Unit 6 “Can You Be Persuaded?” English 10 1Unit 6

“Doing Nothing is Something” Pre-reading Activity MLA heading (+.5) Goals – comprehend through summary, analyze fact versus opinion, and synthesize concepts (+.5) Read pages and take notes on these Text Analysis Workshop pages Class Discussion – How should you spend your free time? Define claim, support, and opinion using page 639. Complete the vocabulary activity as described on page 639. Read about the author on page 639. Unit 62

“Doing Nothing is Something” During-reading Activity Unit 63 Complete the chart as described on page 639 while you read. This chart will keep you engaged while reading and be useful when answering questions.

“Doing Nothing is Something” Post-reading Activity Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format. – C = #4 summarize (+3) – A = #5 fact versus opinion (+3) [Use their details as your t-b-d’s but cite them using MLA.] – T = #8 synthesize (+3) Write a Works Cited for this story (+1) Unit 64

“I Acknowledge Mine” Pre-reading Activity MLA heading (+.5) Goals – comprehend through inference, analyze arguments, and evaluate persuasive logic (+.5) Class Discussion – Do animals have rights? See the prompt on page 664. Define persuasive techniques and emotional appeals using page 665. Complete the vocabulary activity as described on page 665. Read about the author on page 665. Unit 65

“I Acknowledge Mine” During-reading Activity Unit 66 Complete the chart as described on page 665 while you read. This chart will keep you engaged while reading and be useful when answering questions.

“I Acknowledge Mine” Post-reading Activity Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format. – C = #8 inference (+3) – A = #7 analyze argument (+3) – T = #11 evaluate persuasive logic (+3) Write a Works Cited for this story (+1) Unit 67

“Use of Animals in Biomedical Research” Pre-reading Activity MLA heading (+.5) Goals – comprehend inference, contrast two texts, and evaluate counterargument (+.5) Class Discussion – Do the ends justify the means? Define counterarguments, summary, and critique using page 679. Complete the vocabulary activity as described on page 679. Read about the American Medical Association and about animal rights versus animal welfare on page 679. Unit 68

“Use of Animals in Biomedical Research” During-reading Activity Unit 69 Complete the chart as described on page 679 while you read. This chart will keep you engaged while reading and be useful when answering questions.

“Use of Animals in Biomedical Research” Post-reading Activity Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format. – C = #6 inference (+3) – A = #11 contrast two texts (+3) – T = #10 evaluate persuasive counterargument (+1) Write a Works Cited for this story (+1) Unit 610

How do candidates get your vote? Read pages and discuss Rhetorical fallacies Logical fallacies Biography ads Vision ads Negative ads Scare ads Visual elements Persuasive techniques Sound elements What examples of these have you seen? Unit 611

Convert Letter to Presentation Read pages and prepare your authentic persuasive letter from unit 5 for presentation. You will give a speech Friday. (Everyone may elect to change to another topic. Some of your letters were very personal, so consider how to communicate the essence of your argument to this broader audience.) Spend class time this week creating significantly stronger arguments for your position. Spend class time adding a strong counterargument and even stronger rebuttal to your speech. Unit 612

Scoring Friday The essays were scored primarily on conventions, and your arguments were usually fairly weak. Do not rinse and repeat the same ideas in your speech! Unit 613

Create a Rubric by adding Adjectives Submit your speech’s text (essay) with your claim, evidence, and counterargument labeled or highlighted immediately after you present. (4 th period) NOTE: Your letter was scored for editing conventions, word choice, and sentence fluency. Rubric4321 Claim Above average. Well organized. Doesn’t waiver. Clear but expected. Average. Unclear? Not strong claim. No claim or unclear. Evidence All evidence is there-three points per paragraph. Unbiased. Two points per paragraph. Evidence is there but could be stronger. Little evidence. One point per paragraph. No evidence. Logic Logical, strong and well organized arguments. Has logic but is average or expected. Some logic but shifts throughout speech. Not logical. Strays from topic. Unproven. Counterargument Fully developed and gives multiple examples. There but not strong. Week or not relative counter… “because I said so.” No Counter- argument. Delivery: voice & body language Is engaged with the topic and audience, knows their topic with minimal support from the paper. Reads with some familiarity to paper. Makes eye contact. Has a lot of “ums” or “like” that interfere with the understanding of the speech. Not understandable. Unit 614

Create a Rubric by adding Adjectives Submit your speech’s text (essay) with your claim, evidence, and counterargument labeled or highlighted immediately after you present. (5 th period) NOTE: Your letter was scored for editing conventions, word choice, and sentence fluency. Rubric4321 ClaimClear, concise and to the point Stated claim that’s clear but expected There’s a point needs clarification Vague or confusing EvidenceClearly backs up claim with sufficient and persuasive evidence. At least three details per paragraph Enough evidence but leaves room for improvement Some evidence, may not fully connect Little to no detail LogicFlawless and convincing logic, completely supported Clear pattern of logic and is backed up by the evidence Logic takes some interpretation/not connected (Because I said so…) Logic may be flawed, unrelated or omitted CounterargumentCounterargument anticipates questions and goes beyond obvious points Counterargument is present but expected Counterargument is vague or under developed No counter-argument Delivery: voice & body language Complete familiarity with speech, volume is appropriate, speaker is enthusiastic about topic Good posture, makes eye contact, familiarity with speech and projects voice Read speech verbatim and monotone from paper Delivery of speech interferes with the audiences ability to understand (Um, Like, What?) Unit 615