Unit 6 “Can You Be Persuaded?”

English 10

Unit 6 1

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“Doing Nothing is Something” Pre-reading Activity

MLA heading (+.5) Goals – comprehend through summary, analyze fact versus opinion, and synthesize concepts (+.5) Read pages 630-637 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 6 2

“Doing Nothing is Something” During-reading Activity

• 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.

Unit 6 3

“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 6 4

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“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 6 5

“I Acknowledge Mine” During-reading Activity

• 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.

Unit 6 6

“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 6 7

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“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 6 8

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“Use of Animals in Biomedical Research” During-reading Activity

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.

Unit 6 9

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“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 6 10

How do candidates get your vote?

• • Read pages 738-739 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 6 11

Convert Letter to Presentation

• • • Read pages 752-753 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 6 12

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 6 13

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.

Rubric 4 3 2 1

Claim Evidence Logic Counterargument Delivery: voice & body language Above average. Well organized. Doesn’t waiver.

All evidence is there-three points per paragraph. Unbiased.

Logical, strong and well organized arguments.

Fully developed and gives multiple examples.

Is engaged with the topic and audience, knows their topic with minimal support from the paper.

Clear but expected. Average.

Two points per paragraph. Evidence is there but could be stronger.

Has logic but is average or expected.

There but not strong.

Reads with some familiarity to paper. Makes eye contact.

Unit 6 Unclear? Not strong claim.

Little evidence. One point per paragraph.

Some logic but shifts throughout speech. Week or not relative counter… “because I said so.” Has a lot of “ums” or “like” that interfere with the understanding of the speech.

No claim or unclear.

No evidence.

Not logical. Strays from topic. Unproven.

No Counter argument.

Not understandable.

14

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.

Rubric 4 3 2 1

Claim Vague or confusing Evidence Logic Counterargument Delivery: voice & body language Clear, concise and to the point Clearly backs up claim with sufficient and persuasive evidence. At least three details per paragraph Flawless and convincing logic, completely supported Counterargument anticipates questions and goes beyond obvious points Complete familiarity with speech, volume is appropriate, speaker is enthusiastic about topic Stated claim that’s clear but expected Enough evidence but leaves room for improvement Clear pattern of logic and is backed up by the evidence Counterargument is present but expected Good posture, makes eye contact, familiarity with speech and projects voice There’s a point needs clarification Some evidence, may not fully connect Logic takes some interpretation/not connected (Because I said so…) Counterargument is vague or under developed Read speech verbatim and monotone from paper Little to no detail Logic may be flawed, unrelated or omitted No counter-argument Delivery of speech interferes with the audiences ability to understand (Um, Like, What?) Unit 6 15