AGENDA: I WILL BE ABLE TOYESTERDAY: Understand or paraphrase the essay question Compose a thesis Select evidence for the counter-argumentTODAY: Compose a counter-argument topic sentence Find evidence from THREE texts to use Compose a hook and complete my introduction Complete my outline with topic sentences Tomorrow: Common Essay mistakes to avoid, proofreading, rubric

Topic: Should the American government tolerate opposition?

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challenges

complaints

allow

permit

encourage

MINI-LESSON: ESSAY TOPIC

Topic: Should the American government tolerate opposition?

“C” essay will say yes or no, supported by evidence.“B” essay will say yes or no and explain what kind of opposition should be tolerated. “A” essay will say yes or no and explain the circumstances that support or disqualify opposition.

INDIVIDUAL LEARNING: COMPOSE YOUR THESIS

Topic: Should the American government tolerate opposition?

“C” thesis: The American government should tolerate opposition.“B” thesis: The American government should tolerate peaceful opposition. “A” thesis: The American government should tolerate opposition because if more people share their opinions, the government will be able help more of its people.

WRITE YOUR THESIS IN THE OUTLINE

INDIVIDUAL LEARNING: COMPOSE YOUR THESIS

Topic: Should the American government tolerate opposition?

“C” thesis: The American government should tolerate opposition.“B” thesis: The American government should tolerate peaceful opposition. “A” thesis: The American government should tolerate opposition because if more people share their opinions, the government will be able help more of its people.

MINI-LESSON: COUNTER ARGUMENT

The counter argument consists of three parts:

1) Sentence starter – This indicates that you as the author do not share the counter-argument opinion. “Some people may argue…” “A possible concern is…” “A common counterpoint is…”

2) Turn away – This provides a short explanation of why the counter-argument could possible be correct and even evidence for the counter-argument.

3) Turn back – This provides a short explanation and evidence of why the counter-argument is incomplete or wrong.

MINI-LESSON: COUNTER-ARGUMENT EXAMPLEGEORGE WASHINGTON’S FAREWELL ADDRESS

There is an opinion that [political] parties in free countries are useful checks upon the administration of the government and serve to keep alive the spirit of liberty. This within certain limits is probably true; and in monarchies, parties do allow people to participate in government and share their opinions. But in democracies, in governments purely elective, it is a spirit not to be encouraged. Democracies are already allow people to share their opinions with the government.

1) Sentence starter

This indicates that you as the author do not share the counter-argument opinion.

2) Turn away – This provides a short explanation of why the counter-argument could possible be correct and even evidence for the counter-argument.3) Turn back – This provides a short explanation and evidence of why the counter-argument is incomplete or wrong.

INDIVIDUAL LEARNING: COMPOSE THE COUNTER-ARGUMENT TOPIC SENTENCE

Suggested texts and lines:Text 1 lines 2-3Text 1 lines 25-26Text 1 lines 29-31Text 1 lines 71-77

Text 2 lines 3-5Text 2 lines 19-20Text 4 lines 37-39Text 4 lines 57-58Text 5 lines 75-80Text 5 lines 87-95

Counter argument evidence should argue that the government should NOT allow criticism.

Example: “more devoted to ‘order’ than to justice” (text 4 line 134).

WRITE THE COUNTER-ARGUMENT EXAMPLE IN THE OUTLINE

INDIVIDUAL LEARNING: COMPOSE THE COUNTER-ARGUMENT TOPIC SENTENCE

Suggested texts and lines:Text 1 lines 2-3Text 1 lines 25-26Text 1 lines 29-31Text 1 lines 71-77

Text 2 lines 3-5Text 2 lines 19-20Text 4 lines 37-39Text 4 lines 57-58Text 5 lines 75-80Text 5 lines 87-95

Counter argument evidence should argue that the government should NOT allow criticism.

Example: “more devoted to ‘order’ than to justice” (text 4 line 134).

INDIVIDUAL LEARNING: COMPOSE THE COUNTER-ARGUMENT TOPIC SENTENCE

1) Sentence starter – This indicates that you as the author do not share the counter-argument opinion. “Some people may argue…” “A possible concern is…” “A common counterpoint is…”

Example: A common counterpoint is that the government should first provide a safe country, and then an equal country.

“more devoted to ‘order’ than to justice” (text 4 line 134).

DO NOW:

Log into the computer Open or take out your outline Take out your essay packet Go to our website.

If you would prefer to type, you can download the outline from our website.

AGENDA: I WILL BE ABLE TOYESTERDAY: Understand or paraphrase the essay question Compose a thesis Select evidence for the counter-argument Compose a counter-argument topic sentenceTODAY: Finish the counter-argument (the turn back!) Find evidence from THREE texts to use Compose a hook and complete my introduction Complete my outline with topic sentences Tomorrow: Common Essay mistakes to avoid, proofreading, rubric

INDIVIDUAL LEARNING: FINISH THE COUNTER-ARGUMENT PARAGRAPH

A common counterpoint is that the government should first provide a

safe country, and then an equal country.

“more devoted to ‘order’ than to justice” (text 4 line 134).

Dr. Martin Luther King Jr. notes that some people do not want anyone to oppose the government because they do not want disorder or violence.

“it is wrong to urge an individual to cease his efforts to gain his basic constitutional rights because the quest may precipitate violence” (text 4 lines 147-148).

However, Dr. Martin Luther King Jr. dismisses this argument because the guarantee of basic constitutional rights for all is more important than momentary violence.

AGENDA: I WILL BE ABLE TOTuesday: Understand or paraphrase the essay question Compose a thesis Select evidence for the counter-argument Compose a counter-argument topic sentenceWednesday: Finish the counter-argument (the turn back!) Find evidence from THREE texts to useToday: Compose a hook and complete my introduction Complete my outline with topic sentences Common Essay mistakes to avoid Proofreading

INDIVIDUAL LEARNING: FIND TEXTUAL EVIDENCE

Now that you have completed Body Paragraph 2, you should find evidence for the rest of your essay.

You can QUOTE or PARAPRHASE, but you need the text number and the line number.

HOOK MINI-LESSON

The purpose of a hook is to interest your reader in your essay. It should be engaging and should appeal to a broad audience.

It can be: a quote

President Obama recently asked “what greater form of patriotism is there than the belief that America is not yet finished, that we are strong enough to be self-critical, that each successive generation can look upon our imperfections and decide that it is in our power to remake this nation to more closely align with our highest ideals?” (Text 5 lines 31-34).

a question What can people do to improve their world?

a broad statement Individuals have the power to change the world.

INTRODUCTION

Hook: Question, quote, or broad ideaIntroduce the texts: Name the author and the title. To make it “A” level, explain how the

texts will prove your thesis or claim.Thesis/ Claim:

SAMPLE INTRODUCTION

Hook: What can people do to improve their world?

Introduce the texts: Often, people have to challenge power structures to change the world. Susan B. Anthony in Text 3 argues for government to give rights to women. Dr. Martin Luther King in Text 4 says people sometimes have to force governments to notice inequality. President Obama remembers the Civil Rights protestors in Text 5 for their work to improve America. All three speakers argue that the government needed to improve to help all of its citizens.

Thesis/ Claim: The American government should tolerate opposition because if more people share their opinions, the government will be able help more of its people.

TOPIC SENTENCES

The topic sentence should unite TWO pieces of evidence.

The easiest way to do this is to summarize the purpose of the topic sentence.

Example: In Text 3, Susan B. Anthony argued that women needed to resist the government because they had no rights as citizens.

FORMATTING

Times New Roman 12 Font Double Spaced 1 inch margins MLA Heading:

Student Name

Teacher Name

Class Name

Day Month Year

Anna Smith

Mrs. Richardson and Ms. McAvoy

English 3R

26 March 2015

COMMON MISTAKES

Citations “Quote quote quote” (text _ lines _). Dr. King was worried that some people “more

devoted to ‘order’ than to justice” (text 4 line 134). President Obama recently asked “what greater form

of patriotism is there than the belief that America is not yet finished, that we are strong enough to be self-critical, that each successive generation can look upon our imperfections and decide that it is in our power to remake this nation to more closely align with our highest ideals?” (Text 5 lines 31-34).

COMMON MISTAKES

Run on Sentences Split it into two sentences Use a semi-colon ; instead of a comma ,

Your explanation should be AT LEAST as long as the quote. The best essays will explain short quotes

really well.