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Argumentative Writing Unit Student Name: _______________________

Date: ________________________

Class Period: _______________

Due Dates:

1. Theme Activity: _______________________________________________

2. Cause & Effect: ________________________________________________

3. Analyze: ______________________________________________________

4. ‘Oh, The Places You’ll Go’ Friendly Letter: ___________________________

5. Butter Battle Book Leadership: ___________________________________

6. The Lorax: ____________________________________________________

7. Class Proposal Essay Participation: ________________________________

8. My Proposal Essay Brainstorm: ___________________________________

9. My Proposal Essay Introduction: __________________________________

10. My Proposal Essay Body: ________________________________________

11. My Proposal Essay Conclusion: ___________________________________

12. My Proposal Essay Draft 1: ______________________________________

13. My Proposal Editing/Ratiocination: _______________________________

14. My Proposal Final Draft: ________________________________________

15. My Proposal Essay Visual Presentation Details: ______________________

16. My Proposal Essay Presentation: _________________________________

17. Parent Signature: _____________________________________________

This unit will host opportunities for students to use their personal devices. They may bring them with your permission/discretion for academic use.

What is a THEME? A theme is……

Definition:

(1) The main idea of a text, expressed directly or indirectly. Adjective: thematic.

* Identifying the theme of a story is a higher order skill and requires

the reader to make an inference.

Finding a Theme in Two Steps

1. When you finish reading a book, ask yourself to sum up the book in a single word. For example, a single word for the book Little Red Riding Hood could be deception. Deception is the subject of the book.

2. Next, stretch that single word into a message: innocence can lead to deception. This is a theme for Little Red Riding Hood.

Symbols Can Be Clues to Your Themes

Literature is an art, and the beauty of art is that it can be interpreted differently by everyone. The message of a fiction book is much like the message of a beautiful painting. It is not something that is stated in a particular sentence and easily located; it is something that is comprehended upon reflection.

Sometimes an object such as a bridge or a large body of water will appear over and over in a book. The object could actually be a symbol or motif which represents or sheds light on the theme.

If you notice that an object does seem to be a strong and meaningful symbol in a book, try to determine any possible deeper meaning of that object.

A bridge represents a crossover or change, doesn't it? If you notice a few bridges, and you notice that your main character is going through a big change, you can be sure that the bridge is being used as a symbol.

When you decide upon a theme, make sure to use examples and quotations from the book as you write the book report, to prove that the theme is important. Remember, as long as you have evidence to back up your theme idea, you're on the right track.

http://homeworktips.about.com/od/writingabookreport/a/theme.htm

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Books included in this unit:

1. Oh, the Places You’ll Go

2. The Butter Battle Book

3. The Lorax

Book Theme Oh, the Places You’ll Go Growing up

New adventures as you leave home for the first time

Imagination

The Butter Battle Book

Power

The Lorax Language & Communication: conversation, dangers of greed &

valuing things over people

Environmental: not waste our resources; care about nature, plants,

& animals around us.

ACTIVITY:

Write a summary of a story idea. Do not include the

THEME as a statement, but rather embed it within

the summary. Then, the class will attempt to

determine your theme. (What is a summary?)

Each student will briefly share their idea and the class will determine the theme.

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What is CAUSE & EFFECT?

cause-and-ef·fect

adjective noting a relationship between actions or events such that one or more are the result of the other or others.

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Cause & Effect

Write the cause and effect for each sentence.

1. Tim forgot his math book, so he was unable to complete his homework.

Cause:

_________________________________________________________________

Effect:

_________________________________________________________________

2. Keegan was hungry because he skipped lunch.

Cause:

_________________________________________________________________

Effect:

_________________________________________________________________

3. Erin's car had a flat tire, so she called a tow truck.

Cause:

_________________________________________________________________

Effect:

_________________________________________________________________

4. Gina couldn't find the cookies because Papa hid them in the cupboard.

Cause:

_________________________________________________________________

Effect:

_________________________________________________________________

5. Kelly studied her spelling words and she got an A on the test.

Cause:

_________________________________________________________________

Effect:

_________________________________________________________________

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ANALYZE

Of course, begin your report or response by referring in the text to the title and author of the text,

as well as the main thesis or point of the text. Then it is up to you to pick out the analysis tools

that best serve your own purposes (and more importantly, the purposes or assignments of your

audience). Some of the most common are:

1. Analyze the text as a material object. This can mean any or all of the following:

a. Analyze the text as argument. Who is the intended audience? What is the author trying to

persuade the audience to believe or do? (What is the standpoint of the text?) What arguments are

used in the text to convince the reader? What was the author's purpose in writing this text? What

evidence is used to support the argument of the text? How does the author use reasoned

argument, emotion, or personal character to persuade?

b. Analyze the structure of the text. What comes first? What comes after? How is it built? Is it

a travelogue, or fantasy or a historical novel or a nonfiction work or poetry or what? Does it

follow a time-line, a logical sequence, a problem-solution-resolution process, a simple list of

items, a comparison and contrast analysis, a balance of forces analysis, or does it simply jump

back and forth chaotically? How are the chapters and sections divided? What sort of language

and imagery does the text contain? What style (tone) of language is used (high, medium, or

low)? How good is the spelling, grammar, vocabulary and punctuation?

c. Analyze the text as a product on the market. How long or

short is the text (and is it too long or too short? Why?). What is

the context (social, economic, political, historical, commercial,

intellectual) in which the text was produced and sold? How

attractive is the physical form and appearance of the text (cover,

printing, type-faces, website, etc.)? Who is the intended

consumer? Why was this text written or published, and how well

does it fulfill that purpose for the majority of readers? Is it

commercial (popular), scholarly, journalistic, or some other form

of writing, and does it meet expectations for this form of writing?

Did you find any errors, typos or problems within the text itself?

d. Analyze the text as the product of the author's mind. Who was the author? When and

where did she/he live? What is the author's personality, attitude and outlook on life and how does

it show up in the text? What were the author's upbringing, physical circumstances, health, ethnic

background and social class? What other works has this author published, and how do they relate

to this text?

e. Analyze the text as communication. How effective is the text in communicating the main

idea? Who is the intended audience or actual audience of this text? How does the voice of the

author shine through in the text? How true are the facts in the text, or is it purely made-up fiction

or fantasy? How powerful is the writing, whether in persuading the audience or simply in

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entertaining (which is another form of persuasion)? How effective is the text in accomplishing

the purpose for which it was created?

f. Analyze the text in a social context. Whom does this text serve best? Who in society does it

put down, ignore, pretend not to notice or shove aside? Does the author speak for the dominant

part of society, or was she/he writing with the voice of the majority who are not dominant? Does

the text glorify the wealthy, the famous and the proud? Does it lift up the powerless and those

who have been pressed down? Is everyone assumed in the text to be prosperous, white and

healthy, or straight, or young, or English-speaking? Does this text make you feel contented and

satisfied about the way things are right now in the world, or does it make you want to help make

the world better? Does it even engage the real world at all, or not? Does it make you feel

hopeless, that life is meaningless and nothing anyone can do matters, or does it suggest that

people can make a difference?

g. Analyze the text from a psychological viewpoint. What are the possible psychological

motivations of the author in writing this book, and what does it suggest about the author's mind?

What about the psychological motivations of the characters in the text?

h. Analyze the text from some certain specific point of view or belief. How does this text treat

women--does it honor and raise them up, or disrespect and put them down? In what way? How

might this text read differently through the eyes of a gay or lesbian reader than in the view of a

straight reader? What analysis of the text would a third-world reader or a person of color give, or

a senior citizen, or a blind or deaf audience? How would you analyze this text from a faith-based

perspective?

2. Analyze the text as a work of art. This might include the following:

a. Clarity (How clear is the writing? Is it easy to understand or is it confusing and mysterious,

and did the author intend it that way or not?)

b. Grandeur (How strong, educated, mature and vigorous is the language? Why?)

c. Beauty (Is this text a pleasure to read? Or, does the author use any annoying or ugly words

and expressions where they are not appropriate? Is the imagery lively or boring?)

d. Speed (How fat-free is it? Does the writing in the text flow along easily, making it easy to

read, or does it drag along with extra words, phrases and sentences? Does the author repeat

him/herself anywhere in the text? Does it keep you at the edge of your seat, or put you to sleep?

Why? )

e. Character (If applicable, how realistic or believable are the characters in the text? How is the

character of the author reflected in the text?)

f. Truth (How true are the facts used in the text? How well does the author use facts? How well

does he/she present sources and proofs for facts, quotes or data cited in the text?)

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g. Gravity (Does this text pass the "who cares?" test? How much does this text MATTER? Does

it change your mind or your feelings, inform you, or make you agree more with the author? Why

or why not?)

(based on the Seven Ideas of Hermogenes.)

3. Analyze and respond to the text from your

own personal viewpoint as an individual reader.

a. How much does it agree or clash with your view of the

world, and what you consider right and wrong? Why or

why not? How much were your views challenged? How

well does it address things that you, personally, care about

and consider important in the world? How much new did

you learn from it?

b. How did you like or enjoy the text overall, and (most

importantly) why or why not? Keep in mind that some

texts (news reports, textbooks, obituaries) are not written to be enjoying or entertaining.

TODAY’S ACTIVITY

Using your AR book that you have with you

today and based on how far you have read,

answer the analyzing questions for practice.

http://utminers.utep.edu/omwilliamson/engl0310/analysis1.htm

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Oh, the Places You’ll Go—Book Focus

Using www.scholarshipshowcase.com write a

persuasive essay as practice for scholarship

essay writing.

Here’s the prompt:

Dr. Seuss’s ‘Oh, the Places You’ll Go!’ delivers an

important message about the chances and troubles

that life presents.

Applying the themes of ‘Oh, the Places You’ll Go!’

write a letter to a person you know who needs

inspiration in his or her life.

Review basic FRIENDLY letter format.

What does it mean to persuade?

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Friendly Letter Format…..

Persuade? 1. cause (someone) to do something through reasoning or argument. "it wasn't easy, but I persuaded him to do the right thing"

synonyms: prevail on, coax, convince, get, induce, win over, bring around, coerce, influence, sway, inveigle, entice, tempt, lure, cajole, wheedle;

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The Butter Battle Book—Book Focus

www.teachingchildrenphilosophy.org

www.library.thinkquest.org

www.shmoop.com

The Butter Battle Book is an allegory for the nuclear

arms race and the state of mutually assured

destruction that occurred during the Cold War.

Focus on LEADERSHIP:

Animal Game

There will be groups with 5-6 people. Each group chooses an animal with a distinctive

sound such as a cow, chicken or dog. Each team must choose a leader and blindfold

them.

The object of the game is for each team to find the objects and lead the blindfolded

leader to the object by using animal sounds. The team with the most objects wins.

---Leadership skill development learned is listening, communication, cooperation,

team building and trust.

1st

Period—Purple 2nd

Period---Pink 4th

Period—Green 5th

Period---Blue 7th

Period--Orange

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THE LORAX—Book Focus

Reading/Listening for understanding (Comprehension)

What was the land of the Lorax like before the Once-ler arrived? Did it seem like someplace

you'd like to live? What parts of your own environment would you be sad to see go?

What kind of person is the Once-ler? Why won't he listen to the Lorax? The Lorax says to

the Once-ler, "You are crazy with greed." Why does the Lorax say that? Do you agree or disagree?

Why does the Lorax speak for the trees? Why is it important to speak up for others? Have

you ever spoken up for someone else? Has someone else ever spoken up for you?

How does the Once-ler's Thneed business hurt the land of the Lorax? What happens to the

Swomee-swans, the Brown Bar-ba-loots, and the Humming-fish? How could things have been different if the Once-ler listened to the Lorax?

What do you think the boy hearing the story will do with the Truffula seed that the Once-ler tosses to him? What would you do if you were the boy?

Do you think the Lorax and his friends will come back if new Truffula Trees grow? Where do you think they have been?

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The Once-ler says, "Unless someone like you cares a whole awful lot, nothing is going to get

better. It's not." What does the Once-ler mean? Can one person make a difference? Can you? What are some things you can do to better your own environment?

How does the Once-ler feel about what his Thneed business did to the Lorax and friends?

Dr. Seuss used bright colors on some pages of the book and dull colors on others. Did you

notice this? Why do you think he did that?

Why is The Lorax called a cautionary tale?

Complete READER’S THEATRE in the classroom.

Script will be provided for the event.

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What is a PROPOSAL ESSAY? A proposal argument essay is an essay that suggests an actionable proposal, provides evidence

supporting the need for the proposal and establishes causal relationships between the dangers

you identify and the solution you provide. The goal of a proposal argument essay is to provide

your reader with a method for solving a particular problem and the motivation to inspire them

to accept your proposal.

Topic

A proposal argument essay should also center on an issue significant to your

community, or reader.

Proposal

Your proposal is the specific plan you intend to suggest as a solution to your topic. Your proposal is the heart of your proposal argument essay. A proposal argument essay suggests a solution to a series of problems and offers a method for reaching that solution. Your proposal should be actionable, suggesting a plan or series of steps that can actually be carried out. Your essay proposal can either suggest a specific plan that individuals can choose to adopt or a specific plan that requires approval from someone, such as a school board or local government.

Supportive Evidence

A proposal argument essay offers evidence that supports your claims regarding the severity of the problem that you are addressing. This evidence should suggest something about how big the problem is, information about the cost effectiveness of your proposal, the benefits your readers can expect from your proposal, and how immediate the danger is if your reader chooses not to act. You should also include evidence that supports your proposal and solves the problem in question.

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Cause and Effect

Establishing cause and effect relationships is at the heart of a proposal argument essay. Your essay should suggest two primary cause and effect relationships. The first is the relationship between the potential danger and your topic. The second is the relationship between your proposal and the solution. For instance; a proposal to start an on-campus recycling program requires you to show a causal relationship between non-recycling waste programs and waste overflow, as well as a relationship between your recycling program and the waste overflow in your area.

Read more: http://www.ehow.com/info_8701709_proposal-argument-

essay.html#ixzz2sarpESWO

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CLASS PROPOSAL ESSAY—Brainstorm

Topic: Environmental issue that is solvable.

o Nature

o Plants AREAS of focus

o Animals

;

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Our Class Proposal Essay

(Insert our essay on this page)

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Brainstorm---My Proposal ESSAY

In the CLOUD write your topic

In each of the shapes write one area for each of the three reasons you are taking your stand.

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Criterion for Proposal ESSAY

1. Choose a local problem that is solvable. 2. Define & analyze the problem and its

affects in order to develop workable solutions.

3. Research to gain deeper understanding of problems & how it can be solved.

4. Appropriate tone & diction. 5. Address feasibility & credibility of the

solution. 6. Present your argument to the crowd

(classmates) 7. Include a visual as part of your

presentation.

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Rubric for….

Argumentative Proposal Essay

Purpose/Claim Proposal has a chance of being followed/implemented

/5 Stays on topic /5 Audience is a group that can actually help create change

/5 Local, worthwhile proposal with community interest

/5 Purpose & claim are evident in your project.

/5

TOTAL /25

Organization Proposal follows a problem/solution/justification form

/5 Sources are included that were referenced in the proposal (3 minimum)

/5 Sources are cited either via sentences or in parenthetical references.

/5 At minimum 3 reasons are discussed and supported within the essay.

/5 The significance of the topic is clearly explained.

/5 The essay is organized in paragraphs. /5 Project is organized & aligned with your essay.

/5

TOTAL /35

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Tone Tone is professional, persuasive, and businesslike

/5 Concise and interesting writing /5 Other possible solutions are introduced and discounted

/5 Ideas, opinions and general statements are supported by specific details.

/5 Transition words help make the information flow and easily understood.

/5 Project includes relevant print/writing as related to your essay

/5

TOTAL /30

Development Problem well-explained—quality details that goes beyond the obvious

/5

Solution is detailed enough to be followed

/5 Consequences of inaction (no action) noted

/5 2 pages or 7 strong paragraphs minimum

/5 The paper is neat, legible and in appropriate final format.

/5 Project is well developed proving your stance on the topic & is easily understood.

/5

TOTAL /30

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Conventions Essay is free of spelling mistakes /5 Essay is free of fragments /5 Essay is free of run on sentences /5 Essay has correct capitalization. /5 Essay has correct punctuation. /5 Project component has all conventions in correct format.

/5

TOTAL /30

Presentation Used correct voice level. /5 Articulated the information from your essay and your project with ease and clarity.

/5

Maintained a professional appearance (attitude/behavior) for the audience.

/10

TOTAL /20

SCORE:

/170

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Visual Presentation Options: All options are described in detail in our ‘teacher copy’ for you to choose your visual

component.

Power Point Presentation

Paper Quilt

Diorama Mobile Shoebox Float Paper Bag Activity

Bumper Sticker—Support a Cause

Pennants & Banners

Pros/Cons Ring (2 color) Posters & Ads Social Science Chart Puzzle

3-D Dinner Maps Paper Plate Puppet Problem Solving List

Cube Invitations Door Hangers Graphs

Support a Cause Letter Flaps Flag Popplet

Which VISUAL COMPONENT did you choose?

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Plan your essay & visual….

Problem/Topic: Define the problem: Analyze the problem: Solution: Research findings: Solution feasibility: Solution credibility: Visual Ideas:

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Visual Component Plan & Sketch