Ethos, Logos, and Pathos Practice

Goal: Finding the Ethos, Pathos and Logos in the articles we have read.

The Plan: 
Read
A quick video 
Partner work on ethos, logos and pathos

Work with your partner to complete THIS FORM for the article "Camp for Kids With Autism Offers Extreme Therapy."

Ask something, say something

T

Goal: read of "A Solemn Warning for Wingsuit Flyers" with a partner with a focus on extending partner conversations.

Agenda

1. Read, return books you have finished, please. 
2. Reading and partner discussion of "A Solemn Warning for Wingsuit Flyers"

Answer in your English Journal:

1. On a scale of 1-10 how dangerous is wingsuit flying as described in the article? Explain why you chose that rating. 
2. What does the author do to create ethos in the article. How successful is it? 
3. What does the author do to add pathos to the article. How successful is that? 
4. Are you improving your ability to get your partner to say more in a conversation about the text? How could you take that skill further?

Article of the Week - Nepal Earthquake

Today's Goal: Read about the recent earthquake in Nepal to learn about current events for our Article of the Week.

The Plan:

1. Read
2. Go to this link to read an article about the earthquake in Nepal that happened this past weekend.
3. Respond to the article in your English Journal using the questions below.

Questions to answer in your English Journal:
1. According to the article, what is significant about the magnitude and power of this earthquake?
2. What happened in the cities of Nepal when the earthquake hit?
3. What happened at Everest when the earthquake hit?
4. What facts and ideas show how this earthquake will affect the country and people of Nepal in the future?
5. If you were going to add another picture or a chart to this article to help readers better understand an important point, what would it be and why?

Charting the Text

Goal: Looking closely at what the author is saying and doing in "Extreme Sports Not About Risk Taking: Study."

Agenda: 

1. Read
2. Charting the text
3. Quick write (on the back of your charting the text paper)

Quick Write:

1. Choose ONE quote. Explain what you think the quote is telling us. (Yes, you've done this before, but there's a new quote!)
2. Explain how the quote applies to the article you were just working on about the study.  

“Security is a kind of death.”  -Tennessee Williams 

“The proper function of man is to live, not exist. I shall not waste my days trying to prolong them. I shall use my time.” -Jack London 

"It is not the mountain we conquer but ourselves." -Sir Edmund Hillary

Asking Questions; getting answers

Goal: Reading with a partner and extending conversations about the text.

Agenda:

1. Read
2. Open your Extreme Sports articles doc. 
3. Read the second article, "Extreme Sports Not About Risk Taking: Study" with your partner (yes, you may be rereading it. That's good). 
4. Use the Say Something protocol while you read. 
5. Get your partner to say more about what they just said. 

Answer in your English Journal:

1. What does Dr. Brymer believe about people who do extreme sports? 
2. Why does he think that? 
3. Are his beliefs supported by fact or opinion? (Use some evidence from the text to support your answer.)
4. What would you change about Dr. Brymer's research to make it stronger? 
5. Who is the author of this text? Who is he writing about? 

Reminders:

The grading period ends today. All late/revised work must be done today if you want it to be included on this progress report.

Ethos, Logos, Pathos

Goal: Begin to understand ethos, logos, and pathos, while looking for examples in our reading.

Agenda:

1. Read
2. Open your English Journal
3. Order some pizza (sort of) 
4. Take some notes (copy this chart into your English Journal)
5. Look for examples of ethos, logos, and pathos in our articles.

ETHOS

LOGOS

PATHOS

Reminders: 

Call in your stereotypes essay. 
Grading period ends Friday. 

Return books you are done with. 
Your next book review is due on May 13.

Risk-Taking Quotes

Today's Goal: Interpret famous quotes about the worth of risks in our lives

The Plan:

1. Read
2. In your group, you will get one quote that you will become an expert on. Together, decide what the quote means and paraphrase it (write it in your own words). 
3. You'll then meet with a different group where each of you will share your findings. You must know your quote well in order to be able to do this! (Everyone will have to share.)
4. Finally, you will identify which one of the quotes is the most valuable to you, and explain why.

If you are absent, you'll need to get the paper from me. These quotes will be useful for your writing assignment later.

Reminders:

• The end of the grading period is on Friday.
• Call in your stereotypes essay if you haven't (and finish it first!)
• Your next book review is due on May 13

Extending your Explanation when you Say Something

Alright. We've done a lot of reading in the past few days. Today we're going to do a bit more, because tomorrow I have something a bit different planned and we need to do this first.

The Plan:

1. Read
2. Talk about what it means to extend your explanation when you share a thought.
3. Work to read through the readings you worked with on Friday using the Say Something protocol. (If you haven't made your self a copy, do this now.)
4. An exit form to be completed before you leave today.

If you're absent, spend time reading these articles and fill out the form. You can answer all but one question. I will be looking for your responses.

Reminders:

• The grading period ends on Friday.
• Call in your Stereotypes essay. Finish writing it if it isn't complete first.
• Your next book review is due May 13. Make sure you're reading at home!

Thrill-Seeking Article of the Week

Happy Monday! I'm sorry I couldn't be here with you today.

Today's Goal: Read about how brains are affected by risk-taking. Complete an Article of the Week entry in your English Journal

The Plan: 

1. Read the article "Thrill Seeking: What Parts of your Brain are Involved"
2. Create a new entry at the top of your English Journal for today's Article of the Week
3. Use your own words to summarize the article in one paragraph. What does the article inform us about? (You can use the summary frame to help you.)
4. In another paragraph, answer the following questions:

• How might this information affect your choices? 
• Do you think participating in extreme sports could affect decisions in other parts of your life? Why or why not?

If you finish, you may:

1. Read
2. Work on making sure all of your English Journal Entries are up to date and complete! The list is by the door. You need all of them!

Have a wonderful day! I look forward to seeing you tomorrow!

Pre-read, Pre-think, Pre-chew, Pre-view

Today's Goal: Preview the major texts for this unit and begin to think about how these authors express their point of view about their subject.

The Plan:

1. Read
2. Pre-read, preview the articles for this unit. (Here is the link)
3. Before you read the articles, answer the questions in the colored boxes in your English Journal. You can work with your partner to discuss your answers. 
4. With your partner choose which article you want to read first. 
5. Use the "Say Something" strategy to stop and talk several times during your reading, not at the end. 

Reminders: 

Call in your Stereotypes Essay assignment if you have not already done that. 

Looking closer at extreme sports and risk taking

Today's Goal: Going further into extreme sports and risk taking. Writing and viewing and writing more. 

The Plan:

1. Read
2. English Journal quick write
3. Some partner work

You will work with your partner on this next piece. 
Together you and your partner will complete THIS FORM based on the things I will show you in class.

Clip 1
Clip 2
Clip 3

Reminders: 

1. Call in your Stereotypes Essay assignment if you have not already done that.

Risk-Taking and Extreme Sports

Today's Goal: Begin reading and thinking about risk taking and extreme sports.

wikimedia.org

Agenda:
1. Read (your book)
2. A group activity
3. Read this article (It is "view only" make your own copy please. You will need it.)
4. Write in your English Journal answer these questions in paragraphs using complete sentences:

• What do you think about extreme sports?
• Why do you think people do them? 
• What extreme sports have you tried or are interested in trying? 
• What risks do people face when they engage in extreme sports? 

Done with all of that? 
Make sure your stereotypes article is done!
Read your book.
Make sure all of your work is done.
Visit http://geoguessr.com (only if you are done with everything)

What's in a Name?

Today's Goals: Reading, a pre-assessment of your knowledge of rhetorical strategies and a close reading of a sign.

1. Read
2. Take a quick quiz to see what you already know about some common rhetorical strategies.
TAKE THE QUIZ


3. Read the sign below with your partner. 
Who is the intended audience?
What is the author claiming?
How does the author support his/her claims?


Homework Reminder: Your final drafts of your article are due Wednesday, April 15. You will also need to "Call It In." (Get the number from me, a friend, or on the chart inside the classroom.)

Finishing up your stereotypes report

Today is your last day in class to work on your stereotypes report.

• Use the post from Friday for the outline that you can use to organize your article.
• Use these frames to help you. (Some will especially help with your last two paragraphs.
• I am locking the essays to grade them at 3pm on Wednesday, 4/15. (Note that this is changed from what the blog said on Friday.)

Homework: You must "call in" your essay and read it to my voicemail before 9pm on Wednesday 4/15. (See the directions below and/or take a picture of the chart in the room.)

To call it in:

1. First, practice reading your essay out loud a few times.
2. Use the Google Voice box in the sidebar to call if you do not know the number, or call the number on the "Call it in" chart in class.
3. State your name and period clearly.
4. Read your essay to the voicemail. 
5. You do not need to call back if it cuts you off after 3 minutes.

Writing about Stereotypes

Y

The Goal: Make progress, add paragraphs, to your essay about stereotypes at our school.

You will need:

I. Introduction, including a revised version of your rhetorical precis from 3/27.
II. A description of our research process. (We will work on this together in class today.)
III. An explication of our quantitative data. (We wrote this together on Wednesday.)
IV. A description of our qualitative data. (You worked on this yesterday.)
V. Your conclusions about what this research data says about our school.
VI. Your suggestions of what our school could do to improve student learning based on the data we collected.

Today work on pulling together everything you already have into paragraphs at the top of your essay template document. Together we will write about our research process. Then you can work on your last two paragraphs.

Click here for some helpful sentence frames!!!

Quantitative: Data that can be expressed in numbers, like the number of people we interviewed or the percentage of people who gave a particular answer. 

Qualitative: Data that you need to look at closely to see patterns, often comes in words, like the words people used to describe the stereotypes about their group. 

Generalizations: The similarities you see in the data. When you start to write, "Most ____ said that____" you are making a generalization. 

Conclusions: The opinions you form based on the data. "Since most _______ say that ________ our school should consider___________."

Homework: Note that your essay is due on Monday at the end of the period.

Data Analysis - Looking for Trends

Today's Goal: Writing about qualitative data and pulling together some parts of our essay we wrote yesterday.

We read first!

Tabs you need today:

1. Your English Journal
2. The "Writing About Stereotypes" assignment template shared with you in Google Drive.
3. The copy of the spreadsheet data that you will make by following Step 1 on the assignment template.

The Plan:

1. Read
2. Open your English Journal
3. Find the "Writing about stereotypes" assignment template I shared with you in Google Drive. 
4. Find the link to the spreadsheet of data. (See Step 1.) Make your own copy of the spreadsheet. 
5. Follow the steps in Step 2 on your assignment sheet. Talk to your partner about your answers. 
6. Look at the scoring guide in Step 4. You will need each of those parts in your essay. 
7. Copy over the writing we did yesterday about the quantitative data. Put it at the top of your assignment in Step 3. 
8. Copy over the rhetorical precis we wrote on 3/27. With a bit of revision it will become part of your essay also. 

Quantitative: Data that can be expressed in numbers, like the number of people we interviewed or the percentage of people who gave a particular answer. (We wrote about this yesterday in your English Journal.) (Use this link to look at the data if you were absent.)

Qualitative: Data that you need to look at closely to see patterns, often comes in words, like the words people used to describe the stereotypes about their group. 

Generalizations: The similarities you see in the data. When you start to write, "Most ____ said that____" you are making a generalization. 

Conclusions: The opinions you form based on the data. "Since most _______ say that ________, our school should consider___________."

Homework: Note that your essay is due on Monday at the end of the period.

Gathering Data: Day 2

Yesterday you interviewed two peers, one in class and one on your own. Take out your notes from those interviews.

Today you will enter the data you collected into a Google form and together we will look at it and see what it might be trying to tell us. 

Enter Interview Data Here

BOOK REVIEWS ARE DUE TODAY!

Your choices:

1. Put it in the in-class inbox. make sure your name is on it. It's late if it's not there by the end of the day.
2. Share it with me on Google Drive. Title it correctly (period# last name, first name - March Book Review). It's late if it's not shared by the end of today.

If you are absent: 

First, go input your interview data, and make sure you turn in your Interview Papers to me.

In class we wrote a paragraph in our English Journals about the qualitative data relating to the interviews that you got from around campus.

Use this link to look at the data to write the qualitative data analysis

Data Gathering: Day 1

Goal: Begin the process of investigating stereotypes at PLHS.

The Plan:

1. Read
2. New writing assignment
3. Interview a peer
4. Book Reviews

Do students at PLHS experience stereotype threat?

You have been reading about stereotype threats.  We will respond to that article by doing our own research about stereotypes on our campus.  Today you will interview two peers about the kinds of stereotypes they are affected by and how they cope with that.  (I will give you the interview questions in class.)

Tomorrow we will enter your findings into a Google Form and begin to analyze the data.


Book Reviews:
THESE ARE DUE TOMORROW.

1. Use the models from yesterday and the suggestions on this chart to write your book review.
2. If you turn it in on paper, it must be in my inbox by the end of the day tomorrow.

If you share a document with me on Google Drive you MUST title it properly (period# last name, first name - March Book Review)

Essays are unlocked for revision. 

1. Revisions must be done by Monday, April 20
2. You must email me to ask for a regrade using the revision protocol.

Book Review Models!

By Lauren Schroer

Happy Monday!

I hope you had an amazing spring break! 

Now that we're all rested, we're going to start today by looking at some book reviews that you can use as models for your book reviews that are due on 

Goal #1: Looking at awesome book reviews

1. Take some time to read this book review about a book called The Alchemist.
2. In your English Journal, write about what makes this book review a good book review. What are the qualities that make it strong? What is the difference between a book review and a summary?
3. If you would like another example to learn from, check out this one about City of Thieves.

Goal #2: Rhetorical Precis 

1. Before you left for break, you wrote a rhetorical precis. Go find it in your English Journal and read it.
2. Take a look at this rubric to see what things you might be missing. It is very specific! 
3. I will be grading your rhetorical precis. Use the rubric to make sure that you have EVERYTHING you need to have in your rhetorical precis. Use the resources below if you don't remember what it looks like!

If you finish all of this, maybe start writing your book review. Even if you aren't done reading, you should be in a place where you can do at least the first couple paragraphs.

A note about grades:
You should have all gotten an email over spring break that has your scores for the Poe/Laughton essay according to the scoring guide. After school today I will unlock your essays so that you can revise them. If you choose to revise, your revisions must be done and submitted to me no later than Monday, May 20.