Presentation (and Vocab Review) Day: Thursday, October 9th, 2014

Thursday’s classes started with brief jaunt to the Media Center to learn about the upcoming Book Fair (taking place at Conference Week) and a round of vocabulary review before getting to the even more interesting stuff.

All great projects deserve a great presentation at the end and that is exactly what we did.  Today, the students who felt the most brave presented their essays which were displayed onto the SMART Board from  They took a moment to share their topic, their position on that topic, and a summary of their main points.  Meanwhile, their classmates took notes on these arguments and briefly assessed whether they thought the presenters were successful in getting their points across in a persuasive manner.



Modeling an Argumentative Essay: Thursday, October 2nd, 2014

After taking a brief moment to go into some discussion about the vocabulary from lessons 1-4, the students then followed me through the process I would take in writing an argumentative essay.  I added onto yesterday’s lesson where I did the same thing, but with the brainstorming process.  The students learned about the applications for argumentative writing in the real world.  For example, we see argumentative writing in:

  • Editorials
  • Advertisements
  • Propaganda
  • Blogs
  • Speeches
  • Essays


PowerPoint: 10.2.14 Argumentative Writing and Vocab Roots Lessons 1-4 review

Introduction to Argumentative Writing: Monday, September 29th, 2014

Though we had taken a few moments during last week’s lessons to briefly discuss argumentative writing and the characteristics of quality writing, today we delved headlong into it. First, the students had the opportunity to share what they remembered of the characteristics of quality writing from last week. Then, I shared with them the six general writing traits we tend to focus upon when writing:

  1. Ideas
  2. Organization
  3. Word Choice
  4. Sentence Fluency
  5. Voice
  6. Conventions

The students were then shown a couple more examples of argumentative writing in action.  The students listened to the first two minutes of the most recent podcast from the Freakonomics blog entitled “Fitness Apartheid.”  Should residents of an apartment building who pay a discounted rate be able to partake in more luxurious amenities?  We took a moment to have a brief discussion on both sides of the issue presented within “FItness Apartheid.”  Next, the students read a written example of argumentative writing at work (text can be found in the PowerPoint below).

We ended class today with the students choosing 3-5 of the topics they found the most interesting.  They then narrowed those down to two with which they will create a Circle Map to brainstorm.  These will become the foundation of the argumentative essays they will be writing in class this week.

Here are two more links to even more argumentative writing topics:


  • Read for 30 minutes.
  • Complete the Circle Map of two topics (except 3rd period)
  • Study for Wednesday’s lesson 4 vocabulary quiz

PowerPoint: 9.29.14 Characteristics of Quality Writing and Intro to Argumentative Part 2

Friday, September 21st, 2012 in Brief

Friday was a mixed bag lesson where each class had a slightly different experience based on their lesson needs:

  • First periodreviewed conclusion techniques discussed in Tuesday’s lesson.  This class also dissected a writing prompt (see below) using TAP (we left the last “P” for later). The students are to complete this for homework.
    • Writing Prompt:
      • Writing Situation: Most families assign chores to their children. Families need to work together, and having the children of the house help out teaches responsibility. However, many children and teens object to having these chores imposed upon them. What is your opinion?
      • Directions for Writing: Do you think that children should have assigned chores to do at home, or do you think you have enough to do already? Write an essay to convince the adults in your family of your point of view regarding the children and teens being required to do chores at home. Be clear in your opinion, and use specific details and examples to support your ideas.
  • Second period took time to revisit the computer lab in order to finish the SRI.  The students who finished then began work dissecting the prompt above using TAP(P).
  • Sixth period had the opportunity to briefly visit the Book Fair which was only in our Media Center for one day.  Upon returning from the Media Center, sixth period completed the notes on conclusion strategies from Tuesday’s lesson.
    • Should there have been more time slots available, the other class periods would have also attended.
  • Seventh period completed notes on conclusion strategies from Tuesday’s lesson.

**QUIZ ALERT: Anticipate a quiz over prepositions and gerunds on Monday!


  • 1st: Complete the in-class essay.  It must be 3 paragraphs in length.
  • 2nd: For those who began the in-class essay, complete it.  Those who did not will work on this assignment starting on Monday the 24th, 2012.
  • 6th: No homework
  • 7th: No homework

PowerPoint: 9-21-12 Conclusions Practice + Starting a Timed Writing

Tuesday, August 28th, 2012 in Brief

Tuesday we reviewed the BIG FOX text feature identification strategy from this Monday.  Since we’re beginning to focus on argumentative writing (we used to call this “persuasive writing”), we then transitioned to a discussion on persuasion by viewing a video of the closing argument in the case against Dr. Conrad Murray, the doctor accused of indirectly causing Michael Jackson’s death.  Is he innocent or guilty?  Facts and examples from the video and each student’s prior knowledge were used to add substance to whether a student felt Dr. Murray was guilty or innocent.

The discussion on Dr. Murray’s guilt or innocence then moved into some note-taking on the terms below:

  • Claim: state your argument
  • Logos:appeal to one’s logic; facts, examples, and numbers (these are very convincing)
    • Examples of Logos:
      • Facts-can be proven
      • Expert opinions or quotations
      • Definitions-statement of the meaning of a word or phrase
      • Statistics-offer scientific support
      • Examples-powerful illustrations

 HOMEWORK: ACReader/Writer Workbook pg 194-199 answer in the margins, All classes– Watch a TV commercial and write a summary of it.  Then, write how it uses logos to persuade you.

Powerpoint: PERSUASIVE: pathos, ethos, & logos 8/28/12