IRT: ~20 minutes
WNB: Write about your favorite Christmas/holiday/family tradition.
We watched Act III of the 1953 version of Julius Caesar. I prefer this version over the 1970 version because I think Antony's speech comes across more strongly. And Marlon Brando is in it, so... . Students then analyzed Brutus and Antony's speeches for persuasive techniques. We will resume this work after the break!
Students completed the district-mandated Nelson-Denny Reading test today.
We went over the argument and persuasion test. Students who scored below 70% may retake the test after school (3:30) today (1st & 2nd periods only); before school (7:30), A block, B block, or after school (3:30) Tuesday; or before school (7:30) Wednesday. Students should complete the retest before we go on break.
We recapped Act I and I summarized Act II of Julius Caesar. Students should review the summary and background info packets for tomorrow.
WNB: Choose one statement and argue for or against it.
Too much ambition inevitably leads to disaster.
Politicians are more concerned with power than issues affecting people's lives.
Violence leads to more violence.
Crowds can be easily manipulated and moved to violence.
We started class with 30 minutes of blog time. This entry is due by 11pm tonight! (Due to the shortened 4th period today, 4th period students' blogs are due by 11pm Sunday, 12/18.)
To introduce Shakespeare's Julius Caesar, we moved to different corners of the room that reflected our opinion on four of the main themes of the play (the four statements from the notebook entry). Students received packets of summaries and background information (4th period will get these on Monday), and we watched a really great introductory video.
We watched Act I, Scenes 1 and 2 to set the stage. We will pick up where we left off on Monday. Don't forget to bring a device on Monday (preferably your district-issued iPad)!
IRT: ~20 minutes
WNB: Outside entry: Check Classroom if you need inspiration!
I went over the test review in advance of tomorrow's argument and persuasion test. Students will be allowed to use their literary terms packet on the test. If you've lost yours, go to the library and print out a new one from Classroom!
After finishing their rhetorical analysis of their selected speech, students compared and contrasted the two speeches.
Coming up:
Tomorrow - Argument and Persuasion test
Friday, 12/16 - Blog due
Monday, 12/19 - Bring device!
IRT: ~20 minutes
WNB: What's so "awkward" or "uncomfortable" about silence? (Inspired by student reflections on Friday's Socratic seminar.)
We read and analyzed Adlai Stevenson's "Cat Bill Veto" for elements of argument and persuasion.
We read excerpts from Antigone and Martin Luther King, Jr.'s "Letter from Birmingham Jail." Students worked with a partner to analyze the pieces. We will continue this work tomorrow.
Coming Up:
Thursday, 12/15 - Argument and Persuasion test
Friday, 12/16 - Blog due
Monday, 12/19 - Bring device!
We reviewed "On Nuclear Disarmament" from last week and recalled the repetition and parallelism that we found. Students analyzed those structures to determine why the author used them and how they impact the speech. We then looked at a definition of inductive reasoning and discovered examples in the speech.
Coming Up
Grades for Friday's Socratic seminar have been entered. Great work!
Thursday, 12/15 - Argument and Persuasion test
Friday, 12/16 - Blog due
Monday, 12/19 - bring iPad/device
