Day(s) ___11____: Robert F. Kennedy speech the Death Bell Ringer--practice Parallelism “On of Martin Luther The class will start with watching and listening to speech #6 The class King” Activities/Strategies: will listen to the speech on YouTube first. The class will then read the speech silently. The students will research a little using their cellular devices. They will research the author and the background of the speech itself. Next, each student will complete the given journal found on the Master Speech Unit Layout document. After the journal, the students will complete the annotated bibs in their interactive notebooks— Next--students will fill in their Glossary Section of their interactive notebooks for their vocabulary-- Then, complete the SOAPSTone in their interactive Notebooks Finally, the students will annotate the speech together locating rhetorical devices, syntax, diction, and rhetorical appeals. Day(s) __12_____: Robert F. Kennedy speech the Death Finish any missing work for Robert F. speech the Death of “On Kennedy’s “On of Martin Luther Martin Luther King” King” Activities/Strategies: Exit Ticket will be given for the first two vocabulary words from “On the Death of Martin Luther Students will be asked to supply King.” the definition for one and use the other in a sentence. Day(s) __13_____: Franklin Delano Roosevelt Bell Ringer--practice Parallelism “Pearl Harbor” Speech The class will start with watching and listening to speech #7 The class Activities/Strategies: will listen to the speech on YouTube first. The class will then read the speech silently. The students will research a little using their cellular devices. They will research the author and the background of the speech itself. Next, each student will complete the given journal found on the Master Speech Unit Layout document. After the journal, the students will complete the annotated bibs in their interactive notebooks— Next--students will fill in their Glossary Section of their interactive notebooks for their vocabulary-- Then, complete the SOAPSTone in their interactive Notebooks
Day(s) ___11____: Activities/Strategies: Robert F. Kennedy speech “On the Death of Martin Luther King” Bell Ringer--practice Parallelism The class will start with watching and listening to speech #6 The class will listen to the speech on YouTube first. The class will then read the speech silently. The students will research a little using their cellular devices. They will research the author and the background of the speech itself. Next, each student will complete the given journal found on the Master Speech Unit Layout document. After the journal, the students will complete the annotated bibs in their interactive notebooks— Next--students will fill in their Glossary Section of their interactive notebooks for their vocabulary-- Then, complete the SOAPSTone in their interactive Notebooks Finally, the students will annotate the speech together locating rhetorical devices, syntax, diction, and rhetorical appeals. Day(s) __12_____: Activities/Strategies: Robert F. Kennedy speech “On the Death of Martin Luther King” Finish any missing work for Robert F. Kennedy’s speech “On the Death of Martin Luther King” Exit Ticket will be given for the first two vocabulary words from “On the Death of Martin Luther King.” Students will be asked to supply the definition for one and use the other in a sentence. Day(s) __13_____: Activities/Strategies: Franklin Delano Roosevelt “Pearl Harbor” Speech Bell Ringer--practice Parallelism The class will start with watching and listening to speech #7 The class will listen to the speech on YouTube first. The class will then read the speech silently. The students will research a little using their cellular devices. They will research the author and the background of the speech itself. Next, each student will complete the given journal found on the Master Speech Unit Layout document. After the journal, the students will complete the annotated bibs in their interactive notebooks— Next--students will fill in their Glossary Section of their interactive notebooks for their vocabulary-- Then, complete the SOAPSTone in their interactive Notebooks