Unit 6 1

Unit 6“Can You Be Persuaded?”

English 10

Unit 6 2

“Doing Nothing is Something”Pre-reading Activity

• MLA heading (+.5)• Goals – comprehend through summary, analyze fact

versus opinion, and synthesize concepts (+.5)• Read pages 630-637 and take notes on these Text

Analysis Workshop pages• Class Discussion – How should you spend your free time? • Define claim, support, and opinion using page 639. • Complete the vocabulary activity as described on page

639.• Read about the author on page 639.

Unit 6 3

“Doing Nothing is Something”During-reading Activity

• Complete the chart as described on page 639 while you read. This chart will keep you engaged while reading and be useful when answering questions.

Unit 6 4

“Doing Nothing is Something”Post-reading Activity

• Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format.– C = #4 summarize (+3)– A = #5 fact versus opinion (+3) [Use their details as your t-b-d’s but

cite them using MLA.]

– T = #8 synthesize (+3)• Write a Works Cited for this story (+1)

Unit 6 5

“I Acknowledge Mine”Pre-reading Activity

• MLA heading (+.5)• Goals – comprehend through inference, analyze

arguments, and evaluate persuasive logic (+.5)• Class Discussion – Do animals have rights? See the

prompt on page 664.• Define persuasive techniques and emotional appeals

using page 665. • Complete the vocabulary activity as described on page

665. • Read about the author on page 665.

Unit 6 6

“I Acknowledge Mine”During-reading Activity

• Complete the chart as described on page 665 while you read. This chart will keep you engaged while reading and be useful when answering questions.

Unit 6 7

“I Acknowledge Mine”Post-reading Activity

• Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format.– C = #8 inference (+3)– A = #7 analyze argument (+3)– T = #11 evaluate persuasive logic (+3)

• Write a Works Cited for this story (+1)

Unit 6 8

“Use of Animals in Biomedical Research”Pre-reading Activity

• MLA heading (+.5)• Goals – comprehend inference, contrast two texts, and

evaluate counterargument (+.5)• Class Discussion – Do the ends justify the means?• Define counterarguments, summary, and critique using

page 679. • Complete the vocabulary activity as described on page

679. • Read about the American Medical Association and

about animal rights versus animal welfare on page 679.

Unit 6 9

“Use of Animals in Biomedical Research”During-reading Activity

• Complete the chart as described on page 679 while you read. This chart will keep you engaged while reading and be useful when answering questions.

Unit 6 10

“Use of Animals in Biomedical Research”Post-reading Activity

• Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format.– C = #6 inference (+3)– A = #11 contrast two texts (+3)– T = #10 evaluate persuasive counterargument (+1)

• Write a Works Cited for this story (+1)

Unit 6 11

How do candidates get your vote?

• Read pages 738-739 and discuss• Rhetorical fallacies• Logical fallacies• Biography ads• Vision ads• Negative ads• Scare ads• Visual elements• Persuasive techniques• Sound elements

• What examples of these have you seen?

Unit 6 12

Convert Letter to Presentation

Read pages 752-753 and prepare your authentic persuasive letter from unit 5 for presentation. You will give a speech Friday.• (Everyone may elect to change to another topic. Some of

your letters were very personal, so consider how to communicate the essence of your argument to this broader audience.)

• Spend class time this week creating significantly stronger arguments for your position.

• Spend class time adding a strong counterargument and even stronger rebuttal to your speech.

Unit 6 13

Scoring Friday

• The essays were scored primarily on conventions, and your arguments were usually fairly weak. Do not rinse and repeat the same ideas in your speech!

Unit 6 14

Create a Rubric by adding AdjectivesSubmit your speech’s text (essay) with your claim, evidence, and counterargument labeled or highlighted

immediately after you present. (4th period) NOTE: Your letter was scored for editing conventions, word choice, and sentence fluency.

Rubric 4 3 2 1

Claim Above average. Well organized. Doesn’t waiver.

Clear but expected. Average.

Unclear? Not strong claim.

No claim or unclear.

Evidence All evidence is there-three points per paragraph. Unbiased.

Two points per paragraph. Evidence is there but could be stronger.

Little evidence. One point per paragraph.

No evidence.

Logic Logical, strong and well organized arguments.

Has logic but is average or expected.

Some logic but shifts throughout speech.

Not logical. Strays from topic. Unproven.

Counterargument Fully developed and gives multiple examples.

There but not strong.

Week or not relative counter… “because I said so.”

No Counter-argument.

Delivery: voice & body language

Is engaged with the topic and audience, knows their topic with minimal support from the paper.

Reads with some familiarity to paper. Makes eye contact.

Has a lot of “ums” or “like” that interfere with the understanding of the speech.

Not understandable.

Unit 6 15

Create a Rubric by adding AdjectivesSubmit your speech’s text (essay) with your claim, evidence, and counterargument labeled or highlighted immediately

after you present. (5th period) NOTE: Your letter was scored for editing conventions, word choice, and sentence fluency.

Rubric 4 3 2 1Claim Clear, concise and to the

pointStated claim that’s clear but expected

There’s a point needs clarification

Vague or confusing

Evidence Clearly backs up claim with sufficient and persuasive evidence. At least three details per paragraph

Enough evidence but leaves room for improvement

Some evidence, may not fully connect

Little to no detail

Logic Flawless and convincing logic, completely supported

Clear pattern of logic and is backed up by the evidence

Logic takes some interpretation/not connected (Because I said so…)

Logic may be flawed, unrelated or omitted

Counterargument Counterargument anticipates questions and goes beyond obvious points

Counterargument is present but expected

Counterargument is vague or under developed

No counter-argument

Delivery: voice & body language

Complete familiarity with speech, volume is appropriate, speaker is enthusiastic about topic

Good posture, makes eye contact, familiarity with speech and projects voice

Read speech verbatim and monotone from paper

Delivery of speech interferes with the audiences ability to understand (Um, Like, What?)