Weekly ObjectivesWeekly Objectives

Students will demonstrate mastery of argumentative techniques by Students will demonstrate mastery of argumentative techniques by writing a persuasive piece that expresses their stance and reasoning in writing a persuasive piece that expresses their stance and reasoning in a clear, logical sequence.a clear, logical sequence.

Students will be able to understand and utilize SOAPSTone strategy Students will be able to understand and utilize SOAPSTone strategy when reading an argumentative essay.when reading an argumentative essay.

Students will be able to understand and apply key elements of Students will be able to understand and apply key elements of rhetorical appeal when reading and argumentative essay. rhetorical appeal when reading and argumentative essay.

Students will apply prefixes, suffixes, and roots to determine the Students will apply prefixes, suffixes, and roots to determine the meaning of unknown words associated with the text.meaning of unknown words associated with the text.

Students will determine the meaning of unknown words using context Students will determine the meaning of unknown words using context clues. clues.

Students will build prior knowledge to assist with comprehension of text.Students will build prior knowledge to assist with comprehension of text. Students will demonstrate their comprehension of the text by using Students will demonstrate their comprehension of the text by using

annotated note-taking, extrapolating main ideas, and other various annotated note-taking, extrapolating main ideas, and other various forms of assessments.forms of assessments.

Weekly Agenda

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

Before ReadingBefore Reading

The Great Debate: Essay presentationsThe Great Debate: Essay presentations Vocabulary ExerciseVocabulary Exercise Build Prior Knowledge: Quick WriteBuild Prior Knowledge: Quick Write Introduce Keeping Track, Reading StrategyIntroduce Keeping Track, Reading Strategy

Bell Ringer -DOLBell Ringer -DOL

The fan had malfunction, its blade was The fan had malfunction, its blade was spinning out of control.spinning out of control.

A. NO CHANGEA. NO CHANGE

B. malfunctioned; its’ bladeB. malfunctioned; its’ blade

C. malfunctioned, and it’s bladeC. malfunctioned, and it’s blade

D. malfunctioned; its bladeD. malfunctioned; its blade

Key VocabularyKey Vocabulary

Obsolete PresumptionObsolete Presumption CliquesCliques ProwessProwess EliteElite DissentDissent PubescentPubescent UtopianUtopian

Quick WriteQuick Write

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

During ReadingDuring Reading Keeping Track 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 SOAPSToneApply SOAPSTone

S= The voice that tells the story. Remember S= The voice that tells the story. Remember identifying the physical speaker is not identifying the physical speaker is not enough. What is that you know about the enough. What is that you know about the speaker that might impact the argument? speaker that might impact the argument? How does the speaker present himself? How does the speaker present himself?

Example: Is the speaker speaking as a poet, Example: Is the speaker speaking as a poet, comedian, or scholar?comedian, or scholar?

O= The context that prompted the writing. The O= The context that prompted the writing. The occasion of an argumentative text refers to occasion of an argumentative text refers to the circumstances that necessitated the the circumstances that necessitated the writing of the text.writing of the text.

Apply SOAPSTONEApply SOAPSTONE

A= Who is the targeted group? Is the A= Who is the targeted group? Is the writer writing to the community, high writer writing to the community, high school students, or parents?school students, or parents?

P= How does the writer want the P= How does the writer want the audience to react? Does the writer call audience to react? Does the writer call for some specific action or is the purpose for some specific action or is the purpose of writing to convince the reader to think, of writing to convince the reader to think, feel, or believe a certain way? feel, or believe a certain way?

Apply SOAPSToneApply SOAPSTone

S= What is the main topic? The subject S= What is the main topic? The subject is written as the writer’s thesis, claim, or is written as the writer’s thesis, claim, or assertion.assertion.

Tone=The author’s attitude. Writers Tone=The author’s attitude. Writers adopt different tones to further the same adopt different tones to further the same argument as the audience changes. The argument as the audience changes. The presence of anger, sarcasm, or guilt can presence of anger, sarcasm, or guilt can affect an overall argument significantly.affect an overall argument significantly.

Apply Rhetorical AppealsApply Rhetorical Appeals

A strategic approach to persuade the A strategic approach to persuade the audience.audience.

Ethos: What makes the writer credible or Ethos: What makes the writer credible or trustworthy? The writer’s expertise, trustworthy? The writer’s expertise, training, sincerity, or a combination of training, sincerity, or a combination of these gives the audience a reason for these gives the audience a reason for accepting the argument.accepting the argument.

Apply Rhetorical AppealsApply Rhetorical Appeals

Logos= The writer appeals to the audience’s Logos= The writer appeals to the audience’s reason or logic. The main idea is clear and is reason or logic. The main idea is clear and is supported with facts, specific details, supported with facts, specific details, examples, statistical data, or expert testimony.examples, statistical data, or expert testimony.

Pathos= The writer wants to evoke the Pathos= The writer wants to evoke the emotions of the audience by using figurative emotions of the audience by using figurative language and concrete description. The writer language and concrete description. The writer chooses words that will appeal to the chooses words that will appeal to the audience’s emotions.audience’s emotions.

CEICEI Pair Share Activity Pair Share Activity

After ReadingAfter Reading

Vocabulary ExerciseVocabulary Exercise Apply SOAPSToneApply SOAPSTone Apply Rhetorical AppealsApply Rhetorical Appeals Comprehension QuestionsComprehension Questions CEI: Claim, Evidence, Interpretation CEI: Claim, Evidence, Interpretation HomeworkHomework