorical Appeals
Ethos-reputation, character, title of the speaker or writer
Pathos-emotions, sympathy empathy
Logos-logic and facts
Draw this table on your poster. Analyze Bill Cosby’s Speech, putting examples of
each appeal from the speech in each column the box. Examples are already in
each column.
Ethos Pathos Logos
Bill Cosby is a famous actor/comedian and an active member of the NAACP who has donated millions of dollars to support Black College funds
A boy gets shot in the back of the head for stealing a coke.
50% drop out rate
FEBRUARY 10TH, 2012Historical Speeches
Choose the word that best fits the style of
the passage.Mr. Covey succeeded in breaking me. I was broken in body, soul, and
spirit. My natural elasticity was crushed. My intellect languished. 1 The disposition to read departed. The cheerful spark that
dilly-dallied about my eye died. 2
1.a. No changeb. Went awayc. Got weak and diedd. Passed out
2.a. No changeb. Hung outc. Lingeredd. Staid put
Rhetorical Appeals
Ethos-reputation, character, title of the speaker or writer
Pathos-emotions, sympathy, empathy
Logos-logic and facts
Continue analyzing Bill Cosby’s speech, putting examples of each appeal from the speech in each column the box. Examples
are already in each column.
Ethos Pathos Logos
Bill Cosby is a famous actor/comedian and an active member of the NAACP who has donated millions of dollars to support Black College funds
A boy gets shot in the back of the head for stealing a coke.
50% drop out rate
2/14 Bell-Ringer
What is Black Power? What does it mean to
you?
Find a partner. Discuss what the phrase means,
and decide what you want to add to the class mind
web on the board.
Consider the class mind web. Come up with a list of words in a box with which you can create one
definition as a class.
Now use the words in the box to come up with your class definition of Black Power. Write the class
definition on the poster board.
Historical Speeches 2/16
Stokely Carmichael
(Review)Rhetorical Appeals
Copy in Cornell Notes Format
Ethos-reputation, character, title of the speaker or writer
Pathos-emotions, sympathy, empathy
Logos-logic and facts
How was the Civil Rights Movement different from the Black Power Movement with
respect to compromise?
Read the biography of Stokely Carmichaelhttp://www.spartacus.schoolnet.co.uk/USAcarmichael.htm
Who was Stokely Carmichael?Exit Ticket
Stokely CarmichaelBlack Power Speech
2/17
Bell Ringer 2/17Create a chart like this on your paper.
Paragraph #
Main idea of paragraph
1
2
3
4
5
6
Read and Listen to Stokely Carmichael’sBlack Power Speech and fill in Graphic
Organizer after you read each paragraph.http://www.americanrhetoric.com/speeches/stokelycarmichaelblackpower.html
Bell-Ringer 2-21
Skim the paragraphs that we read last week. It is a little different than what we read before. I modified the text for better understanding during this activity.
Historical Speeches UnitWeek 23
Tuesday, 2-21
Tuesday Review the summary of Stokely Carmichael’s Black Power
speech excerpt by matching summaries with paragraphs from speech.
Explain Test Sections for next week’s test Essay/Paragraph Unity, Structure, and Coherence”- Select the most logical place to put a sentence in a paragraph or a
whole essay, especially a topic sentence(OUC 20-23 and OUC 16-19 ).
Tone and Style “Review: Use expressions, words and phrases that do not deviate
from the style and tone of an essay, revising if necessary. (WC 16-19 and WC 20-23).
Practice Test will be tomorrow, Wednesday. Today’s Objective/Activity: I can place sentences in the
correct parts of Stokely Carmichael’s speech. CC:RI9/CRS:OUC20-23 and 16-19)
Read the following sentences. Determine in which paragraph they would best fit. Then determine
where in each paragraph each sentence would best fit.
a. The philosophers Camus and Sartre raise the question whether or not a man can condemn himself.
b. We did not go to sit next to Jim Clark c. In a much larger view, SNCC says that white America
cannot condemn herself. d. No man can give anybody his freedom. e. For them to condemn him will be for them to condemn
themselves. f. Now we want to take that to its logical extension, so that we
could understand, then, what its importance would be in terms of new civil rights bills.
g. An example would be the Nazis. h. We are here to discuss how we can take action. i. So know that when u talkin’ ‘bout somebody else, you really
jus’ talkin’ bout yo’self. J. When one constantly criticizes another, he is really just
revealing his own negative characteristics.
Do you remember what we learned for the 15th week exam?
Review: Unity & Structure
Unity-Do all of the topic sentences support the thesis statement? Do all of the supporting sentences support the topic sentences? Do all of the ideas and details in a sentence belong in that sentence?
Structure-Is there a clear beginning middle and ending to the essay and each paragraph within?
-introduction, body, conclusion-topic sentence, supporting sentence, concluding sentence.
Introduce: Coherence
Coherence-Does the writing flow from idea to idea logically?
Bell-Ringer 2-22
Explain what unity, coherence, and style mean in
writing.
Unity-Do all of the topic sentences support the thesis statement? Do all of the supporting sentences support the topic sentences? Do all of the ideas and details in a sentence belong in that sentence?
Coherence-Does the writing flow from idea to idea logically?
Style in literature is the literary element that describes the ways that the author uses words—the
Today’s Objectives:
I can summarize paragraphs to show that I understand a speech.
I can formulate coherent and unified paragraphs with given sentences.
Read the following sentences. Determine in which paragraph they would best fit. Then determine
where in each paragraph each sentence would best fit.
a. The philosophers Camus and Sartre raise the question whether or not a man can condemn himself.
b. We did not go to sit next to Jim Clark c. In a much larger view, SNCC says that white America
cannot condemn herself. d. No man can give anybody his freedom. e. For them to condemn him will be for them to condemn
themselves. f. Now we want to take that to its logical extension, so that we
could understand, then, what its importance would be in terms of new civil rights bills.
g. An example would be the Nazis. h. We are here to discuss how we can take action. i. So know that when u talkin’ ‘bout somebody else, you really
jus’ talkin’ ‘bout yo’self. j. When one constantly criticizes another, he is really just
revealing his own negative characteristics.
Choose the right summary that correctly summarizes the
paragraph. Write its capital letter after the paragraph number.
A. Segregation isn’t the problem; White supremacy is the problem; therefore, integration is irrelevant.B. The civil rights bill was passed for white people, not for black people. C. Since the US can’t condemn herself either, we have done it. Now what can we do to move forward?D. We are here to take action, not just talk, unlike my critics who seem to be flawed individuals.E. Man is born free; no one can give him his freedom.F. Man can not condemn himself.
February 27th 2012Bell-Ringer
Find a partner. Explain the concept of “coherence to them and listen to their explanation of it to you.
(VERBALLY!!!)
February 27th 2012
Objectives:Review concepts with 2 pieces of
grade work1)Determine the most logical sentence placement within both paragraphs and a written piece as a whole.2) Maintain established tone and style.
ODD Classes 2-28-12
Bell-Ringer
-Share ideas for issues in the school.-Identify the issue. Explain why the
issue is important to you.-Class Discusses issues as needed
Even Classes 2-28-12
1. Write your name.
2. Bubble in your ID Number.
3. Write in your test number on the subject line.
---Absolutely No Talking---
Odd Classes 2-29-12
1. Write your name.
2. Bubble in your ID Number.
3. Write in your test number on the subject line.
---Absolutely No Talking---
Even Classes 2-29-12
Bell-Ringer
-Share ideas for issues in the school.-Identify the issue. Explain why the
issue is important to you.-Class Discusses issues as needed
