Week 4

Week 4 English 10

Tuesday Sept. 3 and Wed Sept. 4

 ALL PERIODS Essays Due Tuesday

1 Vocabulary Book CE  Do Synonyms, Antonyms, Choosing the Right Word

2 Read The War Escalates, Dear Folks,  The Declaration of Independence from the War in Vietnam Highlight and Annotate. 

Thursday September 6th Unassigned Day No School

Reread The War Escalates, dear Folks, Declaration of Independence from the War in Vietnam.

Compete the template below.  This will be a handout and a copy is on Box.com.

Friday Sept. 6 

3. Vocabulary Book E  Vocabulary in Context  Study for Vocabulary Test on Monday

4.  Write Constructed Response Essay pp. 35 600 Words:  Analyze and Evaluate these primary and secondary sources about the Vietnam War. For each piece, first summarize its main ideas. Then consider how credible, biased, or accurate each piece seems to be. Finally, assess the value of each piece as a primary or secondary source. Use at least 3 Vocabulary words from Unit One in their correct form. 

Title	The War Escalates Secondary Source	Dear Folks Primary Source	Declaration of Independence from the War in Vietnam Primary Source
Main Idea/Focus of FATt Thesis
Evaluate  Facts, data, statistics, expert opinions
Emotional Appeals Loaded Words, anecdotes
Identify Rhetorical Techniques (repetition, rhetorical questions)
Tone (writer’s attitude toward the subject)
Credibility of Source (How knowledgeable is the author/s? Expertise? Degree in subject matter? Licensed Professional?)
Audience (Who was article written for?

Revised Week 3 English 10A

Week 3   English 10 A

Reading Standard 2.8 Evaluate the credibility of an author’s argument or defense of claim by critiquing the relationships between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.

Writing Standard 2.4 Write persuasive compositions and use specific rhetorical devices to support assertions.  Use the logical appeals!  Appeal to logic through reasoning (logos), appeal to emotions (pathos), appeal to ethics (credibility, character of author)

Aug.  26 Read Writing a Persuasive Essay p. 15-24 Author’s Intent or purpose is to persuade the reader to take an action.

 Soda Ban Persuasive Essay: Take a position Pro or Con (for or against a Soda Ban)

            Essay Structure

I.               Attention Grabber/Hook (anecdote, quote, question, Striking Fact)

a.     Introduction

b.     Background information

II.              Intent/Purpose

III.           State your Opinion or Claim

IV.            Evidence and other Support (Research)

a.     Reason I

b.     Reason II

c.      Reason III

d.     Counterargument

V.   Conclusion-Write a concluding paragraph which restates the thesis and includes a summarizing or final thought.

a.     Restate thesis/opinion

b.     Summarizing or final thought/s

c.      Call to Action

Skip Lines if you are printing, Triple-space draft if you are typing (bonus if you type). All final drafts MUST be typed.  Free Printing at LACER in Cafeteria and Library everyday after school. College Center opens at 7:30 am daily.

August 27 All Classes Meet in Library

                        Peer Review of Essays Wednesday.

                   Bring RED Pen to Class tomorrow for Peer Review

August 28   Photo ID Day and begin Peer Review Essay and Revise for Homework

August 29   Peer Review Day

•  Final Essay Due Tuesday 9/3  typed, stapled,  at beginning of class no late work accepted.
•   Writing a Persuasive Essay:  Primary and Secondary Sources Read, Highlight, and Annotate pp. 24-25 Turquoise Book
• Begin Unit 1 Vocabulary Book E Do Unit 1 Definitions and Completing the sentence.  Pp.21-25

 Use Quizlet.com to study words Vocabulary Test Every Friday

Evidence Organiztion Chart

Evidence Organization Chart

Document Type (primary/secondary)	Quote/Paraphrase from text	Evidence Type Fact, Statistics, Expert Witness quote/opinion, examples Emotional appeal (loaded words, anecdote) Ethical appeal (author’s experience, credibility)	Citation/Source

What is a Thesis Statement?

What is a thesis statement? A thesis statement:

•         tells the reader your position on the importance of the subject matter.

•         tells the reader what to expect from the rest of the paper. •         directly answers the question asked of you.

•         usually is a single sentence somewhere in your first

paragraph. However it can be elsewhere!

How do I develop a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading a writing prompt. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as similarities or differences), and think about the significance of these relationships.

How do I know if my thesis is strong? To determine if your thesis is strong, ask yourself these questions:

•         Do I answer the question?

•         Have I taken a position that others might challenge?

 •         Does my thesis do more than just provide a fact?

 •         Is my thesis specific rather than vague or general?

If you answer “yes” to all of the above questions, then you have a strong thesis sentence.

If your answer is “no” to any of the above questions, then you need to revise your thesis sentence.

Revising your thesis is part of the editing process.  

Soda Ban Assignment

Soda Ban Article

Students must read online: http://www.nytimes.com/2012/09/14/nyregion/health-board-approves-bloombergs-soda-ban.html

In “Health Panel Approves Restriction on Sale of Large Sugary Drinks,” Michael M. Grynbaum writes on Sept. 13:

Seeking to reduce runaway obesity rates, the New York City Board of Health on Thursday approved a ban on the sale of large sodas and other sugary drinks at restaurants, street carts and movie theaters, the first restriction of its kind in the country.

The measure, championed by Mayor Michael R. Bloomberg, is certain to intensify a growing national debate about soft drinks and obesity, and it could spur other cities to follow suit, even as many New Yorkers say they remain uneasy about the plan.

“This is the single biggest step any city, I think, has ever taken to curb obesity,” Mr. Bloomberg said shortly after the vote. “It’s certainly not the last step that lots of cities are going to take, and we believe that it will help save lives.”

The measure, which bars the sale of many sweetened drinks in containers larger than 16 ounces, is to take effect on March 12, unless it is blocked by a judge. The vote by the Board of Health was the only regulatory approval needed to make the ban binding in the city, but the American soft-drink industry has campaigned strongly against the measure and vowed this week to fight it through other means, possibly in the courts.

Students: Do you think the government should limit the size of sugary drinks to curb obesity?

            Do you think the size of sugary drinks has gotten out of hand?

            Or, do you think the market should decide the sizes of sugary drinks? After all, if consumers think something is too big, they won’t buy it.

            Do you like to order large size sugary drinks at fast food restaurants or movie theaters? Would this ban affect your beverage habits?

                        Do you think the ban is good public policy or an infringement on your rights?

5 paragraph Essay Checklist and Grading Rubric for Analyzing and/or Writing A Persuasive Essay or Speech

5 paragraph Essay Checklist and Grading Rubric for

Analyzing and/or Writing A Persuasive Essay or Speech

ACTION	Check off
Student uses correct paragraph form
Student has all major parts of essay including introduction with a thesis, body paragraphs with evidence/support, counterargument, rebuttal and conclusion and call to action. Student defends positions with facts, concrete data, expert opinion, eyewitness information, and quotations.
Evidence from the text is introduced (The author writes… notes, expresses, states….)
Evidence from the text is explained (This shows, proves, illustrates, demonstrates…)
Student does not have sentence fragments
Student uses commas appropriately
Student’s syntax does not cause confusion
Student’s essay is free from contractions
Student does not use first or second person in essay
Student uses subject-verb agreement and pronoun-antecedent agreement correctly
Student correctly identifies rhetorical devices (appeal to logic through reasoning, appeal to emotion or ethical belief, relate a personal anecdote, case study, or analogy).
Student correctly identifies types of argument contained within the text (causality, analogy, authority, emotion, and logic)
Student makes clear connections between the author’s theme/message/assertion and the structure of the text.
Student writes neatly/legibly