Topics

If you don't have a topic, and that was your homework last night (grade), here are some ideas:

Should education be privatized
Should college be free
Should professional athletes be paid less
Should fossil fuel companies be responsible for enivormental damages
Should fossil fuels be left in the ground
Is the GOAT conversation irrelevant
Should billionaires exist
Should nuclear weapons be eliminated
Parents should be forced to take parenting classes
The United States should take care of Runit Dome
Military Service should be mandatory for all citizens
The United States should do something about its Rape Culture
Should elective courses count in GPA
Should beauty paegants be banned

Wednesday - Persuasion

Today we are going to look at another national oration and then look at how to structure an argument.

Persuasive Essays

Today we are going to finish taking notes on the "Don'ts" of persuasive essays.  Then we are going to read - "A Modest Proposal" on page 620 of your textbooks.

Finally we will look at the following video

Persusaive Essays

Persuasive Essays 

Anchor Text(s)/Additional Instructional Resources:

“Upon Seeing England for the First Time”

“Shooting An Elephant” by George Orwell

“A Modest Proposal” by Jonathan Swift

Others as needed

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 cards, 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. S tudent 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

You need to look at the following list of questions/statements and choose one to develop into a thesis statement and develop an essay around.  The learning goal and rubric are below.  Essays will be due next Monday 2/24.

QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER

1. Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man.  Which interpretation do you agree with and why?
2. Pick one character who could, at some point, have changed the whole chain of events.  Discuss.
3. Analyze the three appearances of the ghost seen in the play.  Where did he appear; to whom did he appear?  How does the third appearance differ from the first two?  What is the significance of this?
4. Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father.  What is your opinion regarding his procrastination?
5. Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6. What is Hamlet’s attitude towards life and people?  How does it affect his actions?
7. Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good.  Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.”  -- THE PRINCE, Machiavelli
8. Examine the reoccurring pun on sun and son.  How does this symbol work in the overall meaning of the play.
9. Was Ophelia pregnant with Hamlet’s child?
10.  Did Hamlet slip into madness?
11.  It is Hamlet who causes the downfall of Denmark.
12. What is the meaning of the pirates?
13. Is Hamlet Jesus Christ?  How is Horatio either John the Baptist or an apostle.
14. Why or how is Denmark the Garden of Eden?
15. Gertrude knows about the murder?
16. The meaning of prostitution in Hamlet?
17. Can Hamlet be compared to our current society?  If so, how?

Students will demonstrate an understanding of Hamlet by choosing a prompt from below, developing a thesis statement out of it, and answering the thesis statement by analyzing and using direct evidence from the text. 

Analytical Essay Rubric

	4	3	2	1
Thesis, opening paragraph.	Student takes a clear position on the prompt/topic.  Thesis Statement is defensible.  Hook and thesis statement link.  Order of development is present and sets up how the thesis will be investigated.  Thesis connects prompt to the text as a whole.	Student has a clear and defensible thesis statement. Thesis connects prompt to the text as a whole. Essay contains a hook.	Thesis statement is attempted, But – maybe not be defendable.  May not be clear.  May be wordy. May not connect to the text as a whole.	There is no recognizable thesis statement. Or there may be multiple thesis statements.
Use of Evidence	Evidence is introduced and relevant to the thesis and analysis is thorough makes clear how the evidence connects to and defends the thesis.  Evidence is properly cited. (3-4 pieces of evidence per point)	Evidence is introduced and relevant to the thesis.  The analysis makes connection between evidence and thesis, but the quality and/or quantity is inconsistent.  Evidence is cited. (2 pieces of evidence per point)	Evidence is relevant to the thesis and there is some analysis attempted, but the analysis may be taken out of context, misinterpreted, or oversimplified.  (2 pieces of evidence per point)	Evidence is attempted, but may not defend thesis or there is no connection made between evidence and the thesis.  No direct quotation, or citations.
Sophistication of Writing	Use of prose style that is especially vivid.  Student uses rhetorical strategies such as parallel structure.  Varied syntax.  High level vocabulary.   Language consistent for an academic essay.	Student uses varied syntax.  Some high level vocabulary present.  Prose style is engaging.  Language consistent for an academic essay.	Student attempts varied syntax.  Vocabulary might be simplistic or repetitious.  Prose style is sometimes engaging but might be repetitious of ideas.  Language may not be consistent for an academic essay	Wordy, repetitious.  Vocabulary might be repetitious or the use of “to be” verbs may be overused.  Not engaging.
Grammar	No Errors	1-3 errors that do not distract from reading.	More than 3 errors, or the errors present distract from reading.	Many errors.  Errors seriously distract from the reading of the text.
Length	More than 5 pages	3-5 pages	Less than 3 pages	Less than 1 page

Wednesday, Thursday, Friday

So - Wednesday, fill out study guide and study for TEST.

Thursday and Friday: HAMLET TEST.

Hamlet resource

There is a former Hamlet Final on the website - you might lookat it:
https://sites.google.com/a/skagwayschool.org/skagway-british-lit/hamlet-resources-notes-and-tests

And if you don't finish your test on Friday, I'll ask if you can finish it in Ms. Meyer's room 5th, 6th, or afterschool, but get it done on Friday.

Start studying!!!

Hamlet Act 5

   HAMLET ACT 5: Questions

1)    What do you feel is the point of the gravedigger’s riddles and song?  How does it fit into the play?

2)  In what ways do Hamlet’s reactions to the skulls in the graveyard seem to suggest a change in his outlook?  Compare Hamlet’s attitude towards Yoric to Hamlet’s attitude to Ophelia or even his father?  How is it different?    How is it similar?

3)    How old is Hamlet?  How do you know this?

4)    What does the violent argument between Hamlet and Laertes add to the play?

5)    What developments in Hamlet’s character are presented through the story of what happened on the boat?  How has Hamlet changed?

6)    How do Hamlet’s motives in killing Claudius seem to have shifted according to his speech beginning “Does it not, think thee…”  

7)    What concerns of the play are reinforced in the Osric episode?  

8)    Why does Hamlet ‘defy augury’?  

9)    What does Laertes say is his motive in still resenting Hamlet?  How has already lost this?  How does this contribute to the presentation of revenge in the play?  

10) How might the dying lines of Gertrude, Claudius and Laertes be viewed as typical of the way their characters have been presented throughout the play?

11)  Who “wins” in Hamlet?  How and why do you think this?