Brittney Bazuin

ENG 480

28 April 2016

Persuasive Unit Plan

Introduction

For this unit the students will be writing persuasive speeches. With their final written

speeches, the students will also be presenting their speeches. The form of this presentation is up

to the students. The students will be paired up with one student fighting for and one against.

When the pair is done, a winner will be chosen over who of the pair best exhibited what they had

learned over the past two and a half weeks. The students will begin with learning about what

persuasion is and how and why it is used in the real world. The students will have the

opportunity to watch a video of President Obama twice and will be breaking it down by the

different persuasive techniques that are learned. The students will learn how to write a proper

thesis, openings, closings, claims and counterclaims. They will also have lessons on word choice

and transitions. One very important lesson that the students will have towards the end of the unit

is on speech and speaking skills. The students will have the opportunity to examine a video of a

speech and break it down by its deliverers poor or good speaking skills. The students will have a

series of quick writes though out the entire unit with fun and engaging writing topics to show the

students that they can have fun with writing, and that they are better writers than they think.
Rationale

Persuasive writing in the 7th grade can be vey monotonous and can struggle to keep

students focused. The topics that students are given to write about are often arbitrary and

irrelevant. In this unit, I have designed topics that will directly relate to the students current lives

and future lives that will foster students engagement through the entire unit. The research

portion of persuasive writing can be very dry, but with the topics I have crafted, the students will

be more eager to further their learning. The students will remain engaged through the smaller

lessons with quick writes and activities that appeal to all learning styles and that are entertaining.

Studying topics that students can relate to comes naturally, rather than topics that go

beyond their cognitive abilities. On the Marzano Center website there is an article called

Student Engagement: 5 Ways to Get and Keep Your Students Engagement. One of the five

reasons listed in the article is The Self-System. The self-system is the system that controls what

we decide to attend to. Everything we find personally interesting and valuable. Take a general

inventory of your students likes. Plan critical input experiences that reflect the learning goal,

and things that give your students enjoyment, satisfaction, and pride (Marzano). In my unit, the

students will be choosing from a list of topics that directly relate to their current lives or where

their lives will be in the near future. Some of these topics will be whether physical education

should be required of all students, children should not be allowed to drink soda, the internet has

become too harmful, and cell phones should be banned in schools. These are compared to topics

like stem cell research and the death penalty. Topics like these may not directly relate to the

student, therefore the students may not care about them. Topics like physical education can

greatly affect them and their futures as students. This care for their topic will keep students

engaged in their research and passionate about fighting for their point of view, giving them a
great sense of pride in the final work. With the students fully immersed in their topic, the

students will easily be able to complete an annotated bibliography, and I anticipate that since the

student will be so immersed in their work that they will have too many findings for their research

and will need to reduce their writing down to fit in the requirements.

Giving the students a choice in their topics also serves as a great form of differentiation.

The topics that the students can range on difficulty based on the students learning levels.

Students naturally gravitate to the question that they think is the easiest to answer. But with some

careful guidance, those students that operate at a higher level of thinking can choose those more

thoughtful and in depth topics.

One lesson that the students with be learning will be ethos, pathos and logos. They will

learn how each of these will each be an integral part of creating a successful persuasive paper

and speech. These three terms are essential for students to have a successful speech and to

persuade their readers and listeners. Following their written persuasive essays, the students will

perform their topics in the form of a speech debate. Once both students from each topic are done

performing, the other students in the class will vote on which student won the debate based on

how well they used their persuasive and speech skills. Not only will this create friendly

competition between classmates, but the students will be learning skills that they will use later in

life. In an article by Kristine Tucker called Positive and Negative Effects of Competition on

Academic Achievement, Tucker says, Competition plays an important role in academic

achievement because it often spurs students to pursue excellence. College acceptance is

competitive, so students who have worked hard to be at the top of their high school classes

receive the reward of college admission. These persuasive skills that the students learn will be

used when the students write college admissions essays and scholarship essays. The students will
need to persuade their college of choice, or the head of the company funding their scholarship,

that they are the right choice. Further than college, the students will be using this persuasive

writing on cover letter when theyre searching for jobs.

I plan to assess my students learning in a unique way throughout the unit. During my

unit, there will not be any one formal test or quiz. The students will be assessed on almost

everything that they do. The students will be practicing their persuasive wring each day in class,

and will even be applying knowledge learned from the day before. They will also be assessed on

everything that is turned in, from their homework to their final written speeches. One assessment

that the students will have is in the form of a small writing assignment. This is not only practice

for the students with writing a thesis, but it also serves as low-risk writing instead of high-stakes

testing. This assignment will focus on the students writing a thesis statement about three wishes

that they have. Another way the students will be assessed is through the notes that they take

during a silent discussion and a Socratic seminar. This form of assessment also serves as a very

effective form of differentiation. Test taking can be frightening for some students and can

distract the students from performing their best. This form of assessment keeps the student

thinking that all theyre doing are small assignments, but what Im doing is using these

assignments to gauge the students learning.

This assignment of persuasive writing also perfectly aligns with the first two writing

standards that are required for the 7th grade per the Arizona Department of Educations website.

The students will be writing arguments to support their claims with clear reasons and and

relevant evidence. This relevant evidence will be displayed, like mentioned previously, in the

students annotated bibliography. The students will also establish and maintain a formal style.

This will be shown in the speech and final written persuasive essay. But one tool that will help
 the students start and keep this formal style will be in the form of an outline. This outline will be

written in MLA format and will be revised, used as a guide for writing their essays, and as a

guide for their speeches. This also fits in the second writing standard of maintaining a formal

style. In addition, the students will also use precise language and domain-specific vocabulary to

inform about or explain the topic. This particular standard also becomes important with setting

the students up with the right tools to be successful in persuasive writing for their future needs.

It is for these reasons, maximum student engagement, setting students up for a successful

future and following precise standards, that I choose to teach this lesson of persuasive writing

with speeches the way that I have it set up as follows.

Unit Calendar

Day Key Terms & Lesson

Assessments Objectives & Standards

1 JumpStart Quick write: Convince me to buy canned

unicorn meat
Introduce students to unit on persuasive speeches. SWBAT:
Hand out persuasive article that students will read Enhance and
silently. gain writing
o https://academichelp.net/samples/academics/essay experience
s/persuasive/exotic-pets.html Brainstorm and
Persuasion o When students are done reading the article, they work
will reflect and write down what about this article collaboratively
Persuasive quick makes it persuasive. with a partner
write o In groups of 3-4 students, the students will Identify what
Silent participate in a silent discussion. persuasion is
Discussion notes o Their end product notes will be turned in.
The assignment sheet for the persuasive essay and
speeches will then be handed out. 7.RI.1
The students will choose a partner and will then decide on 7.RI.2
which of the provided topics the students would like 7.SL.1
o Physical education should be required of all 7.W.4
students, children should not be allowed to drink
soda, people should become vegetarian to save
the planet, the internet has become more harmful
 than helpful, cell phones should not be allowed in
schools, and Photoshop in the media.
o If the students have other ideas as topics, they can
be considered.
o The partners will choose opposite sides.
Exit ticket: The students will write on a half sheet of
paper their name, who their partner is and what their
chosen topic is.
2 JumpStart Quick Write: Convince me that aliens exist
or do not exist.
Mini-lesson: The definitions of ethos, pathos and logos SWBAT:
will be posted on the board in a PowerPoint for the Properly identify
students to copy down. The students will then watch a and explain
video of President Obama addressing the problems in ethos, pathos
Ethos Syria and take notes on when and where he uses ethos, and logos.
Pathos pathos and logos. The video will be played twice so that Enhance and
Logos the students can have time to write, rethink and listen gain writing
again. experience
Persuasive quick o https://sites.psu.edu/rclnachmanmorgan/2013/09/ Properly analyze
write 12/obama-on-syria-pathos-logos-and-ethos/ a video
Socratic Seminar o The students will then have a class discussion on Properly behave
notes how President Obama used ethos, pathos and and participate
Exit ticket logos in his speech. in a Socratic
What worked? What didnt work? Seminar
o The students will then have a Socratic Seminar on 7.L.3
how ethos, pathos and logos will relate and be 7.SL.1
used in their persuasive speeches. 7.SL.2
Exit ticket: The students will come up with one example 7.W.4
of how they can use either ethos, pathos or logos in their
speech.
3 Persuasive JumpStart Quick Write: Privacy is dead. Agree or SWBAT:
techniques disagree. Use ethos, pathos, and logos. Properly identify
Repetition Mini-lesson: What are persuasive techniques? There will persuasive
Consistency be a PowerPoint presentation about persuasive techniques
Social Proof techniques. Enhance and
Comparisons o Repetition, consistency, social proof, gain writing
Propaganda comparisons, propaganda (with emphasis on experience
Bandwagon bandwagon, glittering generalities, and Analyze a
Glittering testimonial). previous video
Generalities o As the class is going through the PowerPoint, the for new
Testimonial students will share what they think is a valid information
example of each. Behave and
Persuasive quick The students will then re-watch the Obama video and participate in a
write: ethos, point out which persuasive techniques he uses. class sized silent
pathos and logos o Once again, the video will be played twice to discussions.
Silent discussion make sure that the students pick up on everything
posters they possibly can.
7.L.3
 The students will have a class sized silent discussion 7.SL.1
about what new techniques they saw in the video. What 7.SL.2
worked? What didnt work? What would you consider 7.W.4
using in your speech?
o There will be posters spread out around the room,
each with a different technique. In groups of 3-5
students, the groups will move from poster to
poster writing how that technique was used in the
video.
For homework: Find one advertisement or video on the
internet. Either bring it to class or describe it, and analyze
the video. What was it trying to persuade you to do? Did
it work? Why or why not?
4 JumpStart Quick Write: Imagine an electronic tablet
(think iPad) as thin as a piece of paper. Create an
advertisement. Include which persuasive techniques you SWBAT:
used. Enhance and
The students will turn in their homework from the gain writing
previous night. experience
Thesis Mini-lesson: Thesis writing. The students will observe a Identify a thesis
PowerPoint that breaks down what a thesis is and its and its parts
Persuasive quick parts. Write a proper
write: persuasive The students will be given a handout of both good and thesis
techniques poor examples of theses.
Advertisement The students will briefly meet with their partners and
analysis discuss possible theses for their persuasive speeches. 7.W.2
The students will begin the 3 Wishes essay, working on 7.W.4
their thesis creating during class.
The students will write their short essay for homework.
5 JumpStart Quick Write: If you lived 2000 years ago, SWBAT:
which would be best to own: a horse, a cow, or a dozen Enhance and
chickens? Why? State like a thesis. gain writing
The students will turn in their short essays. experience
The students will be gaining a better understanding of Gain knowledge
Research
good research techniques. about research
Techniques
MLA citations will be written on the white board in the techniques
MLA citations
computer lab and be gone over with the students. Properly cite a
The students will be in the computer lab and will be source in MLA
Persuasive quick
write: thesis completing Web Quests. The students will have a choice Decide which
Short essays between a Web Quest about energy, Ancient Egypt or sources are
Web Quest Greek Mythology. credible and
Exit ticket: The students will turn in their Web Quest which are not

7.W.4
7.W.7
7.W.8
6 The students will be meeting in the computer lab to SWBAT:
conduct research for their topics. Apply their
In the beginning of the class period the students will be research skills
reminded of computer etiquette and rules of using the Conduct
computers at school research on their
The students will be reminded of their research skills and topic
MLA citations Find credible
Students will still be working with their partner on sources that can
Research skills
finding research for their topics and working on their be used in their
theses. presentations
At the end of the period, the students will be reminded Properly cite in
that they need to continue to conduct research on their MLA
own. 7.RI.1
7.L.4
7.W.8
7.W.9
7 JumpStart Quick Write: (picture of bugs) When is it SWBAT:
okay to kill another living being? Enhance and
The thesis for the persuasive speeches is due. gain writing
Mini-lesson: PowerPoint presentation defining openings, skills
claims, counterclaims and mic drop closings, and how Define what
and why they are used. There will also be samples of claims and
Claim
biased versus unbiased claims. counterclaims
Counterclaim
Activity: The students will complete the Making a Claim are
activity. Define what an
Persuasive quick
o The first example will be done as a class. opening and a
write
o What the students do not finish will be homework mic drop
Exit ticket
Exit ticket: The students will write a biased claim on closing is
why homework should be banned. Make a claim

7.SL.4
7.W.1
7.W.4
8 The entire period, the students will be conducting a mock SWBAT:
trial activity. Provide
Opening The room will be set up like a court room when the examples of
Closing students enter. openings,
Claim The students will be handed a slip of paper as the enter closings, claims
Counterclaim the room telling them whether they are defense or and
prosecution. counterclaims
Making a Claim The students will be required to call on their knowledge Behave and
activity about openings, closing, claims and counterclaims to be participate in a
Use of openings, successful in their trial. class size roll
closing, claims The students will be allowed 1 piece of technology to play
and help them with quick research. 7.L.3
counterclaims 7.RI.1
7.SL.1
7.SL.3
 7.SL.4
9 JumpStart Quick Write: Give specific reasons why
Facebook is or is not like a casino. SWBAT:
Mini-lesson: PowerPoint about the different parts of an Enhance and
outline. The students will also learn the reason for making gain writing
outlines. skills
The students will be given a sample outline on an Properly label
Outline
unrelated topic to reference through the lesson and to help the parts of an
them with their outlines. outline
Persuasive quick
write The students will meet with their partners and work on Make a proper
their outlines. outline in MLA
o Since the partners are taking opposite sides, both format
students will be turning in an outline.
o The outlines do not need to mirror each other by 7.L.2
topics. 7.L.3
For Homework: The students will finish their outlines 7.W.4
and turn them in the following day.
10 JumpStart Quick Write: (picture of an iPhone captioned
You have the world at your fingertips) Is that a good
thing?
The students will be turning in their Outlines.
As a class, the students will come up with a list of dead
words or words that they think are overused in their SWBAT:
writing that can make the writing seem dull or Enhance and
uninteresting. gain writing
Word Choice o The students will be using their own piece of skills
Dead Words writing to reflect on Define what a
Inspiring The students will then brainstorm what words they can dead word is
Words use in place of the dead words. Reflect on their
o The dead words will later be posted on the wall own writing
Persuasive quick for reference for the remainder of the year and Enhance their
write years to come. writing with
Outlines The students will then be given a very boring piece of better word
Rewritten prose prose, written by myself, and will rewrite it with better choice
word choice.
Exit Ticket: The students will turn in their rewritten 7.SL.1
prose. 7.W.4
For Homework: The students will create a word cloud of
one word and its connotations that can be used to make
writing memorable.
The students will also be instructed to being writing their
rough drafts, if they have not already.
11 Transitions JumpStart Quick Write: Is it important to know where
Transition your food comes from? Defend your answer. SWBAT:
Words The students will be turning in their homework from the Enhance and
Transition previous night. gain writing
Phases skills
 Persuasive quick The students will be given a handout on transition words Properly add
write that they can use as a reference. transitions in
Word cloud Mini-lesson: PowerPoint on why transitions are their writing
Exit ticket important and samples of good and poor transitions.
The students will collaboratively work on their essays and 7.SL.1
speeches with their partners. 7.W.4
Exit Ticket: How much work has been completed with
their essays and speeches and how much still needs to be
done.
12 JumpStart Quick Write: We have rules everywhere. SWBAT:
Argue to support the need to change a rule or situation Enhance and
that affects you. gain writing
The students will be peer reviewing with each other on experience
their essays. A rough draft is required from each student Give
I will also be meeting with individual students for constructive
Peer Review
conferences about their drafts. feedback to a
Feedback
Exit ticket: The students will write down three things that peer on their
Good Feedback
they can change that will better their paper. writing
Poor feedback
Accept
Persuasive quick constructive
write feedback on
Exit ticket their own
writing
7.L.1
7.L.2
7.SL.1
7.W.4
7.W.5
13 JumpStart Quick Write: Persuade your teacher to give
everyone a night off from homework. SWBAT:
Speech Skills Mini-lesson: PowerPoint about good speech skills Enhance and
Good Speech o Tone, gestures, body language, articulation, and gain writing
Skills speed. skills
Poor Speech The students will then watch a video of a good speech Analyze a video
Skills and a poor speech. on its speaker
o Each video will be played twice Behave and
Persuasive quick o The students will take notes on what was good participate in a
write and what was poor from each video. Socratic Seminar
Socratic seminar The students will then have a Socratic Seminar discussing
notes the videos. 7.SL.1
Exit ticket Exit Ticket: The students will write down what they 7.SL.2
think is the most important speech skill that they need to 7.W.4
focus on.
14 Presentation JumpStart Quick Write: Hansel and Gretel are on trial SWBAT:
etiquette for vandalism and trespassing. Write the closing
Enhance and
argument.
gain writing
Persuasive quick Persuasive essays due skills
write
Student graded Speech Presentations Properly
rubrics The students will grade their peers on their speeches and perform their
Exit ticket choose a winner between the students. When the students speeches based
are done presenting they will do a self reflection and on past lessons
grade their partner and themselves. Turn in a
Exit Ticket: They will turn in peer reflections at the end complete speech
of class. based on past
lessons
Properly grade
their peers on
their
performances
7.L.1
7.L.2
7.L.3
7.SL.3
7.SL.4
7.W.4

Standards

Language Standards
1. Demonstrate command of the conventions of Standard English grammar and usage when
writing of speaking.
a. Explain the function of phrases and clauses in general and their function in
specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced
and dangling modifiers. (7.L.1)
2. Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g. It was a fascinating,
enjoyable movie. He wore an old, green shirt).
b. Spell correctly. (7.L.2)
3. Use knowledge of language and its conventions when writing, speaking, reading or
listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy. (7.L.3)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
a. Use context, (e.g., the overall meaning of a sentence or paragraph; a words
position of function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose, rebel).
 c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning of its parts of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary. (7.L.4)

Speaking and Listening

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others
ideas and expressing their own clearly.
a. Come to discussions prepared having read or researched material under study;
explicitly draw on that preparation be referring to evidence on the topic, text or
issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussion, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify
their own views. (7.SL.1)
2. Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text,
or issue under study. (7.SL.2)
3. Delineate a speakers argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence. (7.SL.3)
4. Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.

Literature and Informational Texts
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. (7.RI.1)
2. Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text. (7.RI.2)

Writing
1. Write arguments to support claims with clear reasons and relevant evidence
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented. (7.W.1)
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented. (7.W.2)
3. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (7.W.4)
a. Produce clear and coherent functional writing (e.g., formal letters, experiments,
notes/messages, labels, timelines, graphs/tables, procedures, invitations,
envelopes, maps, captions, diagrams) in which the development and organization
are appropriate to the task, purpose, and audience. (AZ.7.W.4)

4. With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing and rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 7). (7.W.5)
5. Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation
(7.W.7)

6. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation. (7.W.8)

7. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 7 Reading standards to literature (e.g., Compare and contrast a
fictional portrayal of a time, place or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter
history)
b. Apply grade 7 Reading standards to literary nonfiction (e.g., Trace and evaluate
the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient to support the claims) (7.W.9)
Lesson Plan- Day 3

Topic: Persuasive Techniques

Essential Questions:
What are persuasive techniques?
How can we use persuasive techniques in our speeches?

Objectives:
Students will be able to name and define different persuasive techniques.
Students will be able to analyze persuasive techniques in the real world.

Standards:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts and issues, building of others
ideas and expressing their own clearly.
o Come to discussions prepared having read or researched material under study;
explicitly draw of that preparation by referring to evidence on the topic, text or
issue, to probe and reflect on ideas under discussion.
o Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed
o Pose questions that elicit elaboration and respond to others questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed
o Acknowledge new information expressed by others and, when warranted, modify
their own views (7.SL.1)
Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text,
or issue under the study. (7.SL.2).

Materials:
Students JumpStart notebooks
PowerPoint presentation naming and defining various persuasive techniques
Persuasive video- Obama addressing Syria
Posters
Black marker
Colored pens/ pencils

Methods:
Introduction
o The students will complete the following prompt in their JumpStart notebook:
Privacy is dead. Agree or disagree? Use ethos, pathos and logos.
o A few students will be called on to share their answers.
 The students will view and take notes on a PowerPoint presentation introducing, naming
and defining the following persuasive techniques: repetition, consistency, social proof,
comparisons, propaganda, bandwagon, glittering generalities, and testimonials.
As the class is moving though the PowerPoint, the students will share what they think is a
valid example of each, with some help from a model of each.
The students will re-watch the Obama video and take note of which persuasive
techniques he uses.
The students will then be grouped in groups of 3-4 students.
o There will be posters around the room, each with one persuasive technique on it.
Each group of students will be placed at a different poster. The students will then have a
class size silent discussion, writing what they noticed about that particular technique;
Was the technique used? What worked? What didnt work? Would you consider using
this in your speech after seeing/ hearing it be used?
o The students will have 1-2 minutes at each technique.
There can be more time given if necessary.
o Once each group has visited each poster, the class will come together and we will
discuss some major points on each poster.
Closing: for homework, the students will find an advertisement and analyze it. What was
it trying to persuade you to do? Did it work? Why or why not?
o The students can bring the ad to class or describe it in their analysis.

Differentiation:
Students can be given guided notes for the PowerPoint presentation.
Students can be given a note taking guide of what to look out for while watching the
Obama video.
Students can be given a slip of paper with the question that are to be addressed at each
persuasive techniques during the silent discussion.
Students can be able to talk quietly in their groups during the silent discussion.

Assessments:
Quick write using ethos, pathos and logos.
o This requires the students to use knowledge from what was learned the previous
day.
For homework, the students will find an advertisement and analyze it. What was it trying
to persuade you to do? Did it work? Why or why not?
o This requires the students to take what is learned in class and apply it in the real
world.

Lesson Plan- Day 7

Topic: Openings, closing, claims and counterclaims.

Essential Questions:
What is an opening?
What is mic drop closing?
 What is a claim?
What is a counterclaim?

Objectives:
Students will gain more experience with persuasive writing
Students will be able to explain opening and closing statements
Students will be able to explain claims and counterclaims

Standards:
, Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples: use appropriate eye contact,
adequate volume, and clear pronunciation. (7.SL.4)
Write arguments to support claims with clear reasons and relevant evidence.
o Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically.
o Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or texts.
o Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
o Establish and maintain a formal style
o Provide a concluding statement or section that follows from and supports the
argument presented (7.W.1)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (7.W.4)

Materials:
Students JumpStart notebooks
PowerPoint presentation on openings, closing, claim and counterclaims
Making a Claim Activity
Paper
Pencil/ pen

Methods:
Introduction
o In their JumpStart notebooks, the students will answer the following prompt:
(Picture of bugs) When is it okay to kill another living being?
Some students will be chosen to share their answers
o Each student will turn in a thesis for their persuasive speeches.
The students will participate and take notes on the PowerPoint presentation on openings,
closings, claims and counterclaims.
o This will name, define and explain how they are used.
The students will then begin working on their Making a Claim activity.
o The first example will be completed as a whole class.
o What the students do not finish will be completed for homework.
Closing
 o Exit ticket: The students will write a biased claim about why homework should be
banned.

Differentiation:
The students can be given guided notes for the PowerPoint presentation.
The students can be given additional examples for the Making a Claim activity.
Some students can share their exit tickets to help other students generate ideas.

Assessment:
The students will be assessed on their thesis
o This requires students to use prior knowledge
The students will be assessed on their exit ticket
o This requires the students to regurgitate fresh information
The students will be assessed on their Making a Claim activity when it is turned in

Lesson Plan- Day 10

Topic: Word Choice

Essential Questions:
What is a good word choice?
What are dead words?

Objectives:
Students will gain additional experience in persuasive writing
Students will be able to eliminate dead words from their writing and choose words that
strengthen their writing
Students will be able to brainstorm as a class.

Standards:
Use knowledge of language and its conventions when writing, speaking, reading or
listening.
o Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy (7.L.3)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts and issues, building of others
ideas and expressing their own clearly.
o Come to discussions prepared having read or researched material under study;
explicitly draw of that preparation by referring to evidence on the topic, text or
issue, to probe and reflect on ideas under discussion.
o Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed
o Pose questions that elicit elaboration and respond to others questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed
 o Acknowledge new information expressed by others and, when warranted, modify
their own views (7.SL.1)
Materials:
Students prior writings
Poster paper
Marker
Piece of prose

Methods:
Introduction:
o In their JumpStart notebooks, the students will respond to the following prompt:
(Picture of an iPhone captioned You have the world at your fingertips) Is that a
good thing?
o Each student will turn in an outline of their speech.
The students will review a piece of writing of theirs from earlier in the year.
As a class, based on their previous writings, the students will brainstorm a list of dead
words or words that they think are overused in their writing that can make their writing
seem dull or uninteresting.
o These words will be posted on a wall and added to for the rest of the year and
years to come.
The students will then brainstorm words that they can use in place of the dead words.
o They will be able to use a thesaurus and classroom computers.
The students will then be given a very boring piece of prose that I have written and will
rewrite it with better word choice.
Exit ticket
o The students will turn in their rewritten prose.
For homework the students will create a word cloud of one dead words connotations that
can be used to make a piece of writing memorable.

Differentiation:
The students can be given a published list of the dead words for reference
The students can brainstorm in groups, versus the whole class
The students can work in groups to rewrite the given prose.
Instead of a word cloud, the students can make a list or draw pictures of the connotation
of words.

Assessment:
The students will be assessed on the outline that they turn in
o This requires the students to use prior knowledge
The students will be assessed on their rewritten prose
o This will show me how much the students have learned from the lesson
The students will also be assessed on the homework that will be turned in the next day
o This requires the students to apply what they learned at home.
Assignment Sheet

Yes, you read that right. You will be writing and performing persuasive speeches. You and a

partner will choose one of the following topics:

1. Physical education should be required of all students.

2. Children should not be allowed to drink soda.

3. Plastic shopping bags should be banned.

4. The internet is more harmful than helpful.

5. Cell phones should not be allowed in school.

6. Photoshop should be allowed to be used in the media.

Each topic will only be used twice. One student will argue for the topic and the other student will

argue against. The speeches will have 2 final products. The first is your written speech. It will be

between 400 and 600 words and will be comprised of your research and the elements we learn

along the way.

The second product is a presentation of your speech. For this, you have many options. You may

stand in front of the class and perform a formal speech, but you can also be creative. You can

make a video of your speech. You can perform your speech with your partner like a presidential

debate or you can make an infomercial. If you have other ideas, let me know. Your speech will

be between 3-5 minutes long.

Scoring Guide

Area Description Points

Use of Persuasive Persuasive elements are used

techniques throughout the speech to add strength ____/20
to the arguments. There is proper use
of ethos, pathos, and logos.

Comments:

Thesis The thesis is strong and well

developed. The prongs are sufficient
and apparent throughout the entire ____/15
speech.

Comments:

Claims The claims are valid and are

sufficiently supported through the use
of credible outside sources. ____/30

Comments:

Opening and closing The opening leaves the reader wanting

to read further. The closing leave the
reader with a mic drop. ____/10

Comments:
 Word Choice The writing is enhanced through the
choice of strong word choice. There is
very little evidence, if any, of dead ____/10
words.

Comments:

Transitions/ Conventions The speech is free from convention

errors and transitions are properly
used throughout the speech. ____/10

Comments:

Works Cited All sources are listed and properly

cited in MLA. In text citations are also
properly cited in MLA _____/5

Comments:

References

"Big Paper - Building a Silent Conversation." Teaching Strategy:. N.p., n.d. Web. 27 Apr. 2016.

Blasingame, James. Silent Discussion Activity. 25. Feb. 2016

Clark, Brian. "Ten Timeless Persuasive Writing Techniques - Copyblogger." Copyblogger. N.p.,

26 Sept. 2007. Web. 27 Apr. 2016.

Clark Inspirational Toolkit. Making A Claim Practice. Teacherspayteachers.com. N.p., n.d.

Web. 12 Apr. 2016.

"Debate Topics for Middle School." Tutorvista.com. N.p., n.d. Web. 27 Apr. 2016.
"Exotic Animals as Pets: Persuasive Essay | AcademicHelp.net." Academichelp.net. N.p., 11

Aug. 2015. Web. 27 Apr. 2016.

Filkins, Scott. "Socratic Seminars - ReadWriteThink." Readwritethink.org. NCTE, n.d. Web. 27

Apr. 2016.

Fractionman. Common Core Ancient Egypt Web-Quest. Teacherspayteachers.com. N.p., n.d.

Web. 12 Apr. 2016

Hefington, Sarah. Courtroom Activity. 10 Nov. 2015.

Hursch, Jessica. Energy Webquest. Teacherspayteachers.com. N.p., n.d. Web. 12 Apr. 2016.

Msdickson. 3 Wishes 5 Paragraph Essay Using Writing Process. Teacherspayteachers.com.

N.p., n.d. Web 12 Apr. 2016.

Nachman, Morgan. "Obama on Syria: Pathos, Logos, and Ethos." Morgans Rhetoric and Civic

Life Blog. N.p., 12 Sept. 2013. Web. 27 Apr. 2016.

Trickett, Linda. Dead Word Wall. 9. Sept. 2013.

Valerio, Sally. Greek Mythology Web Quest (History Channel). Teacherspayteacher.com.

N.p., n.d. Web. 12 Apr. 2016.

"Visual Writing Prompts." Visual Writing Prompts. N.p., n.d. Web. 27 Apr. 2016.

Supplemental Material
Why People Should Not Be Allowed to Keep Exotic Animals
as Pets
Wild nature is home for hundreds of thousands of species, many of which are exotic and/or close
to extinction. Throughout recent decades, humanity has made a solid effort in order to prevent
extinction, protect the habitat of these species, and somehow minimize the negative
consequences of the presence of humans. However, there exists another problem which has not
been paid enough attention to; this problem is keeping exotic animals as pets. Although owners
of exotic animals might believe they are not doing anything bad, in fact such a practice
should be prohibited due to a number of reasons.
Almost no one, except perhaps the richest people, can provide a wild animal with all its
necessary conditions. Exotic animals have unique needs. For example, wild tigers need a large
territory to roam. A venomous Monocled cobra, which can be legally bought in a number of
states for a puny $100, will repeatedly strike when feeling in danger. A bobcat can hunt a prey
eight times bigger than itself. Chimpanzees and other primates require a lot of space for
climbing, and sea mammals need vast water basins to swim freely. The examples are numerous.
These needs require specific living conditions or at least housing structures. Can an average
American citizen afford keeping an exotic pet? Not just for a year or two, but for 25 or 50 years?
Just for an example, the annual cost of keeping a tiger (in a cage) approaches $6,000.
Clearly, being a keeper of a wild animal is beyond the capabilities of an average citizen
(National Geographic).
Free Expert Help
If the previous paragraph did not persuade you, consider the danger of biological contamination.
According to different estimates, at least one in three reptiles (which are among the most popular
exotic pets iguanas, for example) is a host for salmonella and shigella bacteria; the overall
percentage with salmonella is probably up to 90 percent. According to data provided by the
U.S. Fish and Wildlife Service, 90 percent of imported green iguanas carry unfamiliar
strains of intestinal bacteria. Other species are not safer. About 25 percent of both imported
and domestically bred macaques are reported to have had the herpes B virus. Among other
diseases carried and transported by wild animals, one should mention such infections as
chlamydia, yaba virus, giardia, tuberculosis, measles, marburg virus, hepatitis A,
campylobacteriosis, rabies, streptothricosis, and a lot of other malicious microorganisms,
including worms (ASPCA).
In addition, wild animals can pose a direct physical threat to their owners. During the last 10
years, there have been dozens of attacks committed by captive big cats such as lions and tigers;
in one of the saddest incidents, a tiger killed a three year-old boy, who was its guardians
grandson. In another case, a Bengal tiger has bitten off an arm of a four year-old boy. Since the
beginning of the century, four people were hunted down (and killed) by wolf hybrids. This is not
to mention the cases when wild animals attacked other domesticated pets cats, dogs, and so on
(PETA).
Along with well-known ecological problems such as the extinction of species, or the
destruction of rainforests, there is also another significant issue: people tend to keep exotic wild
animals as pets. This is a bad practice, since wild animals require unique conditions which an
average American cannot afford; exotic animals carry and transmit exotic diseases, which can
pose a threat to owners; and there were numerous incidents when a captivated wild animal
attacked its owner, or members of their families. All this is solid proof in favor of the claim that
wild exotic animals should not be kept as pets.
References
Wild at Home: Exotic Animals as Pets. Nat Geo WILD. N.p., 03 Oct. 2012. Web. 11 Aug.
2015.
Exotic Animals as Pets. ASPCA. N.p., n.d. Web. 11 Aug. 2015.
Exotic Animals as Pets PETA. N.p., n.d. Web. 11 Aug. 2015.
3 Wishes Essay
This assignment will guide you through the steps of the writing process of a
five paragraph essay and review common mistakes in essay writing.
PART 1: Brainstorming!

List FIVE different wishes you might want to be granted. 1. 2. 3.

4.
5.
Part 2: Narrowing the topic choices.
Re-read your choices and consider the top two. Circle the numbers for the
two best essay topics. Write them below, then brain storm FOUR pieces of
support for each one. For your wishes, you will consider why you want that
wish, what you would do if it was granted, how it would help you, and how
you would make the most of the opportunity.

Topic 1:

Support 1:
Support 2:
Support 3:
Support 4:

Topic 2:
Support 1:
Support 2:
Support 3:
Support 4:
PART 3: Topic Selection and Thesis
Pick the best topic with the best support in Part 2. Put a STAR on that
one. Rephrase your topic into a Thesis Statement. What are you going to
prove or argue in your paper?
Thesis Statement:
______________________________________________________________
______________________________________________________________
______________________________________________________________

SUPPORTING YOUR THESIS or POSITION Every statement you make in

your essay needs to be explained. Here you will outline support for your
thesiswrite the main support and at least 4 details/ explanation for each
support.
MAIN SUPPORT #1:
Detail 1:
Detail 2:
Detail 3:
Detail 4:
MAIN SUPPORT #2:
Detail 1:
Detail 2:
Detail 3:
Detail 4:
MAIN SUPPORT #3:
Detail 1:
Detail 2:
Detail 3:
Detail 4:
PART 5:
The order of ideas in an essay is important. Consider you order and number
the Main Ideas in Part 4. What order are you using? (Circle the organization
type used)

Order of Importance * Chronological * Spatial * Problem/ Solution

* Classification

Part 6: Writing
Now you may begin the rough draft of your 5 Paragraph Essay. Make sure
you use the 5 Paragraph Essay structure as outlined below.
Introduction: Thesis sentence. List each of your supporting arguments as a
separate sentence. The last sentence will be a transition to the first body
paragraph.
First Body Paragraph: The topic sentence will be a restatement of the first
support in your introduction sentence. Provide three clearly separate pieces of
support explaining why you want this wish. The last sentence will be a
summary of the paragraph.
Second and Third Body Paragraphs: Repeat the steps for the first body
paragraph. Keep each wish and its support clearly separate with little to no
overlap from your previous wishes.
Conclusion: This paragraph will restate the thesis as well as the summary
sentence from each body paragraph. Then, it will wrap up with a strong
concluding sentence.
Part 7: Revising
Mark your revisions using a bright color or the Track Changes tool. I MUST
see some sign that you have revised and improved your paperat least one
thing in each paragraph.
Review your sentences based on the following criteria:
Run-on sentences. Underline your conjunctions and other sentence joiners
(because, since, after, etc.) and review how many you have in a
sentence. More than two sentence joiners can be a sign of a run on.
You may break longer sentences into shorter sentences.

Overlapping ideas. Review each piece of support to ensure that your wishes
or support are not similar. Some examples include winning the lottery
and being rich; winning lots of money, winning a car, winning a house;
being a professional at a sport or activity and gaining a sponsor/
advertising deal. Revise overlapping ideas to reinforce their
differences, or rewrite to create a new, better idea.

Summaries. Does your summary sentence include the main idea? Make
sure your summary does NOT add ANY new information to the
paragraphthis should only be a review of what was said in THIS
paragraph.

Part 8: Final Draft

After you have finished revising, you will submit a polished, typed draft.
Requirements:

1. 12 point, double spaced, margins at 1 all sides

2. Name, date, class in upper right

3. Give your essay a name, centered above the text

 Energy Web Quest
a) Visit the website: eia.gov/kids
b) Click on, What is Energy? Then, click, Energy Basics. Read
the information on this page.
c) Answer the questions in the chart below.

What are the five main

What are two of the main non- renewable energy sources?
renewable energy sources?

d) Read the last three paragraphs on this page. List 3-5 facts that youve
learned about how we use energy sources.
1.
2.
3.

e) Click on the, Energy for Kids, words at the top left. Click on,
Energy Sources. Click on Nonrenewable.
f) List the four major nonrenewable energy sources. Then, click on the
names and write 2-3 facts about each energy source.
Energy Energy Energy Energy
Source 1 Source 2 Source 3 Source 4
g) Go back to, Energy Sources. Click on, Renewable.
h) What is renewable energy?

_____________________________
_____________________________
_____________________________
_____________________________
j) Why dont we use more renewable energy?

_____________________________
_____________________________
_____________________________
_____________________________
k) What is biomass?

_____________________________
_____________________________
_____________________________
_____________________________
i) Click on, Using and Saving Energy, at the top left. Click on each
heading and read more about using and saving energy. Write a summary
of your learning in 3-5 sentences.

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

l) Click on, Energy and the Environment. Then, click on, Oil and the
Petroleum Products, located in the chart. Read the information under
this heading.
 m) What negative impacts does oil byproducts have on the environment?
Write 3-5.

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

n) Click the back button. Then, click, Solar, which is also located in
the chart under, Renewable Sources of Energy. Read the information.
o) Circle true or false.
True or False: Solar energy converts sunlight into energy.

True or False: There are toxic materials and chemicals in the materials used to create solar energy.

True or False: It is okay for birds and insects to fly into a beam of sunlight created by a solar power tower.

It helps give them more energy.

p) How can large solar power plants affect the environment?

_____________________________
_____________________________
_____________________________
_____________________________

q) Click on the back button. Scroll down and click, Recycling.

r) How does recycling solve energy in the production of new products?

_____________________________
_____________________________
_____________________________
_____________________________
s) Click on any tab that interests you. State which tab you clicked on,
and summarize your new learning in 4-6 sentences below.

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
ANCIENT EGYPT WEB-QUEST
The following Web-Quest takes you into the world of Ancient Egypt.
Answer the following questions.
1. DAILY LIFE IN ANCIENT EGYPT - Egyptian Life - Write down 4
things that are different for poor and rich Egyptians.

Poor Egyptians Rich Egyptians

2. THE SPHINX - Guardian's Sphinx

a. Who built the sphinx?
b. How big is it? (Give measurements)
c. The body of a _____________ with the head of a ______________ or
____________, the sphinx has come to symbolize
__________________ and ____________________.
3. RELIGION - Egyptian Gods - People believed in many different
Gods in Ancient Egypt. Complete the chart below.

Name God of... Appearance

Anubis

Horus

Osiris

Thoth

Isis

4. THE EGYPTIAN CALENDAR - The Egyptian Calendar a. What

role did Thoth play?
__________________________________________________________
__________________________________________________________
b. How many days were there in the Egyptian calendar?
__________________________________________________________
c. What month is your birthday? What month would it be on the
Egyptian calendar?
__________________________________________________________
__________________________________________________________
 5. HIEROGLYPHICS - Online Hieroglyphics Translator
Write both your first and last name below the line in English and above
the line in hieroglyphics.
__________________________________________________________
__________________________________________________________
__________________________________________________________

5. THE PHARAOHS OF EGYPT - Egyptian Kings and Rulers

6. In one paragraph, summarize the life and story of Cleopatra the
Queen of Egypt.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
7. PYRAMIDS - The Pyramids - Egyptians built many different types of
pyramids. Identify which historic pyramid matches the clue given.

Clue Pyramid

Egypts First Pyramid

Egypts First True Pyramid

Home of the Sphinx

At 481 feet, the Earths Largest

Pyramid

First Attempt at the Classic

Pyramid Shape

8. ROSETTA STONE - The Rosetta Stone

a. What was the Rosetta Stone?
___________________________________________________
b. Where and when was it found?
_________________________________________________
9. MUMMIFICATION - Mummification
In one paragraph, summarize one stage of the mummification process.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
The History Channel Greek Mythology
Web Quest
Go to the History Channel website link provided to complete this
assignment.
http:/ /www.history.com/topics/greek-mythology

1. Instead, the earliest Greek myths were part of an oral tradition that began
in the __________, and their plots and themes unfolded gradually
in the written literature of the archaic and classical periods.
2. Around 700 BC, the poet Hesiods __________ offered the first written cosmogony, or
origin story, of Greek mythology.
3. At the center of Greek mythology is the pantheon of deities who were said to live on
____________, the highest mountain in Greece.

Identify the characteristics and traits of each of the 12 main Olympians. Who are they and what
are they god/goddess of?
1. Zeus
2. Hera
3. Aphrodite
4. Apollo
5. Ares
6. Artemis
7. Athena
8. Demeter
9. Dionysos
10. Hephaistos
11. Hermes
12. Poseidon

Watch the Greek Gods video.

http://www.history.com/videos/greek-gods#greek-gods
 MAKING A CLAIM

Practice Exercise #1: Choosing the Best Claim: American Idol

Why does the show highlight so many bad singers during the audition rounds?
Because that's what made "American Idol" popular. While audiences eventually got drawn in by
the competition between good singers, it's the terrible voices who first pulled in the viewers.
Watching Simon Cowell criticize them was, at least in the early years, sometimes more
entertaining than watching people who could actually sing. Bad singers may seem like actors
who are planted, and that's somewhat true. During the audition rounds, the judges don't show up
until a few days in, after producers have screened and filtered through the massive group. Only
the best and worst get called back and eventually get face time with the judges, so producers
ensure those terrible people face Simon, Paula, Randy, and now Kara. -source:
http://www.msnbc.msn.com/id/28425686/

What is the BEST claim that could be made from this paragraph?
(A) People love watching American Idol
(B) Bad singers make it to American Idol to help the shows ratings
(C) Everyone loves Paula Abdul.
(D) The judges like hearing only the good singers.

What are 2 supporting details/quotations for this claim?

(1) ________________________________________________________________________
(2) ________________________________________________________________________

Practice Exercise #2: Choosing the Best Claim: Harriet Tubman

Because Tubmans mother was assigned to "the big house" and had scarce time for her
own family, as a child Tubman took care of a younger brother and a baby.[15] At the age of five
or six, she was hired out to a woman named "Miss Susan" as a nursemaid. Tubman was ordered
to keep watch on the baby as it slept; when it woke and cried, Tubman was whipped. She told of
a particular day when she was lashed five times before breakfast. She carried these scars for the
rest of her life.[16]

Threatened later for stealing a lump of sugar, Tubman hid in a neighbor's pig sty for five
days, where she fought with the animals for scraps of food. Starving, she returned to Miss
Susan's house and received a heavy beating.[17] Later, to protect herself from such abuse, she
wrapped herself in layers of clothing, but cried out as she might if less protected.[18] Another
time, she bit a white man's knee while receiving a punishment; afterwards, he kept his distance
from her.[18] -source: http://en.wikipedia.org/wiki/Harriet_Tubman

What is the BEST assertion that could be made from this paragraph?

(A)Harriet Tubman was scared of Miss Susan for much of her childhood.
(B) Harriet Tubman liked spending time with pigs.

(C)Through her early hardships as a slave, Harriet learned to protect herself against the
physical harm imposed upon her.
(D)Harriet Tubman never got to spend much time with her mother.
What are 2 supporting details/quotations for this claim?
(1) _____________________________________________________________________
(2) _____________________________________________________________________
 Practice Exercise #3: Making Your Own Claim

The Day before Obamas Inaugural Ceremony

If Barack Obama felt nervous about becoming president in a few hours, he didn't show it
Monday, as he cracked jokes and breezed through a series of community service events."I don't
sweat," said the 47-year-old man about to inherit responsibility for two wars, an economy in
crisis and the keys to the world's superpower. "You ever see me sweat?"It was classic no-drama
Obama, who seemed determined to carry his not-too-high, not-too-low attitude to the Capitol
steps for his swearing-in Tuesday.

*Aides said Obama felt fully prepared. He had practiced and polished his inaugural address, they
said, and he was ready for a string of White House meetings Wednesday on the economy, Iraq
and other issues that will dominate his first year in office. Obama spent the day moving around
Washington to celebrate public service and Martin Luther King Jr.'s birthday, switching easily
from making jokes about himself to pretend arrogance to calls for action."Make sure I do
something simple," he told volunteers cleaning up Sasha Bruce House, a shelter for homeless
teens in one of Washington's poorer neighborhoods. "Don't give me plumbing or electrical
work." He took a roller on an extension pole and began painting a dorm wall blue as reporters,
photographers, volunteers and Secret Service agents wrestled for space."That's a good stroke
there, what do you think?" Obama said, admiring the smooth blue coat. "This is good practice
because I'm moving to a new house tomorrow."

-source: Newsweek.com

What claim can you make about Obamas attitude the day before his inauguration?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Find 1 supporting detail that supports your claim.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________