Jenn+Kadien

Jennifer Kadien American Lit/Grade 11

** Learning Objectives ** Using various instructional technology tools, the American Literature student will: ü Understand and evaluate an important U.S. historical document/American Literature text o Thomas Paine’s //Common Sense//

ü Gain knowledge of the different strategies that are used in effective persuasive writing ü Use a graphic organizer to help them begin organizing their ideas into written form ü Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence ü Analyze the work of others to see if it contains effective persuasive techniques

__ MONDAY __ Topic: “The pen is mightier than the sword” What does this quote mean? Do you agree or disagree? Why? Post to your 2-3 paragraph response to your individual blog/ read and respond to at least one peer [FORMATIVE – 25 points]
 * Learning Resources and Instructions **
 * **// Activate //** – Blogging Warm up

Video: [] Video: [] Resource:
 * **// Understand //** - Discovering Rhetoric

ELACC11-12RL/RI4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings/technical meanings; analyze the impact of specific word choices on meaning and tone

ELACC11-12RL/RI5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning / Analyze and evaluate the effectiveness of the structure an author uses in her or her exposition or argument (clear, convincing, engaging)

__ TUESDAY __ Video: [] Article: [] Article: [] Article: [] Handout: []
 * **// Remember/Understand //** - Setting the Stage: Historical background readings/activities

Primary Source document: Thomas Paine’s //Common Sense// Reading Guide: [] [FORMATIVE – 25 points]
 * **// Understand/Apply/Analyze //** - Reading and Understanding American Literature

ELACC11-12RI8 Delineate and evaluate the reasoning in seminal U.S. texts

ELACC11-12RL/RI9 Demonstrate knowledge of 17th, 18th, 19th, and 20th century foundational works of American Literature / foundational U.S. documents of historical and literary significance

Analysis Guide: [] [FORMATIVE – 50 points]

ELACC11-12RL/RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

ELACC11-12RL/RI2 Determine two or more themes/central ideas of a text an analyze their development over the course of a text, including how they interact and build on one another

ELACC11-12RL/RI6 Analyze a case in which grasping point of view requires distinguishing what is directly stated form what is really meant (satire, sarcasm, irony, understatement) / Determine author’s point of view or purpose in a text in which rhetoric is particularly effective (persuasiveness)

Discussion Forum Assignment: If you were a colonist who was trying to decide between independence and maintaining loyalty to Britain, do you think Paine’s arguments would have persuaded you in favor of independence? Why or why not? Identify/cite examples of ethos, pathos, logos that were particularly effective; explain. Post observations to this module’s discussion forum / respond to at least two peers [FORMATIVE – 75 points]

__ WEDNESDAY & THURSDAY __ Presentation: [] Presentation: [] Video: [] Video: []
 * **// Understand //** - Presentations/tips for writing persuasively

Resource: Persuasive Writing Topics handout (Be sure to Identify TAP – topic, audience, purpose)
 * **// Apply //** - Choose topic for persuasive essay

Resource: [] [FORMATIVE – 50 points]
 * **// Create //** - Develop ideas for persuasive essay

Begin drafting essay (intro, ethos, logos, pathos, conclusion)

ELACC11-12W1 Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and sufficient evidence

<span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">ELACC11-12W2 <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

__ FRIDAY __

Finish essay Submit essay for peer review via class wiki

<span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">ELACC11-12W4 <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

<span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">ELACC11-12W6 <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">Use technology, including the internet, to produce, publish, and update individual or shared writing products

__ MONDAY & TUESDAY __ Evaluate/edit/revise assigned partner’s paper using "Student-friendly Rubric" [FORMATIVE – 50 points]
 * **// Evaluate //** - Peer editing/revisions

<span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">LACC11-12W5 <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 8pt;">Develop and strengthen writing by planning, revising, editing, rewriting

__ WEDNESDAY __

Submit final draft for grade [SUMMATIVE – 150 points]


 * Assessment **

Persuasive Writing Assignment directions: Choose a topic from the list provided or choose your own. Pick a side. Persuade your stated audience. Remember, this assignment mirrors the requirements of the upcoming GHSWT Writing test, so you will be graded using the attached GHSWT rubric.

Reminders:
 * A persuasive paragraph or essay must have a claim/thesis statement that clearly states the writer’s position and what he/she wants to persuade the reader to think and/or do.
 * The writer must gather support, or evidence, for his/her position. This support may be in the form of reasons, examples, facts, statistics, and/or quotations.
 * All support should be presented in a logical sequence.
 * The writer should anticipate what critics will say to undermine his/her arguments, and come up with appropriate responses.