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Unit 6 “Can You Be Persuaded?” PowerPoint Presentation
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Unit 6 “Can You Be Persuaded?”

Unit 6 “Can You Be Persuaded?”

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Unit 6 “Can You Be Persuaded?”

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

  2. “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

  3. “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

  4. “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

  5. “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

  6. “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

  7. “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

  8. “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

  9. “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

  10. “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

  11. 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

  12. 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

  13. 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

  14. Create a Rubric by adding AdjectivesSubmit your speech’s text (essay) with your claim, evidence, and counterargument labeled or highlighted immediately after you present. (4th period) NOTE: Your letter was scored for editing conventions, word choice, and sentence fluency. Unit 6

  15. Create a Rubric by adding AdjectivesSubmit your speech’s text (essay) with your claim, evidence, and counterargument labeled or highlighted immediately after you present. (5th period) NOTE: Your letter was scored for editing conventions, word choice, and sentence fluency. Unit 6