Tuesday,+April+10

=Why am I not wearing shoes?=

‍Reading Check 3- pp. 43-79
On a piece of paper, answer 3 of the following questions: ==‍1. Who is Eli? Why did the German's story make Simon think of Eli? ==

‍2. What is Block 6?
==‍3. Describe Simon's response to the dying SS man's plea for forgiveness. ==

Language Practice: Model Sentence
Look at the following sentence from the book:

"I lived more in the present: savoring hunger, exhaustion, anxiety for my family, humiliations...most of all humiliations (Wiesenthal 9)."

Think about DIDLS. Let's walk through this sentence carefully, noting commentary that we could make about diction, imagery, details, language, or syntax. What does the author do here that makes the sentence effective? Think about punctuation, structure, and connotation!

Using this sentence, write a sentence of your own that copies this structure. You might even try to use a powerful verb like "savor" that brings a strong, contrasting connotation! Put your sentence in a comment on my blog post.

Mini-Lesson: The Rhetorical Triangle
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Read and Gather Ideas
Read pg.39-43 aloud. Each person should have paper divided into 3 columns- ethos, pathos, and logos. As we read, students should jot down words, phrases, or statements that appeal to each column. (i.e. "I often gave them something to eat" (40). Ethos)

‍‍‍‍‍‍Columns:

 * Ethos- What gives the soldier credibility? Why should Simon not look at him as a monster?
 * Pathos- What is meant to draw an emotional response from the listener (in this case, the Jew the soldier is confiding in)?
 * Logos- How does the soldier logically explain his actions? Can you break down the reasoning?


 * Note- Many statements or ideas may overlap. Some things may serve as more than one type of appeal.

‍‍‍‍‍‍Group Practice
Students are divided into 3 groups: Ethos, Pathos, and Logos. Each group will work on a large piece of paper to gather ideas from the text that work for that particular appeal. Groups then briefly present their findings to the class.

‍‍‍Journaling Practice:
Watch me do an journal entry on the part we read aloud today! Noting the rhetorical appeals is important in commentary that discusses DICTION, IMAGERY, DETAILS, LANGUAGE, or SYNTAX. For instance, loaded words are important in diction analysis; the switch Wiesenthal makes between referencing Karl as the "SS man" and the "murderer" is a strong emotional appeal. The dramatic pause created by elipses followed by interjections such as "My God" appeal to both pathos and ethos as they provoke an emotional response from the audience and display the German's distress and repentence. All analytical commentary focuses on HOW the author is achieving PURPOSE; The three rhetorical appeals are essential to this discussion. Link to Journal Explanation

The SS man’s description of the “blazing hell” in Dnepropetrovsk demonstrates his deep disturbance and fear (42). These words appeal to pathos as they immediately draw a strong emotional response from the listener. The connection between the burning house of helpless Jewish civilians and the biblical connotation of “hell” may point to the German’s deepest fear- that of his own eternal damnation- eliciting a sense of shock and pity in Wiesenthal, the dying man’s unwilling audience.

‍‍‍‍‍‍Homework
Read pp.79-98 for next time. Continue to practice good journaling habits. Bring in your journal EVERY DAY with NEW entries each time. Your journal should be nearly finished!