YOU ARE LOOKING AT Mr. McGregor TEACHER TODAY’S TOPIC IS HOW ARGUMENT WORKS CURRENTLY WE ARE CURRENTLY HERE 45 of 180 Monday, November 9, 2015 English 9 Notebook: Advertising and You! Daily Quote: “Presents are the best way to show someone how much you care. It is like this tangible thing that you can point to and say ‘Hey man, I love you this many dollars worth.’” Michael Scott Objective: Recognize that argument is everywhere Understand how to organize research and use it to strengthen your argument Understand how media and marketing hooks us and makes us listen to their arguments Agenda: Pass out Argumentation Packet “How argument works” Introduce advertisement hooks Examples of “hooks in commercials”

YOU ARE LOOKING AT Mr. McGregor TEACHER TODAY’S TOPIC IS REAL V. PERCEIVED VALUE CURRENTLY WE ARE CURRENTLY HERE 46 of 180 Tuesday, November 10, 2015 English 9 Notebook: None Today! Daily Quote: “Crazy world, lotta smells” Michael Scott Objective: Determine word choice and analyze the meaning of words and phrases to recognize perceived v. real value Understand the importance of word choice in creasing perceived value Locate the type of “hook” or mode of persuasion used in print advertising Agenda: Read v. Perceived value Locate “hooks” and their use in print advertisement Analyze how marketers increase perceived value w/ word choice

YOU ARE LOOKING AT Mr. McGregor TEACHER TODAY’S TOPIC IS BADGE VALUE AND TARGET AUDIENCE CURRENTLY WE ARE CURRENTLY HERE 47 of 180 Wednesday, November 11, 2015 English 9 Notebook: A Day Off! Daily Quote: “Wikipedia is the best thing ever. Anyone in the world can write anything they want about any subject, so you know you are getting the best possible information” Michael Scott Objective: Identify target audience, mode of persuasion Analyze the argumentation techniques used in songs and music videos Understand badge value and how to boost perceived value Agenda: Introduction to badge value and target audience Wings argument/discussion

YOU ARE LOOKING AT Mr. McGregor TEACHER TODAY’S TOPIC IS RATS…GOOD OR BAD? CURRENTLY WE ARE CURRENTLY HERE 48 of 180 Thursday, November 12, 2015 English 9 Notebook: Flight v. Invisibility Daily Quote: “Abraham Lincoln once said that “If you’re a racist, I will attack you the North,” and these are the principles I carry with me in the workplace.” Michael Scott Objective: Understand how to develop and support claims Make a claim about rats, support it with evidence Formulate a rebuttal based on your opponents argument and understand how it strengthens your own argument Rewrite and redevelop your claim Agenda: “Rats” argument exercise Focus: Gathering Evidence Developing Claims

 Using your prior knowledge, makes notes that argue that rats are useful friends or dangerous foes.  Arrange your notes in a T-chart  Pros – Positives  Cons – Negatives 1. SET-UP ARGUMENT – T CHART (5MIN) ProsCons

 Collect evidence toward both arguments as you listen  Try to suspend judgment and collect evidence for both sides  Utilize two-column note taking  Identify bias:  Do you have a story in the past that might sway your opinion?  Maybe you were bitten by a rat (Negative)  Maybe you have a pet rat (Positive) 2. LISTEN AND GATHER INFO (7MIN) Disease: Good Pets: Inexpensive Contaminate food

 The person directly across from you is your opponent  Your desk on the other side of the room  The east side (my right) of the room is arguing for rats as helpful  The west side (my left) of the room is arguing against rats 3. POSITION YOURSELF (2MIN)

 Within your rows, stand up and caucus with your side  Develop your argument, sort and weigh evidence and rehearse  Note that each of you will be paired up with one person to state your case  Take notes/outline main ideas  You will need to speak for a full minute 4. CAUCUS (5MIN)

 Match up and make your argument to your opponent  No comments or questions, but you can take notes! 5. FACE-OFF (2MIN/1MIN EACH)

 Tell your opponent their best, most persuasive, and compelling points or part of the argument  “Of everything you just said, the best point was…” 6. FEEDBACK (2MIN/1MIN EACH)

 What were the opposition’s strongest arguments and how can our side rebut?  Rebuttal: A form of evidence that attempts to contradict, weaken, or nullify other evidence provided by your opposition  This should not be a restatement of your initial argument!  It must be directed at your opponent’s main argument 7. CAUCUS/PLANNED REBUTTAL (5MIN)

 Rebuttal with opponent  Considering their argument restate your claim taking note of their major point  Explain why, despite their claims, you still have a stronger argument 8. REBUTTAL (2MIN/1MIN EACH)

 Brainstorm a possible new position and claim  This position should be more complex and nuanced than your last position  Nuance: a subtle difference in shade of meaning or expression  Examples:  Claim:  Now that we know that Iran is developing nuclear weapons capabilities, the US must impose sanctions on them. If the sanctions are not successful, the US should declare war in order to stop Iran from achieving its goal of weaponizing its nuclear material.  Problems:  Solution is presented too broadly  The writer over simplifies a complex issue  There is no consideration of consequences (What would happen if we declared war)  Nuanced claim:  Because we know that Iran is developing nuclear weapons capabilities, the US should consider how we might deter Iran from successfully weaponizing nuclear material. Since diplomatic negotiations have had little, if any, effect, we should examine other possible options, including sanctions, stricter enforcement of the UN’s Nuclear Non-Proliferations Treaty guidelines, and, should those options fail, cooperative military action.  This claim recognizes this is not a simple issue and calls for well thought solutions  Each group should share a possible nuanced claim 9. NUANCED CLAIM (5MIN)

 Pro and Con teams, gather with your group  Pro Team Audience:  Hostile Audience  This audience has a bias against rats and is not pleased with your argument to save them  Con Team Audience:  Critical Audience  This audience is critical of your position. They have a natural bias that is the opposite of what you are arguing for  Discuss what evidence you would use and how you might sequence it for this particular audience 10. ANGLING FOR AUDIENCE (5MIN)

 What were challenges to developing your claim and/or rebuttal?  How, if at all, did being assigned a particular audience impact your argument?  How does argument and debate relate to advertising?  What might an advertisements claim be?  How do they provide evidence? 11. WHOLE GROUP DEBRIEF (5MIN)