May 6. 2013
Day 1
Aim: Why is Martin Luther King’s “I Have a Dream” so persuasive?
Vocabulary Words: Persuasive Techniques
The persuasive strategies can be divided into three categories: pathos, logos, and ethos.
Pathos: an appeal to emotion.
For example: An advertisement using pathos will attempt to evoke an emotional response in the consumer. Sometimes, it is a positive emotion such as happiness: an image of people enjoying themselves while drinking Pepsi. Other times, advertisers will use negative emotions such as pain: a person having back problems after buying the “wrong” mattress. Pathos can also include emotions such as fear and guilt: images of a starving child persuade you to send money.
Logos: an appeal to logic or reason.
An advertisement using logos will give you the evidence and statistics you need to fully understand what the product does. The logos of an advertisement will be the "straight facts" about the product: One glass of Florida orange juice contains 75% of your daily Vitamin C needs.
Ethos: an appeal to credibility or character.
An advertisement using ethos will try to convince you that the company is more reliable, honest, and credible; therefore, you should buy its product. Ethos often involves statistics from reliable experts, such as nine out of ten dentists agree that Crest is the better than any other brand or Americas dieters choose Lean Cuisine. Often, a celebrity endorses a product to lend it more credibility: Catherine Zeta-Jones makes us want to switch to T-Mobile.
Do Now #1: Practice labeling pathos, logos, and ethos by placing a P, L, or E in the blank :
_____ A child is shown covered in bug bites after using an inferior bug spray.
_____ Tiger Woods endorses Nike.
_____ Sprite Zero is 100% sugar-free.
_____ A 32-oz. bottle of Tide holds enough to wash 32 loads.
_____ A commercial shows an image of a happy couple riding in a Corvette.
_____ Cardiologists recommend Ecotrin more than any other brand of aspirin.
_____ Advil Liqui-Gels provide up to 8 hours of continuous pain relief.
_____ Miley Cyrus appears in Oreo advertisements.
_____ People who need more energy drink Red Bull Energy Drink.
_____ A magazine ad shows people smiling while smoking cigarettes.
Meaning Making Activity #1: Listen to Martin Luther King’s “I Have a Dream” speech as you read along at:
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
As you listen answer the following (reading/listening guide):
1. According to Dr. King, what is the true meaning of the American creed?
2. What does Dr. King hope for his own children?
3. In your opinion, can "little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers" without prejudice in the United States today?
With a partner complete the following Written Document Analysis Worksheet (close reading & think/pair/share):
http://www.archives.gov/education/lessons/worksheets/sound_recording_analysis_worksheet.pdf
Exit Slip #1: Which of Dr. King's words or phrases especially stood out to you? Why? Write these phrases on your paper and discuss their meanings with your group. Label these words or phrases as an appeal to pathos, logos, or ethos.
HW #1: Interview a family member or a close friend to learn more about someone else's view of the Civil Rights movement. Why does the person feel the Civil Rights movement was successful or unsuccessful?
May 7, 2013
Day 2
Aim: How do different poets during different time periods view America?
Do now #2: Read Langston Hughes’ poem “I, Too, Sing America” and Elizabeth Alexander’s poem, “Praise Song for the Day”
Complete the Venn Diagram interactive using the following link:
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
1. Briefly summarize the main points of the poem and the speaker’s tone
2. Then in the area where the two circles intersect list what both poems have in common.
3. In the areas where two circles intersect list what the two poems have in common.
4. What overall inference can you make about the perspectives (views) of America
expressed in these poems? Support your answer with direct references to the poems.
I, Too, Sing America by Langston Hughes
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
And be ashamed--
I, too, am America.
Meaning Making Activity #2, Part 1:
- What jumps out at you in the poem? What do you see?
- Who is “singing” in the poem?
- What does the poet mean by “singing?”
- What do you think the poem is about?
- What questions do you have about the poem?
- Using the internet find images to reflect the tone of the poem.
View Elizabeth Alexander reciting her poem, "Praise Song for the Day" in honor of Barack Obama's inauguration:
http://bigsole.blogspot.com/2009/01/praise-song-for-day-by-elizabeth.html
Praise Song for the Day by Elizabeth Alexander
A Poem for Barack Obama's Presidential Inauguration
Each day we go about our business,
walking past each other, catching each other's
eyes or not, about to speak or speaking.
All about us is noise. All about us is
noise and bramble, thorn and din, each
one of our ancestors on our tongues.
Someone is stitching up a hem, darning
a hole in a uniform, patching a tire,
repairing the things in need of repair.
Someone is trying to make music somewhere,
with a pair of wooden spoons on an oil drum,
with cello, boom box, harmonica, voice.
A woman and her son wait for the bus.
A farmer considers the changing sky.
A teacher says, Take out your pencils. Begin.
We encounter each other in words, words
spiny or smooth, whispered or declaimed,
words to consider, reconsider.
We cross dirt roads and highways that mark
the will of some one and then others, who said
I need to see what's on the other side.
I know there's something better down the road.
We need to find a place where we are safe.
We walk into that which we cannot yet see.
Say it plain: that many have died for this day.
Sing the names of the dead who brought us here,
who laid the train tracks, raised the bridges,
picked the cotton and the lettuce, built
brick by brick the glittering edifices
they would then keep clean and work inside of.
Praise song for struggle, praise song for the day.
Praise song for every hand-lettered sign,
the figuring-it-out at kitchen tables.
Some live by love thy neighbor as thyself,
others by first do no harm or take no more
than you need. What if the mightiest word is love?
Love beyond marital, filial, national,
love that casts a widening pool of light,
love with no need to pre-empt grievance.
In today's sharp sparkle, this winter air,
any thing can be made, any sentence begun.
On the brink, on the brim, on the cusp,
praise song for walking forward in that light.
Meaning Making Activity #2, Part 2:- What jumps out at you in the poem? What do you see?
- Who is “singing” in the poem?
- What does the poet mean by “singing?”
- What do you think the poem is about?
- What questions do you have about the poem?
- Using the internet find images to reflect the tone of the poem.
Meaning Making Activity #2, Part 3:
After Reading the Poem:
1. With your partner answer the following questions:
- 2. Who is “singing” in each of the two poems? Why does your group think that?
- 3. What do each of the poets mean by “singing?”
- 4. What are each of the poems about?
- 5. What questions does your group have about the poems that you would like to pose to other members of the class?
Langston Hughes wrote in the early 20th Century, when there was still much discrimination against African Americans. And Elizabeth Alexander wrote her praise song early in the 21st Century, when the first African American President of the United States was inaugurated. Among other perspectives, the poems offer snapshots of daily life at the time when they were written.
Exit Slip #2: After reading and analyzing the poems, write a well-developed paragraph describing how everyday life has changed from the early 20th Century to the early 21st Century.
HW #2: Find another poem about the Civil Rights movement on http://www.poets.org or http://www.poetryfoundation.org/
May 8, 2013
Day 3
Aim: How do we analyze various documents to determine the success or failure of the Civil Rights movement?
Do now #3: Download the file "Was the Civil Rights Movement a Success?" from below and complete.
Meaning Making Activities #3:
Read, listen and view the following documents:
http://www.thetakeaway.org/2013/may/03/searching-justice-south-bronx/
http://nbpa.info/2011/01/the-success-of-the-civil-rights-movement/
http://usnews.nbcnews.com/_news/2013/04/29/17967090-students-hold-georgia-schools-1st-racially-integrated-prom?lite
Analyze the Civil Rights movement with a pro/con T chart (think/pair/share):
- The success or failure of the Civil Rights movement.
- Is civil rights as ideal as it should be? Why or why not?
- Work in pairs to jot down notes to show your finding of each element from the list above.
- Read the text and mark your copies to show where to find each element in this list.
- Based on your reading, discuss what each one of these elements adds to the larger argument.
- Why is each important?
- List reasons why civil rights is successful or unsuccessful. Write about it.
Exit slip #3: Write one thing that you would like to learn more about Civil Rights.
HW #3: Based on the documents that you have analyzed develop a thesis statement about the Civil Rights movement.
May 9, 2013
Day 4
Aim: How can we develop a position statement about the Civil Rights Movement?
Do now #4: Examine the essay prompt and complete the following steps:
Write an argumentative essay on the following:
Was the Civil Rights Movement a success or a failure?
Sketch out the argument essay by:- Writing a brief position statement
- Listing their claims, backed up by evidence from the source they have read and developed
- Addressing important counterclaims that they have read
- Writing a brief conclusion.
- Argument Essay Assignment:
You have read information from several sources, heard from other young people, (and done some research and thinking about Civil Rights in your own life or in the United States of America). Consider what all these different sources say about The Civil Rights Movement. Include specific quotes and facts from the documents to support your claim! The final essay is due on Friday May 10, 2013.
- What are the benefits?
- What are the dangers?
- For the lives of young people? And for a larger society?
- Write a short (750 words) essay in which you:
- Explains what’s at stake: Why does this issue matter?
- Develop and state your own position
- Defend your position with a range of different types of evidence (interview, observations, research data, and newspaper reports, etc.)
- Include research that you may have conducted
- Draw your own conclusions about the effects of the Civil Rights movement on young people and the world.
Use a chart such as the following or you can write out the "bare bones" of your argument.
_______________________________________________________________
My position statement:
_______________________________________________________________
Claim and evidence:
_______________________________________________________________
Claim and evidence:
_______________________________________________________________
Claim and evidence:
_______________________________________________________________
Counterclaim and response:
_______________________________________________________________
Conclusion:
_______________________________________________________________
Once you have the major moves in your argument organized, consider the earlier questions about writing effective arguments, such as:- What draws a reader into an argument?
- Are there only pro and con arguments?
- Could a writer take another kind of position?
- To make an effective argument does a writer need to focus in on a specific issue? For instance, is it really possible to talk about all media as if they were the same?
- What is the most effective way different kinds of evidence could be used?
- What makes an interesting conclusion? Is it just a summary or can you introduce new questions or ideas for readers to think about?
- Based on your reading, discuss what each one of these elements adds to the larger argument.
- Why is each important?
| was_the_civil_rights_movement_a_success.doc |
