Today, Chapter 3 of Animal Farm was due.
In honor of that -- and in honor of your ever-deepening understanding of pathos, logos, and ethos -- we asked you to answer three questions:
1) Which form of rhetoric (pathos, logos, ethos) do you think the pigs use most often? Explain your thinking and give at least one example from anywhere in your reading to support your opinion.
2) Looking at Squealer's speech on page 52, find one example of each form of rhetoric and write down a quotation that demonstrates it.
3) Beginning with this sentence -- "In his speech on p. 52, Squealer's (pathos, ethos, or logos) is most convincing to the animals" -- write a paragraph that explains your choice and gives at least one piece of textual evidence to support your opinion.
You worked diligently on all these tasks for most of the period. When you were done, we asked you to look at Martin Luther King's Letter from Birmingham Jail again, and we discussed one particular passage that employed ethos. You pointed out three ways that King used this rhetorical approach: positively (by invoking Biblical examples, the better to sway his audience of ministers), negatively (by invoking Adolf Hitler), and personally (by using himself as an example). We also discussed the reasons that all of King's examples were focused on people who disobeyed laws for moral reasons, or who enacted laws that violated standards of morality. This area -- the friction point between a law and morality -- is one that will come up frequently next week.
Chapters 4 and 5 of Animal Farm are due next Monday -- don't forget!
Wednesday, September 30, 2009
Tuesday, September 29, 2009
Tuesday, September 29
Today we finished our discussion on the examples of Pathos, Ethos, and Logos in Old Major's speech. We then delved deeper into logos and how to structure a debate focusing on logical reasoning. The students then chose one of four claims:
Students at TBS should not wear uniforms.
Students at TBS should be allowed to listen to iPods at certain times during school.
Students at TBS should have locks on their lockers.
8th graders at TBS should be able to go off campus for lunch.
After choosing the claim they wanted to support, each student brainstormed four logos arguments to support their claim and then turned the brainstorming into full paragraphs. We will use these paragraphs to begin strengthening our expository writing skills.
The students were reminded that they need to have read Chapter 3 of Animal Farm by tomorrow.
Students at TBS should not wear uniforms.
Students at TBS should be allowed to listen to iPods at certain times during school.
Students at TBS should have locks on their lockers.
8th graders at TBS should be able to go off campus for lunch.
After choosing the claim they wanted to support, each student brainstormed four logos arguments to support their claim and then turned the brainstorming into full paragraphs. We will use these paragraphs to begin strengthening our expository writing skills.
The students were reminded that they need to have read Chapter 3 of Animal Farm by tomorrow.
Monday, September 28, 2009
Monday, September 28
Today, we began by reminding everyone that Chapter 3 of Animal Farm is due on Wednesday. We also underscored the importance of bringing books to class, since we are working closely with the text and with strategies for active reading.
Next, we quickly reviewed the concepts of Pathos, Ethos, and Logos. You thought about your usual "style," and decided which one of these rhetorical approaches is a particular strength for you. Taking advantage of the amphitheatre, Pathos people sat on the top row, Logos people sat on the second row, and Ethos people sat on the bottom row.
You then watched a video clip (shown below) and looked for evidence of your particular rhetorical approach in the interactions between the characters, their appearances, and anything else.
Omar and Brother Mouzone
We discussed what we'd seen and found ample evidence of all three rhetorical approaches in the scene.
Next, we divided you into groups, and asked you to look through Old Major's speech (in Chapter 1) for specific examples of Pathos, Ethos, and Logos. We asked you to write down quotations (with page numbers) to show each rhetorical approach. A copy of the sheet is below:
Old Major's Rhetoric
You worked diligently and thoughtfully (really!) on this for the remainder of the period. It was interesting to see the same quotation being used as Logos (in one group) and Ethos (in another group) -- as we discussed at the end of the class, that is certainly a possibility.
Next, we quickly reviewed the concepts of Pathos, Ethos, and Logos. You thought about your usual "style," and decided which one of these rhetorical approaches is a particular strength for you. Taking advantage of the amphitheatre, Pathos people sat on the top row, Logos people sat on the second row, and Ethos people sat on the bottom row.
You then watched a video clip (shown below) and looked for evidence of your particular rhetorical approach in the interactions between the characters, their appearances, and anything else.
Omar and Brother Mouzone
We discussed what we'd seen and found ample evidence of all three rhetorical approaches in the scene.
Next, we divided you into groups, and asked you to look through Old Major's speech (in Chapter 1) for specific examples of Pathos, Ethos, and Logos. We asked you to write down quotations (with page numbers) to show each rhetorical approach. A copy of the sheet is below:
Old Major's Rhetoric
You worked diligently and thoughtfully (really!) on this for the remainder of the period. It was interesting to see the same quotation being used as Logos (in one group) and Ethos (in another group) -- as we discussed at the end of the class, that is certainly a possibility.
Thursday, September 24, 2009
Thursday, September 24, Writer's Workshop
We began with a group activity identifying the "What If's" of some of the summer reading novels. The students also drew group, "picture predictions" about what they think might happen after the novels end. I then introduced the elements of fiction and effective ways of mapping a short story. We will continue to explore these techniques in next week's Writer's Workshop. The majority of the time was dedicated to focused writing as all the students worked towards finishing their first or second drafts.
Wednesday, September 23, 2009
Wednesday, September 23
Today, chapters 1 and 2 of Animal Farm were due.
We began by clarifying some points about the reading, beginning with the names and species of the various characters. Distinctions among porkers and boars, mares and stallions, and other animals were illustrated.
Next, we asked you to write down three assumptions that you made about this book before you began reading it. We shared some of these and talked about reasons why the assumptions were made.
Then, we asked you to make three predictions about what will happen in the book, based on your reading (people who had read further than the second chapter could base their prediction on further information). You then explained why you made one of those predictions; we asked you to make specific reference to some evidence or examples from the reading. You then enthusiastically shared your predictions.
At the end of class, we collected your paragraphs and reminded you of your next homework assignment: Chapter 3 of Animal Farm, which is due on Wednesday, September 30.
We began by clarifying some points about the reading, beginning with the names and species of the various characters. Distinctions among porkers and boars, mares and stallions, and other animals were illustrated.
Next, we asked you to write down three assumptions that you made about this book before you began reading it. We shared some of these and talked about reasons why the assumptions were made.
Then, we asked you to make three predictions about what will happen in the book, based on your reading (people who had read further than the second chapter could base their prediction on further information). You then explained why you made one of those predictions; we asked you to make specific reference to some evidence or examples from the reading. You then enthusiastically shared your predictions.
At the end of class, we collected your paragraphs and reminded you of your next homework assignment: Chapter 3 of Animal Farm, which is due on Wednesday, September 30.
Tuesday, September 22, 2009
Tuesday, September 22
Today in class, we worked on "cementing" the ideas of pathos, ethos, and logos. We discussed logos and ethos in further detail and sharpened our understanding by analyzing some more video clips:
Pepsi Challenge
Prius Commercial
Honda Commercial
All The King's Men
We consistently returned to the idea that most effective speakers and writers use a MIXTURE of these three rhetoric types -- and that using them is often dependent on the situation and the audience.
Next, you considered a hypothetical situation -- that you had been caught using a cell phone at school and would be losing it for a month. We asked you to write a paragraph in which you tried to convince the teacher not to confiscate the phone, and we asked you to use pathos, ethos, or logos (or all three) in your writing. You then shared your examples, which were pathos-heavy and definitely entertaining.
Then, we looked at a selection from Dr. Martin Luther King, Jr.'s Letter from Birmingham Jail. You read it and underlined/highlighted any words or phrases that you thought were good examples of pathos; then, we discussed how you could sense the presence of pathos in them. The handout (which we'll be using later!) is here:
MLK Handout
Finally, you watched a short clip from a TV series, and we asked you to consider whether it featured more pathos, more ethos, or more logos...we also left you hanging until next class, as it didn't resolve in a satisfying way.
Homework tonight is to finish Chapters 1 & 2 of Animal Farm -- due tomorrow!
Pepsi Challenge
Prius Commercial
Honda Commercial
All The King's Men
We consistently returned to the idea that most effective speakers and writers use a MIXTURE of these three rhetoric types -- and that using them is often dependent on the situation and the audience.
Next, you considered a hypothetical situation -- that you had been caught using a cell phone at school and would be losing it for a month. We asked you to write a paragraph in which you tried to convince the teacher not to confiscate the phone, and we asked you to use pathos, ethos, or logos (or all three) in your writing. You then shared your examples, which were pathos-heavy and definitely entertaining.
Then, we looked at a selection from Dr. Martin Luther King, Jr.'s Letter from Birmingham Jail. You read it and underlined/highlighted any words or phrases that you thought were good examples of pathos; then, we discussed how you could sense the presence of pathos in them. The handout (which we'll be using later!) is here:
MLK Handout
Finally, you watched a short clip from a TV series, and we asked you to consider whether it featured more pathos, more ethos, or more logos...we also left you hanging until next class, as it didn't resolve in a satisfying way.
Homework tonight is to finish Chapters 1 & 2 of Animal Farm -- due tomorrow!
Monday, September 21, 2009
Monday, September 21
Today, we began by collecting tech permission slips and by reminding everyone that students who haven't turned in slips won't be able to use computers at school. For an extra copy, please visit the main middle-school blog at www.tbsms.blogspot.com.
Next, we revisited last Wednesday's discussion of rhetoric and Artistotle's three types of rhetoric (pathos, ethos, and logos). We reset the idea of pathos (appealing to an audience's emotions and/or feelings to get your point of view across), and solidified our understanding by watching this Al Pacino clip from "City Hall" and filling out individual Y-charts for the look, sound, and feel of pathos.
Pathos In Action
Afterwards, we made a group Y-chart that hit on many tell-tale signs of a speaker who's using pathos as a rhetorical device. We also discussed situations in which pathos is effective and where we've seen it used before.
We moved on to define logos and ethos. Tomorrow, we'll be exploring those ideas in much greater detail.
No homework was assigned tonight, although Animal Farm reading is due on Wednesday -- see the syllabus (from last Wednesday) for more information.
Next, we revisited last Wednesday's discussion of rhetoric and Artistotle's three types of rhetoric (pathos, ethos, and logos). We reset the idea of pathos (appealing to an audience's emotions and/or feelings to get your point of view across), and solidified our understanding by watching this Al Pacino clip from "City Hall" and filling out individual Y-charts for the look, sound, and feel of pathos.
Pathos In Action
Afterwards, we made a group Y-chart that hit on many tell-tale signs of a speaker who's using pathos as a rhetorical device. We also discussed situations in which pathos is effective and where we've seen it used before.
We moved on to define logos and ethos. Tomorrow, we'll be exploring those ideas in much greater detail.
No homework was assigned tonight, although Animal Farm reading is due on Wednesday -- see the syllabus (from last Wednesday) for more information.
Wednesday, September 16, 2009
Wednesday, September 16
Today, we began by distributing copies of Animal Farm to students, who wrote their names in them -- this is because we are going to be working on using active reading strategies and annotation as strategies for improving reading comprehension. Then, we distributed Animal Farm reading schedules -- dates that selected reading assignments will be due. All students should have a copy in their binders. If extra copies are needed, please click on the link below:
Animal Farm Reading Schedule
Then, we began to discuss the concept of rhetoric -- which we defined as "the set of skills, abilities, theories, and tools that speakers and writers use to make their thinking, and their opinions, clear and understandable to others (and to win arguments)." To facilitate this discussion, we filled in this sheet:
Rhetoric Notes Sheet
We then defined a rhetorical question and generated some commonly heard examples ("Are you kidding me?" "Do you think that was a smart thing to do?" "What were you thinking?").
Next, we discussed Aristotle's idea of three basic categories of rhetoric: Pathos, Ethos, and Logos. We defined pathos.
Finally, we watched a scene from A Few Good Men to get an idea of what pathos might look like. On Monday, we'll see if there are any other types of rhetoric going on in the scene. Here is the link:
A Few Good Men
Homework assigned: Chapters 1 & 2 in Animal Farm, due Wednesday, September 23.
Animal Farm Reading Schedule
Then, we began to discuss the concept of rhetoric -- which we defined as "the set of skills, abilities, theories, and tools that speakers and writers use to make their thinking, and their opinions, clear and understandable to others (and to win arguments)." To facilitate this discussion, we filled in this sheet:
Rhetoric Notes Sheet
We then defined a rhetorical question and generated some commonly heard examples ("Are you kidding me?" "Do you think that was a smart thing to do?" "What were you thinking?").
Next, we discussed Aristotle's idea of three basic categories of rhetoric: Pathos, Ethos, and Logos. We defined pathos.
Finally, we watched a scene from A Few Good Men to get an idea of what pathos might look like. On Monday, we'll see if there are any other types of rhetoric going on in the scene. Here is the link:
A Few Good Men
Homework assigned: Chapters 1 & 2 in Animal Farm, due Wednesday, September 23.
Tuesday, September 15, 2009
Tuesday, September 15
Today, we began by introducing the TBS tech usage agreement -- a document that we handed out and discussed in detail during class. You should be getting it signed and returned to school no later than Monday, September 1st. If you have misplaced your handout, go to the main middle-school blog site (here) and follow the link to a copy.
Next, we continued attempting to isolate some of the characteristics of effective speaking. We watched Steven Levitt (the author of Freakonomics) talk at the TED conference, explaining why his research indicates that, contrary to popular mythology, being a gang member is "one of the worst jobs in the world." Lively conversations ensued, as some of his statistics (only 2% of death row inmates die in a year, as opposed to 7% of gang members) raised eyebrows. We ended class by making a list of elements that were -- and were not -- effective.
No homework was assigned tonight.
Next, we continued attempting to isolate some of the characteristics of effective speaking. We watched Steven Levitt (the author of Freakonomics) talk at the TED conference, explaining why his research indicates that, contrary to popular mythology, being a gang member is "one of the worst jobs in the world." Lively conversations ensued, as some of his statistics (only 2% of death row inmates die in a year, as opposed to 7% of gang members) raised eyebrows. We ended class by making a list of elements that were -- and were not -- effective.
No homework was assigned tonight.
Monday, September 14, 2009
Monday, September 14
Today, we continued to think about, and discuss, the qualities that make writing and speaking more or less convincing.
As a way to establish common knowledge for discussion, we read statements from candidates in the 2003 California gubenatorial election -- an election that took place when voters became so dissatisfied with the then-current governor (Gray Davis) that they collected enough signatures to force a recall. For historical background on that election, follow this link:
2003 California election information
We looked at five statements from candidates. As we read, we circled or underlined parts that we thought were, or were not, convincing. Several discussion activities followed, and we ended up with an evenly split decision about "most effective," with a 9-9 deadlock between Cruz Bustamente and Peter Ueberroth. In contrast, 14 members of the class felt that Dianne Beal Templin's statement was least effective, while 4 members opted for David Ronald Sams' opus.
The statements themselves can be found by following this link:
Governor Candidate Statements
No homework was assigned tonight.
As a way to establish common knowledge for discussion, we read statements from candidates in the 2003 California gubenatorial election -- an election that took place when voters became so dissatisfied with the then-current governor (Gray Davis) that they collected enough signatures to force a recall. For historical background on that election, follow this link:
2003 California election information
We looked at five statements from candidates. As we read, we circled or underlined parts that we thought were, or were not, convincing. Several discussion activities followed, and we ended up with an evenly split decision about "most effective," with a 9-9 deadlock between Cruz Bustamente and Peter Ueberroth. In contrast, 14 members of the class felt that Dianne Beal Templin's statement was least effective, while 4 members opted for David Ronald Sams' opus.
The statements themselves can be found by following this link:
Governor Candidate Statements
No homework was assigned tonight.
Thursday, September 10, 2009
Thursday, September 10
Today was a Writer's Workshop day, which meant that (for the first time) you were able to use the school laptops. Liz walked you through the process of setting up a Google account (for those of you who did not have one) and of creating a Google Doc -- a "magical" online document that you'll be able to access, via the Internet, from anywhere.
Once you created this document, you began working on your first piece for Writer's Workshop.
Liz also described the structure of the workshop periods and outlined some of her expectations for the process you'll take in finishing your first piece. She established a deadline of October 26 for that piece, with much of the work to be accomplished during your Writer's Workshop periods, which will take place on Tuesday and Friday mornings.
There was no homework assigned tonight, although you should feel free to work on your first WW pieces if you'd like to do so.
Once you created this document, you began working on your first piece for Writer's Workshop.
Liz also described the structure of the workshop periods and outlined some of her expectations for the process you'll take in finishing your first piece. She established a deadline of October 26 for that piece, with much of the work to be accomplished during your Writer's Workshop periods, which will take place on Tuesday and Friday mornings.
There was no homework assigned tonight, although you should feel free to work on your first WW pieces if you'd like to do so.
Wednesday, September 9, 2009
Wednesday, September 9
Today, we began discussing the qualities that make people seem more -- or less -- convincing. To understand this better, we watched two contrasting videos and completed look-feel-see charts for both:
South Carolina
and
Debate
We talked about body language, speech, hand gestures, and content...we also agreed that people typically speak more or less effectively if they actually know what they are talking about! This was earth-shattering news to everyone.
We then made lists of subjects about which we have strong opinions. To say these were "varied" would be putting it mildly -- everything from computers to ice cream flavors to hyphy music was mentioned.
No homework was assigned tonight.
South Carolina
and
Debate
We talked about body language, speech, hand gestures, and content...we also agreed that people typically speak more or less effectively if they actually know what they are talking about! This was earth-shattering news to everyone.
We then made lists of subjects about which we have strong opinions. To say these were "varied" would be putting it mildly -- everything from computers to ice cream flavors to hyphy music was mentioned.
No homework was assigned tonight.
Tuesday, September 8, 2009
Tuesday, September 8
Today, you had a double dose of eighth-grade English: Writer's Workshop with Liz and "regular" English with Mitch.
With Liz, you discussed Writer's Workshop, looked at a Billy Collins poem, and explored what your own "heart poem" would look like. You also began putting together your Writer's Workshop binder.
With Mitch, you examined some ways that words can influence your thinking and your perception of the world around you. Among other things, you looked at some optical illusions, captioned pictures, and questioned whether or not splleing raelly mttaers.
There was no homework given today.
With Liz, you discussed Writer's Workshop, looked at a Billy Collins poem, and explored what your own "heart poem" would look like. You also began putting together your Writer's Workshop binder.
With Mitch, you examined some ways that words can influence your thinking and your perception of the world around you. Among other things, you looked at some optical illusions, captioned pictures, and questioned whether or not splleing raelly mttaers.
There was no homework given today.
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