WEEK THREE!Goals for the week:

Learn the format and vocabulary for an oral argument.Develop and strengthen your ability to use positive social skills during a debate.Build a personal list of interesting vocabulary words from “The Tell-Tale Heart.”Participate in student-teacher writing conference and set personal writing goals for the quarter.

BUILDING AN ARGUMENT (CASE)

1. Make a CLAIM.2. Defend your claim with EVIDENCE/ PROOF.3. Listen to your opponent’s claims.4. REFUTE your opponent’s claims (that means prove the claims to be false).

YOUR TASK

1. Write your claim.

2. List your evidence/proof.

NOT what you infer or think the writer meant. Must be stated directly in the text.

3. Anticipate what your opponent might argue.

4. List the points for your refutation.

ORGANIZING YOUR IDEASYour claim Your opponent’s claim and

possible evidence/proof

Evidence/proof that supports your claim (Direct from the text)

Your refutation of your opponent’s claims

SHOULD 8TH GRADERS HAVE A CURFEW?

Your claim

Yes, 8th graders should have a curfew.

Your opponent’s claim & evidence/ proof

No, 8th graders should not have a curfew.

• Old enough to decide for ourselves

• Need to learn to make our own choices

Evidence/proof that supports your claim

• It’s dangerous to be out late

• Kids need to be home to do HW

• Kids need time with their families

Your refutation of your opponent’s

claims

• Not really old enough; still legally considered a minor

• Because teens are still learning, parents need to set limits to keep them safe

SETTING THE DEBATE GROUND RULES

PPIs (Positive Peer Interactions:

THIS IS WHAT WORKS!

1.Every person on the team MUST speak at least once before anyone participates a second time.

2.

3.

NPIs (Negative Peer Interactions):

THIS IS WHAT DOESN’T WORK!

1.

2.

3.NPIs WEAKEN your

argument!

Plan your :

Claim

Proof/evidence to support your claim

How you will respond to each of your opponent’s

points (refutation)

MAKE SURE EVERY PERSON ON YOUR TEAM HAS SOMETHING TO SAY

• WORK TOGETHER AS A GROUP TO RUN A WELL-ORGANIZED AND THOUGHTFUL DEBATE!

GETTING READY

Affirmative: State your claim. (Guilty)

Negative: State your claim. (Not guilty by reason of insanity.)

Affirmative: State one proof.

Negative: Refute. State one proof.

Affirmative: Refute. State one proof.

DEBATE ORDER

1. What were your personal strengths in the debate?

2. What debate/discussion skills do you need to work on?

DEBATE REFLECTION: EXIT TICKET

2thoutLICENSE PLATE!

1. What were your personal strengths in the debate?• Planning• Finding and using text evidence

2. What debate/discussion skills do you need to work on?• Not listening while others speak• Afraid to speak up• Dominating the conversation

DEBATE REFLECTION: EXIT TICKET SUMMARY

Ballad: A simple narrative poem that tells a story.

Tone: The author’s attitude toward the story and characters.

Stanza: A group of lines in a poem, usually four or more.

SUPER SMART READING WORDS

What do you know/ remember?

Let’s read and listen:https://

www.youtube.com/watch?annotation_id=annotation_627120&feature=iv&src_vid=QmTv7O40SR8&v=rf7aBCrfOQE

ANNABEL LEE

1. Who is the SPEAKER in this poem (hint: it is NOT the author)? How do you picture him? Why? What kind of person is he? How do you know?

2. This poem has been described as SOUNDING like a ghost story. Does it sound that way to you? Can you explain why? If it doesn’t, how would you describe the sound of this poem? Why?

3. The TONE of a poem is how the writer seems to feel about the subject of the poem. It’s something you have to infer, or figure out, based on the word choices. How would you describe the TONE of this poem? Why?

POETRY ARCHEOLOGY: DIG DEEP & FIND THE GOOD STUFF

1.A two-syllable noun that is a place or location (not a proper name)

2.A two-syllable noun that is a living thing

3.A four-syllable proper noun that rhymes with “sea”

4.A one-syllable proper noun that rhymes with “sea”

POETRY MAD LIBS

It was many and many a year ago,

In a _____(1)__________ by the sea,

That a ______(2)______ there lived whom you may know

By the name of _________(3)_______;

And this _______(2)______ she lived with no other thought

Than to love and be loved by ______(4)________.

A NEW POEM BY POE…AND YOU!

One minute write.Once every three weeks.Why? “Research shows that writing proficiency increases when writing volume increases” (McCarty). Competition with yourself. Challenge yourself to increase the number of words you write each minute.

POWER WRITE #1

IN YOUR WRITER’S NOTEBOOK:

WRITE AS MUCH AS YOU CAN UNTIL I TELL YOU TO STOP.

ARE JUSTICE AND FAIRNESS THE SAME THING? EXPLAIN YOUR ANSWER. PROVIDE EXAMPLES THAT SHOW YOUR READER WHAT YOU MEAN.

POWER WRITE #1

1. Count the number of words you wrote.

2. Write the number at the end of your piece.

3. Read over your writing. Circle any errors you notice.

PENCILS UP!