First and fourth period were both engaged in inductive reasoning to come up definitions. First period has been defining propaganda. After looking at specific examples of Nazi propaganda yesterday, we came up with a class list of characteristics of propaganda, then worked to create a definition from those characteristics. First, individuals created definitions. Then pairs consulted and created new definitions. Next, pairs of pairs shared, and we continued until we got to two groups. Tomorrow we’ll combine the two definitions into a class definition and use that to make determinations about our cumulative project.

Fourth period did something similar with the ballad form, continuing from yesterday’s lesson. We finished up “Spanish Boots of Spanish Leather” and also read “Ballad of Birmingham.” Homework will entail a further examination of the ballad form.

Second and sixth periods began planning their final project for the persuasion unit. We’ve decided to have two options (which comes as a surprise for second period):

1. Poster “advertising” something by using persuasive techniques.
2. A re-do of the first presentation that began the unit (“Why we should get the prize!”)

We’ll spend Wednesday and Thursday working on it, then present on Friday. The rubric is available here.

Homework

• First period: none.
• Second and sixth periods: begin planning project.
• Fourth period:
  • Look at the following ballads (you’ll have to Google them):
    • Ballad of Jesse James
    • Barbara Allen
    • Scarborough Fair
    • Ballad of the Green Berets
  • Fill out the ballad graphic organizer for the traits and characteristics of the given ballads.