FEBRUARY 22, 2011 - FEBRUARY 25, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

No School on Monday!




Tuesday, February 22nd:
Your Vocabulary Unit 2 is due today. After we go over the homework in class, you cannot turn it in late.
Read Odysseus and Circe
Read Odysseus and the Land of the Dead
Reading logs

Wednesday, February 23rd:
I won't be here today. There will be a field trip to the Ahmanson to see 33 Variations.
Today finish watching The Odyssey

Thursday, February 24th:
Assign handout on "Adverbial Phrases"; this will be due on Tuesday, February 29th.
Read Odysseus and "The Sirens", "Scylla and Charybdis"

Friday, February 25th:
I won't be here today or Monday so continue reading "The Island of Helios"

Monday, February 28th:
Continue reading "The Court of Alcinous" and "The Meeting Between Father and Son".

February 14, 2011 – February 18, 2011
Weekly Agenda for 9th Grade Honors English

Monday, February 14th
Watch The Odyssey

Tuesday, February 15th:
Go over format for rewriting the Exposition essay
Go over questions 18, 19 and 20 on multiple choice section for Exposition Unit for District Assessment




Wednesday, February 16th:

Assign:
Vocabulary Unit 5
This will be due on Tuesday, February 22nd.

Directions for Vocabulary Unit 5:

Definitions:
Write the word; write the part of speech; write the definition; write the small phrase

COMPLETING THE SENTENCE
(pages 37 – 38)
Just write the correct vocabulary word

SYNONYMS:
(pages 38 – 39)
Write all the synonyms; write and underline the correct vocabulary word:
1. gloomy, sullen, morbid, doleful: morose

ANTONYMS:
(page 39)
Write all the antonyms; write and underline the correct vocabulary word:
1. transparent, clear, bright, perceptive: opaque

CHOOSING THE RIGHT WORD:
(page 40)
Just choose the right word.
Due on Tuesday, February 22nd.

Assign:
Holt’s Handbook
Pages 432 – 433; Parts A, B, and C
This will be due on Thursday, February 17th.

In class:
Pair up with a buddy; look at Part A and identify whether the exercises 1 through 10 are sentence fragments or sentences. Write down if they are fragments or complete sentences.

1. To begin on page 10 and read the rest of the chapter. Sentence Fragment.
Needs a subject!
2. Because we did not have any other homework over the weekend. Sentence fragment. Does not express a complete thought.
3. Learning to speak a second language is one of my goals. Sentence
4. If you will be allowed to leave class early next Tuesday afternoon.
Sentence fragment. (Subordinate Clause. It needs a independent for it to make sense.)
5. Irritable from the lack of sleep, the child began to whine.
Sentence
6. Sentence fragment
7. Sentence
8. Sentence fragment
9. Sentence
10. Sentence Fragment

Assign for Friday, February 18th:
B. Revising Sentence Fragments:
Do numbers 11 – 15; rewrite the sentence fragments so that they are complete sentences.

C. Identifying and Revising Run-On Sentences
16 -25; identify the correct sentence; identify the run-on and then correct it.
Holt’s Handbook; B and C; pages 432 – 433; due on Friday, February 18th.

Thursday, February 17th:
Using five words from your Unit 5 vocabulary, write five complete sentences correctly using the words.
Your rewrite of your exposition essay is due today.
Watch THE ODYSSEY

Friday, February 18th:
Using five words form your Unit 5 vocabulary, write five complete sentences correctly using the words.
Go over grammar homework in class; "Identifying Run-on"; Parts B and C; pages 432 - 433.
Watch THE ODYSSEY

The rewrite of the exposition essay will be due on Thursday, February 17th.

The Unit Five vocabulary homework will be due on Tuesday, 22nd.

Bring your Holt’s Handbook tomorrow (Wednesday, February 16th)



Exposition Essay
Introduction:
You must have a hook (something that grabs your reader’s attention!)
1. Ask three questions:
a. Have you ever thought about getting a tattoo?
b. Do you know where tattoos came from
2. You can use an anecdote (short usually humorous story to make a point)
You need a thesis statement.
Thesis statement states your position and states what the essay is going to be about.
Develop thesis statement

2nd Paragraph:
(Body paragraph)
Why people get tattoos.
State one reason people get tattoos.
Use quotations or you can paraphrase (put in your own words)
Cite (or tell where you got the information) your sources.

3rd Paragraph:
Another reason people get tattoos.
(Similar to 2nd paragraph)

4th Paragraph:
Draw back to getting a tattoo
Mini-statement stating the topic of this paragraph (Drawbacks)
Give an example
Cite evidence from the packet
Give another example
Can be anecdotal

If you have thought about getting a tattoo and can’t wait until you are eighteen to get one without parental approval, you might want to think first about the drawbacks. First, there is the issue of disease. Many health officials warn about going to unlicensed tattoo parlors where the tattoo artists are untrained and the needles may be unsterilized. There have been many cases of transmissions of serious diseases, such as aids, hepatitis-B and other blood borne diseases, from the use of unsterilized needles. My cousin unfortunately developed hepatitis-b by having a prison tattoo applied with an unsterilized needle.

Conclusion
(Fifth paragraph)
You wrap up your essay by restating the main points of your essay.

How to cite:
In the article “Tattoos: Fad, Fashion or Folly” by Linda Bickerstaff, “Tattoos dated back to the stone age.”
According to Linda Bickerstaff in her article, “Tattoos: Fad, Fashion or Folly”, Tattoos dated back to the stone age.”
jkatbridge@aol.com
Tattoos can be beautiful and can express the individual. Many people use tattoos to express the experience of their lives. They view their bodies as a canvas to express the beauty of their lives’ experiences.

Expository Writing: "Homecoming"

The Homecoming

1. Added information for the writer’s purpose

2. Foreshadowing

3. Summarizing

4. So we can know who Ishi is.

5. Autobiography (story about oneself)

6. Researching a personal, family history: a story about his ancestors

What is the main idea of the first paragraph?

To introduce Ishi or a mini-bio of Ishi.

What did you learn about the relationship between Ishi and the surrounding people?

Ishi was fascinated by the people whom he saw. He was interested in how they interacted.

How would Ishi’s account of his life differ from the accounts of other people at that time?

Ishi’s life was more hard working; everything had to be done by hand. Depending on the season, Ishi didn’t always have enough to eat.

What point about the American Indian culture does the writer make with his description of current times in lines 61 – 69?

The Indian tribes now have casinos, a white man’s invention, to make money. The Indian tribes have adopted the white man’s ways, but the white man has not adopted the Indian way very much. There are exceptions with environmentalism and the reverence for the earth and for living things.

What is the purpose of the author in writing this piece?

Wouldn’t be as believable if written by a white man. He could observe it but not experience it. To inform the reader about Ishi. To get us thinking about Ishi and other “Ishi’s” in the world.

Page 81

Synthesizing Sources

Main Idea Supporting Evidence

“Homecoming” Personalize Ishi

To present Ishi as a human

To make us feel closer to Ishi

Richard Rodriguez’ Main Idea in “Homecoming”

To personalize Ishi

Evidence: When white Californians first encountered Ishi, he was about forty years old, naked, close to starvation and friendless and without family.

His remains were defiled (disrespected) by an autopsy; his brains were put in a jar and shipped to the Smithsonian for further investigation. His ashes were scattered.

Marina:

His body and not his spirit was defenseless against modern infection.

Rodriguez wanted to show the humanity of the man and to honor his memory.

Home: welcome; comfortable; comfort, warmth; open arms; relaxation; safe; sanctuary; love; hope;

Anthropology: the study of different cultures

What did the scientists learn from Ishi?

Medical uses of more than 200 plants.

“Wild as It Ever Was”:

Main Point:

Document about

Evidence:

EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)

(Do when we return either from Thanksgiving or Christmas Break)

DAY ONE:

Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.

Show pics from internet to illustrate symbols:

Symbol for Justice

The Caduceus

The Cross

Yin/Yang

Ambiguity:

Signs which could be interpreted as two faces or a goblet.

Irony:

Have students break into groups of three to demonstrate the three types of irony.

Day 2:

Read pages 66 - 67 together as a class.

Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.

Begin reading “Homecoming” by Richard Rodriquez

Day 3:

Read “Wild as It Ever Was” by Jeff Rennicke (page 73)

Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)

Discuss the time line of Ishi’s life

Pair up and discuss “After You Read”; share with class (page 79)

“Homecoming”

“Wild as It Ever Was”

“The Repatriation of Isi”

Create a chart “Synthesizing Sources” (page 81)

Day 4:

Skills Review: Vocabulary (page 82)

SECOND PART

Day 1:

BEFORE YOU READ (page 83)

Read “Codes of Conduct: Literary Focus and Reading Skills” together as class

Read Vocabulary Development: page 84

(Choose pairs of students to act out the vocabulary words:

Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous

Read Denotation and Connotation

Write a description of a slender person you like.

Write a description of a slender person you don’t like.

Compare

Day 2:

“Codes of Conduct” (page 85) Read together as a class

AFTER YOU READ (page 89)

Pair up and discuss; share with the class

Style

Analyze

Style

Identify

Style

Interpret

Interpret

Analyze

For homework: SKILLS PRACTICE (page 90)

Day 3:

SKILLS REVIEW (page 91) Read together as a class

Vocabulary and Comprehension

ELEMENTS OF LITERATURE (page 92)

Irony and Ambiguity

Symbolism and Allegory

For homework: Students bring in symbols and explain what they mean

“Hurdles” (page 97) (Cartoon)

After You Read (page 100)

Effect

Cause

Ambiguity

Irony

Connect

For homework: Skills Practice (page 101) and Skills Review (page 102)

Third Part

Day One:

BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)

Literary Focus: Symbols and Allegory

Reading Skills: Making Inferences

Vocabulary Development

Connotation/Denotation

“Prologue from Walking with the Wind”; read together as a class

AFTER YOU READ (page 111)

Pair up and discuss; share with class:

Identify

Clarify

Cause and Effect

Infer

Visualize

Symbolism

Cause and Effect

Interpret

Fluency

Clarify

Symbolism

Clarify

SKILLS PRACTICE (page 113)

For homework:

Allegory Chart

Vocabulary and Comprehension

Go over in class

Day Two:

LITERARY RESPONSE and ANALYSIS (page 115)

Using Primary and Secondary Sources

“Kennedy’s Assassination” by Eric Sevareid; read together as a class

“For Me, It Was a Dramatic Day”; read together as a class

AFTER YOU READ; work together as a class (page 118)

For homework:

CONSTRUCTED RESPONSE (page 118)

Day 3:

LITERARY RESPONSE and ANALYSIS (page 119)

“Internment”; Read together as a class

BEFORE YOU READ (page 122)

“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”

“Internment” (poem); page 123

AFTER YOU READ; page 124

Pair up and work together; share with class

For Homework:

Reading Check, Thinking Critically

Day 4

BEFORE YOU READ; “How to Eat a Guava” (page 125)

Read together as a class:

Literary Focus: Style: Diction and Imagery;

Tone: An Attitude

Background

“How to Eat a Guava”; (page 126) Read together as a class

“The Tropics in New York”; (page 128) Read together as a class

AFTER YOU READ; (page 129)

“Reading Check”; read and discuss as a class

“Thinking Critically”; read and discuss as a class

“Literary Criticism”: read and discuss as a class

Constructed Response; for homework

EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)

(Do when we return either from Thanksgiving or Christmas Break)

DAY ONE:

Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.

Show pics from internet to illustrate symbols:

Symbol for Justice

The Caduceus

The Cross

Yin/Yang

Ambiguity:

Signs which could be interpreted as two faces or a goblet.

Irony:

Have students break into groups of three to demonstrate the three types of irony.

Day 2:

Read pages 66 - 67 together as a class.

Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.

Begin reading “Homecoming” by Richard Rodriquez

Day 3:

Read “Wild as It Ever Was” by Jeff Rennicke (page 73)

Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)

Discuss the time line of Ishi’s life

Pair up and discuss “After You Read”; share with class (page 79)

“Homecoming”

“Wild as It Ever Was”

“The Repatriation of Isi”

Create a chart “Synthesizing Sources” (page 81)

Day 4:

Skills Review: Vocabulary (page 82)

SECOND PART

Day 1:

BEFORE YOU READ (page 83)

Read “Codes of Conduct: Literary Focus and Reading Skills” together as class

Read Vocabulary Development: page 84

(Choose pairs of students to act out the vocabulary words:

Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous

Read Denotation and Connotation

Write a description of a slender person you like.

Write a description of a slender person you don’t like.

Compare

Day 2:

“Codes of Conduct” (page 85) Read together as a class

AFTER YOU READ (page 89)

Pair up and discuss; share with the class

Style

Analyze

Style

Identify

Style

Interpret

Interpret

Analyze

For homework: SKILLS PRACTICE (page 90)

Day 3:

SKILLS REVIEW (page 91) Read together as a class

Vocabulary and Comprehension

ELEMENTS OF LITERATURE (page 92)

Irony and Ambiguity

Symbolism and Allegory

For homework: Students bring in symbols and explain what they mean

“Hurdles” (page 97) (Cartoon)

After You Read (page 100)

Effect

Cause

Ambiguity

Irony

Connect

For homework: Skills Practice (page 101) and Skills Review (page 102)

Third Part

Day One:

BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)

Literary Focus: Symbols and Allegory

Reading Skills: Making Inferences

Vocabulary Development

Connotation/Denotation

“Prologue from Walking with the Wind”; read together as a class

AFTER YOU READ (page 111)

Pair up and discuss; share with class:

Identify

Clarify

Cause and Effect

Infer

Visualize

Symbolism

Cause and Effect

Interpret

Fluency

Clarify

Symbolism

Clarify

SKILLS PRACTICE (page 113)

For homework:

Allegory Chart

Vocabulary and Comprehension

Go over in class

Day Two:

LITERARY RESPONSE and ANALYSIS (page 115)

Using Primary and Secondary Sources

“Kennedy’s Assassination” by Eric Sevareid; read together as a class

“For Me, It Was a Dramatic Day”; read together as a class

AFTER YOU READ; work together as a class (page 118)

For homework:

CONSTRUCTED RESPONSE (page 118)

Day 3:

LITERARY RESPONSE and ANALYSIS (page 119)

“Internment”; Read together as a class

BEFORE YOU READ (page 122)

“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”

“Internment” (poem); page 123

AFTER YOU READ; page 124

Pair up and work together; share with class

For Homework:

Reading Check, Thinking Critically

Day 4

BEFORE YOU READ; “How to Eat a Guava” (page 125)

Read together as a class:

Literary Focus: Style: Diction and Imagery;

Tone: An Attitude

Background

“How to Eat a Guava”; (page 126) Read together as a class

“The Tropics in New York”; (page 128) Read together as a class

AFTER YOU READ; (page 129)

“Reading Check”; read and discuss as a class

“Thinking Critically”; read and discuss as a class

“Literary Criticism”: read and discuss as a class

Constructed Response; for homework

JANUARY 18, 2010 - JANUARY 21, 2010

Weekly Agenda for 9th Grade Honors English

Monday, January 17th:

No school!

Tuesday, January 18th:

Shortened day.

Present your Unit 3 Vocabulary Word Study

Wednesday, January 19th:

Go over homework: Holt’s Handbook; Adjective Clauses; pages 100 - 104; exercises 2 and 3;

Finish reading The Odyssey, “The Isle of the Witch Circe”

Reading log:

A brief summary of “The Witch Circe” ; three vocabulary words, three examples of literary terms and how and why they are being used.

Find your totem animal quiz: What animal represents the true, inner you? Type in "What's Your Animal Totem quiz" and take the test for extra credit.

Thursday, January 20th:

Warm-up: Write five sentences with five words from your Unit 3 Vocabulary using adjective clauses.

Read THE ODYSSEY, “The Land of the Dead”

Friday, January 21st:

Group work with Unit 3 Vocabulary

Read THE ODYSSEY, “Back to the Isle of Circe”

JANUARY 10TH WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, January 10th:

Collect homework:

Units 3 and 4 Vocabulary Homework

Grammar Homework

Extra credit work

Review and finish reading The Odyssey: Polyphemus

Read “The Sacred Tie”

Discussion of cultural greetings

Tuesday, January 11th:

Go over answers to Unit 3 Vocabulary

Read “The Isle of Circe the Witch”

Reading log: Includes a short summary; vocabulary; figurative language

Wednesday, January 12th:

Go over answers to Unit 4 Vocabulary

Reading log: Includes a short summary; vocabulary; figurative language

Read “Hades: the Underworld”

Thursday, January 13th:

Go over grammar

Read “Back to the Isle of Circe the Witch”

Reading log: Includes a short summary: vocabulary; figurative language

Friday, January 14th:

Read “Scylla and Charybdis”

Reading log: Includes a short summary; vocabulary; figurative language

Act out scenes from this week’s reading

December 13, 2010 - December 17, 2010

Weekly Agenda for 9th Grade English Honors

Monday, December 13th:

Read THE ODYSSEY

A Boy Searches for His Father

Telemachas goes on a journey to look for his father.

Tuesday, December 14th:

Vocabulary Assignment:

Break into groups of four, choose five words and create a scene, a rap or a song and dance using the words. Be sure your group uses all five words, that the words are used in sentences that illustrate their correct usage and that the definitions are included in the group's project.

Read THE ODYSSEY

Book 4; Odysseus on the Isle of Calypso

Assignment: Draw a picture of Calypso's cave.

This will be due on Wednesday.

Wednesday, December 15th:

Gallery walk of your art work

Read THE ODYSSEY

Read Princess Nausicaa and the Court of Alcinous.

Thursday, December 16th:

Read THE ODYSSEY

Read the Isle of Cicones, the Bag of Winds, and the Lotus Eaters.

Friday, December 17th:

Present your vocabulary projects!

Read THE ODYSSEY

Read The Isle of Polyphemus the Cyclops

Subordinate and Independent Clauses:

Independent Clauses have the following:

It has a noun.

It has a verb.

It expresses a complete thought.

I set my alarm.

Although I set my alarm.

How you determine what the subject is – you take the verb (in this case it is “set”) and you ask yourself who or what is doing the verb or the action.

Subordinate clause cannot stand alone. It does not express a complete thought or it lacks a noun or a verb.

Subordinate means of lesser importance.

Sentences that begin with these words are subordinate clauses:

Although

Since

That

When

Which

Predicate: is that part of the sentence that has the verb in it. Everything that is not the subject.

The cat walked over to her bowl to eat.

The cat: is the subject

The predicate: walked over to her bowl to eat.

Predicate nominative: is the noun that is in the predicate and that refers back to the subject.

Anna is a charming and delightful student.

Anna is the subject.

Is a charming and delightful student is the predicate.

Student would be the predicate nominative.

This charming and delightful assignment will be due on Thursday, December 2^nd.

Write out the entire sentence, underline the italicized part and then identify if the italicized part is a subordinate clause or independent clause.

Persuasive Essay

Thesis statement:

Topic sentence but with an attitude – in other words, you must take a position on the subject.

Video games are fine in moderation when monitored by adults.

Video games are fun and exciting and children should be allowed to play without interference from parents.

Most of the articles in the district assessment booklet are opposed to the use of video games by children.

Some of the articles are in between – they believe that with moderation and adult supervision most video games are fine.

Some of the articles seem to imply that most children are using video games immoderately and without adult supervision.

Some of the evidence provided in the district assessment booklet:

Average game buyer is 37 years old.

Percentage of time parents are involved with purchase or rental of games is 83%.

90% of games are purchased by adults.

Percentage of parents who monitor their children’s use of video games – 92%.

10% of the games are still unmonitored.

There are still many people who are under 37 who are using video games.

Opposing arguments:

How do we know the 37 year old is a parent?

The number of 37 year olds who are buying video games may cause the game inventors to create games for 37 year olds which are inappropriate for children.

17% of parents are not involved with the purchase of video games.

What does the "percentage of time involved" mean? How is percentage of time involved calculated and by whom?

How did the researchers get the 92% statistics that parents monitor their children? Don’t people lie on surveys to make them appear better than they are?

These are the components of the persuasion essay one must have in order the pass the test:

T: thesis

TP: thesis addressed the prompt

Aee: analyzed and evaluated the evidence

DP: developed the prompt

CC: Counter claim

If your thesis statement is anti-video games: they are destructive and harmful to children, then you would might want to go to page 12, “Video Games May Help Relieve Pain”, to find your counter claim.

Rebuttal: to knock down the counter claim.

Development of the Prompt: one must write additional sentences about the thesis. One does this using anecdotes, statistics, supporting evidence.

Thesis position:

Video games should be banned because they are harmful to children.

What do you mean by video games? What kinds of games?

What do you mean by banned?

How are they harmful and in what way?

What do you mean by children?

Body of the paragraph:

Mini topic sentence

Make sure you write at least two sentences to develop your mini-topic sentence.

Make sure you use at least one piece of evidence per paragraph to support your claim.

In the fourth paragraph put the counter claim and then your rebuttal.

In the final concluding sentence, which ties up the paragraph in a neat little package, quickly reiterate your main points - one sentence or clause per point - and then write a final concluding sentence which restates your position. Do not introduce new information or ideas in the final paragraph.

This essay will be due on _____________.

NOVEMBER 29, 2010 - DECEMBER 3, 2010

Weekly Agenda for 9th Grade Honors English:

Monday, November 29th:

Go over your persuasion essays.

Go over format for persuasion essays

Thesis statement

Development

Citation

Supporting evidence

Comments

Redo essay for higher grade. Depending on how well you do, we will either begin THE ODYSSEY or work on more persuasion essays ;-(

Tuesday, November 30th:

Please bring your HOLT'S HANDBOOK (the grammar book)

Today pages 98 - 100, Exercise 1: "Identifying Independent and Subordinate Clauses" will be assigned; this will be due on Thursday, December 2nd.

Begin reading THE ODYSSEY

Wednesday, December 1st:

Read THE ODYSSEY

Watch the video

Please bring your vocabulary book to class today; Unit 2 will be assigned. Unit 2 will be due on Tuesday, December 7th.

Thursday, December 2nd:

Your grammar homework is due today: HOLT'S HANDBOOK; Exercise 1: "Identifying Independent and Subordinate Clauses"

Read The ODYSSEY

Watch the video

Friday, December 3rd:

Warm-up: Using your vocabulary words from Unit 2, write five sentences with subordinate

clauses.

Read THE ODYSSEY

Watch the video

Persuasive Essay

Anna:

Although video games are a good thing and fun to play, they are holding kids back from attending school every day and getting good grades; it is the parents’ job to limit their children’s excessive use of video games.

According to a study published in the Journal of Behavioral Science in 2000, video games have a definite connection with high school students’ absences in school.

This shows that too many students are too busy playing video games and that they do not get enough sleep to go to school the next day. This can affect their grades.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Thesis statement:

There is nothing inherently wrong with video games; with adult supervision, teens should be able to have access to video games.

Source or evidence:

According to the graphs compiled by the Entertainment Software Association, the average game player’s age is thirty and the average game buyer’s age is thirty seven.

Your words which show that your evidence supports your thesis statement:

These statistics show that most of the game players are not young kids, but rather mature adults. Most of the thirty seven year old game buyers are either buying these games for themselves or for their young children. This shows that most children are using these games under adult supervision.

In a letter from a concerned student, Nicco Josephs states the following:

In a response to an editorial, “Violent Video Games Cause Violence in Children”, a concerned reader writes,”

Counter claim:

Counter: against

If your thesis statement is that video games are dangerous, promote violence and should be severely restricted then your opponent’s counter claim would be that video games are used by hospitals to help young patients overcome their fear and pain.

BUT (your rebuttal):

The majority of gamers are not sick, frightened children.

Or (another rebuttal):

But the hospitals limit the amount of time and the type of video games played by their patients.

You have to set up your opponents’ argument and then knock it down!

For tonight:

Transfer your information onto the graphic organizer.

Then using your graphic organizer, write a five paragraph essay. Make sure you have a thesis statement; evidence to support your claim; a counter claim and a rebuttal to the counter claim.

First paragraph:

Grabber:

Can be an anecdote (short story) that proves your point

Thesis statement

2^nd Paragraph:

Mini-topic sentence (lets us know what the paragraph is going to be about)

One or two sentences (at least ) which develops the idea of the mini-topic sentence

Evidence from the booklet

Comment (use your own words: the ones YOU wrote in the right box on the graphic organizer) on how the evidence proves your point. (At least one sentence in your own words but preferably two or three sentences showing how the evidence proves your thesis.)

Then a closing sentence.

Counter claim paragraph:

You should write the counter claim and the rebuttal in the body paragraphs.

Counter claim paragraph:

State the counter claim.

Then write at least one to three sentences that strike down your opponent’s claim. This is called your rebuttal. You may even use evidence to support your rebuttal.

Then write a closing sentence for that paragraph.

Concluding paragraph:

Go over the points that were introduced in the beginning paragraph and developed in the body paragraph.

Arrive at your conclusion in this paragraph.