Sentence Editing practice 9/28 and 9/29

I believe in equality and the treatment of others the same as you would want to be treated.

 






All lives matter, because it's always about the black people, they die from the hands of the police, but they forget that more white people are killed by cops than black people by cops.

 


It's funny everyone like someone always getting killed like Black people, cops it's like there a big war.

week 5--September 28-October 2

Monday and Tuesday 9/28 and 9/29

• Editing practice revise student work
• Review Act 4 of the Crucible
• Discuss rhetorical analysis of two related scenes
• Students complete rhetorical analysis for one scene

HW) expand rhetorical analysis to consider larger themes of the work:
How does Proctor's changing response to his wife and Judge Danforth reflect the difficulties in our opening statements?  "I would rather die than confess to something that I did not do." and "It is better to die for what you believe in rather than lie to save your life."
Using ideas from your classwork, write for one page, double-spaced, 12 pt with at least 2 short integrated quotes from The Crucible excerpts.

Wednesday and Thursday, 9/30 and 10/1

• Ethos/Logos/Pathos identification work with advertisements
• Ethos--argument from authority. 
• example: leading shark expert, Greg Skomal, explained why the shark beached in Chatham
• Pathos--argument from emotional feeling or allegiance
• example: As a Patriots fan, I can tell you that they never cheat.
• Logos--argument from logic or reason
• example--After determining that experimental drug A helped people 65% of the time and experimental drug B helped people 25% of the time, the pharmaceutical company decided to take drug A to market.
• Puritans and Jonathan Edwards 
• Triad Analysis  of Jonathan Edwards "Sinners in the hands of an angry God"
• Review basic MLA format

HW) 1 page, MLA format 
1.  Many in Edward's congregation were said to have fainted and cried out as hedelivered this speech. What parts of his sermon would evoke such a response? Why?


2. Edwards’ sermon is considered persuasive.  What is he trying to
persuade his audience of, and what strategies (rhetorical or
otherwise) does Edwards use to persuade people? 

For period F, complete vocabulary sentences.

Friday 10/2 

• MLA quote integration practice
• previous hw collected
• class reading of "Young Goodman Brown"
• discussion and connections to American Dream vs American Nightmare

HW) 1 page summary/analysis of "Young Goodman Brown" answering the following question and integrating at least two properly cited quotes:
How does the author Nathaniel Hawthorne express this class's major theme of the American Dream vs. the American Nightmare?

English 11 week 4, September 21-25

• Monday 9/21--White Day
• Share historical inaccuracies findings from reading
• Collect hw's and late essays
• Participate in Agree/Disagree activity
• Assign parts for The Crucible Act 1, pp 3-20
• preview hw activity

HW)  complete rhetorical analysis of selected, photocopied passage

Tuesday/Wednesday 9/22 and 9/23

• Practice and review rhetorical analysis of a dramatic scene
• Read and view act II of the Crucible

HW) complete rhetorical analysis of selected photocopied passage



Thursday/Friday 9/24 and 9/25

• Practice and review rhetorical analysis of a dramatic scene 
• Read and view act III of the Crucible  

HW) complete rhetorical analysis of selected photocopied passage

Sample Outline for Black Lives vs All Lives Matter debate

Howell's English 11

Sample Outline for Black Lives vs All Lives Matter debate

Thesis statement

(1 complete sentence that clearly takes a side and makes a controversial claim on the issue)

1st body paragraph
Topic Sentence
 (state your first main idea in a sentence)
Supporting Evidence
 (2 or 3 sentences offering evidence, integrating a quote from an article or from statistics, followed by a thorough and effective explanation
Clincher sentence
   (wrap up the paragraph with a sentence re-emphasizing the importance of the topic)

2nd body paragraph
Topic Sentence
 (state your first main idea in a sentence)
Supporting Evidence
 (2 or 3 sentences offering evidence, integrating a quote from an article or from statistics, followed by a thorough and effective explanation
Clincher sentence
   (wrap up the paragraph with a sentence re-emphasizing the importance of the topic)

Final paragraph (Concession and Refutation)
  mention a good idea from the other side of the issue  While some may argue . . .
  explain why your position is stronger  However, opponents to x are wrong because  . . .
  conclude with your strongest statement


Sample thesis statement:
In the current debate between all or black lives matter, the concept of "All" lives counting is a much better slogan because it helps this nation come together to work on its massive race problem rather than dividing us along racial lines.

Debates notes for All Lives vs Black Lives Matter

All Lives Matter
5 unarmed black deaths per year, 363 thousand abortions a year
More white people die from police than blacks do
2 out of 3 black people prefer all lives matter to black lives matter
Many people think that black lives matter is a hate group
Department of Justice Victimization studies

Black Lives Matter
DWB Black motorist are 75 percent more likely to be pulled over
More black people kill black people than white people kill black people 
 30 percent of people who are killed by police are black only 11 percent of the population is black
blacks 37 percent of men in jail, 32 percent white, 22 percent Hispanic. 49 white females, 22 percent black 
 

English 11, week 3

Objectives:
Develop arguments
Identify details and information
Evaluate sources
Listen and respond to classmates

Monday 91/4 and Tuesday 9/15

• Prepare for debate
• Debate

HW)  1 page position paper or argumentative essay on Black Lives Matter or All Lives Matter

Essay requirements:  
3 paragraphs
Thesis--specific and controversial
Supporting evidence
Demonstrate understanding of the counter-argument
Refute the counter-argument in concluding paragraph 

Wednesday 9/16 and Thursday 9/17

• Examine sample outline for Black Lives argument
• Peer edit/Revise/ Polish Black Lives matter argument essay
• Hand in homework draft and final draft of 1 page essay
• Pre- reading for The Crucible 
• Reader theater The Crucible

HW) late Black Lives vs All Lives essays
read Arthur Miller's Fact and Fiction
identify in three complete sentences historically inaccurate aspects of the story (cited by Margo Burns in her article) which we have already read in class. 

Friday 9/18

• Share historical inaccuracies findings from reading
• Collect hw's and late essays
• Participate in Agree/Disagree activity
• Assign parts for The Crucible Act 1, pp 3-20
• Witch hunt dynamics discussed

HW)  enjoy your weekend
 

Department of Justice stats 2013

                  Offender
                   White         Black

Victim

White           2,509           409

Black             189           2,245

Annotation notes 9/9/15

Annotation

 While you read use the following marks to help you learn and remember more as you read.

?   Question

Summary -- every 2 paragraphs explain the main idea

Connections -- 
text to self  PC
text to text  **
text to world UM

Notes for 9/8

To do a rhetorical analysis apply the acronym SMELL
Sender-Receiver
   Frederick Douglass--freeman and escaped slave
   audience--white Northerners

Message: 
1.  Blacks are men and women
2.  US is land of free
3.  Slavery is not divinely justified

Effect
   Thunderclap
    Earthquake

Logic
   Slavery=barbarism
   litany of crimes against black people
  not Divine

Language
   19th c, highly educated
    demonstrates knowledge of US law and history.

week 2, September 8-11

Objectives:

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

 Write or create arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ¹

Vocab for pre-teaching
scathing
abolitionist
segregation
bequeathed
sacrilegious

Day 1: (Sept 8 and 9)

Review America's original sin concept;  American Dream/American nightmare

Frederick Douglass http://www.historyplace.com/speeches/douglass.htm

How to do rhetorical analysis

SMELL: This strategy introduces the skills of constructing and evaluating arguments and using primary and secondary documents to analyze point of view, context, and bias. SMELL was first developed for use in the analysis of advertising. In the classroom, it is especially appropriate for in-depth analysis of persuasive documents. Instructors are encouraged to go beyond the literal in showing students how to use this strategy for analysis. Elements include: 
Sender-Receiver Relationship - Who are the senders and receivers of the message and what is their relationship? 
Message - What is a literal summary of the content? 
Effect - What emotional strategies does the author use? 
Logic - What is the rationale used by the author? 
Language - Why did the author choose the language and style used in the argument?

practice with Douglass speech

HW:  rhetorical  analysis of FD 4th of July speech

Day 2: (Sept 10 and 11)

• review hw rhetorical analysis and hand in
• relating Original Sin of American Slavery to current events
• examining the rhetoric of "Black Lives Matter"
• statistical analysis of black deaths and incarceration
• begin prep for debate on Black Lives Matter vs All Lives Matter

HW) produce and bring in your own research related to debate issue

"The Truth About Black Lives Matter" New York Times editorial 9/3/15

The Republican Party and its acolytes in the news media are trying to demonize the protest movement that has sprung up in response to the all-too-common police killings of unarmed African-Americans across the country. The intent of the campaign — evident in comments by politicians like Gov. Nikki Haley of South Carolina, Gov. Scott Walker of Wisconsin and Senator Rand Paul of Kentucky — is to cast the phrase “Black Lives Matter” as an inflammatory or even hateful anti-white expression that has no legitimate place in a civil rights campaign.

Former Gov. Mike Huckabee of Arkansas crystallized this view when he said the other week that the Rev. Dr. Martin Luther King Jr., were he alive today, would be “appalled” by the movement’s focus on the skin color of the unarmed people who are disproportionately killed in encounters with the police. This argument betrays a disturbing indifference to or at best a profound ignorance of history in general and of the civil rights movement in particular. From the very beginning, the movement focused unapologetically on bringing an end to state-sanctioned violence against African-Americans and to acts of racial terror very much like the one that took nine lives at Emanuel African Methodist Episcopal Church in Charleston, S.C., in June.

The civil rights movement was intended to make Congress and Americans confront the fact that African-Americans were being killed with impunity for offenses like trying to vote, and had the right to life and to equal protection under the law. The movement sought a cross-racial appeal, but at every step of the way used expressly racial terms to describe the death and destruction that was visited upon black people because they were black.

Even in the early 20th century, civil rights groups documented cases in which African-Americans died horrible deaths after being turned away from hospitals reserved for whites, or were lynched — which meant being hanged, burned or dismembered — in front of enormous crowds that had gathered to enjoy the sight.

The Charleston church massacre has eerie parallels to the 1963 bombing of the 16th Street Baptist Church in Birmingham, Ala. — the most heinous act of that period — which occurred at the height of the early civil rights movement. Four black girls were murdered that Sunday. When Dr. King eulogized them, he did not shy away from the fact that the dead had been killed because they were black, by monstrous men whose leaders fed them “the stale bread of hatred and the spoiled meat of racism.” He said that the dead “have something to say” to a complacent federal government that cut back-room deals with Southern Dixiecrats, as well as to “every Negro who has passively accepted the evil system of segregation and who has stood on the sidelines in a mighty struggle for justice.” Shock over the bombing pushed Congress to pass the Civil Rights Act the following year.

During this same period, freedom riders and voting rights activists led by the young John Lewis offered themselves up to be beaten nearly to death, week after week, day after day, in the South so that the country would witness Jim Crow brutality and meaningfully respond to it. This grisly method succeeded in Selma, Ala., in 1965 when scenes of troopers bludgeoning voting rights demonstrators compelled a previously hesitant Congress to acknowledge that black people deserved full citizenship, too, and to pass the Voting Rights Act of 1965. Along the way, there was never a doubt as to what the struggle was about: securing citizenship rights for black people who had long been denied them.

The “Black Lives Matter” movement focuses on the fact that black citizens have long been far more likely than whites to die at the hands of the police, and is of a piece with this history. Demonstrators who chant the phrase are making the same declaration that voting rights and civil rights activists made a half-century ago. They are not asserting that black lives are more precious than white lives. They are underlining an indisputable fact — that the lives of black citizens in this country historically have not mattered, and have been discounted and devalued. People who are unacquainted with this history are understandably uncomfortable with the language of the movement. But politicians who know better and seek to strip this issue of its racial content and context are acting in bad faith. They are trying to cover up an unpleasant truth and asking the country to collude with them.

Follow The New York Times Opinion 

Sept 2 and 3, Day 1 + HW

Itinerary

1. Sit alpha by first name
2. Attendance
3. Class rules and Syllabus
4. Essential questions for English 11

• What is America?
• What, throughout history, does America believe about itself?
• What are American ideals?
• What is the American Dream/American Nightmare dichotomy?
• How does American literature reflect that dichotomy?

Concept 1:  Original Sin
Read the Adam and Eve story in Genesis discuss
Read Phillis Wheatly's poems about slavery in the colonial period

HW)  Write 1 page typed/double-spaced 12 pt answering the following questions:
What is the American dream?
How do you see it reflected in recent movies, sports, literature or other cultural events?
What is the American dream to you?