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4th Quarter, Language Arts 10

0.00 Start Here - English 10

Course Description

The skills and understandings students are expected to demonstrate in this class have wide applicability outside the classroom or workplace.

In this class, students will:

  • undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature and language mediums
  • perform the critical reading necessary to be able to carefully analyze and understand the available information in literature and media
  • actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews
  • demonstrate reasoning and use of evidence that is essential in deliberations

In short, students who meet the the requirements in this class will develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

Class Overview - HOW TO COMPLETE THIS CLASS

It will be necessary for you to read the course lessons to complete the assignments, master the material, and finish the class in a timely manner. If you try to complete the course by using the "assignments" link, you will not be successful. Please view the power point presentation, above, for clarification on how to view and complete the course through the course modules.

REMEMBER TO SCROLL DOWN, ON THE COURSE PAGE, TO VIEW ALL OF THE LESSONS.

WHAT THIS CLASS IS: A .25 credit class to fulfill the English 10 requirement, according to the Utah core graduation requirements.

WHAT THIS CLASS IS NOT: This class is NOT an easy way to get your English credit without doing any real work.

PREREQUISITES

1. 9th grade level reading and writing skills

2. A computer with Internet access

3. A working e-mail address, that does not block our messages with your spam filter

4. Word processing software to type your assignments

5. Course supplies listed at the beginning of each quarter

6. Acrobat Reader, QuickTime reader, and a PowerPoint reader (all available free online)

HOW YOU WILL BE GRADED

Each assignment has a maximum number of points you can earn. You can revise all assignments until you are satisfied with your scores. When you have completed all of the course assignments with 70% accuracy or better, you can take the final exam. Your final grade is determined by the average between the course assignments and the final test. The assignments count as 50% of your final score, and the final exam counts as 50%. If you score below 60% on the final exam, you will not earn credit for the class.

GRADING SCALE

A 90-100

B 80-89

C 70-79

D 60-69

No credit - below 60

FINAL EXAM

When you have finished all the assignments you need for your credit, you will take the final exam under the supervision of an EHS approved proctor.

ABOUT HOMEWORK

Please complete assignments according to the instructions given in each class section. Revise assignments, as necessary, to ensure you are mastering the material and earning the best grade possible.

CLASS PLAGIARISM POLICY

Copying someone else's sentences, phrases or organization of ideas and failing to give credit to the original author is plagiarism. In some papers it is appropriate to quote a short section of someone else's exact words, but when you do, that section needs to be set off in quotation marks or otherwise set apart, and the author identified either in a sentence, or in a parenthetical note. You also need to provide an internal citations to allow readers of your writing to know where facts, figures, and/or ideas, presented in your writing, were learned if you are not the original source of that information. Plagiarism is unlawful and unethical, and against the EHS Honor Code. If you turn in a plagiarized assignment, recourse will be taken by your teacher.

HOW TO TURN IN HOMEWORK

Save all of your work on your own hard drive and in the submission sections of the class. When you turn in your homework, ALWAYS save and keep a copy of it for yourself on your hard drive.

00.01.01 Student Software Needs

 

Students need access to a robust internet connection and a modern web browser.

This class may also require the Apple QuickTime plug-in to view media.

For students using a school-issued Chromebook, ask your technical support folks to download the QuickTime plug-in and enable the plug-in for your Chromebook.

$0.00

00.02 About Me - English 10

teacher-scored 5 points possible 15 minutes

Getting to know you! Copy and paste the following questions between the rows of asterisks below into a word document and answer them accordingly. *******************************************************************

In a numbered LIST, provide the following information:

1. What is your first and last name, parent(s) name(s), and contact information for both you and your parent(s)?

2. Where do you go to school?

3. What is your counselor's full name and email address/contact information?

4. What year will you graduate and have you read the EHS Honor Code and understand that this class needs to be finished within the 10 week limit?

In a few sentences, tell me about yourself being sure to answer the following questions in the process:

          a. Tell me something about yourself.

          b. Why are you taking this class and what do you expect to get out of it?

          c. What is one word that best describes you?

By the way, here is the EHS honor code: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers, and staff with respect."

*******************************************************************

I am excited to get to know you! Grading Criteria:

1. Writing mechanics

2. All requested information is included in your numbered list.

3. You have written the pertinent information (a.b.c.) in your final sentences.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


06.00 ARGUMENTATIVE WRITING - English 10

Argumentative Writing (PERSUASIVE PROPOGANDA VS. PERSUASIVE ARGUMENT)

Materials Needed: Feel free to begin reading the Novels, listed below, right now.

1. Non-Fiction Novel: "The Hiding Place" by Corrie TenBoom

2. Fiction Novel: "Farenheit 451" by Ray Bradbury

3. "Genocide"- The movie (available on Netflix) - see URL link below

4. "The White Rose" - The movie (available on Netflix) - see URL link below

5. Critical thinking brain Grading Criteria: Please refer to the criteria provided, with each assignment, to understand how you will be graded and the level of proficiency that is expected on all of your work.

Class Expectations:

1. Critical thinking

The Objective: This course will help you to choose and decipher the words and the validity of the facts that you, and others, use to argue and persuade and what you choose to be persuaded by. You will also become sensitized to the power that words have had on entire nations and the world at large and the importance of backing up words of argument and or persuasion with facts and not simply emotions.

ARGUMENTATION IS EVERYWHERE! It is easy to forget that we are constantly being influenced to believe one line of thinking or another. Business, politics, entertainment, and interpersonal relationships, all have a persuasive element to them. There is evidence of this phenomenon found in newspapers, magazines, shows, conversations, commercials/ads, and the ever present social media. Each and all have the ability to persuade us to think one way or another.

This course will be focusing on sensitizing you to these influences and the language of persuasion and argumentation and how they relate and differ; illustrating the purposes they serve, and the positive and negative side of persuasive techniques. You will also be required to employ the skills you learn in your own writing, in an effort to persuade others of things your feel are factual, worthwhile, and important. You will be required to do this through the use of appropriate argumentation techniques that are backed with reliable facts. Some words and approaches are more persuasive than others.

The first video in the URL links below, "The Power of Words," illustrates this point. The words of Emily Dickinson aptly captures the essence of this course. A word is dead When it is said, Some say. I say it just Begins to live That day.

*Portions of this lesson are from the Mandel Fellowship Lesson Plans @ academic.kellogg.edu/mandel/McAbee.htm

06.00.01 ARGUMENTATIVE WRITING - English 10

06.01 Give Me An Example

teacher-scored 5 points possible 45 minutes

A Quick Self Evaluation Explain and evaluate the last argument you had with someone by answering the following questions. Copy and paste the following assignment between the asterisks below into a word document and complete it accordingly. ***********************************************************************************************************************************************

What was I thinking with that argument?

1. Was it verbal or in your head?

2. Did you cause it or were you on the defense?

3. What do you feel about it, looking back?

4. Did you say the right things or did you over react?

5. Was it a true 'argument' or just a battle of wills with one person trying to persuade the other to concede to their point-of-view?

*********************************************************************************************************************************************** Grading Criteria: All five questions are answered completely and thoughtfully. SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


06.02 A Teacher's Argument; Punctuation IS Important!

Demonstrate a command of the conventions of standard punctuation usage.

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

PUNCTUATION IS IMPORTANT! Despite what the texting world would have you believe, punctuation is important. The following stories, in the following URL link, are example evidences of this . . .

06.02.01 A Teacher's Argument; Punctuation IS Important!

06.02.02 A Teacher's Argument; Punctuation IS Important!

06.03 A Teacher's Argument; Punctuation IS Important!

teacher-scored 30 points possible 45 minutes

Once you have reviewed the information and played the games in the URLs above, complete the following assignment.

PUNCTUATION IS IMPORTANT! Write a paragraph, or more if needed, explaining your argument from assignment 06.01, that contains the following:

You can add more than the allotted punctuation below, but not less.

Highlight the first four required punctuations.

1. 10 periods

2. 10 commas

3. 5 semi-colons

4. 2 colons

5. All other grammar is in order

Grading Criteria

1. All 27 required punctuation marks are included.

2. The argument is outlined.

3. All other writing mechanics are in order.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 1 of your enrollment date for this class.


06.04 THINK ABOUT THIS #1 - English 10

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

WHAT ARE YOU BEING PERSUADED TO BELIEVE? Watch the video clip listed above; then write a quick note that includes the following:

"The Dog Strikes Back: 2012 Volkswagen Game Day Commercial"

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow up research would be needed to verify the validity of this argument?

5. Rhetoric is the art of effective or persuasive speaking or writing. Explain the purpose of this piece and how rhetoric is used to advance that point of view or purpose.

Label this entry with the video's name followed by your list of answers to the questions above. Save your entries on your hard drive in a document labeled "Think About This," for future submission and grading.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

06.05 Basic Persuasion Techniques - English 10

Demonstrate an understanding of how language functions in different contexts. Determine the meaning of unknown and multiple-meaning words and phrases. Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings. Acquire, and use accurately, a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

How Are We Persuaded?

Persuasive techniques employ several predictable methods. Learning what some of them are can help you understand how to effectively persuade and how to be careful about what is persuading you.

• The PowerPoint, above, illustrates examples of some typical techniques of persuasion. You will be referring back to this power point, throughout the quarter, so save it onto your hard drive to make it readily available. Be sure to label it accordingly.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

06.06 Thinking is Believing - English 10

teacher-scored 100 points possible 120 minutes

Now it is your turn. Complete each of the following steps for full credit. Copy and paste the following assignment between the rows of asterisks below into a word document and complete it accordingly. ***********************************************************************************************************************************************

Analyzing Persuasion

1. Persuasion is All Around You: Use the first worksheet listed above, to evaluate two persuasive influences in your life. They could be commercials, magazine ads, a conversation with a family member or friend, a billboard, etc. Be sure they are two different types of presentations that are unique to your life experiences and not from this class. Once you have chosen two and have the information filled out for each, move on to the second worksheet.

2. Check Their Strategies: Using the second worksheet twice, you will now formerly evaluate the persuasive qualities being presented to you in your chosen situations.

3. Compare The Two: Now use the last worksheet to compare both persuasive situations that you chose.

4. Finally: Write me a short paragraph explaining which of the persuasive situations from above were the most convincing and why?

5. Copy and paste each of the steps and worksheets required in this assignment into one document and submit them together to me for grading.

*********************************************************************************************************************************************** Grading Criteria: All five steps are completed and included. SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


06.07 THINK ABOUT THIS #2 - English 10

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading. WHAT ARE YOU BEING PERSUADED TO BELIEVE? Watch the video clip, above, and write a quick note that includes the following

"Happy Grad"

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow up research would be needed to verify the validity of this argument?

5. Rhetoric is the art of effective or persuasive speaking or writing. Determine the purpose of this piece and how rhetoric is used to advance that point of view or purpose.

Label this entry with the video's name followed by your list of answers to the questions above. Save your entries on your hard drive in a document labeled, "Think About This," for future submission and grading. SAVE ALL OF YOUR WORK FROM THIS QUARTER

06.08 Persuasion Promotes Action - English 10

Demonstrate an understanding of how language functions in different contexts. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Acquire, and use accurately, a range of general academic words and phrases. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

THE DECLARATION OF INDEPENDENCE

When something is promoted as important; then it moves people to take action. This is a key element in the persuasive process. The Declaration of Independence is one of the most famous persuasive documents in America's history. It moved nations and people to take action for one great cause (either for or against). Read the above copy of The Declaration of Independence and think about its meaning and persuasive power.

06.09 Looking Deeper At The Common Place - English 10

teacher-scored 30 points possible 120 minutes

Applying Your Knowledge Re-read The Declaration of Independence before completing the assignment below. Copy and paste the following assignment between the rows of asterisks below into a word document and complete it accordingly. ***********************************************************************************************************************************************

Analyze persuasive techniques using The Declaration of Independence.

Vocabulary

1. List and define ten words found in "The Declaration of Independence" that are unfamiliar to you.

2. After each definition, explain how each is being used in this document to convey the pertinent message. Identifying the Persuasion

3. Using the second worksheet from above, analyze the persuasive qualities found in "The Declaration of Independence" (You can access "The Declaration of Independence," again, in the URL links below).

*********************************************************************************************************************************************** Grading Criteria: All three assignment tasks from above are included and completed with thoughtful detail. Label and save all of your work before submitting it for grading. SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 2 of your enrollment date for this class.


06.09.01 Looking Deeper At The Common Place - English 10

06.10 THINK ABOUT THIS #3 - English 10

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

WHAT ARE YOU BEING PERSUADED TO BELIEVE? Watch the above video clips and write a quick note for each that includes answers to the following questions.

"Green Day - Warning (Official Music Video)" & The Decemberists - "Calamity Song"

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow up research would be needed to verify the validity of this argument?

5. Rhetoric is the art of effective or persuasive speaking or writing. Determine the purpose of this piece and how rhetoric is used to advance that point of view or purpose.

Label this entry with the video names followed by your list of answers to the questions above. Save your entries on your hard drive in a document labeled "Think About This" for future submission and grading.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

06.11 The Subtle, But Significant, Differences Between Propaganda & Responsible Argumentation Used To Persuade - English 10

Demonstrate an understanding of how language functions in different contexts. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Acquire, and use accurately, a range of general academic and domain-specific words and phrases. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

"Persuasion" What is it good for?

Persuasion techniques can be used to persuade people, in great mass, to believe in untrue or even ludicrous notions. One example of this phenomenon from history is the German Holocaust from World War II. The act of manipulating people's opinions, attitudes, beliefs, and actions with words, images, and ideas meant to deceive or control is what we call propaganda. Advertising could be considered a (mild) form of propaganda. Normally there are laws in place to control the level of honesty required by advertising. Complete the following assignments according to their directions and save them for future reference and grading.

Copy and paste the following assignments between the rows of asterisks below into a word document and complete them accordingly. ***********************************************************************************************************************************************

Assignment #1

There are many similarities between honest persuasive argument and persuasive propaganda. Review the power point and url link, below, and take brief notes on the differences you see between honest persuasion and propaganda. Remember that the agenda of the persuader can affect the direction of an argument and turn it into propaganda.

Assignment #2

Using the logical fallacies & propaganda techniques, from the attachments below, write a propaganda filled argument meant to convince people that there should NOT be laws against stealing. This should be a brief one or two paragraph essay. Please understand, I AM NOT CONDONING STEALING. My desire is that you have the opportunity to experience the thought process behind propaganda.

Assignment #3

Propaganda relies on the principles of indoctrination through time and specific techniques. Write one paragraph that explains what you see as the difference between education (exposure to different attitudes and beliefs for the purpose of making informed decisions based on logical thinking) and indoctrination (to imbue with a divisive point of view, opinion, or principle, using manipulation through fear and control as its guiding principles).

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All of the above information and work should be saved in a folder on your hard drive for future use, reference and grading.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

06.11.01 06.11 The Subtle, But Significant, Differences Between Propaganda & Responsible Argumentation Used To Persuade - English 10

06.12 “The great masses of the people will more easily fall victim to a big lie than to a small one.” - English 10

teacher-scored 100 points possible 360 minutes

Critical Thinking For each of the lesson sections below, refer to the URL links following this lesson outline when prompted by the lesson notes. Copy and paste the following assignments between the rows of asterisks below into a word document and complete them accordingly. ***********************************************************************************************************************************************

Assignment #1

Respond, in one paragraph, to the quote that is this lesson's title--“The great masses of the people will more easily fall victim to a big lie than to a small one.” 1.What does this mean to you?

2.Is this true? Why or why not?

Keep that quote in mind as we explore the idea of propaganda further. One of the world's masters of propaganda was Adolf Hitler, the leader of Nazi Germany from 1933 - 1944. The mastermind behind the Holocaust used this concept in his book "Mein Kampf". The Nazis used political propaganda to manipulate schools, the mass media, and the arts. It was a vehicle to indoctrinate and convince the masses to accept the Nazi philosophy.

The following terms are key elements to understanding and identifying propaganda and how it mimics responsible persuasive argumentation techniques, just enough, so as to make them convincing:

1. Scapegoating - blaming others

2. Symbol Manipulation - finding a symbol that could otherwise have a positive connotation and use it to unite groups to your cause.

3. Emotional Appeals - cause fear, frustration, or exuberance to encourage participation in the cause

4. Moral justification/superiority - making people feel they are justified in their actions because of their personal standing in life

5. Convoluted Reasoning - confusing the real purpose for the actions

6. Bandwagon - following the crowd - Vote for candidate A, everyone is.

7. Testimonial - endorsement by celebrity - The President thinks the V.P. is doing a great job.

8. Glittering Generalities - broad and vague statements - The US is doing that in the interest of peace and prosperity.

9. Plain folk - pretend to be one of the common people - I'm the working man's friend.

10. Card stacking - presenting only one side of the issue - Capital punishment is morally wrong and 90% of the countries of the world do not practice it.

11. Name calling - give the opposition a bad name - He's un-American.

12. Transfer - use symbols to accomplish purposes for which they were not intended - Put picture of Uncle Sam next to a candidate.

Assignment #2

Written Response Compare the list above to responsible argumentation. Write a paragraph or two that compares their similarities and differences. List each of the techniques from above, 1-12, and follow each with what you think would be an ethical argumentation technique alternative.

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Illustrative Examples:

The Nazi party mastered the art of manipulation through their use of propaganda.

View, read, and watch the following materials from the URL links below and contemplate their core purposes. These are authentic materials used during the Nazi reign and shared with the German public widely and freely during WWII Europe.

They were used in an effort to gain the fear, support and sympathies of the German people. *The Poisonous Mushroom *The Jewish World Plague *The Eternal Jew *German Propaganda Explanation

*Pastor Martin Niemoller quote (The Nazi party enslaved, persecuted, and killed other groups of people, in addition to the Jews, but for the purposes of this course we will keep it narrowly focused.)

Audio/Visual As you noticed, from the above reading of "The Poisonous Mushroom," the propaganda was not simply directed toward the adult population. The German children and youth were enlisted in the "patriotic" effort in a "club-like" fashion.

The following video found in the URL links below, chronicles the rise, fall, purpose, and effects of the Hitler Youth. Be aware there is some harsh language in the following video. *Heil Hitler!: Confessions Of A Hitler Youth (HBO Movie) Copy and paste the following assignments between the rows of asterisks below into a word document and complete them accordingly.

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Assignment #3

Critical Thinking

Think of possible themes you saw in the above materials and respond to the following.

1. What propaganda techniques were used in each? From the presentations above, make a list of three techniques used in EACH, and an explanation of how and for what purpose they are being used.

2. On your own from documented, outside sources, find five examples of Nazi propaganda and determine the propaganda techniques being used. List what you find with a reference for each and explain each example.

Assignment #4

To more fully understand the breadth of destruction caused by and the concepts perpetuated by propaganda by the Nazi party, rent and view the film "Genocide" (it is available on "Netflix").

It is an award-winning documentary about the German Holocaust of W.W.II. This film contains some violence and adult themes pertaining to the topic at hand. If you would like to avoid viewing the war crimes, simply watch the first half of the video and stop it at about 45 min. That is the portion of the film that addresses the propaganda issues most thoroughly. The rest chronicles the war at large.

"Genocide"

Written Response 1.

Make a list of ten instances where propaganda techniques were employed by the Nazi regime using the resources from above.

Please give specific examples of each technique you point out.

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Personal Responsibility

An educated citizen’s duty in a democratic society is to be able to evaluate the validity of information presented.

Assignment #5

To summarize this lesson, write a one-page essay that explains the following four points.

• propaganda and its purpose

• fallacies in logic and persuasive appeals presented through propaganda

• how images and symbols can affect ones point of view

• analyze the power of the masses.

Include everything from the list below in your final submission for this assignment.

Final Submission Inclusions:

a. assignments #1, #2, & #3 - lesson 06.11 " The Subtle, But Significant Differences . . . " b. assignments #1, #2, #3, #4, & #5 - lesson 06.12 (this lesson/activity) "The great masses . . . "

Grading Criteria:

1. All questions are answered completely with included references for factual material. 2. Writing assignments are organized logically. 3. All writing is free of mechanical errors.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

 

Pacing: complete this by the end of Week 3 of your enrollment date for this class.


06.12.01 “The great masses of the people will more easily fall victim to a big lie than to a small one.” - English 10

06.13 THINK ABOUT THIS #4 - English 10

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading. WHAT ARE YOU BEING PERSUADED TO BELIEVE? Watch the video clip above and write a quick note that includes the following.

"Midnight Oil - Beds Are Burning"

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow-up research would be needed to verify the validity of this argument?

5. Rhetoric is the art of effective or persuasive speaking or writing. Determine the purpose of this piece and how rhetoric is used to advance that point of view or purpose.

Label this entry with the video's name followed by your list of answers to the questions above. Save your entries on your hard drive in a document labeled "Think About This" for future submission and grading.

06.14 Hiding But Fighting - English 10

teacher-scored 100 points possible 360 minutes

9-10R15 Reading - "The Hiding Place"

Hiding in plain view, was the name of the game for some citizens involved with the resistance against Nazi Germany. Read the following book and respond to the following prompts. Include the page number of where you found each of your answers in the book.

"The Hiding Place" Using the link below you can find the book at Barnes and Noble, Amazon.com, Or, you should be able to check this out at your local or school library.

Copy and paste the following assignment between the rows of asterisks below into a word document and complete it accordingly. ***********************************************************************************************************************************************

"The Hiding Place" - Answer each prompt.

1. Provide 5 examples of German propaganda being perpetuated, ignored, or fought against by the people in the story? (Provide the details of the referential material and page number from the book for each of your examples.)

2. Give 5 examples, from this story, of how the hero or heroines fight against the lies and cruelty they face with facts, evidence, and action? (Provide the details of the referential material and page number from the book for each of your examples.)

3. Give 2 examples of themes that are developed in this book. Include references to particular sentences, paragraphs, or larger portions of the text to substantiate your claims (always provide the page numbers).

*********************************************************************************************************************************************** Reading - "Farenheit 451"

"Bradbury's primary theme in Fahrenheit 451 is the importance of independent thought and intellectual freedom. He sees reading as a key method of cultivating intellectual curiosity. Books confront readers with a variety of conflicting opinions and ideas forcing them to think for themselves. "Bradbury portrays an over-dependence on technology as a threat to intellectual development. Montag's escape from the supposedly infallible Mechanical Hound shows that an active human mind is superior to even the best technology."

*Beacham's Guide to Literature for Young Adults, ©1999 Gale Cengage. Use the link below for eNotes.

Read the following book and respond to the following prompts. Include the page number for where you found each of your responses. "Farenheit 451", using the links below you can find the book at Amazon, Barnes and Noble, or at the library.

Copy and paste the following assignment between the rows of asterisks below into a word document and complete it accordingly. ***********************************************************************************************************************************************

"Farenheit 451" - Answer each prompt

1. Document 5 examples of how critical thinking is being threatened in this story. Answer the following prompt after completing the reading of the entire book.

2. Make a list of ten events in America's current events or past history that have hampered the free, critical thinking of individuals or groups.

*********************************************************************************************************************************************** Include everything from the list below in your final submission for this assignment.

Final Submission Inclusions:

a. All answers are included with references to pages and chapters.

b. Answers are labeled, numbered, and answered completely.

Grading Criteria:

1. questions are labeled, numbered, and answered completely.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 5 of your enrollment date for this class.


06.15 The Power of Truth - English 10

teacher-scored 100 points possible 300 minutes

9-10R13 A Quick Review

*Review the Persuasion Techniques PowerPoint found above to help you compare the proper persuasive argumentation techniques to propaganda.

Argumentation techniques can be honestly and responsibly employed but too often, when coupled with manipulative information they morph into propaganda. It is important to understand the difference between the two if you are to persuade and argue in an ethical manner.

Let's consider a comparison of the two.

1. Propaganda utilizes coercive tactics to convince people to believe a one-sided message, while argumentation asks the audience to inform themselves and presents both sides of the issue with referential, factual material provided for further study and decision-making.

2. Propaganda uses blatant statements without providing sufficient evidences to support the argument, while argumentation is backed up with information and documented, checked facts.

3. Propaganda employs an emotional and time sensitive appeal to urge people's decisions before they have time to research a topic on their own, while argumentation asks people to be involved in a more thoughtful process of decision-making based on their own ability to reason.

4. Propaganda is aimed to make a 'selfish will' come about, while persuasion is working to see the 'truth be discovered.' 5. Propaganda CANNOT stand up to SCRUTINY, persuasive truth in argumentation CAN!

In response to the propaganda used in Nazi Germany during W.W.II other groups used more direct, honest, and persuasive techniques to try to bring an end to the atrocities being perpetuated by the German regime.

Watch the movie "Sophie Scholl: The Final Days" about The White Rose, listed in the URLs below. You can find this movie through Netflix. Resistance to Germany’s propaganda The White Rose used accurate reporting and communication against the wishes of Nazi Germany to help bring an end to WWII.

Move on to the following activities. For each of the following noted sections, refer to the URL links below to complete the activities. Copy and paste the following assignments between the rows of asterisks below into a word document and complete them accordingly.

*********************************************************************************************************************************************** Assignment #1 - Writing Assignment:

While you view the movie, make a list of at least 3 of the honest persuasive techniques used by the heroes and heroines in the story. How do their tactics differ from the Nazi regime and its followers as depicted in the show?

Assignment #2 - Thinking Assignment

Below, in the URLs, are copies of the leaflets published by The White Rose resistance. Read each of them.

Assignment #3 - Writing Assignment:

Think about and write one sentence for each leaflet that explains what each leaflet argues. Label all of your notes, clearly, with the title of each leaflet. Leaflet #1 Leaflet #2 Leaflet #3 Leaflet #4 Leaflet #5 A Call To All Germans Leaflet #6 Fellow Fighters In The Resistance

*The additional sites found in the URLs contain important background and additional information about The White Rose Resistance group for your personal study. See below URL links labeled "Additional White Rose Info.". Assignment #4 - Writing Assignment:

You have studied the story of "The White Rose" through two different mediums, visual (the film) and written (the documents and historical account). Write a short analysis of how the rebellion was represented in each type account (film vs. written). What is absent and present in each treatment of the story and why is this significant or not? Make sure you use specific references to each source to substantiate your claims.

*A Side Note The White Rose used an underground newspaper to expose the truth and undermine the propaganda and fear that gripped Germany and the world during WWII. "Despite the capture and execution of the group's leaders, the White Rose had the last say against Nazi Germany. The organization's final leaflet was successfully smuggled out of Germany and received by the Allies. Printed in large numbers, millions of copies were air-dropped over Germany by Allied bombers.

With the war's end in 1945, the members of the White Rose were made heroes by the new Germany and the group came to represent the people's resistance to tyranny. Since that time, several movies and plays have portrayed the group's activities."

***********************************************************************************************************************************************

Deciphering between propaganda and persuasion. You are now to make a comparative survey of the same news event as presented by two different sources: newspapers, television stations, etc. Copy and paste the following assignments between the rows of asterisks below into a word document and complete them accordingly.

*********************************************************************************************************************************************** Assignment #5 - Writing Assignment:

Consider the same news story presented by CNN and FOX or a story reported by a Democratic oriented paper and a Republican oriented paper OF YOUR CHOOSING. Label the news topic and provide documentation or a link for each of the stories discussing that topic. Provide THREE versions of the same story from different news sources through links.

For EACH of the stories identify the following:

• Is it a news story (objective reports of facts) or an editorial (an opinion)? • Identify the five W’s and H. (Who, What, Why, When, Where and How)

• Identify any possible biases in these reports.

• Determine what facts are emphasized and if facts are omitted.

• Determine if any propaganda techniques were used and how as well as what ethical persuasive techniques are used and how.

• Recognize if conclusions were drawn and if they were logical.

• Decide if the story is pure objective news or does it contain any biases?

Ethical journalism is a productive way to resist and uncover propaganda with the use of honest persuasive techniques. If is it used ethically, it can be an avenue to promote honest persuasion and open discussions about important issues. Combine all of the written portions of this activity into one document and appropriately label each section.

*********************************************************************************************************************************************** Include everything from the list below in your final submission for this assignment.

Final Submission Inclusions:

a. Complete and include all five assignments from above, labeled and numbered.

Grading Criteria:

1. All questions are given complete answers that address all of the requested points from assignments #1 - #5

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 6 of your enrollment date for this class.


06.15.01 The Power of Truth - English 10

06.16 THINK ABOUT THIS #5 - English 10

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

WHAT ARE YOU BEING PERSUADED TO BELIEVE? Watch the following video clips and write a quick note about each one that includes the following.

"Coca-Cola Happiness Truck" And "Coca-Cola Happiness Machine"

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow up research would be needed to verify the validity of this argument?

5. Rhetoric is the art of effective or persuasive speaking or writing. Determine the purpose of this piece and how rhetoric is used to advance that point of view or purpose.

Label this entry with the video's name followed by your list of answers to the questions above. Save your entries on your hard drive, in a document labeled "Think About This" for future submission and grading. SAVE ALL OF YOUR WORK FROM THIS QUARTER

07.00 Put your knowledge where your pen is - English 10

The Power Of A Strong Argument

News media has the power to argue, inform, and expose the truth in a persuasive manner through the use of ethical investigation and reporting techniques.

By coupling ethical Journalism and argumentation techniques, reporters are able to inform and educate the public. You will now have the opportunity to implement ethical argumentation skills through ethical journalistic writing.

07.01 Ethics in Journalism - English 10

Gain a thorough understanding of the ethics involved in argumentative writing. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization. Integrate and evaluate information presented in diverse media and formats. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning. Conduct short as well as more sustained research projects. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

Ethics in Journalism

It may seem like journalists can write whatever they please about a particular topic, and some do, based on our American "freedom of speech." That is an easy assumption to make but it is not entirely true. Ethics in journalism is a code of conduct that keeps reporters moving in an honest direction with their reporting and careers. A quality journalistic piece of writing employs the ethics that surround the profession to help ensure that news, ideas, events, thoughts, and opinions are substantiated by facts and truths.

The following readings and assignment will teach you some of the commonly accepted ethics rules that directly affect the work of a journalist.

Review the information, in the below listed URLs, to better understand the ethics meant to govern Journalism

1. Introductory article

2. The New York Times Ethics Code (scroll below the beginning list)

3. The New York Times Ethics Code; A Summary

07.01.01 Ethics in Journalism - English 10

07.02 THINK ABOUT THIS #6 - English 10

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

Watch the first two video clips listed above and write a quick note about each one that includes the following.

"Invisible Children"

Read the following corresponding article. "Kony 2012, the sequel" in Politico

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow up research would be needed to verify the validity of this argument?

Now watch the follow-up videos listed above. You can find it through the third or fourth link listed above. Answer the following questions once you have read and watched all of the above material.

Follow up #1

Follow up #2

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow up research would be needed to verify the validity of this argument?

Label this entry with the video names followed by your list of answers to the questions above. Save your entries on your hard drive, in a document labeled "Think About This," for future submission and grading.

07.03 Let's Talk Ethics - English 10

teacher-scored 60 points possible 60 minutes

Gaining Knowledge Copy and paste the following assignments between the rows of asterisks below into a word document and complete them accordingly. *********************************************************************************************************************************************** Ethics Review

Review the lesson attachments and links. Complete all parts of this assignment according to the instructions given in the following assignments.

*Introductory article

*The New York Times Ethics Code (scroll below the beginning list) - Pdf. above

*The New York Times Ethics Code; A Summary

*Read Bob Steele's following article: Doing Ethics: "Ask Good Questions to Make Good Ethical Decisions"

Assignment #1

A. List ten facts you learned from the "Introductory Article", Society of Professional Journalism article (1st URL below at the bottom of the lesson).

Assignment #2

B. Summarize ten of your favorite points made in the other articles listed (the pdf. at the top of the lesson & the 2nd & 3rd URLs below and linked at the bottom of the lesson).

*New York Times code of ethics

*The New York Times Ethics Code; A Summary

*Bob Steele's article: Doing Ethics: "Ask Good Questions to Make Good Ethical Decisions" article.

Assignment #3

C. Next, list at least ten of the questions Mr. Steele says journalists should consider. Choose a topic to write your news article about and answer Steele's questions, in regard to your news story topic. Be sure to read the examples at the end of the article.

*********************************************************************************************************************************************** Final Final Submission Inclusions:

a. Complete and submit the three assignments from above.

Grading Criteria:

1. Writing mechanics are correct

2. Assignments are complete

3. URLs are reviewed thoroughly, according to instructions

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 7 of your enrollment date for this class.


07.03.01 Let's Talk Ethics - English 10

07.05 Investigative News Writing - English 10

teacher-scored 100 points possible 90 minutes

9-10SL1 9-10SL1c 9-10SL1d News Writing Prep.

Read and refer to the above news writing tutorial power point to better understand the structure of writing informative and fair news articles.

Writing Assignment #1

Using the URL links below, read three different news articles from the listed school newspapers and analyze how well the students conformed to the rules of news writing. Provide the name of the school newspaper, the articles, and the student writer as the title for each paragraph analysis.

Writing Assignment #2

Read three different types of news articles from your local paper. Analyze the news writing style and critique the effectiveness. Provide the names of the newspapers, articles, and the authors. I would also like the publication date. Your analysis should be at least one paragraph for each article.

The Steps of News Writing

Writing "news" can be very challenging. It needs to be gripping yet to the point. It needs to engage your readers but be quickly informative. Review the above power point presentation, once again, to better understand how to bring all of these news writing elements together then carefully begin the steps below for writing a news article of your own. After you have carefully worked through all of the news writing material above, begin your own writing by following the steps below. Copy and paste the steps and writing activities between the rows of asterisks below into a word document and respond to them accordingly. **********************************************************************************************************************************************

Step One - Choose an event you can investigate on your own, in your own community, and employ the news writing techniques above to first write an outline, that includes the following elements:

a. CPR elements outlined

b. A lead statement written out

c. Answers to the five Ws & H

d. A concluding paragraph

Step Two - Investigate your story further by doing the following:

1. Gather facts that can be documented, using sources that can be quoted.

2. Make a list and document at least five sources or facts relating to your article's topic.

Step Three - Write a headline that quickly explains the basic story without all of the details. Read a few news articles to get a feel of how to do this. Use your lead from your initial outline and refine it to create a concise headline that will attract readers to your article. It needs to be VERY brief. Submit this with the information from steps one and two to me for approval.

Step Four - Once I have approved your outline, research, and headline, go ahead with the writing of the body of your article. Make sure you are not copying a news event you have seen in the headlines. This needs to be your own investigative/reporting work. Include supporting evidence and documentation for the evidence. This is about the facts you have found NOT about your opinion. Submit your article and I will give you the needed feedback and allow you opportunities to revise it until it is ready for 'publication'.

*********************************************************************************************************************************************** Final Submission Inclusions:

a. Writing assignment #1

b. Writing assignment #2

c. All four steps of the news writing are completed and approved by me accordingly d. final article is revised and ready for publication

*All of these parts must be included for full credit.

Grading Criteria:

Category Standards
Introduction & organization Introduces precise, knowledgeable claim, establishes significance, distinguishes from opposing or alternate claims, and sets up logical organization of claims, counterclaims, reasons and evidence
Development of ideas and content Develops claims and counterclaims fairly and thoroughly, supplies most relevant data and evidence, points out strength and limitations in discipline-appropriate form, anticipating audience knowledge, concerns, biases and values, using credible sources
Development of relationships, cohesion and flow Uses words, clauses and phrases, as well as varied syntax, to link major sections of the text, create cohesion and clarify the relationships between claims and reasons, claims and counterclaims, reasons and evidence.
Word choice, style and tone Establish and maintain a smooth, formal style and objective tone while attending to the norms, vocabulary and conventions of the discipline for which they are writing
Conclusion Provide a concluding statement or section that follows from and supports the argument presented, while providing a sense of confident closure, beyond just repetition of earlier statements
Conventions and language skills Has few or no errors in conventions, grammar or usage; uses parallel structure and variety in sentences, phrases and clauses

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 7 of your enrollment date for this class.


07.05.01 Investigative News Writing

Feel free to peruse this site and read all of the interesting student writing it contains.

07.06 Column Writing - English 10

teacher-scored 100 points possible 90 minutes

9-10SL1 9-10SL1c 9-10SL1d Column Writing Prep.

Column Writing could be compared to narratives that have a point and are backed with facts as well as personal experiences. The following links will give you a framework for this type of writing. You may also wish to read columns from your local paper to get a grasp on this type of writing.

Writing Assignment #1

Outline six key points to column writing based on the URL links to column writing tips, below. Read 3 different columns from the school newspapers listed in the URLs and analyze how well the students conformed to the rules of column writing. Provide the name of the school paper, the articles, and the student writers as the title of each of your article analysis.

Writing Assignment #2

Read three different types of columns from your local paper. Analyze the column writing style and critique the effectiveness. Provide the names of the newspapers, articles, and the authors as your title for each analysis paragraph. I would also like the publication date. Your analysis should be at least one paragraph for each article.

After you have carefully worked through all of the column writing material above, begin your own column writing by following the steps below. Copy and paste the steps and writing activities between the asterisks below into a word document and respond to them accordingly.

***********************************************************************************************************************************************

Step One Choose a topic of public interest to write about.

Step Two

Gather sources that can be documented and/or quoted as factual evidence to back up your article.

Step Three

Employ the column writing techniques, covered above, to write an outline.

Step Four

Submit the above portion for approval and grading. Once I have approved your topic, sources, and outline, write your article. Make sure you are not copying a story from any other source. This needs to be your own column writing.

Submit your completed article and I will give you the needed feedback on this article and allow you opportunities to revise it until it is ready for 'publication' in our school paper.

 

***********************************************************************************************************************************************

Final Submission Inclusions:

a. Writing assignment #1

b. Writing assignment #2

c. All four steps of the column writing are completed and approved by me accordingly

d. Final article is revised and ready for "publication"

*All of these parts must be included for full credit.

Grading Criteria:

Category Standards
Introduction & organization Introduces precise, knowledgeable claim, establishes significance, distinguishes from opposing or alternate claims, and sets up logical organization of claims, counterclaims, reasons and evidence
Development of ideas and content Develops claims and counterclaims fairly and thoroughly, supplies most relevant data and evidence, points out strength and limitations in discipline-appropriate form, anticipating audience knowledge, concerns, biases and values, using credible sources
Development of relationships, cohesion and flow Uses words, clauses and phrases, as well as varied syntax, to link major sections of the text, create cohesion and clarify the relationships between claims and reasons, claims and counterclaims, reasons and evidence.
Word choice, style and tone Establish and maintain a smooth, formal style and objective tone while attending to the norms, vocabulary and conventions of the discipline for which they are writing
Conclusion Provide a concluding statement or section that follows from and supports the argument presented, while providing a sense of confident closure, beyond just repetition of earlier statements
Conventions and language skills Has few or no errors in conventions, grammar or usage; uses parallel structure and variety in sentences, phrases and clauses

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 8 of your enrollment date for this class.


07.06.01 Column Writing - English 10

07.07 Editorial Writing - English 10

teacher-scored 100 points possible 90 minutes

9-10SL1 9-10SL1c 9-10SL1d Editorial Writing Prep.

You will be writing an editorial in this lesson, so you need to learn as much as you can about this type of writing process. Read the information on the following sites and view the slide show, listed in the URLs below, to learn all you can about writing editorials.

Writing Assignment #1

Read 3 different editorials from a school newspaper and analyze how well the students conformed to the rules of editorial writing based on what you learned in the URLs below. Provide the name of the newspaper, the article, and the student writer as the title of your one paragraph analysis.

Writing Assignment #2

Read three different types of editorials from your local paper. These are not to be confused with letters to the editor. Analyze the editorial style and critique the effectiveness. Provide the names of the newspapers, articles, and the authors. I would also like the publication date. Your analysis should be at least one paragraph for each article. Remember, you are analyzing the writing style and effectiveness, based on what you have learned in this course.

After you have carefully worked through all of the editorial material, above, begin your own editorial writing. Why Editorials? Editorials are written for a number of reasons. Some of the purposes in writing an editorial are to present a call to action or to pay tribute.

Sometimes opinion writers use satire to poke fun of issues. After reviewing this unit's materials, regarding editorial writing, write an editorial, on any topic of your choice, using one of the purposes above: Satire, tribute, or call to action, keeping in mind to utilize ethical persuasive techniques to avoid the digression into propaganda like writing.

For the purposes of this assignment, please keep your article as a general opinion and not personal. You can do this best by focusing on verifiable facts, personal experiences of others; that can be documented, supportive examples, and by avoiding personalized pronouns like “I”. You also will need to present an honest representation of both sides of the issue, as a way to balance the scales and effectively support your argument. You may even find that your stand changes as you investigate the facts thoroughly, from both sides.

Go ahead with your editorial writing activities below.

Copy and paste the steps and writing activities between the rows of asterisks below into a word document and respond to them accordingly.

***********************************************************************************************************************************************

Step One Choose a topic/general public opinion to research.

Step Two Document the facts and sources you will be using for this article. Make sure they are reliable and quotable.

Step Three Employ the editorial writing techniques, that you learned above, to write an outline of your article. Include where you will include the documented facts and quotes.

Step Four Submit all of the steps above, for approval.

Once I have approved your topic, sources, and outline, write your article. Make sure you are not copying an editorial you have seen somewhere else. This needs to be your own research work. Submit your completed article and I will give you the needed feedback and allow you opportunities to revise it until it is ready for "publication".

***********************************************************************************************************************************************

Final Submission Inclusions:

a. writing assignment #1

b. writing assignment #2

c. all four steps of the editorial writing are completed and approved by me accordingly

d. final article is revised and ready for publication

*All of these parts must be included for full credit. Grading Criteria:

Category Standards
Introduction & organization Introduces precise, knowledgeable claim, establishes significance, distinguishes from opposing or alternate claims, and sets up logical organization of claims, counterclaims, reasons and evidence
Development of ideas and content Develops claims and counterclaims fairly and thoroughly, supplies most relevant data and evidence, points out strength and limitations in discipline-appropriate form, anticipating audience knowledge, concerns, biases and values, using credible sources
Development of relationships, cohesion and flow Uses words, clauses and phrases, as well as varied syntax, to link major sections of the text, create cohesion and clarify the relationships between claims and reasons, claims and counterclaims, reasons and evidence.
Word choice, style and tone Establish and maintain a smooth, formal style and objective tone while attending to the norms, vocabulary and conventions of the discipline for which they are writing
Conclusion Provide a concluding statement or section that follows from and supports the argument presented, while providing a sense of confident closure, beyond just repetition of earlier statements
Conventions and language skills Has few or no errors in conventions, grammar or usage; uses parallel structure and variety in sentences, phrases and clauses

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 8 of your enrollment date for this class.


07.07.01 Editorial Writing - English 10

How to Write an Editorial

What is an editorial:

An editorial is one of the writing styles used to express an opinion or reaction to timely news, event or an issue of concern. Most editorials are used to influence readers to think or act the same way the writer does.

Not all editorials take sides on an issue but have one of the following four purposes:

1. Inform: The writer gives careful explanations about a complicated issue.

2. Promote: Writer tries to promote a worthy activity. Get the reader involved.

3. Praise: The writer praises a person or an event.

4. Entertain: The writer encourages or entertains the reader about an important issue.

Steps to writing your editorial:

Selecting: Choose an issue

~ Your editorial could be about how the readers could help the environment,inform the public about a particular endangered species, praise an effort by a group who has helped to take an endangered animal off of the endangered species list, or any other idea that can be used as an editorial.

First, check with your teacher to make sure it is an acceptable article.

Collecting: Gathering Support

~ Gather as many details to convince others about your opinion (use Cornell Notes). (Facts or evidence, written statements from sources or authorities in the subject (experts), comparisons to similar situations to support your argument, pictures or images that strengthen your argument, be able to counter argue your opponents on this issue.) Connecting: Remeber to brainstorm before you write the first draft

~ Body should have clear and accurate details and examples. Give strong arguments in beginning of editorial and at the end. Show the opposing arguments and their weaknesses (paragraph 2). Offer a solution at the end. Do not be wishy washy. Stick to your argument or opinion.

Correcting: Getting it right

~ Your editorial should be clear and forceful. Avoid attacking others, do not preach, paragraphs should be brief and direct. Give examples and illustrations (quotes give strength). Be honest and accurate.

Sample of what could go into the five paragraph editorial:

The thesis statement should include an explanation of the other side of the issue and use examples and reasons to support your point of view. The last paragraph should restate your thesis statement and end on a positive note: Sebranek, Meyer and Dave Kemper. The Write Source 2000. Burlington: Write Source Educational Publishing House, 1990

07.09 And the point is? An Argument For Argument - English 10

teacher-scored 100 points possible 120 minutes

Why Argument? Final Assignment and Justification We have discussed the importance of argumentation and the ethical use of information in this process of communication. The following document will illustrate further the academic importance of the skill you have been learning & practicing throughout this course.

Complete the following activities using the attached article, above.

1. Read the attached "Argument" article

2. Summarize the article using an organized, easy to understand, note-taking system.

3. Create an 'argument for argument,' based on this course's materials and the facts presented in this article. In other words, you will need to write and argument paper that explains why argument writing is important. (Provide proper documentation in support of your claims, with name and page references for each of your sources. You are welcome to use the article I provided above but you will need to find two other sources on your own and provide the proper reference information for all of your sources)

4. Revise your work and submit a finalized copy for grading along with your notes from the article and any drafts you went through to get to the final version of this argument essay.

Final Submission Inclusions:

a. Notes and summary from reading the above article on "argument"

b. Your "argument for argument" essay

c. Supporting evidence and proper documentation of two other sources

d. All drafts are included and clearly titled as drafts or final draft

*All of these parts must be included for full credit.

Grading Criteria:

Category Standards
Introduction & organization Introduces precise, knowledgeable claim, establishes significance, distinguishes from opposing or alternate claims, and sets up logical organization of claims, counterclaims, reasons and evidence
Development of ideas and content Develops claims and counterclaims fairly and thoroughly, supplies most relevant data and evidence, points out strength and limitations in discipline-appropriate form, anticipating audience knowledge, concerns, biases and values, using credible sources
Development of relationships, cohesion and flow Uses words, clauses and phrases, as well as varied syntax, to link major sections of the text, create cohesion and clarify the relationships between claims and reasons, claims and counterclaims, reasons and evidence.
Word choice, style and tone Establish and maintain a smooth, formal style and objective tone while attending to the norms, vocabulary and conventions of the discipline for which they are writing
Conclusion Provide a concluding statement or section that follows from and supports the argument presented, while providing a sense of confident closure, beyond just repetition of earlier statements
Conventions and language skills Has few or no errors in conventions, grammar or usage; uses parallel structure and variety in sentences, phrases and clauses

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 9 of your enrollment date for this class.


07.10 THINK ABOUT THIS #7 - ENGLISH 10

*All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

WHAT ARE YOU BEING PERSUADED TO BELIEVE?

Watch the following video clips and read the corresponding write-ups before writing a quick note, about each one, that includes the following.

"Five Songs That Were Political Statements!" Answer the following questions for each of the write-ups while you are reading and watching all of the above material.

1. What are you being persuaded to believe?

2. How are you being persuaded?

3. Is this effectively persuasive and why or why not?

4. What follow up research would be needed to verify the validity of these arguments?

5. Determine the meaning of words and phrases that are used in the songs, and what connotative, figurative, and technical language is being used to convey the intended message? How does this language differ from ordinary daily language and what needs to be understood to get the message that is intended?

Label this entry with the video's name followed by your list of answers to the questions above. Save your entries on your hard drive in a document labeled "Think About This" for future submission and grading.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

07.10.01 THINK ABOUT THIS #7 - ENGLISH 10

teacher-scored 132 points possible 240 minutes

NOW! - COMBINE ALL OF YOUR "THINK ABOUT THIS" ASSIGNMENTS (A TOTAL OF 7), INTO ONE DOCUMENT AND SUBMIT THEM FOR GRADING.

MAKE SURE THEY ARE EACH LABELED WITH THE PROPER ARTICLE(S) AND/OR VIDEOS THEY DEALT WITH AS WELL AS THE ASSIGNMENT NAME AND NUMBER.

Final Submission Inclusions:

a. All 7, completed, "Think about This" write-ups

Grading Criteria:

1. All write-ups are completed according to directions.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 9 of your enrollment date for this class.