Thursday

 I do want to spend 10-15 minutes and have you work on vocabulary. We will have a vocabulary quiz next week. We will then continue with researching and writing persuasive essays.

 

Vocabulary Words  

1) Affix

2) Commence

3) Tolerable

4) Shrivel

5) Providence

6) Ingot

7) Oracle

8) Infernal

9) Speculate

10) Hogshead

11) Vial

12) Pivot

13) Careened

14) Gaudy

15) Raspy

16) Notion

17) Dismal

18) Victuals

19) Thrash

 

Persuasion

 

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

        

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

*Refer back to the attention getter and tie things up

       *Answer “So what?”

·       Leave reader feeling persuaded or at least challenged

·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)

Suggested sentence starter for commentary:

        “This shows that…” (eventually teach kids to eliminate it)

        “This proves that…”

“This demonstrates that…”

Suggested sentence starters for conclusion:

        “We need to…”

        “It’s our responsibility to …”

        “It’s important to…”

        “In order to______, we must…”

        “It would be to our benefit to…”

Encourage:
        Incorporate transitions           
        Use high-level vocab

Vary sentence patterns          
Create a strong “voice”

 

MLA: 

MLA FORMAT.https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_powerpoint_presentation.html

Persuasion

 Today we will be starting Persuasive Essays. Be prepared to take some notes.
Persuasive Essays/Debates

Anchor Text(s)/Additional Instructional Resources:

“A Modest Proposal” by Jonathan Swift

“Writing Workshop: Argument: Persuasive Essay”

 

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

 

ASSIGNMENTS: Participate in a Debate Tournament, Watch a National High School Debate and keep a flow chart, create 10 MLA citations and source cards, write a persuasive speech and deliver it as an oration. 

	4	3	2	Not Evident
Thesis Statement, Ideas, Defining your argument	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, and vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy. Rhetorical strategies such as parallelism used effectively.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness. Rhetorical strategies such as parallelism attempted.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools/Evidence Expert Testimony Personal Connection Statistics, Facts, and Logic Counter Argument (Counter claims) Audience Self-Interest	Essay cites at least two experts in a field related to the topic.  Evidence is relevant to thesis.  Analysis makes clear how the evidence connects to the thesis.  (Ethos and Logos) Student uses personal experience to connect to the topic (ethos).  Experience is relevant and analyzed in relation to the topic. Student uses statistics, facts, and logical argumentation in essay.  The evidence is relevant to the thesis.  Analysis makes clear how the evidence connects and defends the thesis. (Logos) Student has at least two counter arguments that refutes or contends an argument of the opposition, or concedes a point.  The counterarguments are relevant, analyzed and connect evidence with thesis. (Logos and Ethos) Student uses HARMS and BENEFITS of adopting his/her position to influence audience self-interest (Pathos).  The harms/benefits are relevant and reinforce the thesis.	Essay cites at least two experts.  Evidence is relevant to thesis.  The analysis makes some connections between evidence and thesis. Student uses personal experience relevant to the topic.  Experience offers some insight into the topic and position of the writer. Student uses statistics and/or facts and/or logical argumentation in the essay.  The evidence is relevant to the thesis.  The analysis makes some connections between evidence and thesis. Student has at least one counter argument that refutes or concedes an argument of the opposition.  The counterargument is relevant, and analyze. Student uses HARMS or BENEFITS of adopting his/her or her position to influence audience self-interest.  The harm or benefit is relevant and might connect to the thesis.	Essay cites at least one expert.  Evidence might not be relevant to thesis.  No analysis or no connection made between evidence and thesis Student attempts to use personal connection.  Connection may not be relevant to the topic. Student attempts to use statistics and/or facts.  Evidence may not be relevant to thesis or the analysis is confusing or oversimplified. Student attempts a counter argument.  The counter argument might not be relevant to the thesis or the analysis might be confusing or oversimplified. Student attempts to use HARMS or BENEFITS to influence audience.  The harm or benefit might not be relevant or the analysis might be confusing or oversimplified. .	Not Evident Not Evident Not Evident Not Evident Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

 

Tuesday

 Today we are going finish the novel and then we'll discuss the book as a whole and outline episode 9.

Tomorrow we start reviewing for the test (which will be on Thursday). There is a vocabulary quiz on Friday and next week we begin Persuasion.

Huck Discussion Questions XXXI - XXXV

1. Would you say that Chapter 31 represents the climax of the novel? Why or why not?

2. Huck says, "All right, then, I'll go to hell." Explain the irony in that statement.

3. Discuss the symbolism of the imagery at the beginning of Chapter 32.

4. Discuss Huck's understanding of Providence (215)? Would Miss Watson agree?

5. How does Twain use irony in the discussion between Huck and Mrs. Phelps about the "steamboat accident."

6. One of the recurring themes becomes apparent when Huck discovers that the Phelps are expecting Tom Sawyer. Which theme comes to mind and why?

7. Huck and Tom both agree to help Jim escape; however, their motives are different. Explain.

8. "...and as they went by I see they had the king and duke astraddle of a rail - that is, I knowed it WAS the king and the duke, though they was all over tar and feathers. ...Well it made me sick to see it; and I was sorry for them poor pitiful rascals. ...Human beings CAN be cruel to one another" (225). Comment. What does this reveal about Huck's character?

9. Discuss the irony in Tom's reaction to the stealing of the watermelon.

10. Why does Huck let Tom take control?


Huck Discussion XXXVI-XXXIX - Written Assignment

Directions: Please write a minimum of three paragraphs on the following topic. Supply evidence from Chapters 35 - 39 to support your answer. Think carefully about your answer.
Twain criticizes the Romantics. The Romantics based their literature on the conviction that imagination and emotion were superior to reason. You will recall that in Chapters 12 & 13, Twain names the wrecked steamboat The Walter Scott after a Romantic author, metaphorically relating it to the demise of Romanticism. Obviously, Twain was not a fan of Romantic fiction.

The Question: How was Twain's disdain for Romantic fiction evident in Chapters 36-39?
Hint - Think about:
1. Tom's character as symbolic of the Romantic;
2. how Huck has changed since Tom arrived;
3. the practicality of the plans for Jim's escape;
4. the consideration for Jim's welfare in these plans.

Huck Discussion Questions XL-Chapter the Last

1. What do we learn about Jim in these chapters?

2. What effect does the Doctor's speech in support of Jim have? How do you feel about that?

3. What is the significance of the bullet?

4. Where is Huck going at the end of the novel? What does this imply about his view of the world in which he lives?

5. Comment on the style of the novel. Do you feel it represents the Realist tradition as we have discussed it? What aspects of Huck's character make him a good narrator? What problems did you encounter (if any) due to Huck's narration? Speculate on how a different narrator or a third person omniscient narrator would impact the story. 

 

By the end of the novel students will be able to

1)    Define realism, satire, dialect, antihero, unreliable narrator, irony (situational, dramatic, and verbal), episodic plot, romanticism, dramatic foils, hyperbole, motif, picaresque novel, parable, sarcasm, simile, metaphor, oxymoron, allegory, euphemism, bildungroman

2)    Pick out examples of symbols, irony and dialect

3)    Example the meaning of at least one major symbol

4)    Discuss how Huck is both an unreliable narrator and an antihero

5)    Discuss how Huckleberry Finn, the novel, fits both a bildungsroman and picaresque novel

6)    Give examples of and discuss the following motifs in the book: superstition, parodies of previous literature (romantic novels and Shakespeare), the adopting of personas (or reinventing self), childhood games, religion, lies and cons, death, and perhaps one or two others that I will bring up in class

7)    Be out to pick out and example five – ten allusions

8)    Outline the plot according to the six elements

9)    Break up the book into three sections or three movements (and briefly explain each movement)

10) Break up the book into 9 episodes

11) Give a list of characters in the book with a brief description of each and their general purpose in the novel

12) Compare and Contrast Huck Finn and Tom Sawyer

13) Discuss the idea of and the historical reference of Family Feuds

14) Discuss the different types of conflict found in Huckleberry Finn

15) Discuss how Mark Twain uses allusions to back up his major themes and develop his characters

16)   Keep a list of Huckleberry Finns stories and pranks

17) Discuss how Huckleberry Finn is honest in dishonest world

18) Briefly explain the following themes: Racism and Slavery, Intellectual and Moral Education, The hypocrisy of society (appearance vs. reality), conflict between the individual and society, the quest for freedom (both freedom away from society and freedom within society), superstition vs religion, death and rebirth, coming of age and the hero’s journey, the concept of family, the role of the outsider, the nature and the significance of the following traits: gullibility, ignorance, and naivety, tolerance vs. prejudice. 

19) Define and use various vocabulary words that appear in the book

20) Develop a project based on some aspect of the novel.

21) Answer study questions as you read.

THEMES:

 

Major Themes: Mark Twain described the major theme of The Adventures of Huckleberry Finn as an irony: "A sound heart and a deformed conscience come into collision and conscience suffers defeat." We can define the "deformed conscience" as a conscience influenced by the laws of society and a sense of duty toward those laws. The laws of society at the time of Huck's journey considered people of African descent as property and, therefore, less than human. Huck's struggle with his "deformed conscience" represents a major conflict in the novel. Furthermore, the novel is rich in common themes, themes that we will discover in many other pieces of literature.

1. The conflict between the individual and society - Huck's struggle with his "deformed conscience"
2. The conflict between the emotional and the rational
3. Appearance vs. reality - hypocrisy and "phoniness"
4. Superstition - as a method of explaining and understanding
5. Tolerance vs. prejudice
6. Dehumanization - dehumanizing human beings to oppress them
7. Death and rebirth
8. Coming of age - the hero's journey
9. The role of the outsider
10. The nature and significance of the following human traits: gullibility, ignorance and naivete

Other significant themes include: the feeling of loneliness and isolation; the quest for freedom; romantic vs. real; implied vs. literal; the role of women; the concept of family.  

NOTES:

Picarsque Novel: Usually a satirical novel which depicts in realistic detail the adventures of a roguish hero of low social class who survives by his or her wits in a corrupt society.

Bildungsroman: A novel whose principal subject is the moral, psychological and intellectual development of a youthful main character.

Episodic Plot: A structure that features distinct episodes or a series of stories linked together by the same character. Huck Finn can be broken up into 8 or 9 episodes.

Romanticism:
Work of literature that deal with imagination, that represent ideals of life, these works often include fantastic adventure stories, spiritual connections with nature, gothic stories of the fantastic. Authors include: Sir Walter Scott, Fenimore Cooper, Poe.

Realism:
Works of literature that depict life and people as they really appear. Hence Realistic.
Themes include corruption of society as a whole, racism.

Anithero:
A protagonist who doesn't fit the traditional description of a hero.

Persona:
An assumed identity or character.

Satire:
A work of literature that uses irony and hyperbole to attack and mock some aspect of society as a way to promote social change. 

 

Friday

 Today, I will give you 15-20 minutes to work on the written assignment below. Then we will try and finish the book.

Huck Discussion XXXVI-XXXIX - Written Assignment

Directions: Please write a minimum of three paragraphs on the following topic. Supply evidence from Chapters 35 - 39 to support your answer. Think carefully about your answer.
Twain criticizes the Romantics. The Romantics based their literature on the conviction that imagination and emotion were superior to reason. You will recall that in Chapters 12 & 13, Twain names the wrecked steamboat The Walter Scott after a Romantic author, metaphorically relating it to the demise of Romanticism. Obviously, Twain was not a fan of Romantic fiction.

The Question: How was Twain's disdain for Romantic fiction evident in Chapters 36-39?
Hint - Think about:
1. Tom's character as symbolic of the Romantic;
2. how Huck has changed since Tom arrived;
3. the practicality of the plans for Jim's escape;
4. the consideration for Jim's welfare in these plans.

 

Thursday

 Today we need to finish chapter 38 and start chapter 39. Afterwards, I will give you some time to work on the "written assignment" for chapters 36-39.

Huck Discussion XXXVI-XXXIX - Written Assignment

Directions: Please write a minimum of three paragraphs on the following topic. Supply evidence from Chapters 35 - 39 to support your answer. Think carefully about your answer.
Twain criticizes the Romantics. The Romantics based their literature on the conviction that imagination and emotion were superior to reason. You will recall that in Chapters 12 & 13, Twain names the wrecked steamboat The Walter Scott after a Romantic author, metaphorically relating it to the demise of Romanticism. Obviously, Twain was not a fan of Romantic fiction.

The Question: How was Twain's disdain for Romantic fiction evident in Chapters 36-39?
Hint - Think about:
1. Tom's character as symbolic of the Romantic;
2. how Huck has changed since Tom arrived;
3. the practicality of the plans for Jim's escape;
4. the consideration for Jim's welfare in these plans.