How to Write Persuasive Essays - DOC by feu29513


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									Bell High School

 Standards-Based English / Language Arts Course Syllabus
Course Title: English 9AB
Course Length: One Year
Grade Level: 9

UC/CSU College Requirement
English 9AB meets the 9th grade English requirement for high school graduation and fulfills the
B of the UC/CSU Subject Area Requirement.

Course Description
English 9AB includes standards-based instructional components that focus on persuasion,
exposition, and literary analysis. It integrates the skills of reading, writing, listening, and
speaking. English 9AB promotes Bell High School by developing students who are
communicators, critical thinkers, and persons of character, which are our Expected School-Wide
Learning Results (ESLRs).

Semester One
Instructional Component One: Persuasion
Students will read texts that focus on the persuasive domain. They will evaluate the credibility of
authors’ arguments, critique the relationship between generalizations and evidence, and examine
the way in which an author’s intent affects the structure and tone of the text. Students will also
write persuasive essays and deliver persuasive presentations.

Semester Two
Instructional Component Two: Exposition
Students will read texts that focus on the expository domain. They will paraphrase, synthesize,
and extend ideas presented in primary and secondary sources by writing expository
compositions, analytical essays, and research reports. They will also deliver presentations using
visual aids.

Instructional Component Three: Literary Analysis
Students will read literary texts. They will study key issues within each work’s historical period
and analyze the literary works for universal themes. Students will also write responses to
literature and deliver oral responses to literature.

Bell High School

                    Bell High School ESLRs (School-Wide Goals)

Persons of Character: Bell High School students will behave in a responsible, respectful,
and mature manner in dealing with others while at Bell and in the future.

Students will be expected to become persons of character. Students will be required to complete
long-term assignments, such as research projects, and oral presentations. Students will develop
a sense of responsibility and accountability in order to successfully meet deadlines. Students
will learn how to make appropriate citations in reports and essays for ideas and materials they
use. Through reading and research, students will continue to learn about themselves and their
relationship to others and the environment. Students will develop into reflective, responsible,
and engaged citizens.

Communicators: Students will read for comprehension using grade level standards,
enabling them to analyze, interpret, and evaluate written text. Students will write in a
clear, organized and concise manner appropriate to the subject at or above great level.

Students will be expected to become effective communicators. They will be able to read and
comprehend others’ ideas and express their own ideas clearly, thoughtfully, and appropriately in
writing. They will develop essential skills in reading, writing, speaking and listening through a
variety of assignments and project-based activities.

Critical Thinking: Students will become critical, logical, and independent thinkers.
Students will become competent academically and technologically with marketable skills.

Students will be expected to become critical thinkers. Students will learn to solve problems,
make decisions, and use resources effectively. Ample opportunities will be provided for students
to become critical thinkers, not only independently but also as a partner or a group member.
Students will be able to self assess their work through the use of rubrics. They will expand their
technological and marketable skills through using technology on various projects.

Bell High School

                                9th Grade Curriculum

                                   Focus Standards

                   PERSUASION                 EXPOSITORY                LITERARY
READING            2.5 Extend ideas           2.4 Synthesize the        3.5 Compare works
                   presented in primary or    content from several      that express a
                   secondary sources          sources or works by a     universal theme and
                   through original           single author dealing     provide evidence to
                   analysis, evaluation,      with a single issue;      support the ideas
                   and elaboration.           paraphrase the ideas      expressed in each
                   2.8 Evaluate the           and connect them to       work.
                   credibility of an          other sources and         3.12 Analyze the
                   author’s argument or       related topics to         way in which a work
                   defense of a claim by      demonstrate               of literature is
                   critiquing the             comprehension.            related to the themes
                   relationship between       2.5 Extend ideas          and issues of its
                   generalizations and        presented in primary or   historical period.
                   evidence, the              secondary sources
                   comprehensiveness of       through original
                   evidence, and the way      analysis, evaluation,
                   in which the author’s      and elaboration.
                   intent affects the
                   structure of tone of the
WRITING            1.1 Establish a            1.2 Use precise
STRATEGIES         controlling impression     language, action verbs,
                   or coherent thesis that    sensory details,
                   conveys a clear and        appropriate modifiers,
                   distinctive perspective    and the active rather
                   on the subject and         than the passive voice.
                   maintain a consistent
                   tone and focus
                   throughout the piece of

  Bell High School

                     PERSUASION               EXPOSITORY                  LITERARY
WRITING              2.4 Write persuasive    2.3 Write expository         2.2 Write responses to
APPLICATIONS         compositions:           compositions, including      literature:
                         a. Structure ideas analytical essays and              a. Demonstrate a
                            and arguments research reports:                        comprehensive
                            in a sustained       a. Marshal evidence               grasp of the
                            and logical             in support of a                significant ideas
                            fashion.                thesis and related             of literary
                         b. Use specific            claims, including              works.
                            rhetorical              information on all         b. Support
                            devices to              relevant                       important ideas
                            support                 perspectives.                  and viewpoints
                            assertions.          b. Convey                         through
                         c. Clarify and             information and                accurate and
                            defend                  ideas from primary             detailed
                            positions with          and secondary                  references to the
                            precise and             sources accurately             text or to other
                            relevant                and coherently.                works.
                            evidence,            c. Make distinctions          c. Demonstrate
                            including facts,        between the                    awareness of
                            expert                  relative value and             the author’s use
                            opinions,               significance of                of stylistic
                            quotations, and         specific data, facts,          devices and an
                            expressions of          and ideas.                     appreciation of
                            commonly             d. Include visual aids            the effects
                            accepted beliefs        by employing                   created.
                            and logical             appropriate                d. Identify and
                            reasoning.              technology to                  assess the
                                                    organize and record            impact of
                                                    information on                 perceived
                                                    charts, maps, and              ambiguities,
                                                    graphs.                        nuances, and
                                                 e. Anticipate and                 complexities
                                                    address readers’               within the text.
                                                    biases, and
                                                 f. Use technical terms
                                                    and notations

  Bell High School

                     PERSUASION                 EXPOSITORY                      LITERARY
SUGGESTED            2.5 Write business         2.1 Write biographical or
ADDITIONAL           letters:                   autobiographical narratives
STANDARDS                a. Provide clear       or short stories:
                              and purposeful        a. Related a sequence
                              information and           of events and
                              address the               communicate the
                              intended                  significance of the
                              audience                  events to the
                              appropriately.            audience.
                         b. Use appropriate         b. Locate scenes and
                              vocabulary,               incidents in specific
                              tone, and style           places.
                              to take into          c. Describe with
                              account the               concrete sensory
                              nature of the             details the sights,
                              relationship              sounds, and smells
                              with, and the             of a scene and the
                              knowledge and             specific actions,
                              interests of, the         movements,
                              recipients.               gestures, and
                         c. Highlight                   feelings of the
                              central ideas or          characters; use
                              images.                   interior monologue
                         d. Follow a                    to depict the
                              conventional              characters’ feelings.
                              style with page       d. Pace the
                              formats, fonts,           presentation of
                              and spacing that          actions to
                              contribute to the         accommodate
                              documents’                changes in time and
                              readability and           mood.
                              impact.               e. Make effective use
                                                        of descriptions of
                                                        appearance, images,
                                                        perspectives, and
                                                        sensory details.

   Bell High School


   CORE LITERARY TEXTS                       A N TH O L O G I ES
   The Odyssey, Homer                        Literature and the Language Arts: Holt

   Antigone, Sophocles                       The Language of Literature: McDougal-Littel
   Medea, Euripides                          Perspectives on Multicultural Literature: Holt
   Romeo and Juliet, Shakespeare             LAUSD Instructional Guide (IG)

   Of Mice and Men, Steinbeck                Writer’s Inc.: Great Source

                        SEMESTER ONE: PERSUASIVE DOMAIN
         Writing Forms: persuasive essay; persuasive business letter, research project
         Terms: rhetorical devices and fallacies – IG pgs. 2- 48—2-50

Weeks 1 - 3     Nonfiction (choose at least one set) – found in Holt PML.
                              ―Rising Tides‖ and ―An Arctic Floe,‖ pgs. 6-14
                              ―Heroes with Solid Feet‖ and ―Where I Find My Heroes,‖ pgs. 15-
                              ―Free Minds and Hearts at Work‖ and ―Jackie Robinson Changed
                               the Face of Sports,‖ pgs. 25-36

                          Speeches on social change (choose two) – found in IG
                          Elie Wiesel, pgs. 2- 96—2-97
                               Dr. Martin Luther King Jr., pgs. 2- 91
                               Cesar Chavez, pgs. 2- 92—22- 94
                               John F. Kennedy pg. 2-101

                          Introduction to the Persuasive Writing Process
                                (suggested resources)
                              Writer’s Inc – suggested text, pgs. 115-123; 185-198
                              Writer’s Handbook, Holt pgs. 595-1000
                              Writer’s Handbook, McDoug. pgs. 1423-1160
                              Jane Schaffer Writing Method
                              Six Traits
                              Writing Process in IG pg. 2-64 – 2-69
                      **Students write a minimum of TWO persuasive essays**
                                 (MUGS: errors in modifier usage
                                    and connotation/denotation)

   Bell High School

Weeks 4 & 5      Greek Drama (choose at least one)
                            Antigone
                            Medea

                   **Students write a minimum of ONE persuasive essay **
                                  (MUGS: active/passive voice)
     **Suggested activity: mini-project focusing on primary/secondary sources and types of
                           evidence; deliver persuasive presentation**

Week 6           ELA Periodic Assessment on Persuasion
                        *****This is mandatory per LAUSD*****

Weeks 7 – 10     Epic Poetry and Mythology
                              The Odyssey
                              Heroes, Gods, and Monsters of the Greek Myths – recommended
                               supporting text

                   **Students write a minimum of TWO persuasive essays**
                              (MUGS: main and subordinate clause)
         **Suggested activity: research project focusing on primary/secondary sources**

Week 11          Persuasive Business Letter
                              Writer’s Inc. – suggested text, pgs. 297-300

                **Students write a minimum of ONE persuasive business letter**
                                    (MUGS: tone and voice)

   Bell High School

Week 12 – 15       Recommended Literature
                        Use to reinforce persuasive domain or to introduce expository domain.
                        Connotation/denotation; introduce poetical devices and elements of

   Poetry                                         McDoug.              Holt
                                                    Page #            Page #
   ―Siren Song,‖ Margaret Atwood                     938                 --
   ―Penelope,‖ Dorothy Parker                        970                 --
   ―Ithaca,‖ C.P. Cavafy                             971               711
   ―Ulysses,‖ Alfred Tennyson                    see attached      see attached
   ―in Just,‖ ee cummings                              --              413
   Short Stories                                  McDoug.              Holt
                                                   Page #             Page #
   ―The Gift of the Magi,‖ O. Henry                  15                 15
   ―The Lady, or the Tiger?,‖ Frank Stockton         --                298
   ―The Scarlet Ibis,‖ James Hurst                  592                342
   ―The Cask of the Amontillado,‖ Edgar             207                172
   Allen Poe
   ―A Christmas Memory,‖ Truman Capote               272                51
   ―Marigolds,‖ Eugenia Collier                       74               118
   ―To Build a Fire,‖ Jack London                    517                --
   ―Cranes,‖ Hwang Sunwon                             --               220
   ―The Sniper,‖ Liam O’Flaherty                     162               211

   Select from this list:
   Oedipus Cycle, Sophocles
   Aesop’s Fables, Aesop
   The Iliad, Homer
   The Pearl, John Steinbeck
   Mythology, Edith Hamilton
   Metamorphosis, Ovid

            **Students write a minimum of TWO essays – persuasive or expository**
                            (MUGS: punctuation and capitalization)

    Bell High School

                        DOMAIN                                                                            Focuse
    d Writing Forms: research, cause and effect, description, compare and contrast, and biographical or
    autobiographical essays
    Terms: elements of fiction and poetic devices – Holt pgs. 1019-1031; McDoug. pgs. 1216-1231

Weeks 1 - 3       Nonfiction: Synthesizing Information (choose at least two sets)
                                 Essays by Albert Einstein: ―Weapons of the Spirit,‖ pg 375; ―Letter to
                                  President Roosevelt,‖ pgs. 376-377; ―On the Abolition on the Threat of
                                  War,‖ pgs 378-379; ―The Arms Race‖ pgs. 379-380 (Holt)
                                 Essays on Poe’s Death: ―Poe’s Final Days,‖ pgs. 184-186; Poe’s Death is
                                  Rewritten as Case of Rabies, Not Telltale Alcohol,‖ pgs. 187-188; ―If Only
                                  Poe Succeeded When He Said Nevermore to Drink,‖ pg. 189; ―Rabies Death
                                  Theory,‖ pg. 190 (Holt)
                                 Articles on Ishi: ―Homecoming,‖ pgs. 69-72; ―Ishi Apparently Wasn’t the
                                  Last Yahi,‖ pgs. 73-76 ( 1st ed.); ―Wild As It Ever Was,‖pg.73-76 (2nd ed.);
                                  ―The Repatriation of Ishi, the Last Yahi Indian,‖ pgs. 77-78 (PML)
                                 Articles on Internment: ―Internment,‖ pgs. 119-121, ―Internment‖ pg. 123
                                 Articles to teach irony, ambiguity, denotation, and connotation: ―Hurdles,‖ a
                                  cartoon, pgs. 97-98; Prologue from ―Walking with the Wind‖ pgs. 105-110

                  **Students will write a minimum of TWO expository essays**
                                           (MUGS: active/passive voice)

Week 4            ELA Periodic Assessment on Exposition
                          *****This is mandatory per LAUSD*****

Weeks 5-10        Romeo and Juliet
                                 Holt, pgs. 783 - 911
                                 McDougal-Littel, pgs. 990 – 1102
                                 New Folger Library Shakespeare

   Bell High School

                              Shakespeare Made Easy
                              Next Text – A Classic Retelling
             **Activity: Research Project, Writer’s Inc. pgs. 259-274; deliver presentation including the
                                            use of a visual aid**
            **Students will write a minimum of two response to literature essays**
                          (MUGS: errors in modifier usage)

Week 11            ELA Periodic Assessment on Literary Analysis
                          *****This is mandatory per LAUSD*****

Weeks 12-13        Choose One: Of Mice and Men; A Night to Remember; Farewell to
                   Manzanar; Parrot in the Oven

            **Suggested Activity: Research Project, Writer’s Inc. pgs. 259-274**
            **Students will write a minimum of one literary analysis**
                         (MUGS: active/passive voice)

Weeks 14 – 15
Recommended Literature
              Use to reinforce Expository and Literary Analysis Domains

   Poetry                                                 McDoug.                Holt
                                                           Page #               Page #
                                                             **                  128
   ―Those Winter Sundays,‖ Robert Hayden                **PML pg.198             278
   ―Papa Who Wakes Tired in the Dark,‖ Sandra          **PML pg.198             278
   ―Fire and Ice,‖ Robert Frost                               **                   441
   ―Fog,‖ Carl Sandburg                                       **                   440
   ―The Courage that my Mother Had‖ Edna St.                  **                   461
   Vincent Millay
   ―My Father’s Song,‖ Simon Ortiz                           642                   **
   Select from this list:
   A Midsummer Night’s Dream, William Shakespeare
   The Miracle Worker, Ann Sullivan
   Like Water for Chocolate, Laura Esquivel
   The House on Mango Street, Sandra Cisneros
   A Marriage Proposal, Anton Chekov
   Trifles McDoug. Pg. Instructional Component One: Persuasion
   Woman Hollering Creek, Sandra Cisneros


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