Week 20 January30 th to February 2nd

1. 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.

2. February 6th, 2012 Historical Speeches (Week 21)

3. 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?

4. 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.

5. Vocab Quiz!!! • Number your paper from 1-10. Write one sentence per word or phrase.

6. February 7th, 2012 Historical Speeches

7. Bell-RingerWhat 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.

8. Listen to and read Bill Cosby’s Pound Cake Speechhttp://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.

9. February 8th, 2012 Historical Speeches

10. 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

11. 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?

12. Continue with Bill Cosby’s Pound Cake Speechhttp://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.

13. 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.)

14. Bell-Ringer 2/9/12Answer the following questionsPractice 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?

15. Rhetorical Appeals • Ethos-reputation, character, title of the speaker or writer • Pathos-emotions, sympathy empathy • Logos-logic and facts

16. 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.

17. February 10th, 2012 Historical Speeches

18. 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

19. Rhetorical Appeals • Ethos-reputation, character, title of the speaker or writer • Pathos-emotions, sympathy, empathy • Logos-logic and facts

20. 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.

21. 2/14 Bell-RingerWhat is Black Power? What does it mean to you?

22. Find a partner. Discuss what the phrase means, and decide what you want to add to the class mind web on the board.

23. 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.

24. 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.

25. Historical Speeches 2/16 Stokely Carmichael

26. (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

27. How was the Civil Rights Movement different from the Black Power Movement with respect to compromise?

28. Read the biography of Stokely Carmichaelhttp://www.spartacus.schoolnet.co.uk/USAcarmichael.htm

29. Who was Stokely Carmichael?Exit Ticket

30. Stokely CarmichaelBlack Power Speech2/17

31. Bell Ringer 2/17Create a chart like this on your paper.

32. 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

33. 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.

34. 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)

35. 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.

36. 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?

37. Bell-Ringer 2-22 Explain what unity, coherence, and style mean in writing.

38. 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? Stylein literature is the literary element that describes the ways that the author uses words—the

39. Today’s Objectives: I can summarize paragraphs to show that I understand a speech. I can formulate coherent and unified paragraphs with given sentences.

40. 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.

41. 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.

42. February 27th2012Bell-Ringer Find a partner. Explain the concept of “coherence to them and listen to their explanation of it to you. (VERBALLY!!!)

43. February 27th 2012 Objectives: Review concepts with 2 pieces of grade work 1)Determine the most logical sentence placement within both paragraphs and a written piece as a whole. 2) Maintain established tone and style.

44. 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

45. 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---

46. 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---

47. 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