After warm-ups, students in 1st period English I will watch a brief video on the life of Cesar Chavez and take notes on pg. 27 of their notebooks. From there, they will read the speech "Lessons from Dr. Martin Luther King, Jr." by Mr. Chavez in their textbooks. As they read, they will look for examples of parallelism, repetition, and analogy. Once they have finished, they will create a rhetorical device chart on pg. 28 of their notebook similar to the one created in class yesterday for MLK's "I Have a Dream" speech. Using the chart, they will identify 1 example of each type of rhetorical device discussed in class and explain its meaning/why it was used. From there, they will identify the SOAPSTone of the speech and answer the following question on pg. 27 using the RACE method: "How does Cesar Chavez’s background affect the purpose and subject of his speech? How do you know?"
Students in 3rd period English III will continue with their Power, Protest, and Change unit by discussing the following quote: “The pen is mightier than the sword.” - Edward Bulwer-Lytton.
After our discussion, students will take notes on syntax, diction, and connotation in their notebooks. Next they will move on to complete a Round Robin activity. Working in their Hogwarts Houses, they will attempt to find the most information about Frederick Douglass, Slavery, and the Fourth of July and present it on 1 of 3 charts. We will discuss the information they've learned once it is placed on the charts. Finally, as a class we will read an excerpt from Frederick Douglass's "What to the Slave is the Fourth of July?"
Students in 4th period English I Honors will take notes on antithesis, allusion, and rhetorical questions on pg. 27 of their notebook. They will then create a rhetorical device chart on pg. 28 that reflects the 3 new devices discussed. With a partner, they will read Dr. Martin Luther King, Jr.'s "Letter from a Birmingham Jail." As they read, they will be tasked with identifying examples of the rhetorical devices discussed in class within the text. When they have completed the reading and their chart, they will be asked to identify the SOAPSTone for the passage.