1. 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)

2. 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. 1.Write two sentences that support your claim [why do you think what you think?] Be thorough and clear in your explanations and reasoning. 2.Read both articles on Sherman. Look for two sentences/phrases that support or agree with your claim. Copy two onto the sentence strips. 3.Look back at the articles and find two sentences/phrases that disagree or contradict with your claim. 4.Find a way to link your blue and green phrases with a transition word or phrase. 5.Write one sentence in response to each purple sentence (two total) 6.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’]

3. 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. 2.Continue work with Richard Sherman paragraph and articles. 3.Begin Unit 4: Justice 4.Unpack EA 4.1 –page 272-273 5. 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

4. 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 PrinceJacob MontagueYaro Lady CapuletErika BenvolioJake

5. February 3, 2014 1.Turn in signed guidelines ASAP 2.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. Today’s objectives: To activate and build on prior knowledge Explore the meaning of justice and how to apply it to our own lives.

6. February 4, 2014 1.Turn in signed guidelines ASAP please 2.You will need your Springboard book today. 3.Page 209 Empirical Evidence Logical Evidence Anecdotal Evidence 4.Page 207: notes on Runaway Jury. 5.Continue film 6.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 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

7. 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 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 values 2.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.

8. 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 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?

9. Page 209 & page 227 February 10, 2014 1.Turn in signed guidelines. 2.You will need your Springboard book today. 3.Page 227 4.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 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 1Argument 2Argument 3

10. 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. 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

11. 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. 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 scarves 2.Separation of church and state 3.Discrimination against Muslims 4.Dismissal of teachers who wear head scarves 5.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.

12. 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. 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.

13. 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 272 2.Review Evidence (Empirical, Logical, Anecdotal) *pg 209 3.Review Types of Appeals (Logos, Ethos, Pathos) *pg 227 4.Review understanding of Civil Disobedience *pg 247 In Groups: Kohlber’s Six stages of Moral Reasoning 13

14. Tuesday, February 25 In Class Write You 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.

15. 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

16. Guernica Pablo Picasso 1937 Oil on Canvas

17. 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 essay Kids 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 Worldwide http://www.youtube.com/watch?v=OyTy9ns894M 10

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37. 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 ad 2.OPTIC strategy on page 262 Overview Parts Title Interrelationships Conclusion 3.Lavender page 271 (features of persuasive texts) 9 Days ‘til HSPE