Announcements:

• PERMISSION SLIP!  
• See junior retreat details in email from Ashley
• IFR meeting tonight 6 @ Student Union

Key question:  What function does rhetoric perform in a (democratic) society?

Starter 9.30:
How would you answer the key question right now?  What is the function of rhetoric in a democratic society?

Discuss and clarify:  RHETORIC  AS AN ART

SHARE EXAMPLES

America is the greatest country in the world? 

Rhetorical Exchange:  Rhetoric is a response and invites a response....

•  Respond to this rhetoric in at least 250 words in Digital Comp Book.  (Approx. 2 well-developed paragraphs)  
• Your response should have two parts: 1) Relate this clip to any of the ideas from the "RHETORIC AS AN ART" section of the Herrick article; 2) Respond to the message itself as an "audience member." What is your ideological reaction to this clip?  (Be rhetorical! That is to say: take an ideological perspective on this clip and try to be convincing.)
• Cut and paste the second part of your response in this Google Doc (with your name!). Respond to the rhetoric of your peers in the comments.  Rhetoric is a response and invites a response!

WORK TIME/HOMEWORK

1.  Produce and upload interview!  See instructions.

2. Complete Packet:  The Ideology of the Declaration of Independence

• Declaration Preamble
• Why did the Founding Fathers write the Declaration?
• A Significant Omission

Interview Logistics and Announcements

• Permission slips!
• IFR meeting on Wednesday at 6 at FLC.  Who is going?
• Exhibition Coordinators

Question Bank


Welcome, guests!
AM class:  Meet our community partners and understand the vision for exhibition

• INTERVIEWS!!!

PM class:   Seminar with college students (Our questions)

• INTERVIEWS!!!

WORK TIME/HOMEWORK

***Produce and upload interview according to the instructions

For tomorrow (Wed):
1. Review the second half of the Herrick article "Rhetoric as an Art" (beginning on 17)
2. For each of the following principles that Herrick identifies, come up with ONE example or connection beyond the ones he gives.  Write these examples in the space provided in your reverse outline if you have not done so already. (I just might check these!)

• Rhetoric Tests Ideas
• Rhetoric Assists Advocacy
• Rhetoric Discovers Facts
• Rhetoric Shapes Knowledge
• Rhetoric Builds Community
• Rhetoric Distributes Power

For Friday:
1. Declaration of Independence Packet (hard copies in classroom)

• Challenge extension:  ALSO Look at this copy of the "rough draft" of the Declaration and reflect on the ideological reasons for some of the changes

Announcements

• PERMISSION SLIP FOR THURSDAY!!!
• Be ready to interview tomorrow!
• Who are my coordinators?
• Anyone want to go to the IFR meeting with me?
• Turn in your rhetorical analysis notes!

Starter:  QUIZ/Check-in
On a blank piece of paper, write your name and answer the following....
1.  Define rhetoric.
2.  Define ideology.
3.  What elements comprise the three points of the rhetorical triangle?
4.  Name three characteristics of rhetorical discourse.
5.  What must be true for a rhetorical transaction to be effective?

Key Question:
What is the role of rhetoric in bringing about change in a democratic society?


1. Review Rhetorical Analysis Assignment

2. Rhetoric is a Response and Invites a Response....
Martin Luther King Jr. and Malcolm X
The Negro and the American Promise


3. MLK Jr. /MALCOLM X FREEWRITE 9.28 (In comp books...)

• How does Dr. King’s and Malcolm X's rhetoric speech impact you personally as an "audience member," an American, a student of rhetoric? 
• Which rhetorical strategy do you think has been more effective at bringing about change?
• Reflect on the ideological progress we have or haven’t made as Americans since the exigency of the Civil Rights Movement.

4. Storycorps Project Work
1. Details for tomorrow
2. People who have done their interview:  Panel wisdom!
3. Let's listen....

• What do we notice about the interview?
• What take-aways do we have?

4. Brainstorm for future interviews

• In groups, work to develop a few questions for each the following stakeholders/groups.  Think about how you might cater your questions to solicit interesting and meaningful reflection and sharing from these folks.  
• Community collective coming tomorrow
• Indigenous Feminists Rising ("Water is Sacred")
• College students studying the river situation in Environmental Geology class
• Russell Begaye or other member of Navajo Nation governing body
• Jonathan Thompson of the High Country News
• Add your group's questions to this Google Doc.
• Whole group critique of questions

BRING YOUR RECORDING DEVICES FOR TOMORROW!!!

HOMEWORK:  Finish MLK/Malcolm freewrite if you did not do so in class!

Friday, September 25

Announcements

• TURN IN PERMISSION SLIPS!!!
• EXHIBITION IS SET:  Thursday, October 8, 5:30-7:30, Fairgrounds Extension Building

Today's Goals

• Understand the components of the rhetorical triangle
• Identify the characteristics of rhetorical discourse
• Analyze a piece of American  rhetoric for these characteristics (Grand Style!)

Starter 9.25

Freewrite on one of the following ethical questions surrounding rhetoric.
1.  Should persuasion only be used in the service of truth?
-OR-2.  Is it ethical to use rhetoric to achieve power over people?

• FOUR CORNERS

Powerpoint:  RHETORIC AS A TYPE of DISCOURSE

"I Have a Dream"  (full text of speech)

 Rhetorical Analysis (GROUPS)

Chat:
1. Interview logistics for Tuesday
2. Check it out!!!
3. Upload instructions

• We  must use music in the public domain!  Nothing copyrighted!
• Here is a link to "royalty-free" music:  http://incompetech.com/music/
• Exporting Files on Windows: Download LAME mp3 encoder (in order to be able to export your files in audacity as mp3)
• If you need to convert an audio file to mp3, use: http://online-audio-converter.com/

HOMEWORK:

• Finish Herrick Article for Monday
• Reverse Outline

Starter 9.24: What is the relationship between rhetoric and the Animas River Spill?  How do you see rhetorical discourse as playing a role in shaping people's perspectives on the situation?

Discuss in Groups

• Is literature rhetoric?
• How do we come into contact with rhetoric in our daily lives?
• When are we practicing rhetoric in our daily lives?
• What professions mandate great rhetorical skills?

The Rhetoric of Animas High School

Using the AHS website (and the school report), determine the following components of the rhetorical triangle:

What is the "message"?

• Read between the lines:  What is the AHS website trying to communicate?

Who is the communicator (AKA “rhetor”)?

• Is the message credible?  What makes it credible?

Who is the audience?

• What values, beliefs, and/or experiences must the audience have for the message to be effective?

Powerpoint:  RHETORIC AS A TYPE of DISCOURSE

"I Have a Dream"  (full text of speech)

Listen intently and annotate for the characteristics of rhetorical discourse that Herrick outlines in his article. 

What are the components of the Rhetorical Triangle?
1.  What is the message?
2.  Who is MLK Jr.?
3.  Who is the audience?
4.  What is the purpose?
5.  What is the historical context?

HOMEWORK:

• Finish Herrick Article for Monday
• Reverse Outline

Intro to Rhetoric

Announcements

• Interviews next Tuesday
• Honors meeting today
• Permission slips by Friday!!!

This week's Questions:

1.  How do we characterize rhetorical discourse?

2.  How do we interact with rhetoric in our lives?

Today's Goals:

Be able to define "rhetoric" and give examples of rhetorical discourse.

Starter 9.23:  Choose one of the following prompts 

Think about the last time someone persuaded you to do something, buy something, or believe something.  What did that person do that was convincing? 

-OR-

Think of the last time you persuaded someone.  How did you convince your “audience”?
-OR-
What did you do in your in-class essay to try to convince your audience of your perspective?
-OR-
What is the most convincing argument you have heard about the river situation?  What made it convincing?

Examples of Persuasion:
Tyler Durden's Speech
1.  What is his  message?
2.  Is it convincing?  Why?
A Pep Talk from Kid President

1.  What is his  message?
2.  Is it convincing?  Why?

What is rhetoric?  
Look up definitions (solo or partners) and then paraphrase in your own words.
Definitions of "rhetoric":  http://www.americanrhetoric.com/rhetoricdefinitions.htm

Begin reading "An Overview of Rhetoric" by James Herrick.  Read through (including) page 7, the section called "Defining Rhetoric."  

Mini-lesson:  An Overview of Rhetoric

WORK TIME/HOMEWORK for tomorrow
1. Read Herrick article, an "An Overview of Rhetoric" through p 17, you may STOP at the header STOP at RHETORIC AS AN ART. 

2. Reverse Outline   (Quiz upcoming on this content!)
3. If you did not get to it yesterday, please self-assess your in-class essay according to the rubric.

Honors meeting at lunch tomorrow!

In-class Essay

1. Writing the Essay
1. Write the essay in a fresh Google doc.  Give the doc the name “FirstName LastName In-class Essay”  
2. The essay will be open-note, open-outline, open-readings, etc.
3. You may also have this document open during the writing.
2. Cite your sources.  
1. You should be setting up quotes in text using author’s names or source of information.
2. We won’t format a works cited page in MLA for this assignment, but include a list of authors, titles, and URL’s (when appropriate) at the end of your essay.
3. Formatting
1. Double space the document.  
2. Use 12 point font.  
3. Put your name and date in the top left corner.  
4. Give your essay a title that is more clever than “In-class Essay” and center it at the top of the essay, after the name and date.
4. Revise the Essay!  
1. Go through the questions on the rubric and revise accordingly.
5. Self-assessing and submitting the essay
1. Cut and paste the rubric onto the end of your essay. Highlight where you think you fall on the rubric. What grade would you give yourself on each category? Feel free to make some notes in the rubric itself explaining the grade you would give yourself.
2. Submit your essay to the Google Classroom assignment called “In-class Essay.”  Before turning it it: Make sure you maintain a copy for yourself! Cut and paste the content into a new Google Doc or submit it through Google Drive after making a copy.


IF YOU FINISH EARLY....
1. Begin reading: "An Overview of Rhetoric" (through p. 7)
2. Reverse Outline:  There will be a QUIZ NEXT WEEK on this content!

Announcements

• Honors meeting lunch Wednesday
• Grades:  Check Powerschool!  Do you have a note from me about your seminar self-assessment?  Did you turn in all of the pieces?  See me to reconcile confusion.
• Deadline update:  Please have interview scheduled by the end of this week.  Next week, we will work on uploading to Storycorps together.

Goals for Today

• Know what makes for a good claim
• Refine your thesis statement
• Prepare to write your in-class essay (Outline and gather evidence!)

Starter:  What will you claim in your essay?  Write your working thesis statement on your mini whiteboard.


Mini-lesson:  Making Claims (ie. Crafting Thesis Statements!)
For further reference:

• Powerpoint on Making Claims
• More practice on writing thesis statements
• Concessive Thesis Statements

REVISE YOUR CLAIM BASED ON THE CRITERIA!


Thesis Statement Critique
1.  Pass the whiteboards around, reading each other's theses.
2.  For each person’s thesis statement, discuss as a group:

• Does it make a debatable claim about the topic?
• Does it state the obvious or something factual?
• Is it specific or general?
• Is it focused?
• Is it stated clearly?
• Is it stated eloquently? 
• Will there be sufficient evidence to make the argument?
• Does it avoid the first person?  (“I think…” “I believe”)
• Could it benefit from a concessive?

Preparing for your In-class Essay

1. Refine your claim (thesis statement) and think about how you will lead into it.
2. Review your sources for evidence that supports your claim.  Do further research if necessary.
3. Organize your notes and source materials.
4. Review the In-class Writing Rubric.
5. Review Setting up Quotations.
6. Review TEA paragraph structure.
1. Google folder of handouts
2. Screencast mini-lesson
7. Outline your essay.
1. Here is an outline template or use a format that works for you.  
2. Don’t let the outline template box you in!  There is not a designated order that your E and A have to be presented in.  The outline should not be an attempt to write your essay out in complete sentences. Be sure to explain your ideas thoroughly, even if they don’t fit between the boxes of the template.
8. Think about how you will introduce and conclude your essay.
9. Conference with me about any of these elements that you are confused about.

Executing the Essay (TOMORROW! Tuesday, September 22)

1. Writing the Essay
1. Write the essay in a fresh Google doc.  Give the doc the name “FirstName LastName In-class Essay”  
2. The essay will be open-note, open-outline, open-readings, etc.
3. You may also have this document open during the writing.
2. Cite your sources.  
1. You should be setting up quotes in text using author’s names or source of information.
2. We won’t format a works cited page in MLA for this assignment, but include a list of authors, titles, and URL’s (when appropriate) at the end of your essay.
3. Formatting
1. Double space the document.  
2. Use 12 point font.  
3. Put your name and date in the top left corner.  
4. Give your essay a title that is more clever than “In-class Essay” and center it at the top of the essay, after the name and date.
4. Submitting the essay
1. Cut and paste the rubric onto the end of your essay.
2. Submit your essay to the Google Classroom assignment called “In-class Essay.”  Before turning it it: Make sure you maintain a copy for yourself! BE SURE TO SELECT GOOGLE DRIVE WHEN YOU ADD THE FILE. SELECTING GOOGLE DOCS SEND ME A BLANK PAPER! Cut and paste the content into a new Google Doc or submit it through Google Drive. If Google Classroom eats it when you turn it in, how do we get around it?

DURING WORK TIME

Conference with me if you have not yet done your interview!

SOCRATIC SEMINAR

1. Rotating Fish Bowl Style
1. Groups A-B (20 minutes)
2. Groups B-C (20 minutes)
3. Groups C-D (20 minutes)
4. Groups D-A (20 minutes)
5. Open Discussion (20 minutes)
6. Individual Freewrite in comp book, Label “Seminar Freewrite”) (20 minutes):  What are your main takeaways from today’s seminar?  How did the group’s discussion impact your perspective?  Did you gain any new insights or direction for your in-class essay? What new questions do you have?

FREEWRITE 

(finish as homework if you didn't in class!)

1. What are your main takeaways from today’s seminar?  
2. How did the group’s discussion impact your perspective?  
3. Did you gain any new insights or direction for your in-class essay? 
4. What new questions do you have?

SEMINAR SELF-ASSESSMENT 

(as homework, due Friday morning before class)

1. Self-Assess:  Using the seminar rubric, please give yourself a grade according to the criteria.  Write one paragraph explaining why you deserve that grade, using criteria from the rubric as evidence.
2. Self-critique:  What did you do well in today’s seminar?  What do you think you can work on in future seminars?
3. TURN THIS IN ON GOOGLE CLASSROOM!

Starter 9.16
On index card (not in comp book)
1. Your name
2. A Rose 
3. A Thorn
4. Questions you have right now
5. Your interview?

WORK TIME TO-DO LIST

1. Seminar and In-class Essay Prep (Let me know if you want to print a hard copy of this!)

2. Schedule your interview (Conference with me for help)

3. Produce your interview if you have already recorded it (see guidelines on page 2 of this document)

4. Conference with me about any and all of these things
5.  If you haven't already done so, please complete Friday's Freewrite, the Silverton trip reflection.

Starter 9.15:  Watch these EPA videos of the spill and react in writing.  What do you see in the videos?  Does watching this footage do anything to modify your perspective?
 Mark Canfield's edits.

Video 9

Video 8

Video 7

Video 5

Video 4

Video 3

Announcements

1. Honors essay due!

2.  Are you a sound editing expert?  Put your name on the board!
3.. Review dates

• Seminar: Thursday 17
• Janae/Chem Lab: Friday 18
• Essay: Tuesday 22
• Storycorps Interview deadline extension for those who need it

Synthesis of Friday's reading:  Discuss in groups
One person scribe on a Google doc. Put everyone's name on it and share with me!

1. What is Jeff Snowbarger's bias about the Animas River?  

2. Upon what has he formed that bias?

3. Do you agree with his perspective?

4. What does Snowbarger mean by the following quotation?

• "This was how a free people behaved. And this is what seems buried in our current disaster, the notion that decisions collectively made in the name of freedom almost always have detrimental consequences for those who follow."

5. What commentary is Snowbarger making about the American West and America herself?  How does he extrapolate what has happened to the Animas onto his larger ideas about America?

WORK TIME TO-DO LIST

1. Seminar and In-class Essay Prep (Let me know if you want to print a hard copy of this!)

2. Schedule your interview (Conference with me for help)

3. Produce your interview if you have already recorded it (see guidelines on page 2 of this document)

4. Conference with me about any and all of these things
5.  If you haven't already done so, please complete Friday's Freewrite, the Silverton trip reflection.

Starter 9.11:  Reflection on our field trip

• Overall, how did your day go in Silverton?
• What is something you learned?
• What surprised you or challenged your thinking?  Did you disagree with any of the perspectives you discovered in Silverton?
• What questions were raised for you?

Debrief!

Read and annotate this article from Orion magazine.
Key question: Is there a tension between our personal liberty and our duty to protect the environment?  Is it appropriate to ask people to give up some of their liberty to protect the environment?


Work time

• Catch up on the work you missed yesterday
• Conference with me
• Continue your research
• Interview scheduling?
• Algebra 2:  Seminar with Dan?

Starter 9.9:  Google form


TURN IN PERMISSION SLIP!!!
Silverton Field Trip Schedule


Spirit Read:  "Eulogy to the Animas"

• What perspective?  What bias?  How does this article relate to some of our driving questions?

Freewrite 9.9:  Dear Animas.....  OR  Just sound off!  Speak from the heart and mind!  What do YOU want to say to/about the river?

• Volunteers to read?

#perspective
Quick review of two news updates on the #AnimasRiverSpill: 
1. "Navajo Nation Says Relief Water Sent by EPA was Toxic" 
2. Congressional Hearing on the EPA
Background:  Silverton history

For further background on historical context of the mine pollution, read this recent article in Orion Magazine.  HIGHLY RECOMMENDED READ FOR INDEPENDENT RESEARCH TIME!



WORK TIME:  CRITIQUE, INTERVIEWS, RESEARCH, CONFERENCES

Interview Questions Peer Critique

• Get into groups of 4
• Silverton crew disperse!
• Interviewer share out questions
• Groupies: provide specific, helpful, kind feedback
• Discuss as a group how to refine the questions
• Refine questions!

Interview Logistics
1. What successes are people having?  What roadblocks?  Let's troubleshoot!

2. Interview planning!  (scroll down to yesterday's post to review)

3. HERE IS A LINK TO PROJECT DESCRIPTION IF YOU WANT TO EMAIL INTERVIEWEES

4. Conferences with me!  Let's work it out!

5. If people in Silverton want to talk to us, be ready to capture their voices for Storycorps!

6.  There is an event at Memorial Park (North side, 29th and 3rd) this weekend, on Saturday from 2:00-4:00.  This event might be a great place to look for interviews or meet people who might want to schedule one!  ANIMAS RIVER:  THE GROUND BENEATH OUR HEARTS 


Independent Research 

• Research our driving questions on the #AnimasRiverSpill.  Continue to develop a claim and look for evidence of that claim.
• For further background on historical context of the mine pollution, read this recent article in Orion Magazine.  HIGHLY RECOMMENDED READ FOR INDEPENDENT RESEARCH TIME!
• Another Good Read:  Forward-thinking blog series on the river by Barb Horn

Conference with me (2-3 minutes)

• Interview:  How is planning?  Show me questions!
• Research:  Which question/claim/topic are you pursuing with your research?
• Strugs?  Feedback?