EQ: What constitutes strong evidence for a claim? Task: Examine and deconstruct effective arguments Action Steps: 1.Listen and annotate JFK’s inaugural speech 2.Review terms associated with effective arguments 3.“Reverse Engineering” using a graphic organizer

JFK 1961 Inaugural Speech # 1 Listen and annotate JFK’s Speech. Mark your text as you listen. You may want to indicate: Introduction Conclusion Call to Action Claims Support Etc.

#2 Review terms associated with effective arguments: 1. Theme – the speaker always has a purpose. What is the message he is trying to get across? 2.Topics – what points/issues/items of interest does he want to cover? 3.Primary Claims- What reasons does the speaker use to argue his point? 4.Counter-claims – Does the speaker use others’ viewpoints? 5.Supporting evidence – Does the speaker use facts, statistics, anecdotes, and/or expert opinion to support his reasons? 6.Logical appeal – Does the speaker appeal to head knowledge? 7.Emotional appeal – Does the speaker appeal to heart knowledge?

#3. “Reverse Engineering” Using a Graphic Organizer. With your partner, create an organizer similar to the following: I.Themes II.Topics III.Primary Claims a.Supporting evidence b.Supporting evidence IV.Counter-Claims a.Supporting evidence b.Supporting evidence Answer these: Are there any unsupported claims? What is the nature of his support? Are anecdotes provided? Facts and statistics? The opinions of experts? Or simply words carefully constructed to make the audience feel emotional?

Conclusion: EQ: What constitutes strong evidence for a claim? If you were to pinpoint JFK’s main argument, what would it be? How do we know this?

EQ: How is text-based evidence/argument different from extemporaneous evidence/persuasion? TASK: Compare and contrast of persuasive techniques ACTION STEPS: 1.Discuss, review, and annotate fast food commercials. 2.Read and annotate an article about processed foods. 3.Complete a T-Chart or Venn diagram comparing the two images of fast food.

1.Discuss, review, and annotate fast food commercials. Burger King McDonald's Subway Arby's 1990s McDonald's 1970's Burger King 1984 Wendy's With a partner, discuss your fast food eating habits. Do you eat it very often? Which kinds do you enjoy or not enjoy? What are your reasons for your food choices? As you watch the commercials, note the following: What type of appeals do they use? Are your impressions of the foods positive or negative? Do they refer to statistics about heart disease and obesity, or do they just show people having fun? How do the 2012 ads differ from the earlier ads?

2.Read and annotate an article about processed foods. Read the article about processed foods. Annotate the text by answering these questions: 1. How do you feel about eating fast food when you read this article based on research? 2. What types of appeals does the author use? 3. Are the claims primarily based on facts, personal stories, opinions, or something else? 4. Which kinds of claims are strongest, most convincing, and which are the most reliable?

3. Complete a T-Chart or Venn diagram comparing the two images of fast food. Compare these two images of the fast food industry to facilitate a deep understanding of the aims and strategies of these two different approaches. Remember: Not every persuasive text will stoop to the use of deception or misdirection, but the comparison should serve to highlight the differences in approach.

Conclusion: EQ: How is text-based evidence/argument different from extemporaneous evidence/persuasion? If you did not know the meaning of “extemporaneous” before, do you have an idea now? It really means “impromptu” or “done suddenly,” but in this context what does it mean? Ticket out the Door: (split a piece of paper with your partner, WRITE YOUR NAME!!!) Based on your comparisons, what do each of these companies and interest groups have to gain or lose based on their arguments? In other words, why do they argue their points?

EQ: What are the most effective ways to build background knowledge? Task: Consume information proactively and responsibly. Action Steps: 1.Take the pre-test. 2.Watch video for most of the answers. 3.Discussion about the value of background knowledge.

Pre-Test: Answer the following questions on your own paper. Do the best you can do. Opening: 1.Name a country that begins with the letter U. 2.What is the religion of Israel? 3.How many sides does a triangle have? 4.Who is the Vice-President? 5.Name the seven continents. 6.Name the first three Presidents in order. 7.Who wrote the Declaration of Independence? 8.Who was the first to sign the Declaration of Independence? 9.What is the national anthem of Hawaii?

Reflection: What sorts of information do you look for? From whom do you get the majority of your information/news? Brainstorm a list of places in which you could obtain more information about the world around you. Your challenge: For the next 5 days, keep a log of the various resources in which you get news, weather, international news, celebrity news, etc. You will turn these logs in for a grade and we create a list of the sources that are most reliable.

EQ: What are the most effective ways to build background knowledge? Ticket out the door: On a slip of paper, write your definition of background knowledge. Why is it important to know and include in your writing? Conclusion:

EQ: What is the most important information in a writing prompt? Task: Deconstruct the prompt. Action steps: 1. Examine and deconstruct the prompt. 2. Analyze a copy of the 8 th grade writing rubric (shortened version. 3. Develop a checklist for the mock assessment

Instruction-and- Assessment/Assessment/Documents/Grad e%208%20Writing%20Assessment%20Co nnections%20Resource%20Guide%20Oct ober% pdf Go to page 18 Deconstruct the Prompt Opening:

Work-Time Write out the rubric on your own paper (we will place it in your writing folder that is not yet complete). Make a list of vocabulary words that you do not understand. Make a list of things you need to work on in order to become a more successful writer. Create a checklist (according to the rubric) of the things that need to include in each piece of writing you create. In other words, what do you need to include to exceed the standards of the rubric?

Conclusion: Answer this question: What is the most important information in a writing prompt? Why? Why is understanding the writing prompt important to your success as a writer?