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Monday/ Tuesday. Do Now…(Page 7 L). What part of speech are the underlined words? I dentify both words in each sentence. Write out the sentences. Even though I wanted to go, I decided to stay. She put the paper on my desk. He loudly stomped to his room .
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Do Now…(Page 7L) What part of speech are the underlined words? Identify both words in each sentence. Write out the sentences. • Even though I wanted to go, I decided to stay. • She put the paper on my desk. • He loudly stomped to his room. • Her diamondring is beautiful. • Yikes! I think I saw a spider! • Florida is a beautiful place to visit. • She wants to buy a new shirt. • The telephonebook is on the table. Make the following words plural. 9. Apply 10. Lady Add –ing to the following words: 11. hop 12. apply
Quick News • Vocabulary/Spelling Quiz #1 Thursday/Friday • We will be learning about and writing an argumentative essay for the next 3 weeks. Today we will go over what will be expected of you and all of the details. • Notebook Check will happen in the last week of October,so make sure that you are keeping your notebook up to date. • Today, you will receive a bunch of graded work. Check your scores with the scores online because I am only human.
Bias and Stereotyping (page 7R) • Write a definition for bias in your own words based on the following: • Bias is a term used to describe a tendency or preference towards a particular perspective, ideology or result, especially when the tendency interferes with the ability to be fair, impartial, unprejudiced, or objective. • Bias is favoring a side based on your opinion, and it is not fair to the other side. • Example Mrs. Adams saying, “Girls are smarter than boys.” (because Mrs. Adams is a girl)
Write a definition for stereotype in your own words based on the following: • A stereotype is a preconceived idea that attributes certain characteristics to all the members of class or set. The term is often used with a negative connotation when referring to an oversimplified, exaggerated, or demeaning assumption. • A stereotype is usually negative. Unfairly suggesting that all members of a group are the same based on one or a few people in that group. • Example All teenager are lazy.
The difference between bias and stereotype is that a bias is when a person’s likes and dislikes get in the way of that person being fair to the other side. On the other hand, a stereotype is when someone takes what is true about a few people in a group and then says that it is true about everyone in that group.
What is argumentative writing? (8L) • Argumentative writing, also known as the persuasive essay, uses logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade (or convince) a reader to agree with a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.
When planning a persuasive essay, follow these steps 1.Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay. 2.Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position. 3.Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic. 4.Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic.
Fact= something that you can prove/ disprove • Opinion= your thoughts/ ideas; your likes and dislikes
Fact vs. Opinion • Thumbs up for fact and thumbs down for opinion. • CRMA students should wear uniforms. • Uniforms eliminate 35% of school fights. • Girls are smarter than boys. • Girls mature faster than boys. • We want a swimming pool at school. • Harrison Levine stated, “CRMA needs a swimming pool.”
The following are different ways to support your argument: • Facts - A powerful means of convincing, facts can come from your reading, observation, or personal experience. • Statistics – (numbers) These can provide excellent support. Be sure your statistics come from responsible sources. • Quotes - Direct quotes from leading experts that support your position are good pieces of evidence.
Persuasive Writing • In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something. • Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research!
Glossary Update… Add these terms and definitions to your glossary. • Stance what you are trying to prove (similar to the position) • Position which side you are on • Evidence your proof as to why you are right • Reasons support for your stance • Counterargument disproving one of the other side’s reasons • Thesis Statement this sentence comes as the last sentence in your introduction paragraph. It tells what your entire essay will be about. (Stance + 3 reasons = thesis statement)
Let’s Brainstorm… Reasons to support… Students SHOULD wear uniforms Students SHOULDN’T wear uniforms students need to be themselves and express themselves Uniforms are uncomfortable Uniforms don’t fit right Uniforms are boring Uniforms are ugly So students can look unique • Reduced bullying • Reduces gang issues/violence • People will know what school you go to • You will waste less time in the morning • Makes students look professional • Saves parents money on regular clothes
Let’s Brainstorm… Reasons to support… Students SHOULD wear uniforms Students SHOULDN’T wear uniforms Students need to express themselves (freedom) This is “college” ready, but college students don’t wear uniforms Added expense because you still need reg. clothes Not comfortable Saves time/money on laundry Bullying from outsiders • Uniforms reduce fights • Won’t get lost on a field trip • Less time in the morning • Looks professional • Saves parents money on regular clothes • Students can focus in class (less distractions) • Reduces bullying • Makes everyone equal • Less gang involvement • Represents your school • Get ready for wearing uniforms to jobs • People will think you take school seriously • People will know where you go to school • Makes you look smarter • Shows what grade you are in
Fill in your outline on page 8R • Step 1: Fill in your stance • “Middle school students should/should not wear uniforms.” • Step 2: Choose three reasons that support your stance and fill them in under the outline for II., III., and IV (Body #1, 2, and 3). • Step 3: Choose one reason from the other side and write it next to V. Counterargument on your outline. You are going to prove this reason wrong, so choose one that you can easily disprove. • Step 4: Write your thesis statement on the index card using the following format: • Step 5: Tape your index card (with your thesis statement on it) on page 8R. • Middle school students should/should not wear uniforms because reason #1, reason #2, and reason #3.
Congratulations… • You have just mapped out your entire essay and now writing it is going to be 10 times easier!!!!!! • Now let’s begin writing your introduction paragraph…
Page 9L Argumentative Essay Outline • Introduction Paragraph— (stance) II. Body Paragraph #1— (reason #1) III. Body Paragraph #2— (reason #2) IV. Body Paragraph #3— (reason #3) V. Counterargument Paragraph— (counterargument) VI. Conclusion Paragraph— (restate your stance) Evidence: You must use at least one fact, one expert opinion, and one statistic.
Page 9R Introduction paragraph Reminders • Avoid “I think, In my opinion…” • State your opinions as though they were facts. • Your argument will sound much stronger. • Make sure your goal of writing this essay is clearly stated. • Do not begin any of your sentences with “Well…” or “So…” or “Also…” • Your hook should be the first sentence of your introduction. • Your thesis statement must be the last sentence of your introduction. • Read over your essay to catch silly errors!!!!
Page 9R Introduction Paragraph Reminders A"hook” is used to catch the reader's attention. 1. Opening with a Quotation: (Elbert Hubbard once said, "Truth is stronger than fiction.") 2. Opening with a Statistic or Fact: (74% of the population is under the poverty level.) 3. Opening with a Question. (What could people accomplish is they didn’t waste time watching television?) 4. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)
(Page 10R) Introduction Paragraph Outline 1st sentence-Hook. 2ndsentence- Introduce your topic (uniforms). (1-2 sentences) 3rdsentence- Give some background information on you and the topic. (why should we listen to you?) (1-2 sentences) 4thsentence- clearly state your goal of writing this letter. (My goal in writing this letter is…) 5thsentence- Thesis statement--Clearly state your stance and very briefly state your 3 reasons why you are correct in your stance (Middle school students should/shouldn’t wear uniforms because reason #1, reason #2, and reason #3).
Advanced Introduction Paragraph Imagine never having to worry about what you are going to wear. Uniforms are becoming more and more common in a middle school setting because they level the playing field for students. I am one of the many students at College-Ready Middle Academy #4 who loves to wear uniforms. My goal in writing this essay is to persuade Mr. Evans to keep the current uniform policy. Middle school students should wear uniforms because they reduce bullying, make students look professional, and reduce distractions.
(page 10L) Introduction Paragraph Homework • Write a rough draft of your introduction paragraph for homework. Use the outline!!!
Do Now (page 11L) Rewrite and correct the following sentences. Each sentence contains 4 spelling and/or grammar errors. • Since they were planing to stay late we drive seperetely. • I really wanted to go to UCLA, even though I know my grades weren’t not good enuff. • They’re dog is always runing around lose over their. • I well be back to school, as soon as I feel will agin. • Wear where you suppost to go yester day?
Corrected Sentences… • Since they were planning to stay late, we drove separately. • I really wanted to go to UCLA even though I knew my grades weren’t good enough. • Their dog is always running around loose over there. • I will be back to school as soon as I feel well again. • Where were you supposed to go yesterday?
i before e, except after c . . . . • achieve, believe, brief, hygiene, grief, thief, friend, grieve, chief, fiend, patience, pierce, priest ceiling, conceive, deceive, perceive, receipt, receive, deceit, conceit • . . . and in words that rhyme with hay. . . • neighbor, freight, beige, sleigh, weight, vein, and weigh • . . . and some other exceptions. . . . • either, neither, feint, foreign, forfeit, height, leisure, • weird, seize
Practice (page 12R—under notes) • My sister's daughter is my n___ce. • That child is getting up to misch___f again. • Pay the bill and ask for a rec___pt. • This truck's engine runs on d___sel fuel. • Did you rec___ve my last letter? • Telling lies is dec___tful. • I can't bel___ve she has married him. • P___rce the lid before cooking. • A conc___ted man thinks he's the best. • There was great rel___f at the rescue. • She has painted the c__ling dark red. • I only met him br___fly.
Introduction Paragraph Editing • Switch paragraphs with a partner (you might have to do a 3-way switch). • Answer the following questions in complete sentences directly on your partner’s paper (under their paragraph). • Does the paragraph have a hook? • Is it the 1st sentence? • Is it a Yes/No question? • Does the paragraph have a sentence that introduces the topic (uniforms)? • Does the paragraph have a background sentence? • Does the paragraph have a goal sentence? • Does the paragraph have a thesis statement? • Is it the last sentence? • Does it show the writer’s stance and 3 reasons? • Overall suggestions or comments?
(Page 13R) Body Paragraphs Notes • You will have 3 body paragraphs • Each body paragraph will focus on one of your reasons why you are correct in your stance. • You must have a topic sentence for each body paragraph, which will give an overview of what that paragraph is going to be about. This sentence will come as the first sentence in each of your body paragraphs.
(Page 13R) Body Paragraphs Notes • You must back your reason with valid evidence. (facts, expert quotations, statistics, examples, proof) • You need to make a connection as to why this reason proves your stance. (reason #1 supports that middle school students should/shouldn’t wear uniforms because…)
(Page 13L) Body Paragraphs Outline • Sentence #1- Topic Sentence (Middle school students should/should not wear uniforms because reason #1) • Sentences #2—3- Back up your claim in sentence #1 with evidence. • Sentences #4—6- Make a connection between your claim and your stance. (How does this prove that you are right?) • Sentence #7- transition sentence (End this paragraph and give the reader a glimpse of what is coming in the next paragraph.) You will do this 3 times with each of your reasons/ arguments.
Advanced Body Paragraph Middle school students should wear uniforms because they reduce bullying among peers. Many times students are bullied because of the way that they dress. Different economic statuses allow some students to buy the latest fashion trends while others are forced to wear hand-me-downs, but uniforms allow all students to be equal. Studies show that 80% of bullying is due to the way one dresses. Uniforms make everyone look the same, so students do not pick on one another. Wearing uniforms will reduce bullying because students will all wear the same thing, creating equality among all students.
Homework!!!!! • You will write your body paragraph on a separate sheet of paper. • You will turn in one of your body paragraphs on Monday for me to look over and provide feedback. • You may turn in more than one body paragraph if you want me to look over all of your body paragraphs, but only one is required.
