Searching for ethos, logos, and pathos

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

Agenda: 
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."

Reviewing and writing about wingsuit flyers

Goal: Explain a quote in your own words and relate it to the article we read yesterday about wingsuit flyers.

Agenda:
Read
Reading review
Writing about a quote: Choose one of the quotes below that you have not written about before. Explain the quote in your own words (use 3-4 sentences) and then relate the quote to what you read yesterday about wingsuit flyers.

Quotes to choose:

“Security is a kind of death.”   -Tennessee Williams
 
“Plunge boldly into the thick of life, and seize it where you will, it is always interesting.” -Johann Wolfgang Von Goethe

“You can’t cross the sea merely by standing and staring at the water.” -Rabindranath Tagore

“Who dares nothing, need hope for nothing.” -Johann Friedrich Von Schiller

“I would rather be a superb meteor, every atom of me in magnificent glow, than a sleepy and permanent planet.” -Jack London 

“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

First read of "A Solemn Warning for Wingsuit Flyers"

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

Agenda

1. Read, return books you are done with, 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? 

What is the author saying and doing with this 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

Quick Write:

1. Explain what you think the quote is telling us. 
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

Reading more about Extreme Sports

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. 
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 tomorrow. All late work, calling in essays, posting book review links, or requests for regrade, must be made by 2:15 tomorrow, Friday 4/24. 

Merging Quotations and Readings

Happy Wednesday

Goal: Turning in book reviews and writing about risk taking. Can you explain the quote and relate it to what we have read?

Agenda:

1. Read
2. Submit links to book reviews
3. Writing in your English Journal

Writing: 

1. Open your English Journal.
2. Open the articles we have been reading. 
3. There are quotes posted around the room. 
4. Choose a quote. Write it in your English Journal
5. Explain what you think the quote is telling us. 
6. Explain how the quote applies to the kids going to camp in the first article we read about extreme sports.  

“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

More about extreme sports and the brain

Goal: Learn some more about why people take risks from reading a few more articles and writing about them in your English Journal.

Agenda:

1. Read (your independent reading book)
2. Open your English Journal
3. Read both of the articles linked below. 
4. Write in your EJ about ideas you saw in both articles and about how much you agree or disagree with what the articles said and why. 

Article 1: "Why Do People Crave the Experience?"

Article 2: "Why Do Some Brains Enjoy Fear?"

Reminders:

1. Call in your Stereotypes Essay
2. Finish TWO book reviews by tomorrow. 
3. Grading period ends friday. 

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
5. Look for examples of ethos, logos, and pathos in the article you read Friday. 

ETHOS

LOGOS

PATHOS

Reminders: 

Book reviews due Wednesday.

Grading period ends Friday. 

Return books you are done with. 

Talking about text

Goal: Talking to my partner about what I am reading. 

Agenda:

1. Read
2. How do you get someone to say more? 
3. Say Something strategy with one of our extreme sports readings.

Reminders: 

• Call in your Stereotypes Essay assignment if you have not already done that.
• Complete step 5 on your stereotypes essay document if you have not already.
• Book reviews (TWO of them) are due next week Wednesday 4/22.

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

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

Agenda:

1. Read
2. Pre-read, preview the articles for this unit. ( I will give you a link to the articles in class. If you are absent please email me for 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. 

Complete step 5 on your stereotypes essay document if you have not already. 

Book reviews (TWO of them) are due next week Wednesday 4/22.

Looking closer at extreme sports and risk taking

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

Agenda:

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. 
2. Complete step 5 on your stereotypes essay document if you have not already. 
3. Book reviews (TWO of them) are due next week Wednesday 4/22.

Risk taking and extreme sports

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

wikimedia.org

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

• 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? 
Read your book
Work on a book review
Work on something you are missing or need to finish

Note: Mrs. R is at an English teacher meeting after lunch today and will not be here after school.

What's in a name?

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. 
What is the author trying to tell parents?
What is the author claiming?
How does the author support his/her claims?


Do you still need to call me and read your stereotypes essay to my voicemail. 

Making Progress Writing About Stereotypes

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 3/26.
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 Tuesday.)
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.

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 Friday at the end of the period. You will also need to "call in" and read your essay by 9:00 PM Friday for full credit. 

More writing from our data

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

Agenda:

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 3/26. 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. 

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 Friday at the end of the period. You will also need to "call in" and read your essay by 9:00 PM Friday for full credit. 

Data Gathering: 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

Data Gathering: Day 1

cc image, flicker: dizfunkshinal

Goal: Begin the process of investigating stereotypes at PLHS. 

Agenda

1. Read
2. New writing assignment
3. Interview a peer
4. English Journal self-assessment

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.

Evaluate your English Journal
Copy this sentence to the top of your English Journal and finish the sentence.

I believe I have earned a _(enter score)__ on my English Journal because ___(give specific examples to explain why you scored your work that way)______. 

English Journal Scoring Guide