Unit 9.4: It’s a Matter of Opinion – WEEK TWO

Mr. Suarez – 9th Grade

Last week…

Unit 9.4: It’s a Matter of OpinionUnit Summary

• Unit Summary: In this unit, we will develop an understanding of the structure and elements of persuasive text. We will focus our attention on the different types of persuasive techniques used in a variety of texts. We will use authentic texts to determine the components, structure, and purpose of persuasive writing as we begin to create our own persuasive writing pieces using the writing process.

• • Unit Goal: We will leave the class able to use our

learning of how to evaluate and produce persuasive text to appropriately respond to persuasion in our lives.

Important Ideas

• Literature both reflects and contributes to knowledge.

• Persuasive writing must be organized in a way that succinctly supports the writer’s assertion.

• Deliberate word choice positively impacts persuasive writing.

• Persuasive writing has power and can affect lives and viewpoints.

Important Questions

• In what ways does literature contribute to our understanding of the world?

• How are persuasive essays organized and supported?

• How does word choice impact writing? • Why is it important to be able to read and

produce persuasive writings?

Important Words (Vocabulary)

FIND DEFINITIONS (10 points)Propaganda Editorial Advertisement Persuasion Audience Pathos Claim, thesis statement

Unit 9.4: It’s a Matter of OpinionDAY ONE

• OUR OBJECTIVE TODAY: After presenting examples of persuasive texts and identifying the “authors argument” the student will find an example of a persuasive piece to identify persuasive elements

Unit 9.4: It’s a Matter of OpinionDAY ONE

FIRST QUESTIONS:• In what ways does literature

contribute to our understanding of the world?

• How are persuasive essays organized and supported?

Week Two…

How are persuasive essays organized and supported?

• 1. The students will create scrapbooks that show examples of persuasive texts including advertisements, commercials, speeches, etc.

• 2. Students will identify and discuss effective persuasive techniques evidenced in the examples they locate.

• 3. Students will write a paragraph to go along with each item to discuss how and where the examples show evidence of the persuasive features, as well as to discuss the author’s purpose. The paragraph can also include their opinions on the effectiveness of the examples and should include specific examples that support, clarify, or justify the comments made.

• 4. DUE MONDAY, JANUARY 30, 2016

9th Grade Performance Task: Persuasion Scrapbook

9th Grade Performance Task: Persuasion Scrapbook

Persuasive Essay Structure:When you’re trying to convince your audience of an idea or

argument

Analyzing an Argument

• What is an “argument”? ASK ME!• Analyzing an argument requires you to

find the 3 parts of an argument: 1)the ARGUMENT 2)the CLAIMS 3)the EVIDENCE

Analyzing an Argument Step #1: Determine the author’s argument.

1) To find the argument, first look at the TITLE of the text. Titles usually indicate the writer’s purpose/position. Some argument writers may state the argument in the title and NOT state it anywhere else.

2) If you can’t find it in the TITLE, look in the INTRODUCTION paragraph (usually near the end). *Note: sophisticated writers sometimes do not state their argument until the end.

3) If you can’t find it in the INTRODUCTION, look in the CONCLUSION paragraph.

Analyzing an Argument Step #2: Determine the argument’s reasons (claims)

1) Generally, each claim is addressed in a different body paragraph of the text. If there are 4 body paragraphs, there are 4 different claims. If there are 3 body paragraphs, there are 3 different claims.

2) To find a claim, look for the MAIN IDEA SENTENCE of each body paragraph.

3) Main idea sentences can be found at the beginning, middle, or end of each body paragraph OR may be unstated, so it may have to be INFERRED (you may have to put it in your own words rather than copy word-for-word from the text). Ask yourself, “What is this entire paragraph about?”

4) If an article uses SUBHEADINGS, you can use those to guide you toward each CLAIM. Subheadings will reveal a general subject that can help you determine the claim.

Analyzing an Argument Step 3: Determine the evidence that supports the author’s claims.

1)To find evidence, look for the supporting details in each paragraph that support the claims (main ideas).

2)The evidence will be very specific facts and statements that further explain the claims.

HOMEWORK: PERSUASION IS ALL AROUND YOU

FRIDAY – 10 points • You might be surprised at how many people and businesses are trying to

convince you to do things every day. You only have to watch commercials, read the paper, look at the ads in your magazines, or read the billboards as you’re driving home to see that persuasion is all around you.

• for your homework TOMORROW find a persuasive piece to bring to or share about in class. It can be an article in the newspaper, a letter to the editor, a movie or book review, a commercial, or an advertisement in a magazine or newspaper. Once you have found your persuasive piece, answer the questions below.

• 1. Where did you find your persuasive example?

________________________________________ • 2. Who is trying to persuade you?

___________________________________________________ • 3. What are they trying to persuade you to do?

________________________________________ • 4. Do you think their argument is convincing? Why or why not?

_____________________________

Unit 9.4: It’s a Matter of OpinionDAY TWO

• Now that we have introduced the unit by presenting examples of persuasive text and media and discussing claims (reasons), we will debate or discuss whether or not the claims in the texts we found are convincing.

• First, Mr. Suarez will review the elements of a persuasive text.• Next, each student will present their text or media.• Then, each student will share his/her observations with a group of

three other students. • We will debate or discuss whether or not the claims in the texts we

found are convincing (9.4 Learning Activity - Persuasion Is All Around)

Unit 9.4: It’s a Matter of OpinionDAY THREE/FOUR

• Today Mr. Suarez will discuss persuasive strategy definitions

• HUH? What are persuasive strategies?• Persuasive strategies are techniques that a

person uses to influence another person or group of people to take a certain action.

Unit 9.4: It’s a Matter of OpinionDAY THREE/FOUR

• Thousands of years ago, Greek philosopher Aristotle argued that there were three main strategies a person must master to effectively persuade others. He named these strategies Logos, Pathos and Ethos, and claimed that they are all equally effective when used verbally or in written form.

• Logos involves using facts, numbers and concrete information to make arguments more convincing. Regardless of how knowledgeable a person is, arguments sound more credible to others when statistics and other solid proof back up claims.

• Pathos requires persuaders to evoke emotion in the person or group they are addressing verbally or in written form. A persuader must invoke happy, sad or angry feelings in the target about the information presented.

• The final persuasive strategy is Ethos, which involves trust. For a person to feel comfortable taking a certain action, he must trust the person telling him to take that action.

Unit 9.4: It’s a Matter of OpinionLearning Activity – Persuasive Strategy DefinitionsPERSUASIVE STRATEGY DEFINITIONS

Claim – your main pointBig Names – experts and important people that support your side of the argument

Logos – using logic, numbers, facts and data to support your argument

Pathos – appealing to your audience’s emotionsEthos – making yourself seem trustworthy and believableKairos – building a sense of urgency for your causeResearch – using studies and information to make your argument seem more convincing; you can use words, graphs, tables, and illustrations.

Unit 9.4: It’s a Matter of Opinion: DAY THREE/FOUR - NEXT

• Mr. Suarez will assign students to one of four groups.• Each group sits at a table with a different persuasive piece. • The students collaboratively read and view the piece, writing

examples of each persuasive strategy that they find in the examples column of Attachment: 9.4 Learning Activity-Strategy Definition

• The students will collaboratively read and view different persuasive pieces to identify examples of each persuasive strategy.

• The student will discuss through which piece is more effective in persuading their audience.

Let’s Have a Great Year!