1. Weekly Objectives Weekly Objectives  Students will demonstrate mastery of argumentative techniques by writing a persuasive piece that expresses their stance and reasoning in a clear, logical sequence.  Students will be able to understand and utilize SOAPSTone strategy when reading an argumentative essay.  Students will be able to understand and apply key elements of rhetorical appeal when reading and argumentative essay.  Students will apply prefixes, suffixes, and roots to determine the meaning of unknown words associated with the text.  Students will determine the meaning of unknown words using context clues.  Students will build prior knowledge to assist with comprehension of text.  Students will demonstrate their comprehension of the text by using annotated note-taking, extrapolating main ideas, and other various forms of assessments.

2. Weekly Agenda   Columbus Day –No Class   Pre-Write Argumentative Essay   Complete Argumentative Essay   Read “Let Teenagers Try Adulthood”   Apply SOAPStone   Rhetorical Appeals   DOL Review

3. Before Reading Complete Pre-Write Complete Pre-Write Final Draft Argumentative Essay Final Draft Argumentative Essay Introduce Vocabulary Introduce Vocabulary  Build Prior Knowledge: Quick Write  Introduce Keeping Track, Reading Strategy

4. Bell Ringer -DOL Bell Ringer -DOL  A lot of people hate to ride the New York subways but I love them. A.NO CHANGE B.subways, and I C.subways; therefore, I D.subways, but I

5. ACT Strategy Stop/G0 DOL- Review Step 1. Draw a vertical line(|) at the break in thought in sentence. Step 2. Decide whether or not each side expresses a complete idea. If there are CI/CI on either side of the sentence then we need stop punctuation. Stop Punctuation: 1. CI.CI- period(.) 2. CI; (transition word) CI 3. CI, + a coordinating conjunction (But, Or, Yet, So, For, And, Nor), + BOYSFAN word 4. colon(:) 5. dash(---)

6. Proposition Support Outline  Step 1. Choose one main argument/assertion.  Step 2. Find evidence from the text to support the argument.  The following list below can be used as support: Facts, examples, expert authority, logic and reasoning Facts, examples, expert authority, logic and reasoning 

7. Proposition Statement: State your thesis/main point Fact 1/ Example 1 Ethos Appeal Fact 2/ Example 2 Logical Appeal Fact 3/ Example 3 Pathos Appeal Strong Conclusion

8. Basic Outline   Introduction: Attention Grabber- make sure you include your opinion   First paragraph: Might include possible counter arguments. Include facts or examples using logos and ethos appeals.   Second paragraph: Include facts or examples using pathos and logic appeals.   Third paragraph: Include facts or examples using ethos appeal and pathos appeals.   Conclusion: Summarize reasons and restate your opinion. Remember: You want to create balance between the rhetorical appeals.

9. Basic Writing Process   Introduction   Prewriting   Drafting   Revising   Editing   Final Draft and Reflection   Publishing

10. Key Vocabulary Key Vocabulary  Obsolete Presumption  Cliques  Prowess  Elite  Dissent  Pubescent  Utopian

11. Quick Write Quick Write  If there was one thing that I could change about high school, it would be………

12. During Reading Keeping Track During Reading 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.

13. Apply SOAPSTone Apply SOAPSTone S= The voice that tells the story. Remember identifying the physical speaker is not enough. What is that you know about the speaker that might impact the argument? How does the speaker present himself? S= The voice that tells the story. Remember identifying the physical speaker is not enough. What is that you know about the speaker that might impact the argument? How does the speaker present himself? Example: Is the speaker speaking as a poet, comedian, or scholar? Example: Is the speaker speaking as a poet, comedian, or scholar? O= The context that prompted the writing. The occasion of an argumentative text refers to the circumstances that necessitated the writing of the text. O= The context that prompted the writing. The occasion of an argumentative text refers to the circumstances that necessitated the writing of the text.

14. Apply SOAPSTONE Apply SOAPSTONE  A= Who is the targeted group? Is the writer writing to the community, high school students, or parents?  P= How does the writer want the audience to react? Does the writer call for some specific action or is the purpose of writing to convince the reader to think, feel, or believe a certain way?

15. Apply SOAPSTone  S= What is the main topic? The subject is written as the writer’s thesis, claim, or assertion.  Tone=The author’s attitude. Writers adopt different tones to further the same argument as the audience changes. The presence of anger, sarcasm, or guilt can affect an overall argument significantly.

16. Apply Rhetorical Appeals A strategic approach to persuade the audience. A strategic approach to persuade the audience. Ethos: What makes the writer credible or trustworthy? The writer’s expertise, training, sincerity, or a combination of these gives the audience a reason for accepting the argument.

17. Apply Rhetorical Appeals  Logos= The writer appeals to the audience’s reason or logic. The main idea is clear and is supported with facts, specific details, examples, statistical data, or expert testimony.  Pathos= The writer wants to evoke the emotions of the audience by using figurative language and concrete description. The writer chooses words that will appeal to the audience’s emotions.

18. After Reading  Vocabulary Exercise  Apply SOAPSTone  Apply Rhetorical Appeals  Comprehension Questions  Homework