Let's Review - Hook, Thesis, Order of Development and the Six "Do's" for persuasion.
We are going to watch a National Oration and I want you to take notes on the above - what is the HOOK, Thesis, Order of Development, and each of the six "Do's"
MLA
1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.
go here for sample MLA Citation pages or in-text citations.
Here are two short - but decent - videos are in-text citations and works cited page
Unit
Learning goal:Students will be able to research, write and perform an
original persuasive essay that takes a side on an issue and successfully argues
for that side.
Scale/Rubric
relating to learning goal:
4 – The student can write and perform an original
persuasive speech that that takes a side on an issue and successfully argues
for that side using all six elements of persuasion.The writing and performance are both
exemplarily effective.
3 – The student is able to write an original and perform
an original persuasive essay that takes a side on an issue and successfully
argues for that side.
2 – With some direction/help from the teacher the student
is able to write and perform an original persuasive essay that takes a side on
an issue and/or successfully argues for that side.
1 – Even with help
from the teacher the student is unable to write and/or perform an original
persuasive essay that takes a side on an issue and successfully argues for that
side.
Objectives
(smaller chunks of overall goal) and suggested time periods
OBJECTIVES:By the end of this unit students will be able
to
1)Define the following terms: Logos, Ethos,
Pathos, Thesis Statement, Order of Development, Conclusion, Transition,
Audience, Hook, Purpose, Evidence
2)List the six traits of writing and the six
steps in the writing process.
3)Properly outline the constructive for a
debate and rebut opponents points/arguments
4)Participate in Spar and Forum debate
5)Watch a national debate and evaluate and
explain who won by keeping a flow chart of arguments and rebuttals
6)Choose a topic about a controversial issues
and take one side of argument
7)List the Do’s and Don’ts of persuasive
argument
8)Write a clear and precise thesis statement
with an order of development
9)Properly cite sources both in-text and on a
works cited page
10)Find evidence from a variety of different
sources including Print Sources, Internet Sources, Media Sources, and Personal
Sources
11)Use the Internet to properly to conduct
research
12)Create at least 10 Bibliography citations
and 10 research entries
13)Use research notes to cite passages from
sources
14)Use evidence to back up your position
15)Use your order of development as an
organizational tool
16)Use transitions to connect points of
argument
17)Use Standard Edited American English
18)Use Proper College Composition Format
19)Use the six steps of the writing process to
draft and revise a paper
20)Write three drafts of a persuasive essay
using at least three sources of evidence
21)Present the final draft of your essay as an
oration to class
Tuesday: Students
should be filling out and studying their REVIEW Guides for the FINAL
Wednesday:
Macbeth FINAL (please find the FINAL in a separate folder under this one)
Friday: Students
should pick a “personal goal” from MAP tests and create a presentation on it
(this could be a slide show or video).
MACBETH
REVIEW GUIDE
Things to know:
List
the five elements of tragedy
List
the five elements of a tragic hero
Discuss
Macbeth’s tragic flaw
Discuss
who wins in Macbeth and why?Who is
the hero?
Define
soliloquy and monologue and point to examples from Macbeth
Outline
the plot according to the six elements of plot: exposition, inciting
event, rising action, climax, falling action, resolution (give at least
three events for the rising and falling action)
Identify
the following characters and discuss they roles in the play (Who they are,
What they do, Why the do what they do)
MacbethMacduffThe
Porter
Lady MacbethLady MacduffThe
Witches
DuncanLennoxThe
Doctor
MalcolmRossThe
Bloody Captain
DonalbainSeytonFleance
BanquoMenteithSiward
Discuss
and give examples of the following THEMES:
--Blind Ambition
--The Corruption of Power
--Appearance vs. Reality
--Superstition and how it affects
human behavior
--Good vs. Evil
Discuss
the following symbols/motifs (what people and/orideas the represent and connect them to
a theme)
--washing of hands--blood
--planting of seeds, things
growing
--the atmosphere of Macbeth’s
castle
--spells or chants and
supernatural beings
--weather--daggers
--spirits, scorpions, snakes and
things in the mind
--birds and flying:
EaglesCrows
SparrowsGeese
OwlWren
Martlet
Falcon
Identify
the speaker and the significant of important and famous quotes from the
following characters:
Witches, Apparitions, Banquo,
Duncan, Macduff, Malcolm, Macbeth, Lady Macbeth, The Bloody Captain, Lady
Macduff, Ross
Know
and review your study questions for each Act (you should have done these
for homework).Some of these
questions will be on the test.
Unit Learning goal: At the end of this Unit students will be able to
analysis a motif found in Macbeth, create a thesis, and connect the
motif to the meaning of the play as a whole by writing a short 2-3 page essay.
Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis
statement, and answer it by evaluating the text and using specifics to
back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement,
and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a
motif, develop it into a thesis statement, and analyze the text using
specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a
motif, or develop it into a thesis statement, and analyze the text using
specific evidence to back up their position.
1st thing that you need to do today is come up with a thesis
statement and an order of development. Then you need to outline your
speech according to the information below.
I) Thesis statement and order of development (this is paragraph 1. You
could also include a hook here if you've thought of one)
A) Point 1 or the first thing that you've listed in your order of development.
1) List the specific example from the text with the page number
a) now explain the example in relation to your thesis
2) Specific example from text with page number
b) explain example
3) Specific example
c) explain example
B) Point 2 or the 2nd thing that you listed in your order of development
1) List the specific example from the text with the page number
a) now explain the example in relation to your thesis
2) Specific example from text with page number
b) explain example
3) Specific example
c) explain example
C) Point 3 (if you have one).
II) Conclusion - return to your thesis statement (and hook) but restate
in a different way. Also leave something new for the reader to think
about.
10
7
3
No Evidence
FOCUS
Topic sentence or thesis
statement introduces the main idea, sets the order of development, and hooks
the reader.It is interesting, well
written and complex.It invites the reader
to participate.
Topic sentence or thesis statement
adequately introduces the main idea and sets up the order of development.
Topic sentence or thesis
statement is not clear or the order of development is missing or unfocused.
No topic sentence or thesis
statement
Coherence and Examples
(PROOF)
The examples from the
source (text) not only back up the main ideas of the essay but are
introduced, and explained.They are
adequately used and spaced (meaning there are more than one but the citation
doesn’t take up too much room). They are concrete, exact and cited.
The examples used back up
the main ideas of the essay.They may
not be introduced or explained adequately or well but they are cited and they
are concrete and exact.
The examples used don’t
necessarily back up the main idea.They are summative in nature and not exact.They are not well explained or
introduced.
No Examples
Organization
Organization enhances the
ideas and reading of the essay.
Introduction, body and
conclusion exist in the essay.The
paper flows fairly smoothly.
Something is missing either
the introduction, body or conclusion, or the paper does not read smoothly due
to problems with ideas, information or paragraphs that don’t fit the essay
No organization present
Mechanics
No mistakes
One to five small mistakes
that do not affect the reading of the essay
Five to ten mistakes
Numerous mistakes that
impair reading
LENGTH 2+ pagesMore than a page
Less than a pageA paragraph or more
Today, we need to revisit Act 4. Then move on to Act 5. First let's put the words of the day on the board, and then discuss your Unit Goal.
Unit Learning goal: At the end of this Unit students will be able to
analysis a motif found in Macbeth, create a thesis, and connect the
motif to the meaning of the play as a whole by writing a short 2-3 page essay.
Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis
statement, and answer it by evaluating the text and using specifics to
back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement,
and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a
motif, develop it into a thesis statement, and analyze the text using
specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a
motif, or develop it into a thesis statement, and analyze the text using
specific evidence to back up their position.
•Discuss and give examples of the following THEMES:
--Blind Ambition
--The Corruption of Power
--Appearance vs. Reality
--Superstition and how it affects human behavior
--Good vs. Evil
MACBETH: Study Questions—ACT 5
Scene 1
1) What do the nurse (gentlewoman) and the doctor see?
2) What does Lady Macbeth mean when she says, “Out, damned spot! Out, I say!...will these hands never be clean.”
3) What is wrong with Lady Macbeth at this point of the play?
Scene 2
1) What happens in this scene? What new characters are introduced? Why?
2) What is the significance of the scene?
3) What is meant when Caithness says, “Some say he’d mad; others that lesser hate him do call it valiant fury”?
Scene 3
1) How would you describe Macbeth’s attitude and mood in this scene?
2) Why isn’t Macbeth afraid? Do his soldier’s seem afraid? Why or why not?
Scene 4
1) What does Malcolm order the soldiers to do?
Scene 5
1) What is meant when Macbeth says, “She should have died here-after”?
2) What is the significant of the following quote, “Life’s but a walking
shadow, a poor player, that struts and frets his hour upon the stage
and then is told no more. It is a tale told by an idiot, full of sound
and fury signifying nothing.”
Scene 6
1) What is important about this scene?
Scene 7
1) Who does Macbeth kill in this scene? What is significant about this death?
Scene 8
1) What happens in this scene?
2) Why does Macbeth lose heart in the fight against Macduff?
3) Who is named king at the end of the play?
