10 th Grade English Tues day , 15 Apr. 2014

1. 10th Grade EnglishTuesday, 15 Apr. 2014 Agenda: Turn in Outline (if finished for homework) Mini Lesson on Hooks and What to Put in the Introduction Paragraph Research Background/Historical Info Craft Introduction Homework: Finish Intro if didn’t have time in class.

2. Learning Targets • I can craft an original and creative hook that draws readers in. • I can anticipate the background information my audience will need in order to fully understand my topic. • I can include historical background information or context for my issue that informs the reader with correct details in the introduction. • I can craft a working thesis with an arguable point that clearly takes a stand on my issue. • If appropriate, I can also provide the solution to the problem as I see it in my thesis.

3. Introduction Requirements • Hook: make your introductory paragraph interesting. How can you draw your readers in? • Define your topic. • History/Background Info: what historical or background informationdo we need to know in order to understand your topic? • Explain why your issue is problematic, and how you think that problem should be solved. • State your arguable thesis at the end of your introductory paragraph.

4. Hooks: 5 Different Ideas for How to Begin Your Essay • An intriguing example • In 1998, 30,708 deaths were caused by firearms in the United States. Of that number, 12,102 were murders, 17,424 were suicides, 366 were accidents, 316 had unknown reasons, and only 154 were confirmed to be in self-defense. • Aprovocative quotation • “Guns save more lives than they take and prevent more injuries than they inflict” (34) says the Gun Owners Foundation. • Apuzzling scenario • While mother talks on the phone, three year old Timmy walks into his parents’ room and reaches underneath the bed. To his delightful surprise, Daddy’s gun is within reach and he pulls the riffle out. Hoping to use Daddy’s toy in a game of cops and robbers, Timmy heads for the family room in a fit of excitement. Twenty minutes later, his brother and sister are dead. • Avivid and perhaps unexpected anecdote • Learning about gun control in the American history course at Camas High School, students studied the history of guns, the statistics of guns and violence, and the laws that govern people’s use of guns. Students did not discuss the efficacy of guns, however, until one student, Mary, raised her hand and asked, 'But why would a country outlaw guns?' That modern high school students could not conceive of an American life devoid of gun ownership speaks volumes about the centrality of guns to American people today.) • Athought-provoking question • For every time a gun is used in self defense, twenty-two shootings are not (Gunderson 23). Why, then, are guns legal in the United States?

5. Introduction Grading Scale