Transcript Feb. 25th week

http://www.youtube.com/watch?v=tmNXBAZ1
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http://www.youtube.com/watch?v=BemsLUldV
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http://www.youtube.com/watch?v=QwbToVFvsU
Video spotlights on our vocabulary!
As you view the video1.
2.
How is the video meant to persuade the
viewer?
What loaded language or emotional
pictures or music is being used?
Be ready to discuss after the music.
 After
viewing the news for this week on
www.channelone.com, write your thoughts,
connections, and opinions on the topics
discussed.
 After
our writing and discussion, you may go
on-line to vote on the “Next Big Thing.”
 What
type of violence are you exposed to in
tv shows, video games, and daily life?
 How
do you think this influences youth in
their daily life?
 Write
your thoughts and opinions in 3-4
sentences.
Definition:carefully stated claim
supported by reasons and
evidence
Synonyms:
claim,
evidence,
support,
opinion
argument
Picture:
Sentence: An
argument consists
of the author’s
viewpoint.
Definition: writer’s
position on a problem or
issue
Synonyms:
claim
Picture:
Sentence: An
argument
includes a
claim with
evidence.
Definition: written
argument that poses a
claim(usually in a
newspaper or magazine)
Synonyms:
Argument,
editor,
claim, essay,
letter
editorial
Picture:
Sentence:
The editorial
expresses
opinions with
evidence.
Definition: the side of an
issue an author favors
Synonyms:
opinion,
judgment,
favorable,
against
bias
Picture:
Sentence: By
using positive
or negative
connotations,
the author
shows bias.
 Read
“4 Charged in Chicago Teen’s Fatal
Beating” silently to yourself.
 On the post-it note, record any “golden line”
or shocking statement that you connect to or
have a strong opinion about. Be ready to
discuss afterwards.
 With this article in mind, view the video to
further explain the violence in Chicago.
 http://www.youtube.com/watch?v=wjl8pPZK
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Content- What is the Main idea? Citation- Author/Creator
Teen violence is spreading and
all around us.
Context- What is going on in the
world, country, region?
Connections-
Communication- Point of view or
bias?
Conclusions-
 What
have you learned about violence in
Chicago today?
 How has the information changed your
perception of youth violence?
 You
will be given one section of the editorial
we read last week.
 As a group, you will determine the author’s
claim and the reasons with evidence for the
claim(support).
 Be prepared to present your information for
the class.
 Claim: (Complete sentence)
Reason #1- 2 evidence statements
Reason #2- 2 evidence statements
Reason #3- 2 evidence statements
 You
will choose between the following
editorials as a group:
1. The culture of violence
2. We all hold the key to stopping violence
3. Positive approach reducing school crime
4. Reaching youth crucial in stopping violence
Read silently, highlight or underline golden
lines, thought-provoking, or interesting
points. Be ready to discuss in 10 minutes.
 As
a group, you will determine the author’s
claim and the reasons with evidence for the
claim(support).
 Be prepared to present your information for
the class.
 Claim: (Complete sentence)
Reason #1- 2 evidence statements
Reason #2- 2 evidence statements
Reason #3- 2 evidence statements
 Text
Analysis Argument and Persuasion on
pages 936- 937.
 We
will view a school clubs advertisement on
http://www.youtube.com/watch?v=IYjSRK08
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 To prepare to read the article.
Questions(p. 937)
My thoughts
1. What is the author’s claim?
To convince the reader to join or
start a club.
2. Restate two reasons the
author gives to support the
claim.
1. We can support each other in
clubs.
2. A group can spread info
faster.
3. With different skills, you can
bring strengths to the club.
4. Its easier to solve problems in
groups.
3. What examples are given to
back up this reason?
Artistic- you could draw posters
and t-shirt design
Writing- write public service
announcements, letters
 www.discoveryeducation.com
Note-taking: (page 938)
 Create a three column foldable using
persuasive techniques: association appeals,
emotional appeals, loaded language.
Association:
Emotional
Appeals
Loaded
Language:
Association:
Emotional Appeals:
Loaded Language:
To sell a product or
idea by linking it with
something
Use strong feelings,
rather than facts and
evidence, to persuade
Relies on words with
strongly positive or
negative associations
Bandwagon: Tap into
Appeal to fear: Makes
our desire to be part of people feel as if their
a group
safety and security is
in danger
Example:
Picture:
Example:
Picture:
Testimonial:
Relies on an expert , a Appeal to Vanity:
celebrity, or
Uses flattery to win
Satisfied customer
people over
Example:
Picture:
Example:
Picture:
Positive connotations:
Bring to mind
something exciting,
comforting, or
desirable
Example:
Negative Connotations:
Call up unpleasant
images, experiences,
or feelings
Example:
 http://www.youtube.com/watch?v=voJszy31
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Now add details to your persuasion brochure
foldable!
Loaded language, Bandwagon, Appeal
 Create
a T-chart in your journal, as we
discuss (p. 940-941), label it “Dangerous
Threat? No-loving pet!” and “Persuasive
Poster.”
S
partners will be assigned one side or the
other. Complete your side of the chart only.
 After
a few minutes, pairs will split and meet
with another person with another text and
record and share information from their
chart.
Dangerous Threat?
No-loving pet!(p. 940)
Persuasive Poster
Claim the author is making:
1.
Claim the author is making:
1.
Evidence that he or she uses:
1.
2.
Evidence that he or she uses:
1.
2.
Persuasive techniques:
1.
2.
Persuasive techniques:
1.
2.
 Silent
read your nonfiction book for 15
minutes.
 Record your golden line, connections, or
thoughts on the reading on the post-it notes.
 Take turns discussing your lines after the
reading.
 You
will roll the dice and receive an
activity based on the number you rolled.
 Write the number, the question, and the
answers in your journal and be prepared to
discuss after the first round.
 You will have 5 minutes to write, then 5
minutes to share as a group.
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Roll 1:
One of the new words I learned in this book is _________________________. Using
the context clues, I think the word means _____________________ because
_____________.
Roll 2:
I made a connection to this book in this section: ____________________________.
This is a text to text, text to self, or text to world connection(choose one).
Roll 3:
Here is a “golden line” I would like to share with
you:_________________________________________. The reason I chose this line is
because _________________________________________.
Roll 4:
I believe the information provided in the text is accurate or true because
____________________. The genre is ______________________. The reason is
______________.
Roll 5:
Draw a picture of a scene you read today. Be ready to share your drawing and
explain its significance.
Roll 6:
The author made this subject interesting by ____________________________. I
would like to learn more about____________________________.
1.
2.
How does the editorial about youth
violence connect to your novel?
What is the most effective evidence the
author used in persuading your view on
youth violence?
Homework- GEO and TERR story due
Wednesday. Get progress reports signed.
Ms. Norwood will be back Tuesday, I have a
workshop. Do your best!