1. Journal Response Assess the current state of public education in the United States. What are some flaws that exist in schools today? Does school have a positive effect on you overall? Who’s at fault? This is your opportunity to vent about all the things you dislike about school (as long as they are things that you think could be reasonably fixed). Write a ½ page response in your journal.

2. The Problem With Schools Discuss your response with your table group. Are there any common themes? Are there any disagreements? Who is to blame for the faults in todays school system? Each table group must write at least one issue on the board under the appropriate column; you are free to write as many as you want.

3. Who’s To Blame? Under your journal response, write a one-sentence statement that says who is most to blame (teachers, students, government; you have to choose one ) for the faults in the current education system and why. Teachers are most to blame for the faults in the education system because…

4. Homework – Due TOMORROW!!! Research and find the definition of ethos, pathos, and logos. Write your own example of each method of persuasion. To do so, write a statement that displays an opinion and a reason why; the reason why will make use of ethos, pathos, or logos. Parents should put tracking chips in their children’s cell phones in case the child gets kidnapped.

5. 10/20/15 What is the name of the largest tree in the world? (hint: it is in California) Tell me the answer before the bell rings to receive one point of extra credit. Please have your homework out to be stamped.

6. 10/20/15 – Methods of Persuasion Research and find the definition of ethos, pathos, and logos. Write your own example of each method of persuasion. To do so, write a statement that displays an opinion and a reason why; the reason why will make use of ethos, pathos, or logos. Parents should put tracking chips in their children’s cell phones in case the child gets kidnapped.

7. Ethos, Pathos & Logos In your table groups, share the sentences that you wrote to exemplify ethos, pathos, and logos. Choose the sentence that best exemplifies the method of persuasion and write on on the board. There needs to be one sentence from each table group written on the board.

8. Ethos, Pathos & Logos As you watch the movie clips, make note of any time the characters use ethos, pathos, or logos to make an argument.

9. Ethos, Pathos & Logos Scenario 1 : You want to go to a party this weekend and you have to convince your parents to let you go. Scenario 2 : You are trying to convince your friend to let you borrow his car on Friday night. In your table group, write a script of the conversation that unfolds. It must include ethos, pathos, and logos.

10. Quick Write Journals Please stack your quick write journals neatly on the front table. I will grade them and return them tomorrow.

11. 10/21/15 Please retrieve your quick write journal from the front table. You will have a vocab test next Monday on the following words: belie, callous, debilitate, magnanimous, eclectic. It is an open book test, so be sure you have all the words and definitions in your quick write journal. If you are absent, you are still required to make up the quick write in order to receive the points.

12. “Marita’s Bargain” For each page of the article, you will be provided with clear analysis questions and tips for how and what to annotate. Annotating is not simply underlining or highlighting. The annotation must be made for a clear purpose, and that purpose must be indicated in writing within the margin. In order to receive full credit, you must make at least three thoughtful annotations per page that address the guiding question(s) presented on each slide.

13. “Marita’s Bargain” Begin by reading the blurb about the author, Malcolm Gladwell. Based on the info about the author and the title, what do you predict the article might be about? Read the first two paragraphs and underline any information Gladwell gives about KIPP schools, students, and neighborhoods. Why does he include this information? What does he want to convey about KIPP schools and students? Make notes in the margin that indicate/note the reason that you underlined the specific parts.

14. “Marita’s Bargain” Knowing an author’s perspective or viewpoint on his topic can help you better understand the central ideas he wants to convey. As you read page 4, underline any words or phrases that indicate Gladwell’s viewpoint. In the margin, make annotations that explain your underlining. What is Gladwell’s perspective on KIPP schools? (Cite textual evidence to back up your claims)

15. “Marita’s Bargain” All paragraphs, passages, and sections of a text have main ideas, which contribute to the bigger, central idea of the piece. As you read page 5, underline and annotate words, sentences, and phrases that indicate the main idea. What are the main ideas of the two paragraphs? Why did Gladwell include quotations from outside sources?

16. “Marita’s Bargain” You can draw conclusions or make judgments from the details within a text. As you read page 6, underline and annotate the information that Gladwell includes about the Asian work ethic. What conclusion does Gladwell want readers to draw about the Asian work ethic? What conclusions can you draw from the table at the bottom of the page?

17. “Marita’s Bargain” Gladwell chooses not to give titles to his tables. Often, tables will have clear titles to indicate what information they contain. After reading page 7, add a title to the table that alludes to the information that it exhibits. What does the data indicate? Is the data convincing, misleading, lacking?

18. “Marita’s Bargain” The third table (pg. 8) explains the discrepancy between the data shown in the first two tables. What does the data on page 8 indicate? Why does Gladwell choose to include all three tables instead of just the third one? How does the use of tables affect your perception of the credibility of Gladwells information?

19. “Marita’s Bargain” In a strong piece of writing, main ideas are stated directly, usually in sentences near the beginning and/or end of a paragraph/passage. A main idea must be supported by most or all of the details within the paragraph/passage. On page 9, underline the main idea and the details that support it. Your annotations should indicate how the details support the main idea.

20. “Marita’s Bargain” An author might combine several types of details to support and develop a central idea. The details could include facts, examples, anecdotes, analogies, statistics, and descriptions. On page 10, underline and annotate the types of details that Gladwell uses to help readers understand how spending more time in school affects KIPP students and their education.

21. “Marita’s Bargain” In the first paragraph of page 11, what point is Gladwell making about the teachers at KIPP academy? Underline and annotate details in the text that support this idea.

22. “Marita’s Bargain” On pages 12-13, Gladwell chooses to include Marita’s actual words. What tone, or attitude, do Marita’s words convey in this passage? Why does Gladwell want readers to his this tone for themselves? In the third paragraph on page 13 (lines 351- 357), what does Gladwell’s choice of words suggest about his view of Marita?

23. “Marita’s Bargain” On page 14 (the final page), Gladwell repeats objections he has voiced earlier to the measures often proposed as ways to fix the American educational system. How does this repetition help readers understand what Gladwell believes is important? What does Gladwell believe is important regarding American education?

24. “Marita’s Bargain” Critical Response Why do you think students at KIPP schools are so successful? What practices could public schools adopt to emulate this success? What ways can public school students change their mindsets to find more academic success? Write a response that is a minimum of ½ page.