Homework, Thursday, October 12

Juniors

Before you read the article, "The Michelle Obama Technique You Can't Afford to Ignore", review the following questions. Then, answer the following questions as you read the article.

1.) According to the article, what is Michelle Obama's approach? 
2.) What does the author mean when he says, "mission accomplished, and no mud stains on the hands."
3.) Some say that logic and ethics are the driving force behind people's decisions, yet the article claims otherwise. What does it claim about the role of emotions in decision making?
4.) Reread Michelle Obama's speech. Find three places where she appeals to logos and three places where she appeals to pathos. Ideally, these examples will be connected, like the article discusses. Be ready to discuss them in class tomorrow. Consult the chart at this link to assist you: E/P/L Chart

Seniors 

Prepare for tomorrow's in-class writing assignment in which you will write a paragraph or two about "Escape from Spiderhead." You can choose your focus, but all of the writing will include multiple pieces of evidence, clear analysis and academic language. The following checklist will be used to evaluate writing:

Analytic Paragraph Checklist, Grade 12

• I begin the paragraph with a topic sentence that expresses a clear argument.

• Before I give my evidence (quote), I provide context and explain what’s happening in this part of the text. (Who’s speaking? To whom? About what? What is the narrator describing here? What topic is being discussed here?)
• I embed my quote smoothly into my own writing by using a signal word or phrase to introduce the evidence (narrates, explains, responds) and uses appropriate punctuation.
• I use marker verbs (e.g., demonstrates, illustrates, conveys, implies, suggests, reveals, indicates) to clarify the analysis that follows my quote.
• I comment on the significance of my evidence to my argument, rather than just paraphrasing the text and discuss the implicit, as well as the explicit meaning of the evidence.
• I use college-level vocabulary, including the content vocabulary of the unit
• I conclude with a sentence that ties my ideas back to my argument (topic sentence) and synthesizes
• I use transitional language to connect my ideas throughout the paragraph