PWU 2.2

PWU 2.2

Do now: In your debate team, review MLK’s speech.  What did you notice?  

Objectives:

• Understand the “Both Sides Outline” assignment
• analyze research findings by comparing arguments and counter-arguments on a debate topic

Agenda:

1. Do now
2. Sit in your debate team.  Open up the PWU handouts packet in notability and review the “Both sides outline” assignment (on page 17)

• discuss what steps your team needs to accomplish today as you work on your Outlines.
• groups collaborate on Both Sides Outline

• Divide up and color-code the Outline work as fairly as possible.

3) Find 2 informative articles about your debate topic (each) and annotate them carefully (use only legitimate/reputable news sources)

• Review annotations expectations in the PWU handouts packet

4) Summarizer

HW: Finish locating and annotating 2 information articles about your debate topic

PWU 2.1

Do now: Sit in your controversial topics groups.  As a large group, refine/clarify your topic and turn it into a resolution. (“Resolved: blank should blank blank”) (5-10 minutes)

Objectives:

• identify logical fallacies
• define the three types of appeals
• identify appeals in famous speeches/ letters

Agenda:

1. do now
2. Sit in your debate teams! (Pro/Con) Introduce yourself-- how do you feel about debates?
3. Film “Great Debaters”
4. Summarizer
   

HW: Watch MLK’s “I have a dream” speech (https://youtu.be/I47Y6VHc3Ms). Review the transcript of MLK’s speech (in packet)- what can you identify?

Wednesday BLUE

Congrats Alex P on MVP

Do now:
Definition: What is a logical fallacy?

• A logical fallacy is an inaccurate or intentionally misleading application of logic.
• It is important to be able to recognize logical fallacies to avoid being exploited or swindled by writers or speakers who want your money, your voice, or your vote.
• It is also important to avoid using logical fallacies in your own argumentation, because honesty is an essential quality of effective persuasion.

Hasty Generalization: a conclusion based on too little evidence, suggesting a superficial investigation of an issue. Example:

• Most of the people in the room opposed the project, so most people in the town probably oppose it too. (Unless you can prove the sample in the room were statistically representative of the town as a whole, you cannot make this claim.)
• Women don’t enjoy watching sports. (Evidence against this could be any example of a specific woman who enjoys watching sports. This is also an example of a stereotype: a general statement about a group of people based on uninformed attitudes toward a particular race, gender, religion, age, etc.)

Prompt: create your own hasty generalization

Objectives:

• identify hasty generalization
• use appeals in advertising

Agenda:

1. do now

2. ORB

3. Create a product and print advertisement! Assignment: In pairs or groups of three,

• Create a product that you think teenagers would want to buy ?(you may focus on either gender or both, as your demographic)
• Draft a print advertisement for the product. What is the ?picture of? Where is it located on the page? What colors are ?used? What is the text on the page? Where is the text located?
• Draw the advertisement on a large piece of easel paper.
• Present your advertisement to the class in a creative way. 

4. Summarzier

HW: Orb

American Born Chinese Presentations Monday-Thursday

Congrats to the MVPs thus far: Maya, Mitchell, Sabhyata, Alex K. and Elizabeth G!

American Born Chinese Presentations

Do now: Grab a presentation note sheet

Objectives:

• use effective public speaking to present on a cultural tradition
• listen effective to presentations on cultural tradition

Agenda:

1. do now
2. review peer evaluation form
3. presentations
4. summarizer

HW: prep your presentations!

Tuesday BLUE

Do now: rank controversial issues-- in socrative
1. Should the US ban entry of people from specific countries of origin?
2. Should the government fund reproductive health centers (such as Planned Parenthood), if they provide abortions?
3. Should families be able to use government funding to send their children to a school of their choice (charter, private/religious)
4. Does the surveillance power of technology make us safer?

Objectives:

• identify main ideas of argument

Agenda:

1. do now
2. Create a new subject in notability called PWU or Persuasive Writing Unit. Download the "PWU Handouts Packet"
3. Table groups: answer the “On Using Argument” discussion questions
4. Find examples of logical fallacies in advertising/politics- where is there faulty logic? (use Google search)
5. Summarize: How do we know what moral action is “best” when faced with a choice? How do we know right from wrong? Where does that knowledge come from? Is it taught or innate?

HW: name and define 3 appeals/ PREP for Cultural Presentation!

PWU 1.3 GREEN

PWU 1.3

Do now: Student survey: HERE

Objectives:

• identify main ideas of argument

Agenda:

1. do now
2. Create a new subject in notability called PWU or Persuasive Writing Unit. Download the "PWU Handouts Packet"
3. Table groups: answer the “On Using Argument” discussion questions
4. Find examples of logical fallacies in advertising/politics- where is there faulty logic? (use Google search)
5. Summarize: How do we know what moral action is “best” when faced with a choice? How do we know right from wrong? Where does that knowledge come from? Is it taught or innate?

HW: name and define 3 appeals/ PREP for Cultural Presentation!

Friday BLUE

Do now: grab a handout with thesis statements

Objectives:

• evaluate peer thesis statements for cogency and concision
• read and evaluate different types of news articles

Agenda:

1. do now

2. In table groups: review each thesis statement.  Rate each one for cogency and concision. 

3. Obtain the 3 news articles handout

4. Individual: read article #1 (breitbart) 

5. Table groups: 

• What can you determine about the author of this article?  
• What is his intent?  
• What else do you see on his site that might be connected to the views expressed in this piece
• What is link between this article and “Big Government” 

6. Individual: read article #2 (Oregon Local News)

7. Table groups:

• Note what the author addresses and what is avoided
• What is the difference between the two articles?

8. Individual: read article #3 (snopes)

9. Summarizer

HW: work on cultural presentation