Monday

1. Monday Ms. Durland Gone 4 Day Mini-lesson: Semi-Colon Day 1 Rule MLK’s “Letter from Birmingham Jail”: Ethos, Pathos, Logos

2. Tuesday Ms. Durland Gone 4 Day Mini-lesson: Semi-Colon Day 2 Practice MLK’s “Letter from Birmingham Jail”: Semi-colons

3. Hook, Housekeeping & Homework Wednesday/Thursday You have only 10 minutes to complete the following: • Have out your 4 Day Mini-lesson: Semi-Colon • Complete Day 3 (Summative Qt. 1 on table if needed) • Once you’re done, take the 4 models from the front table and silently read through each. HOMEWORK: Write your Introductory Paragraph Feel free to work ahead on the Tasks & Timeline

4. Past, Present, Future Wednesday/Thursday • 4 Day Mini-lesson: Semi-Colon • MLK’s “Letter from Birmingham Jail”: Appeals & Semi-colons • Persuasive Letter/Essay • Tasks & Timeline • Prewriting • Models • Introductory Paragraph • Persuasive Letter/Essay • Body Paragraphs • Models

5. Persuasion & Manipulation Wednesday/Thursday Standard3 Writing and Composition Objective: you will be able to identify audience, purpose, form, mode, thesis/antithesis, and pro/con arguments for your essay/letter. Relevance: • Understanding how and why we are being manipulated is critical to our mental and emotional well-being Essential Questions: • How can I use my powers of persuasion for my own good and the good of others? • What are ethos, pathos, logos, kairos? How have you seen them used? • http://www.youtube.com/watch?v=tAsxyffBqm0 • http://literacy.kent.edu/eureka/EDR/1/Write ArguingwithAristotle.pdf

6. Instruction: Obtain I Do – You Do Wednesday/Thursday • Purpose: to understand the tasks & timeline and prepare to write essay/letter • Task: • Read through Tasks & Timeline • Ask questions & annotate • Examine printed models & PPT models • Complete Pre-writing tasks • Begin Introductory Paragraph • Outcome: organized, thoughtful ideas for essay/letter

7. Activities: Develop & ApplyI Do– You Do Wednesday/Thursday PPT Example 1 • Audience: principal • What I Know: male, fifties, Colorado high school, Masters degree, know him from Student Government • Interests: promoting school interest & spirit: how will it benefit us? When and where? • Concerns: public opinion (neighborhood), safety, litter, cost • Attitude: open, requested ideas to celebrate homecoming • Purpose: to argue for the inclusion of a bonfire during Homecoming week • Mode: persuasion, including research, explanation, and narration of personal experiences • Form: letter/proposal • Tone: formal and nostalgic

8. Activities: Develop & Apply I Do– You Do Wednesday/ThursdayPPT Example 2Full ThesisThesis: The United States should abide by the Kyoto Treaty and take the lead in reducing greenhouse gases worldwide. Con Pro U.S. signed treaty under Clinton Admin. & should stick to its commitment Global warming is international problem & can only be solved through international cooperation Long term economic costs for global warming outweighs short term burdens on economy U.S., leader & protector of free world, has moral obligation to lead fight against one of biggest long-term threats facing world • Treaty would hurt U.S. industries & economy • Treaty violates national sovereignty – all nations should be free to make own environmental decisions

9. Activities: Develop & Apply I Do– You Do Wednesday/ThursdayPPT Example 2Outline Major Points & Elaboration Pro Pro Research & facts on treaty (source B) = Logos & Ethos “Quotes” from experts Brown & Cunningham = Logos Facts, numbers, statistics (source B) = logos & kairos Historical anecdote (source A) = pathos • U.S. signed treaty under Clinton Admin. & should stick to its commitment • Global warming is international problem & can only be solved through international cooperation • Long term economic costs for global warming outweighs short term burdens on economy • U.S., leader & protector of free world, has moral obligation to lead fight against one of biggest long-term threats facing world

10. Activities: Develop & ApplyI Do– You Do Wednesday/Thursday PPT Examples 3 & 4 • Introductory Paragraphs An adult work day is eight hours. The work day for a high school student, especially a serious student, often exceeds that by two or more hours. Why should a 14- to 17- year old have a heavier workload and work expectations than working adults? As a dedicated high school sophomore, I would argue that high school students at Make This Up High School are given far too much homework. Reading a book to a blind person, feeding a debilitated patient in a nursing home, and tutoring a child are all examples of community service projects. Such projects not only help others, they also help build feelings of self-worth and gratification in the volunteer. In fact, volunteering is an important part of life and growing up.

11. Persuasion & Manipulation Wednesday/Thursday Standard 3 Writing and Composition Relevance: • Understanding how and why we are being manipulated is critical to our mental and emotional well-being Essential Questions: • How can I use my powers of persuasion for my own good and the good of others? • What are ethos, pathos, logos, kairos? How have you seen them used? • http://www.youtube.com/watch?v=tAsxyffBqm0 • http://literacy.kent.edu/eureka/EDR/1/Write ArguingwithAristotle.pdf HOMEWORK: Write your Introductory Paragraph Feel free to work ahead on the Tasks & Timeline

12. Hook, Housekeeping & Homework Friday Have out your 4 Day Mini-lesson: Semi-Colon Be prepared to complete Day 4 (Assessment) Once you’re done, compare your Introductory Paragraph to the two on the screen. HOMEWORK: Format your Word Doc for an essay or letter AND write your body paragraphs Feel free to work ahead on the Tasks & Timeline

13. Activities: Develop & ApplyI Do – Broad to NarrowFriday PPT Examples 3 & 4 • Introductory Paragraphs An adult work day is eight hours. The work day for a high school student, especially a serious student, often exceeds that by two or more hours. Why should a 14- to 17- year old have a heavier workload and work expectations that working adults? As a dedicated high school sophomore, I would argue that high school students at Make This Up High School are given far too much homework. Reading a book to a blind person, feeding a debilitated patient in a nursing home, and tutoring a child are all examples of community service projects. Such projects not only help others, they also help build feelings of self-worth ad gratification in the volunteer. In fact, volunteering is an important part of life and growing up.

14. Past, Present, Future Friday • 4 Day Mini-lesson: Semi-Colon • Persuasive Letter/Essay • Tasks & Timeline • Prewriting • Models • Introductory Paragraph • Persuasive Letter/Essay • Body Paragraphs • Models • Persuasive Letter/Essay Due Next Friday!

15. Persuasion & Manipulation Friday Standard 3 Writing and Composition Objective: you will be able to identify basic parts of body paragraphs in order to write your own. Relevance: • Understanding how and why we are being manipulated is critical to our mental and emotional well-being Essential Questions: • How can I use my powers of persuasion for my own good and the good of others? • What are ethos, pathos, logos, kairos? How have you seen them used? • http://www.youtube.com/watch?v=tAsxyffBqm0 • http://literacy.kent.edu/eureka/EDR/1/Write ArguingwithAristotle.pdf

16. Instruction: Obtain I Do Friday • Purpose • Task • Outcome

17. Activities: Develop & ApplyWe Do – You Do Friday • Purpose • Task • Outcome

18. Persuasion & Manipulation Friday Standard 3 Writing and Composition Objective: you will be able to identify basic parts of body paragraphs in order to write your own. Relevance: • Understanding how and why we are being manipulated is critical to our mental and emotional well-being Essential Questions: • How can I use my powers of persuasion for my own good and the good of others? • What are ethos, pathos, logos, kairos? How have you seen them used? • http://www.youtube.com/watch?v=tAsxyffBqm0 • http://literacy.kent.edu/eureka/EDR/1/Write ArguingwithAristotle.pdf

19. 10th Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 2. The development of new ideas and concepts within informational and persuasive manuscripts 3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience 2. Organizational writing patterns inform or persuade an audience 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process 4.Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions 2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy