Week 3: April 1-3

One last assignment before Spring Break!

Persuasion Application Product 

• Goal: Write a persuasive text.

• Role: You are a human who wants your way!

• Audience: Whoever you are trying to convince. State this person in the first line or two of your text.

• Situation: Choose a situation from this list, or create your own (must be appropriate :).

• Product: This text could be in paragraph form or more creatively formatted, such as a dialogue, letter or script. Your text should employ all three methods of persuasion (ethos, logos, pathos) and include at least three rhetorical devices.

• Standard: Your product will be graded (50 summative points) based on correct use of all elements. Please label each use in parenthesis or with subscript notes. Due to turnitinin.com by Sunday (April 5) at midnight (But for heaven's sakes you have three days by Friday. Make way for the weekend if you can. Save yourself by killing the procrastination!). See example here.

Week of March 25 - April 1

WEDNESDAY 3/25

• Activity: Take the non-graded practice quiz (on moodle) called "Ethos, Logos, Pathos - Check Your Understanding." This will give you instant feedback to see if you can sort out which method of persuasion is being most dominantly employed. 
• Note: We are always preparing for the eventual final at this point, so record any questions you have trouble on since they may come back to you later.

THURSDAY 3/26 

• New Inquiry Statement: When perspective is shared with purpose and style it becomes an effective tool in gaining both power and privilege.
• Activity: Watch this little clip from one of my favorite movies, Good Will Hunting, weigh in on the conversation. 

https://www.youtube.com/watch?v=hIdsjNGCGz4&feature=youtu.be
PS - Pardon the single cuss word. If you haven't watched this movie... you should!

• Journal 35: Forum Prep for tomorrow:
• Please do this in your journal and use it to help you in the Forum on Friday.

1. Is the Inquiry Statement above true? When? How?
2. Considering what you know about Ethos, Logos, and Pathos, How is it that the underdog wins the argument in the bar scene of Good Will Hunting. 

FRIDAY 3/27

• Activity: Watch this Robin Williams clip, also from Good Will Hunting. Robin Williams plays a counselor who has been assigned to Matt Damon's character in order to fulfill his parole requirements. This scene comes after Will (Matt Damon) has completely blasted his counselor, Sean Maguire (Robin Williams) and mocked the counseling process. 

https://www.youtube.com/watch?v=oRG2jlQWCsY

• Journal 36: Forum Prep Notes:
• Please do this in your journal and use it to help you in the Forum.

1. How does Maguire (Robin Williams) establish his authority by using ethos, logos and pathos? Which argument is most effective? 

• Moodle Forum: Ethos, Logos, Pathos in Good Will Hunting: Please see the link below this week's post to weigh in on the conversation at least twice with meaningful commentary on the questions from Journals 35-36. Due by Midnight Sunday, March 29 (graded Monday). 

MONDAY 3/30

• Click here for the Quizlet of Rhetorical Devices
• Let's play with the Gettysburg Address by Abe Lincoln. Watch this short video for some quick background information of this speech:

https://www.youtube.com/watch?v=qUcW9ORBFWI

• Activity: Rhetorical Device Hunt #1 (Click here).  No need to turn this in; just like poetic devices, this knowledge will be used in a rhetorical analysis essay later on.
• Though this one is not graded, it is your chance to practice these terms which will be used for an assessment at the end of the week..

TUESDAY 3/31

• Check your answers to the Gettysburg Address here. 
• Let's practice again with this Lou Gehrig speech (click here).
• Though this one is not graded, it is your chance to practice these terms which will be used for an assessment at the end of the week..
• Be prepared to discuss how these devices add to the persuasive value of each speech in our Zoom time tomorrow. 

WEDNESDAY 4/1

• Only one more major assignment before spring break!!!
• Meet me on Zoom for an intro! 
• Period 1 at 8:30 am 
• Period 2 at 9:00 am
• Period 4 at 9:30 am
• Enter here!

Week of March 16-24

MONDAY 3/16

• Essay Practice: Complete the 55-minute writing piece by hand on notebook paper. 
• Assignment: Submit your thesis to the google form for feedback (10 pts, Due Monday night by midnight). 
• I will check your thesis and record a grade on Focus by 9 am. If you get complete credit, then you know the thesis is perfect. If not, you know you need to tweak it. You are free to email me for feedback. Just copy the thesis to the body of the email so we can work on it there.

TUESDAY 3/17

• Assignment: Examine both essays. Choose the best one. Type and polish it. Submit it to Turnitin.com by Midnight on Tuesday.
• Journal 31: SAT Essay Process Reflection
• Check out your last essay, thesis and think about your experience. 
• What needs do you have after experiencing a first run at the SAT mimicking essay? 
• What strategies will you apply on the next one? 

WEDNESDAY 3/18

• Meet me on Zoom! Let's do different times for each class, but you can jump in on a later time if you miss your class. 30 minutes each to check in. These will be optional, but for now, let's give it a unified shot. See you there!
• Period 1 at 8:30 am 
• Period 2 at 9:00 am
• Period 4 at 9:30 am
• Enter here!

THURSDAY 3/19

• Journal: 32 ~ Intro to Rhetoric with Two Stories: Complete this online activity comparing two different news reports. Then record a strong paragraph in your journal explaining how you see each writer persuading the reader toward a different persuasion. Exactly how is the writer creating a different belief in each selection? 

• Post in the Moodle Forum by Friday night (I will grade early Sat. morning). 

FRIDAY 3/20

Rest or get ahead below. Congratulations! You've survived the first week. I'm proud of you. 



MONDAY 3/23 
Journal 33: Ethos, Logos, Pathos Notes

      Watch this video and answer the questions below. 

1. Define and give two examples for Ethos. 
2. Define and give two examples for Logos.
3. Define and give two examples for Pathos. 

TUESDAY 3/24

Journal 34: Is a Sophomore a Sophist? 

             

       Watch this video and record answers to the questions below:

1. What is Rhetoric? Give a brief description of its origin. 
2. 6:35 Take more notes on the new information about the three "artistic proofs": Ethos, Logos, and Pathos.
3. 5:09 Summarize the five cannons of artistic proofs (a name you understand and brief definition will do. No need to use the latin term.)
4. 8:36 According to Aristotle, what makes a good speech/argument? Why? (What happens if you get off balance?)
5. 9:00 Which of ethos, logos or pathos is most important? Why?
6. 11:02 How are intrinsic and extrinsic persuasion different?
7. Discussion during Office Hours 3/24: Which of Aristotle's three modes of proof do you think is the most important?
8. Discussion during Office Hours 3/24: How can you increase the likelihood that your audience will perceive you to have a strong ethos? 

WEDNESDAY 3/25

• Look for a new blog and Moodle post for the next week's worth of assignments. 
• Meet me on Zoom! Be ready to discuss J33.
• Period 1 at 8:30 am 
• Period 2 at 9:00 am
• Period 4 at 9:30 am
• Enter here!

Block Day, March 12-13 ~ Class Time Redirected!

Block Day, March 12-13 ~ Class Time Redirected!

Our poem is especially relevant at the moment...Let's recite.

Dearest students,

This strange and unprecedented situation must be baffling to you. We will definitely take some time to talk this block day, but for now, please know that our school has your absolute best interest in mind and they have thought our plan out as much as humanly possible with our short time frame. Know that our leaders are committed to you as am I. We have a way to meet every week. I want to see your faces and hear your voices. I will miss my usual daily time with you.

Secondly, this new norm does not mean that we cannot finish this year strong. I have been impressed, entertained, inspired and continually blessed by you this year. Please honor yourselves and ME by finishing off what you are so capable. Do not allow yourselves to loose heart or momentum. No! We will "keep our heads about us" and enact our God-given "love, power and sound minds" in order to bring value to our world and communities. Stewarding our minds is part of that. Every time you settle down into a study mode on this "remote learning" journey, I want you to consider it an act of faith as well as a rebellion against the despair, depression or otherwise aimlessness that a person could be tempted into. We are strong and will not forget who we are and are becoming, even now.

Lastly, about this sonnet essay business... Let's follow through the process at home. You will have plenty of time to polish this essay later. There really is no reason to worry about the 55-minute limit or the perfection of your writing for that matter. However, you should put yourself on a timer and use the honor code FOR YOURSELF! Don't look it up. Instead, test your own limits. This is the only way to know if you are getting closer to being ready for the SAT. You owe it to yourself to find out where you are in this process. So, give it an honest shot tonight or this weekend. We'll choose the better essay and polish it for grading later next week.

Here is the Sonnet Analysis Essay Prompt.
*55-minute rough draft due by midnight Tuesday(March 17). Please insert your thesis into this google form.

For now, let's go over our tools for the next stretch....
Tools:

• Office Hours: I will be available for a weekly face-to-face meeting on Wednesdays from 8:30-10 am. This will be a place where we can discuss the week's events and learning. You can see each other and ask any questions that have come up. 
• Email: I will be available there and will be checking OFTEN with a guaranteed 24 hour response within normal business hours (not on weekends).
• The Blog: I'll keep posting notes, links, my explanations and videos here. Everything you need will always be here. 
• Moodle: I will get in there and use the calendar to make sure I am not booking an assessment over another big one from another teacher. Can you access Moodle? Have you ever taken a Moodle Quiz? 
• Focus: I will post upcoming due dates. Make sure you check the little notes associated with each assignment for relevant details. 
• Turnitin.com.... can you still access that account? 

GUARANTEES:

• We will be in contact every week.
• All teachers will be using the Moodle Calendar.
• I will check my email everyday.
• We have so many supports (the blog, Moodle, email, Zoom, Marco Polo, group texts, etc...)
• We will still cover everything you need to get through the tenth grade curriculum so that you can start next year on par.

Wednesday, March 11 ~ Sonnet Presentations

Stanzas 1-3 "If" Quiz on block (Here is the poem).
West classes, your "If" Stanzas 1-3 quiz will be on Tuesday, March 17. 

Take the first five minutes to polish your presentation and delegate talking portions to each partner.

Sonnet Presentations

Be sure to...

• Read the poem to us.
• Give us your basic interpretation of what the poem is about.
• Explain how the structure works to convey that theme.
• Explain how the devices contribute to that theme (at least 5). 

Tuesday, March 10 ~ Sonnet Group Practice

Stanzas 1-3 "If" Quiz on block (Here is the poem).

Journal 30: Sonnet Presentations Due Tomorrow!
Work with your group to analyze your assigned sonnet. Tomorrow, be ready to screen cast an annotated sonnet in which you point out its features and the evidence on which you base your interpretation of its meaning.

Make sure you cover...
1) Italian or British?
2) What poetic devices or features are actively contributing to the meaning of this sonnet? how? (Explain at least five.)
3) Where is the turn and how does the rhyme scheme organization contribute to the meaning?


Group 1

Remember

BY CHRISTINA ROSSETTI

Remember me when I am gone away,

         Gone far away into the silent land;

         When you can no more hold me by the hand,

Nor I half turn to go yet turning stay.

Remember me when no more day by day

         You tell me of our future that you plann'd:

         Only remember me; you understand

It will be late to counsel then or pray.

Yet if you should forget me for a while

         And afterwards remember, do not grieve:

         For if the darkness and corruption leave

         A vestige of the thoughts that once I had,

Better by far you should forget and smile

         Than that you should remember and be sad.

Group 2

Music Box

BY JORGE LUIS BORGES

TRANSLATED FROM THE SPANISH BY TONY BARNSTONE

Music of Japan. Parsimoniously

from the water clock the drops unfold

in lazy honey or ethereal gold

that over time reiterates a weave

eternal, fragile, enigmatic, bright.

I fear that every one will be the last.

They are a yesterday come from the past.

But from what shrine, from what mountain’s slight

garden, what vigils by an unknown sea,

and from what modest melancholy, from

what lost and rediscovered afternoon

do they arrive at their far future: me?

Who knows? No matter. When I hear it play

I am. I want to be. I bleed away.

Group 3

Never Again Would Birds' Song be the Same

BY ROBERT FROST

He would declare and could himself believe
That the birds there in all the garden round
From having heard the day long voice of Eve
Had added to their own an oversound,
Her tone of meaning but without the words.
Admittedly an eloquence so soft
Could only have had an influence on birds
When call or laughter carried it aloft.
Be that as may be, she was in their song.
Moreover her voice upon their voices crossed
Had now persisted in the woods so long
That probably it never would be lost.
Never again would birds' song be the same.
And to do that to birds was why she came.

Group 4

Sonnet 130: My Mistress' Eyes are Nothing Like the Sun

BY WILLIAM SHAKESPEARE

My mistress' eyes are nothing like the sun;

Coral is far more red than her lips' red;

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

I have seen roses damasked, red and white,

But no such roses see I in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

I love to hear her speak, yet well I know

That music hath a far more pleasing sound;

I grant I never saw a goddess go;

My mistress, when she walks, treads on the ground.

   And yet, by heaven, I think my love as rare

   As any she belied with false compare.

Group 5 

To the Poet Before Battle

BY IVOR GURNEY

Now, youth, the hour of thy dread passion comes;

Thy lovely things must all be laid away;

And thou, as others, must face the riven day

Unstirred by rattle of the rolling drums,

Or bugles' strident cry. When mere noise numbs

The sense of being, the sick soul doth sway,

Remember thy great craft's honour, that they may say

Nothing in shame of poets. Then the crumbs

Of praise the little versemen joyed to take

Shall be forgotten; then they must know we are,

For all our skill in words, equal in might

And strong of mettle as those we honoured; make

The name of poet terrible in just war,

And like a crown of honour upon the fight.

Group 6

Sonnet Sickness
BY MR. RENO (Our beloved English teacher from years past)

When I consider sonnets I turn green.
I gag. I heave. Dry heaves, they will not stop
Until I write a quatrain...wait! I mean
An octave! (What I've written is mere slop.)
I cannot do this... meter? When will't end?!!!
As soon as the meter's dial'd I kill the rhyme.
This casualty results when I don't tend  
All sheep at once. I'm running out of time...
Shakespeare'ean hydra! Come at me full force!
My loins I'll gird and stand my ground a man
Who will not shirk from war, nor from the course
will I depart. (my mind has hatched a plan!)
Submission to this yoke (the sonnet's weight)
Now means I've earned the right to graduate.  

Monday, March 9 ~ Sonnets Begin!

"If" Stanzas 1-3 Quiz this Block Day. (Click here for poem.)

Journal 28: Sonnet Notes

Sonnet: A lyric poem of fourteen lines, usually in iambic pentameter, usually expressing a single, complete idea with a reversal or twist in the concluding lines. There are two common forms.

1) Italian or Petrarchan: Consists of an octave (8 line stanza) followed by a sestet (6 line stanza). The octave is unified with an ABBA ABBA rhyme scheme and presents the main theme; the sestet is unified by any choice of rhyme schemes (CEDECDE, CDCDCD, OR CDEDCE) and brings resolution to the theme. There is a volta (shift in thought) usually between the octave and the sestet.

2) English or Shakespearean: Consists of three quatrains (4 line stanzas) and ends with a final couplet (2 rhyming lines). Each stanza is unified by its own independent rhyme scheme and builds up to a climax in the couplet (ABAB CDCD EFEF GG). Typically the volta (aka turn or shift) comes right before the couplet.

EQs: What is the difference between each sonnet form? 
          Can you find the volta? 
          Can you identify a poetic foot? 

Italian (Petrarchan) Form

British (Shakespearean) Form

HW: Journal 29: Sonnet Practice
1) Is this sonnet British or Italian?
2) What poetic devices are present and how does each affect the rhythm, mood or meaning of the poem? (name at least five)
3) Where is the turn and what is the conceptual relationship shown by the structure?


"Death, Be Not Proud" by John Donne

Death, be not proud, though some have called thee
Mighty and dreadful, for thou art not so;
For those whom thou think'st thou dost overthrow
Die not, poor Death, nor yet cans't thou kill me.
From rest and sleep, which but thy pictures be,
Much pleasure; then from thee much more must flow,
And soonest our best men with thee do go,
Rest of their bones, and soul's delivery.
Thou art slave to fate, chance, kings, and desperate men,
And dost with poison, war, and sickness dwell,
And poppy or charms can make us sleep as well
And better than thy stroke; why swell'st thou then?
One short sleep past, we wake eternally
And death shall be no more; Death, thou shalt die.

Block Day, March 4-5 ~ Villanelles over ICE

"If" Stanzas 1-2 Quiz

In class essay: SAT Analysis (Villanelles)

Tuesday, March 3 ~ "The Waking"

MEMORIZATION ("If" Stanzas 1-2 Quiz on Block Day!)
If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too:
If you can wait and not be tired by waiting,
Or, being lied about, don't deal in lies,
Or being hated don't give way to hating,
And yet don't look too good, nor talk too wise;

If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same:.
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build'em up with worn-out tools;

Journal 27: "The Waking"

1. Describe the effect of the refrain in this poem.
2. What is the "another thing to do to you and me" in lines 13-14?
3. Write a thesis in response to the SAT Prompt: What does the poem and how does the writer convey that meaning within the text? 

"The Waking" by Theodore Roethke

I wake to sleep, and take my waking slow.

I feel my fate I what I cannot fear. 

I learn by going where I have to go.

We think by feeling. What is there to know?

I hear my being dance from ear to ear.

I wake to sleep, and take my waking slow.

Of those so close beside me, which are you?

God bless the Ground! I shall walk softly there, 

And learn by going where I have to go.

Light takes the Tree; but who can tell us how?

The lowly worm climbs up a winding stair;

I wake to sleep, and take my waking slow.

Great Nature has another thing to do

To you and me; so take the lively air,

And, lovely, learn by going where to go.

This shaking keeps me steady. I should know.

What falls away is always. And is near.

I wake to sleep, and take my waking slow.

I learn by going where I have to go.

Journal 28: Example Essay Analysis 

Example Essay from "One Art"

• What tips can you take from this example to help you on your In Class Essay this block day? 
• How is citing different when working with a poem? 
• How does CAB thesis morph when writing a literary analysis? 

SAT Style Essay ~ Poetry Analysis
Directions: As you read the passage, consider how [the author] creates meaning through the elements within the text. Consider that there are many areas that you may examine to find evidence to
support your interpretation:

• evidence, such as facts or examples or direct wording.
• stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.
• structural features such as punctuation or sonnet rhyme schemes/structures.
• rhetorical features such as poetic devices.

Prompt: Write a 3-5 paragraph essay in which you explain what the poem means and the writer craftily conveyed that meaning within the text. (Your essay should not explain whether you agree with the message of the poem, but rather explain how the author clearly makes his/her message.)