Weekly Objectives Weekly Objectives  Students will demonstrate mastery of argumentative techniques by writing a persuasive piece that expresses their stance and reasoning in a clear, logical sequence.  Students will be able to understand and utilize SOAPSTone strategy when reading an argumentative essay.  Students will be able to understand and apply key elements of rhetorical appeal when reading and argumentative essay.  Students will apply prefixes, suffixes, and roots to determine the meaning of unknown words associated with the text.  Students will determine the meaning of unknown words using context clues.  Students will build prior knowledge to assist with comprehension of text.  Students will demonstrate their comprehension of the text by using annotated note-taking, extrapolating main ideas, and other various forms of assessments.

Weekly Agenda   The Great Debate: Essay presentations   Read “Let Teenagers Try Adulthood   Vocabulary   Rhetorical Appeals   Grammar Exercise: Stop/Go

Before Reading  The Great Debate: Essay presentations  Vocabulary Exercise  Build Prior Knowledge: Quick Write  Introduce Keeping Track, Reading Strategy

Bell Ringer -DOL Bell Ringer -DOL  The fan had malfunction, its blade was spinning out of control. A. NO CHANGE A. NO CHANGE B. malfunctioned; its’ blade B. malfunctioned; its’ blade C. malfunctioned, and it’s blade C. malfunctioned, and it’s blade D. malfunctioned; its blade D. malfunctioned; its blade

Key Vocabulary Key Vocabulary  Obsolete Presumption  Cliques  Prowess  Elite  Dissent  Pubescent  Utopian

Quick Write Quick Write  If there was one thing that I could change about high school, it would be………

During Reading Keeping Track During Reading Keeping Track √ ? ! Place a check mark next to paragraphs that expresses main ideas or key information. Place a question mark next to paragraphs that you don’t understand or write questions next to those paragraphs that make you evaluate the author’s message. Place an exclamation point next to paragraphs that express new or interesting information. Think: Wow! I think this is an interesting point.

Apply SOAPSTone Apply SOAPSTone S= The voice that tells the story. Remember identifying the physical speaker is not enough. What is that you know about the speaker that might impact the argument? How does the speaker present himself? S= The voice that tells the story. Remember identifying the physical speaker is not enough. What is that you know about the speaker that might impact the argument? How does the speaker present himself? Example: Is the speaker speaking as a poet, comedian, or scholar? Example: Is the speaker speaking as a poet, comedian, or scholar? O= The context that prompted the writing. The occasion of an argumentative text refers to the circumstances that necessitated the writing of the text. O= The context that prompted the writing. The occasion of an argumentative text refers to the circumstances that necessitated the writing of the text.

Apply SOAPSTONE Apply SOAPSTONE  A= Who is the targeted group? Is the writer writing to the community, high school students, or parents?  P= How does the writer want the audience to react? Does the writer call for some specific action or is the purpose of writing to convince the reader to think, feel, or believe a certain way?

Apply SOAPSTone  S= What is the main topic? The subject is written as the writer’s thesis, claim, or assertion.  Tone=The author’s attitude. Writers adopt different tones to further the same argument as the audience changes. The presence of anger, sarcasm, or guilt can affect an overall argument significantly.

Apply Rhetorical Appeals A strategic approach to persuade the audience. A strategic approach to persuade the audience. Ethos: What makes the writer credible or trustworthy? The writer’s expertise, training, sincerity, or a combination of these gives the audience a reason for accepting the argument.

Apply Rhetorical Appeals  Logos= The writer appeals to the audience’s reason or logic. The main idea is clear and is supported with facts, specific details, examples, statistical data, or expert testimony.  Pathos= The writer wants to evoke the emotions of the audience by using figurative language and concrete description. The writer chooses words that will appeal to the audience’s emotions.

CEI Pair Share Activity CEI Pair Share Activity Claim Author’s Argument Evidence Examples, quote, textual references that support the claim Interpret An explanation and analysis of the evidence

After Reading  Vocabulary Exercise  Apply SOAPSTone  Apply Rhetorical Appeals  Comprehension Questions  CEI: Claim, Evidence, Interpretation  Homework