1. ELA 10 & ELA 11 Hand in your homework!!!
UNLESS YOU WANT TO SHARE IT! (then hold onto it for a minute…)

2. Vocabulary – 11/16 Gauche (“go-shh”) Gerrymander Adjective
Lacking social polish; unsophisticated
Gerrymander
Verb
To manipulate boundaries to favor one person or class

3. Ethos, Logos, Pathos

4. Ethos, Logos, Pathos Rhetorical Strategies Aristotle
Used to persuade people…

5. Ethos
Ethical Appeal
Appeal to the credibility and authority of a speaker. Using ethos, a writer can convey trustworthiness through tone and style as well as by establishing her credentials in a field. An author’s reputation can also influence pathos.

6. Logos Logic/Rational Appeal
Appeal to the audience’s logical reasoning ability. Examples of logos include facts, statistics and anecdotes.

7. Pathos Passion/Emotional Appeal
Appeal to an audience’s heart and emotions. An author or speaker using pathos seeks to persuade someone emotionally using personal connections, stories or testimonials, and maybe spirituality. Pathos can aim to evoke hopes and fears and often employs figurative language.

8. Helpful Videos… Pizza Braveheart
Braveheart

9. Video Activity ASPCA Allstate Budwiser
Allstate
Budwiser

10. Bell Ringer – 11/17
Sell me this pen!
Using ethos…
Logos…
Pathos…

11. Video Activity
Commercials…
Sports…
Politics…

12. Revisiting Bush’s Speech…
We know he uses metaphors, imagery, allusion, etc.
Does he use ethos, pathos and logos?

13. * Turn in your HW from yesterday
Vocabulary – 11/18
Draw a picture of gauche and gerrymander
* Turn in your HW from yesterday
* I’ll be passing back your 9/11 worksheets to use for today’s activity

14. Bush’s Speech
Purpose?
Ethos?
Pathos?
Logos?

15. Text-Based Response
Directions: Closely read the text provided and write a well-developed text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text.

16. Class Response
As I type, you write!

17. Vocabulary – 11/20
Use facetious, fatuous, gauche, and gerrymander in a paragraph 

18. Classwork/Homework
Use the “homework” article to write a text-based response, using one rhetorical device for support.
Juniors: 2-3 paragraphs
Sophomores: 1-2 paragraphs

19. Rubric

20. Rubric (broken down) Claim Analysis Textual Evidence
Well-reasoned vs. Clear vs. Introduced vs. Confused/Incomplete
Analysis
Thoughtful vs. Appropriate vs. Superficial vs. Minimal
Textual Evidence
Specific/Relevant/Consistent vs. Sufficient vs. Inconsistent/Irrelevant vs. Little/None

21. Rubric (broken down) Organization Word Choice Conventions
Logical vs. Acceptable vs. Inconsistent vs. None
Word Choice
Formal vs. Appropriate vs. Lacking vs. Incoherent
Conventions
No Errors vs. Errors that DON’T hinder vs. Errors that DO hinder vs. Frequent errors