W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Day 1 of 3
Do Now Journal __: Look back through all Q2 materials and list the new/unique vocabulary you learned in the first part of this unit. Which words do you know in depth, and which words do you need to learn more about?
Class Activities:
1. Unpacking EA2
2. Justice Brainstorming and Defining
3. Terms: ethos, logos, pathos, fallacy
Day 2 of 3
Take out your Independent Reading book.
Do Now JOURNAL __: With a partner, generate a list of ideas about civil disobedience using the quotes on page 147 and what you already know about the phrase.
Class Activities:
1. Ghandi
2. Rhetorical Devices
3. Chart
Day 3 of 3
Do Now JOURNAL __: Ferguson, have you heard of the place. Yes or No.
Class Activities:
1. Intro to Ferguson materials
-Video and Timeline
-Q & A
2. Iceberg
-How did the media frame Michael Brown's shooting and why?
-Why do we have laws? How should we enforce them?
-What should be the job of police?
-What is justice?
-Why do humans hold prejudices and how can we acknowledge them and move on?
-Is there a place for civil disobedience? How?
Are there correct as well as incorrect ways to engage in civil disobedience?
-Why do people stereotype? Is it always wrong?
-Do you think people see things differently based on their race or ethnicity?
-Why is it so hard to talk about race?
-What do the Ferguson protests reveal about American attitudes toward race?
-How do you think the national conversation about race is evolving?
4. Annotated Bibliograph
"Where Do We Go"
"Frustration"
