Arguments Day 01

Warm-Up Today is Day 26, 3/17 Monday (2

sheets of loose-leaf paper)

Are you skilled at arguing and persuading people? Why or why not? Describe a recent success and a recent failure of yours related to arguments.

Turn in Things Fall Apart essays and novels to basket, if you are one of the many with excused absences last week.

Objective Check We will be able to delineate and evaluate the

specific arguments and counterarguments an author uses to support a claim. (RI.8)

delineate (dɪˈlɪnɪˌeɪt) 1. to trace the shape or outline of; sketch 2. to represent pictorially, as by making a chart or diagram;

depict 3. to portray in words, esp with detail and precision; describe [C16: from Latin dēlīneāre to sketch out, from līnea line 1 ]

“Argument and Persuasion” Today we are officially beginning our

unit, “Argument and Persuasion.” Over the several weeks, we will analyze arguments, identify and practice types of persuasion, and write a persuasive essay.

This process will be interrupted by mid-terms, but completed by spring break

Week 8 “Packet” Due Friday 3/21!

Carl Sagan: 1934-1996

Famous American astronomer

“On Nuclear Disarmament” 1988 at Gettysburg during “Cold War”

Read article on pp 653-659, answer side red/blue letter questions, and questions #1-10 on pp. 660.

Note Time: Arguments “Like a pair of shoes, an argument may

be constructed of high-quality parts, or it might be poorly made.”

Today, we will analyze the parts of an argument.

Arguments A CLAIM, which is the writer’s position

on an issue SUPPORT which include …that justify

the claim REASONS EVIDENCE

COUNTERARGUMENT – a brief argument that negates objections to the claim that “the other side” is likely to raise.

CLAIM

REASON

EVIDENCE

REASON

EVIDENCE

REASON

EVIDENCE

Class Reading Read “Doing Nothing is Something” on

pp640-642 as a class.

Pairwork

CLAIM: We need to allow children to have downtime in the summer.REASONS EVIDENCE1)2)3)

1)2)3)

With your assigned partner, complete a graphic organizer using the template on the ppt. BOTH partners should write a table for later personal use. For Quindlen’s claim, identify at least three supporting reasons and three supporting examples, with proper citations (10 min)

Objective Check We will be able to delineate and evaluate

the specific arguments and counterarguments an author uses to support a claim. (RI.8)

Counterargument Now we are going to focus on the

COUNTERARGUMENT – a brief argument that negates objections to the claim that “the other side” is likely to raise.

Class Reading Read “Abolishing the Penny Makes Good

Sense” on pp648-650 as a class.

Pairwork In this article, Blinder presents and answers

numerous counterarguments. Use the graphic organizer to identify three counterarguments presented by Blinder, and then explain how he refutes each counterargument. Use textual citations.ARGUMENT: The penny should be abolished.Counterargument : Response:

1)

2)

3)

1)

2)

3)

Pairwork In this article, Blinder presents and answers

numerous counterarguments. Use the graphic organizer to identify three counterarguments presented by Blinder, and then explain how he refutes each counterargument. Use textual citations.ARGUMENT: The penny should be abolished.Counterargument : Response:

1) Inflation – prices will rise

2)

3)

1)

2)

3)

Individual Response Part 1) Complete questions #6,7,9 on pp643

regarding “Doing Nothing is Something.” Question #9 should be answered with at least one complete paragraph and at least three textual citations.

Part 2) Complete questions #5,6,9,10 on pp 651 in regards to “Abolishing the Penny.” Question #10 should be answered with at least one complete paragraph and at least three textual citations.

Objective Check We will be able to delineate and evaluate

the specific arguments and counterarguments an author uses to support a claim. (RI.8)

Jane Goodall – A retrospective

http://www.youtube.com/watch?v=LKyrLFyOi04