Week 4

Week 4 English 9

Tuesday Sept. 3 and Wed Sept. 4

 ALL PERIODS Essays Due Tuesday

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

2. Reread and Annotate Primary and Secondary Sources pp.22-24

3. Read Free Minds and Hearts at Work by Jackie Robinson and Jackie Changed the Face of Sports by Larry Schwartz Highlight and Annotate Texts pp. 25-33

4. Do pp. 33-35 Test Practice?

Thursday  September 5 Unassigned Day No School

5.  Do PP. 36 Vocabulary and Comprehension and Reading Comprehension

6. Read Jackie Robinson by Henry Aaron   Highlight and Annotate

Friday September 6

7. Vocabulary Book C  Vocabulary in Context  Study for Vocabulary Test on Monday

8. Outline Constructed Response Character Analysis Essay 600 Words (~ 2.5 double-spaced typed pages). What characteristic was Dodgers President Branch Rickey looking for in his first African American Player? According to Henry Aaron, why did Jackie Robinson have to be bigger than life?  Using the three articles that you have read, complete the template that you will use to write your essay. Remember you must back up your claims using evidence from the texts! So gather your Quotes for what Branch Rickey, Jackie Robinson, and Henry Aaron said and thought, the actions that Jackie took, and the Effects that his actions and words had on others.  Use at least 3 Vocabulary words from Unit One in their correct form.

Character Analysis Using STEAL  

	Quote From Text	Article, Page Number
Says
Thinks
Effects on Others
Actions
Looks

Evidence Organization 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.  

REVISED Week 3 Classwork and Homework

Week 3   English 9 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 Author’s Intent or purpose    

            Do Reading Check and Test Practice pp. 21

            Begin Constructed Response Essay

Select either Oliver Stone’s or Kirk Douglas’s Op-Ed article, and write a 5-paragraph evaluation of the author’s argument. First explain the writer’s purpose, or intent, and the main opinion, or claim, the writer is defending. Then, describe the means of support the author uses (facts, examples, loaded words, anecdotes and so forth). Next describe the tone of the piece. Finally, comment on how successful the author was in convincing you with his argument. Was your heart touched? Your mind? Both?

Use Evidence Organization Chart posted on blog to help organize your essay.

            Essay Structure

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

a.     Introduction

II.             Writer’s Intent/Purpose – Choose either Oliver Stone or Kirk

III.           Writer’s Opinion or Claim

IV.            Evidence and other Support (Research)

V.              Credibility of Argument

a.     How successful?  Touch heart? How? Touch Mind? How?

b.     Conclusion

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  begin Peer Review Essay and Revise for Homework

August 29     Peer Review Day 

• Final Draft Essay due at beginning of class Due Tuesday Sept.3, Typed, Stapled, and printed out by beginning of class! 
• Primary and Secondary Sources Read, Highlight, and Annotate pp. 22-24 in purple workbook.
•   Begin Unit 1 Vocabulary Book C Do Unit 1 Definitions and Completing the sentence. Pp. 21-25

 Use Quizlet.com to study words Vocabulary Test Every Friday

Checklist and Rubric for Analyzing and/writing a Persuasive Essay

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 or types as required

5-Paragraph Persuasive Essay Model

Color Coded 5 Paragraph Essay Model

Five Paragraph Persuasive Essay Structure

  

Catchy Title for Persuasive Essay

Introductory Paragraph (Give thesis statement/assertion with three significant pieces of supporting evidence)

Attention Grabber (Ask a question, tell an anecdote, or find a relevant quotation about the issue).

Thesis Statement-write a clear assertion introducing at least 3 major pieces of evidence that support your thesis.                 RED Pen                                          

Example: For example, the author, Mr.or Ms. X writes, " ..." BLUE Pen                                       

Quote from text or expert with Introduction (Transition Word Underlined)   As evidence        …                                                            Black Pen

Commentary/Explanation: This shows that …This also proves that…             

 This is significant because...                                     GREEN Pen                                                  

Concluding Sentence                                            RED Pen

Body Paragraph 1- Reason 1

Topic Sentence (Supporting Evidence 1)                               RED Pen

Example:  For example, the author, Mr. or Ms. X believes that,"..." BLUE Pen                                       

Quote from text or expert with Introduction (Transition Word Underlined)

Similarly  …                                           SAY     BLACK Pen

Commentary/Explanation: This shows that …This also proves that…           This is significant because...                 Green Pen                                    

                                           Mean and Matter

Concluding Sentence                                           RED Pen

Body Paragraph 2-Reason 2

Topic Sentence (Supporting Evidence 2)                               RED Pen

Example, “For example the author claims, "... "     BLUE Pen                                  

Quote from text or expert with Introduction (Transition Word Underlined ) Furthermore ...                                                                   BLACK Pen

Commentary/Explanation: This shows that …This also proves that…        This is significant because...              Mean and Matter                                               GREEN Pen    

Concluding Sentence                                          RED Pen

Body Paragraph 3-Reason 3

Topic Sentence  (Supporting Evidence 3).            RED Pen                                                

Example, “For example”                                          BLUE Pen

Quote from text or expert with Introduction (Transition Word Underlined) ….                                                                                  BLACK pen

Commentary/Explanation: This shows that …This also proves that…       This is significant because... Mean and Matter        GREEN Pen

Concluding sentence                                           RED Pen

Conclusion (give the audience/your reader something to think about or do regarding your assertion)

Restate/reiterate thesis using different words.                                                            RED Pen

Give Counterargument            “Others May believe that…                                                Blue Pen

Give Rebuttal     However…                                                                                       GREEN Pen

Concluding sentence (Give reader something to think about or do/call to action).     RED Pen

Bibliography  MLA Format References

Alphabetized