1 / 23

Persuasive writing and debates

Persuasive writing and debates. Northwestern High School Mr. Medoff and Mrs. Avery 2/22/12 – 2/24/12. Objective (DAY 1). Students will: Apply concepts of the 5 paragraph essay format Create an argument for a controversial topic Utilize counterargument strategies to respond to arguments

vernon
Télécharger la présentation

Persuasive writing and debates

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Persuasive writing and debates Northwestern High School Mr. Medoff and Mrs. Avery 2/22/12 – 2/24/12

  2. Objective (DAY 1) Students will: • Apply concepts of the 5 paragraph essay format • Create an argument for a controversial topic • Utilize counterargument strategies to respond to arguments In order to: • Discuss arguments and counterargument strategies • Construct an outline of a persuasive essay • Create responses to potential counter arguments

  3. Warm-Up (DAY 1) • What is a counter argument? • What is one strategy for countering an argument? • Why is it important to address counter arguments in a persuasive essay?

  4. Counter Argument Activity • Get into groups of SIX • Pick a topic about which you know enough to take and support two or more positions. • Once you have a topic, ask questions about it until you come up with at least two positions you can support with reasons. Time: 5 minutes

  5. Counter Argument Activity • Divide your group in half. We’ll call these two half-groups Thesis Teams. • Each team will write a thesis and an outline that they could use for a persuasive paper, including anticipating counter-arguments.

  6. Steps for Thesis Teams • Formulate your position on the issue. Time: 2 minutes • Brainstorm possible evidence you could use to support your decision. Time: 4 minutes • Decide on three main supporting arguments and incorporate them into a thesis statement.Time: 4 minutes • Identify the audience you want to persuade. Time: 2 minutes • Brainstorm possible counter-arguments or concerns your audience might have. (Yeah, but… responses)Time: 6 minutes • Jot down possible answers to your reader’s counter arguments. Time: 6 minutes • Write a brief outline of a paper. Be sure to incorporate your supporting arguments and your response to counter arguments.Time: 10 minutes

  7. Thesis Team vs. Thesis Team • Now each thesis team will present their outline to the class. • The class will vote which Thesis Team presented a better argument. Be prepared to defend WHY you picked the Thesis Team that you voted for. WHY was their argument better? Do not just pick the side of the issue that you agree with.

  8. Exit Slip • Why is it so important to address counter arguments in a persuasive argument?

  9. Objective (day 2) Students will: • Analyze and evaluate evidence and determine the credibility of information in a text • Select and organize ideas for specific audiences and purposes • Create arguments and counter arguments on unrehearsed topics In order to: • Discuss arguments and counterargument strategies • Prioritize a list of fifteen items based on importance and create an argument for each • Create counter arguments for the list of items prioritized by others

  10. Warm-Up (DAY 2) Do you have to agree with a controversial issue to defend it in an argument? Explain.

  11. THE NASA activity You are part of a space exploration mission flying from a space station orbiting the Moon to a base on the Moon itself. An instrument malfunction causes you to crash on the daylight side of the Moon about 75 miles from the base. Your spacecraft is in need of repair and your survival depends upon reaching the Moon base as soon as possible. Of the fifteen items which were not damaged in the crash, which would be most important for the 75 mile trip? Rank the items from most important (#1) to least important (#15). Defend why you ranked each item as you did. Be prepared to make counterarguments!

  12. THE NASA activity

  13. THE NASA activity First 20 minutes: • Independently, you will have twenty minutes to prioritize the items and give a quick reason for your choice. • You must be able to justify why you ranked each item as you did.

  14. THE NASA activity Next fifteen minutes: • Get into groups of five. • Share your rankings and reasons with the group. • Prioritize the items as a group. If you disagree with a member of your group, make a counter argument and then let them respond. If neither person is convinced, take a group vote. • The group that comes closest to the expert scores will receive a prize.

  15. THE NASA activity Presentations: • Each group will share their rankings and reasons with the whole class. Be prepared to defend your rankings against any comments or questions. • Your justifications are expected to be out of this world! (hahaha)

  16. Exit Slip • Why is it important to justify the claims you make in any argument? • Why is it important to refute [disprove] the counterarguments of others?

  17. Objective (day 3) Students will: • Analyze and evaluate evidence and determine the credibility of information in a text • Select and organize ideas for specific audiences and purposes • Create arguments and counter arguments on unrehearsed topics In order to: • Discuss arguments and counterargument strategies • Create an argument for why your given persona deserves a parachute • Create counterarguments for the arguments made by others

  18. Warm-Up (DAY 3) What is the difference between a debate and a persuasive essay? Complete the chart, identifying arguments and counterarguments for the following debate topic: The tobacco industry should have freedom to advertise to all age groups.

  19. The parachute activity You are on a plane that is about to crash and there are only three parachutes. Each student will be given an alternate persona. Each student must then present their case for survival using whatever means of persuasion necessary.

  20. IW: The parachute activity First fifteen minutes: Independently, you will have fifteen minutes to brainstorm why you should get a parachute. Complete the brainstorming graphic organizer. List some reasons why others might not think you deserve a parachute. Create counterarguments for those reasons.

  21. GW: The parachute activity After all group members share, you vote on one person from your group to get a parachute. You may NOT vote for yourself. Try to vote for the person with the best argument, not just the person you like the best or the person with the better alternate persona. Next fifteen minutes: Get into groups of four. Share the reasons why you deserve one of the parachutes. Each group member gives a reason why you should NOT get the parachute. You have the opportunity to respond to each.

  22. Wg: The parachute activity Next fifteen minutes: Each group member that received a parachute will share their justification with the class. After sharing, the class will ask at least 2 follow up questions. After each person shares, the class will vote on who gets the three parachutes.

  23. Exit Slip What are the three most important things a person can do when persuading others verbally?

More Related