Tag Archive for persuasive writing

American Lit: The Newspaper Debate, Day 2

Standard: ELAGSE11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can analyze how concessions and refutations can be used to refute an opposing argument.

Opening Session: Review/Summary: Let’s go over what we read yesterday and review really quickly!

Work Session: Flip to page 220 and let’s read the second article, “The Newspaper Is Dying – Hooray for Democracy”. This article is the opposing view to the one you read yesterday. I’ll pass out the highlighters again and this time I want you to highlight concessions and refutations, keeping in mind the definition we went over yesterday (and we will go over again today). After we finish, I’ll give you guys a chance to do the Second Read questions on page 222, and then we will do question 10 together, revisiting the chart we started yesterday.

Closing Session: Turn over to page 224 and let’s look at the Language Checkpoint together. We’ll talk about and learn some mnemonic devices to help you remember the commonly confused words, affect/effectloose/lose, allusion/illusion, and sale/sell.

Assessment: Informal (book check)

Differentiation: Process (scaffolding)

American Lit: The Power of Rhetoric

Standard: ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Learning Target: I can analyze the structure and use of rhetorical devices in an argumentative text.

Opening Session: Let’s review what you did yesterday! The speech as well as the drafting you did for EA2!

Work Session: Today we are going to be doing activity 2.19 in your book on page 172. We will read the structure of an argument in the Preview section, then look at the Speech to the Virginia Convention. After we read the speech, we will do the Second Read questions as a group.

Now I want you guys to pull out the drafting you did yesterday, and I want to come around and conference with each person to make sure we’re all on the same page. While you’re waiting for my conference with you, continue working on your draft 🙂

Closing Session: Vocab review!

Assessment: Informal (Book check)

Differentiation: Process (Scaffolding), Interest

Computer Lab Tuesday


  • W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Learning Target: Students will finish their argumentative essay.

Welcome to the lab, everyone!! Today you’re going to be writing your final drafts of your argumentative essays! Remember, you need to print out and turn in a 750 word essay today!!! Here are the articles for your reference:




“Test-Tube” babies.



Arranged Marriage. 



Illegal Immigration.



Border Control. 



Spanish Language in the United States.

http://www.latinoopinion.com/2009/04/%E2%80%9Cus-hispanics-need-to-learn-to-speak-english%E2%80%9D-says-who/ (Alternate link: https://osborne10thlit.com/?page_id=2287)


Legalization of Drugs.



Nature vs. Nurture.



Alcoholism and Music.



Suffering Without Knowledge of Suffering.






Rights to Deny Medical Treatment.






Double Bubble Friday Trouble!


  • RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: Students will begin working on their bubble-map art project in their groups.

Activator: The Beatles – Revolution

Today you’re going to be working on our art project for this unit! You will be working with your group, and we’re making a bubble map about your persuasive essay topic. Here’s the skinny:

  •  In the center of your bubble map, write your persuasuve essay topic. Make sure you include what side you’re on.
  • In each of the bubbles around your center, write one of the arguments for your side. For example, let’s say your topic is gun control, and you decide all guns should be banned. Your center bubble might say “All guns should be banned” and your outer bubbles might say “10,000 people die to guns in the US every year” or “Countries that ban guns have a very low incidence of death-by-gun.”
  • Beside each outer bubble, write a quote from one of your two articles or from The House of the Scorpion that backs up your argument. For example, if you write about the number of people that die every year, you might put a quote from an article that gives that statistic. Don’t forget your parenthetical citation.
  • You should use 5 bubbles. You may have a maximum of two quotes from each article or The House of the Scorpion.
  • When you finish, you’re going to put your bubble map onto wallpaper! I’ll show you examples of this in class, but it looks REALLY cool!!

On Monday, we’re going to be writing our first draft of our individual argumentative essays. On Tuesday we’re in the lab to type. Wednesday is test review, and after our Jeopardy! Game, you’ll have time to finish putting your bubble maps onto wallpaper. Enjoy! They look super cool when they’re done!!

Propose your own Thursday…

Standard: W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Learning Target: Students will compose their own “Modest Proposal” to solve one of today’s problems.

Activator: Sheldon Doesn’t Get Sarcasm (this is how you all sounded yesterday!)

Welcome back to class, everyone! Today’s goal will be to write your OWN Modest Proposal! Here’s the skinny:

  • Choose a problem that is facing the world today. You can go small-scale (kids skipping class, too much homework, whatever) or large-scale (world hunger, poverty, peace, cruelty to animals, and so on).
  • Come up with a CRAZY solution to that problem. Something that’ll fix it, but that’s really insane. For example, end world poverty by encouraging cannibalism in third-world countries.
  • Write a 4-5 paragraph “Modest Proposal” that seriously suggests your plan to fix whatever the problem is.
  • BONUS POINTS if you can use the vocab words from yesterday in your own proposal! +5 for each word.

…you’ll have all day to work on your proposal, but it’s DUE TODAY!!! At the end of class. Have fun!!