1. Critical Thinking
You’ll have two minutes to decode the following pattern. No talking or hints!!

2. Can you figure out the logic I used to decide the order of the following words:  gun, shoe, spree, door, hive, kicks, heaven, gate, line, den
The Coded Pattern

3. Each word rhymes with its numeric position in the list. (e. g
Each word rhymes with its numeric position in the list. (e.g. "gun" rhymes with "one", etc.) gun, shoe, spree, door, hive, kicks, heaven, gate, line, den one, two, three, four, five, six, seven, eight, nine, ten
The de-Coded Pattern

4. I can distinguish between dependent and independent clauses and identify a dependent clause’s function within a sentence.
I can analyze the rhetorical strategies and features of a complex text to help me more clearly understand the author’s argument.
I can deconstruct an argumentative writing prompt and brainstorm specific evidence that could be used to support a claim.
Goals for the Day

5. Reminder that your week 19 vocabulary quiz will be Thursday.
Please study, scores have not been as strong the past few weeks.
Vocabulary Week 19

6. What questions do you have?

10. Discuss Clauses for Processing
Partner for processing. Be sure both partners understand the definition of participles and what function they can serve.
THEN, practice with your partner. Follow the steps for partnering for practice. Be sure both partners feel confident with participles.
Remember, if you have questions: 1. Ask your partner Refer back to the book or worksheets (look it up) Ask me.

11. Review of Some Rhetorical Strategies
Repetition – the repeating of particular words, phrases, clauses, or structures. Anaphora – repetition of words or phrases at the beginning of clauses or sentences. Example: “To everything there is a season: a time to be born, and a time to die; a time to plant, and a time to pluck up that which is planted; a time to kill, and a time to heal.” Epistrophe – repetition of words or phrases at the end of clauses or sentences. Example: “When I was a child, I spoke as a child, I understood as a child, I thought as a child, but….” Asyndeton – leaving out conjunctions in a list or series of words/phrases. Example: “He was tall, dark, handsome.” Polysyndeton – inserting additional conjunctions into a list or series of words/phrases. Example: “The runner passed the 10 mile mark and the 15 mile mark and the 20 mile mark and the 25 mile mark and stared at the finish line looming in front of him.”
Review of Some Rhetorical Strategies

12. Review of Some Rhetorical Strategies
Simile – a comparison using like or as. Metaphor – a comparison without using like or as. Personification – giving non-human things human traits or characteristics. Metonymy – a word is substituted for another which is closely related. Example: “The pen (writing) is mightier than the sword (war).” Synecdoche – A part that represents the whole. Example: “All hands (people) on deck.”
Review of Some Rhetorical Strategies

13. Take out your Annotated Text
You will have 12 minutes to complete the 10 questions multiple choice quiz.
When you finish, please turn in the quiz and leave the annotated test on your desk to be discussed.
Take out your Annotated Text

14. Let’s Briefly discuss the Text and MC Answers
Review MC answers
Look at rhetorical precis.
Look at rhetorical analysis paragraph.

15. Argumentative Prompts
Consider the argumentative essay you were asked to complete with the text “Eleven.” Let’s examine how different students supported their claim. The claim: Teachers have been given a great responsibility to teacher our future generation, and part of the responsibility is ensuring that all students have the opportunity to learn; therefore, teachers must ensure that each student’s voice is heard as they educate. The support: If teachers neglect certain students, those students might fall behind and struggle to succeed in the class. The support: One of my best friends is very shy and struggles to speak out during class even to ask questions. I have watched her struggle through many classes because teachers rarely call on her or ask her opinion; however, in one class she seems to thrive. In this class the teacher finds ways to bring her into the conversation. She asks her opinion, and my friend often has some really great points to make. In this class, I watch my friend smile. I see how comfortable she feels and how she is beginning to ask questions without prompting from the teacher. I’ve watched her grade sore and her self-esteem rise. But it saddens me to think my friend could have been like this in all of her classes if the teachers would only allow her to have a voice.
Argumentative Prompts

16. AP Argumentative Prompt
In the following excerpt from Antigone, by the classical Greek playwright Sophocles, the wise Teiresias observes: Think: all men make mistakes, But a good man yields when he Knows his course is wrong, And repairs the evil: The only Crime is pride. Take some time to think about the implications of this quote. Then write a carefully reasoned essay that explores the validity of the assertion, using examples from your reading, observation, or experience to develop your position.
AP Argumentative Prompt

17. AP Argumentative Prompt

18. Homework
Come to class with the argumentative essay graphic organizer completed for the Empire of Illusions prompt.
Read the two texts “Shooting Dad” and “The Best Pizza in the World” before coming to class. Be prepared to discuss!!! You might want to try to identify the claims in each and just think about how the author’s support their claims.
Vocabulary Quiz #19 on Thursday.

19. Examining Your Rhetorical Precis
Benjamin Franklin’s 1791 excerpt The Autobiography of Benjamin Franklin from his book explains his ideals of perfect human morals and how he plans to pursue the mastery of those virtues. Franklin uses listing to clearly display the virtues he finds valuable, and first person explanation of how he intends to learn them and in what order, as well as how and why he came up with the idea. The author’s purpose is to document his list of virtues, define those virtues, and write out a plan for how he plans to carry out the perfection of these traits himself. Franklin writes this for himself and anyone else who wants to practice these morales with an inturgued tone.
Examining Your Rhetorical Precis

20. Examining your Rhetorical Precis