Monday

 Please work on writing your persuasive essay today.

Friday

 Oratory

Today you will have some time to research and think about ideas. Your idea for you essay is due tomorrow.

Anchor Text(s)/Additional Instructional Resources:

“Doing Nothing is Something” by Anna Quindlen – in textbook page 638

Political Ads – “Daisy” and “America’s Back” – in textbook page 738

“Abolishing the Penny Makes Good Sense” by Alan S. Blinder – in textbook by 646

“A Modest Proposal” by Jonathan Swift

“Writing Workshop: Argument: Persuasive Essay” – page 742

 

Unit Learning goal: Students will be able to research, write and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.    

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original persuasive speech that that takes a side on an issue and successfully argues for that side using all six elements of persuasion.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

2 – With some direction/help from the teacher the student is able to write and perform an original persuasive essay that takes a side on an issue and/or successfully argues for that side.   

 1 – Even with help from the teacher the student is unable to write and/or perform an original persuasive essay that takes a side on an issue and successfully argues for that side.    

Objectives (smaller chunks of overall goal) and suggested time periods

OBJECTIVES:  By the end of this unit students will be able to

1)    Define the following terms: Logos, Ethos, Pathos, Thesis Statement, Order of Development, Conclusion, Transition, Audience, Hook, Purpose, Evidence

2)    List the six traits of writing and the six steps in the writing process.

3)    Properly outline the constructive for a debate and rebut opponents points/arguments

4)    Participate in Spar and Forum debate

5)    Watch a national debate and evaluate and explain who won by keeping a flow chart of arguments and rebuttals

6)    Choose a topic about a controversial issues and take one side of argument

7)    List the Do’s and Don’ts of persuasive argument

8)    Write a clear and precise thesis statement with an order of development

9)    Properly cite sources both in-text and on a works cited page

10) Find evidence from a variety of different sources including Print Sources, Internet Sources, Media Sources, and Personal Sources

11) Use the Internet to properly to conduct research 

12) Create at least 10 Bibliography citations and 10 research entries

13) Use research notes to cite passages from sources

14) Use evidence to back up your position

15) Use your order of development as an organizational tool

16) Use transitions to connect points of argument

17) Use Standard Edited American English

18) Use Proper College Composition Format

19) Use the six steps of the writing process to draft and revise a paper

20) Write three drafts of a persuasive essay using at least three sources of evidence

21) Present the final draft of your essay as an oration to class

 

 

 

ASSIGNMENTS: Participate in a Debate Tournament, Watch a National High School Debate and keep a flow chart, create 10 MLA citations and source entries, write a persuasive speech and deliver it as an oration. 

	4	3	2	Not Evident
Thesis Statement, Ideas, Defining your argument	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, and vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy. Rhetorical strategies such as parallelism used effectively.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness. Rhetorical strategies such as parallelism attempted.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools/Evidence       Expert Testimony Personal Connection Statistics, Facts, and Logic Counter Argument (Counter claims) Audience Self-Interest	Essay cites at least two experts in a field related to the topic.  Evidence is relevant to thesis.  Analysis makes clear how the evidence connects to the thesis.  (Ethos and Logos)       Student uses personal experience to connect to the topic (ethos).  Experience is relevant and analyzed in relation to the topic.     Student uses statistics, facts, and logical argumentation in essay.  The evidence is relevant to the thesis.  Analysis makes clear how the evidence connects and defends the thesis. (Logos) Student has at least two counter arguments that refutes or contends an argument of the opposition, or concedes a point.  The counterarguments are relevant, analyzed and connect evidence with thesis. (Logos and Ethos)                 Student uses HARMS and BENEFITS of adopting his/her position to influence audience self-interest (Pathos).  The harms/benefits are relevant and reinforce the thesis.	Essay cites at least two experts.  Evidence is relevant to thesis.  The analysis makes some connections between evidence and thesis. Student uses personal experience relevant to the topic.  Experience offers some insight into the topic and position of the writer.        Student uses statistics and/or facts and/or logical argumentation in the essay.  The evidence is relevant to the thesis.  The analysis makes some connections between evidence and thesis. Student has at least one counter argument that refutes or concedes an argument of the opposition.  The counterargument is relevant, and analyze.       Student uses HARMS or BENEFITS of adopting his/her or her position to influence audience self-interest.  The harm or benefit is relevant and might connect to the thesis.	Essay cites at least one expert.  Evidence might not be relevant to thesis.  No analysis or no connection made between evidence and thesis     Student attempts to use personal connection.  Connection may not be relevant to the topic.       Student attempts to use statistics and/or facts.  Evidence may not be relevant to thesis or the analysis is confusing or oversimplified.           Student attempts a counter argument.  The counter argument might not be relevant to the thesis or the analysis might be confusing or oversimplified.         Student attempts to use HARMS or BENEFITS to influence audience.  The harm or benefit might not be relevant or the analysis might be confusing or oversimplified. .	Not Evident Not Evident Not Evident Not Evident Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

 

 

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

        

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

*Refer back to the attention getter and tie things up

       *Answer “So what?”

·       Leave reader feeling persuaded or at least challenged

·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)

Suggested sentence starter for commentary:

        “This shows that…” (eventually teach kids to eliminate it)

        “This proves that…”

“This demonstrates that…”

Suggested sentence starters for conclusion:

        “We need to…”

        “It’s our responsibility to …”

        “It’s important to…”

        “In order to______, we must…”

        “It would be to our benefit to…”

Encourage:
        Incorporate transitions           
        Use high-level vocab

Vary sentence patterns          
Create a strong “voice”

 

Tuesday

 Test today!

Friday

  Today I will give you the class to study for the test that will be on Tuesday. Please let me know if you have any questions.

REVIEW GUIDE FOR HAMLET

 

1)      The following characters are dramatic foils for Hamlet.  Discuss in detail how?

 

a)     Claudius

 

 

b)    Gertrude

 

 

c)     Laertes

 

 

d)    Ophelia

 

 

e)     Polonius

 

 

f)     Fortinbras

 

 

2)    Compare and Contrast Fortinbras, Hamlet and Laertes.  What do they have in common?  How are they different?

 

 

 

 

 

 

3)    Give an example of an extended metaphors and discuss what is being compared

 

 

 

 

 

 

 

 

 

 

 

 

 

4)    Give two examples of symbols and discuss how they work in Hamlet.

 

5)    Give at two examples of allusions.

 

 

 

 

 

 

 

 

 

 

6)    Give a description of the following characters:

 

Ghost:

 

 

Gertrude:

 

 

 

Claudius:

 

 

 

Ophelia:

 

 

 

Polonius:

 

 

 

Reynaldo:

 

 

 

Horatio:

 

 

 

Guildenstern:

 

 

 

Osric:

 

 

 

7)    Outline the plot of Hamlet according to the six elements: Exposition, Inciting Event, Rising Action, Climax, Falling Action, Resolution.  Make sure you specifically name the inciting event, the climax and the resolution.

 

 

 

 

 

 

 

 

 

 

8)    What is a fishmonger?  Who are the fishmongers in the play?  How are why are they fishmongers?

 

 

 

 

 

9)    Explain the quote: “There is nothing either good or bad, but thinking makes it so.”

 

 

 

 

 

 

 

10) Who is Jephthah?

 

 

 

 

 

 

 

11) What is the continuous pun on sun?  Discuss how Shakespeare and Hamlet use it.  Give some examples.

 

 

 

 

 

12) Why does Ophelia die?  Do you think her death was accidental or suicide?  Why?

 

 

 

 

 

 

 

 

 

13) What is one statement about Humanity that Hamlet makes?

 

 

 

 

 

 

 

14) What does the following quote mean:

 

“Alexander died, Alexander was buried/ Alexander returneth to dust;/ dust is earth; of earth we make loam; and why of that loam whereto/ he was converted might they not stop a beer barrel?/ Imperious Caesar, dead and turned to clay,/ Might stop a hole to keep the wind away./ O, that that earth which kept the world in awe/ Should patch a wall t’ expel the winter’s flaw.”

 

 

 

 

 

 

 

 

 

15) What is odd about the following quote: “A bloody deed; almost as bad, good mother as kill a king and marry with his brother.”

 

 

 

 

16) Who wins in Hamlet?  Why?

 

 

 

 

 

 

 

17) What is the point of the gravedigger’s riddles and songs?  How is the gravedigger a bit like Hamlet?

 

 

 

 

 

 

 

18) Why does Claudius need to justify his marriage in Act 1?

 

 

 

 

For the following questions—Name the speaker, the person being spoken to, and discuss what is being said.

 

19) “Your bait of falsehood take this carp of truth/ And thus do we of wisdom and of reach,/ with windlasses and with assays of bias,/ By directions find directions out.”

 

 

 

 

 

 

 

 

 

 

20) “And the more pity that great folk should have coint’nance in this world to drown or hang themselves more than their even-Christian.  Come my spade.  There is no ancient gentlemen but gard’ners, ditchers, and grave-makers.”

 

 

 

 

 

 

 

21) “Why, look you now, how unworthy a thing you make of me!  You would play upon me, you would seem to know my stops, you would pluck out the heart of my mystery, you would should me from my lowest note to the top of my compass; and there is much music, excellent voice, in this little organ, yet cannot you make it speak.  ‘Sblood, do you think I am easier to be played on than a pipe?”

 

 

 

 

 

 

 

22)  “Affection, puh! You speak like a green girl/ Unsifted in such perilous circumstance./ Do you believe his “tenders” as you call them?”

 

 

 

 

 

23) Discuss the meaning of the following soliloquy—be exact and completely examine the passage.  Leave nothing out.   (This question is worth 20 points)

 

“How all occasions do inform against me

And spur my dull revenge.  What is a man

If his chief good and market of his time

Be but to sleep and feed?  A beast, no more.

Sure He that made us with such large discourse,

Looking before and after, gave us not

That capability and god like reason

To fust in us unused.  Now whether it be

Bestial oblivion or some craven scruple

Of thinking too precisely on th’ event

(A thought which, quartered, hath but one part wisdom

And ever three parts coward), I do not know

Why yet I live to say, “This thing’s to do,”

Sith I have cause, and will, and strength, and means

To do’t.  Examples gross as earth exhort me:

Witness this army of such mass and charge,

Led by a delicate and tender prince,

Whose spirit with divine amibition puffed

Makes mouths at the invisible event,

Exposing what is mortal and unsure

To all that fortune, death, and danger dare,

Even for an eggshell.  Rightly to be great

Is not to stir without great argument,

But greatly to find quarrel in a straw

When honor’s at the stake.  How stand I, then,

That have a father killed, a mother stained,

Excitements of my reason and my blood,

And let all sleep, while to my shame I see

The imminent death of twenty thousand men

That for a fantasy and trick of fame

Go to their graves like beds, fight for a plot

Whereon the numbers cannot try the cause,

Which is not tomb enough and continent

To hide the slain?  O, from this time forth

My thoughts be bloody or be nothing worth!