Type up the following arguments to assign to each group: dropout dora your friend dora has lost interest in school and her grades are suffering. Compose a logical argument convincing dora to stay in school, with reasons why it is to her benefit. If your parent takes the job, it would mean that your family would relocate during thanksgiving break. Compose a logical argument to either support moving or support staying where you are. Century high school is considering eliminating study hall from the school schedule. While this would force you to take another class and earn additional credits, it would eliminate time to study.

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Either persuade the school board to eliminate study hall or keep it on the schedule. High school athletes must maintain a passing grade in each class to be eligible to participate in sports. Some teachers and coaches believe that requiring a minimum 60% grade in each class isn't a high enough standard.

Therefore, it's been suggested that athletes should have a minimum of 70% in each class at the end of each week to be eligible to play. Compose an argument to either support raising the grade requirement or to keep it at the current requirement. Many schools in california have changed their school calendar so that they are now year round schools. They still have time off in the summer, but they don't have the traditional 3 month break. Compose an argument either in support of the year round school calendar or in support of continuing the traditional school calendar. Designate a recorder and speaker for each team or have the students choose these roles. Decide on a signal to let the groups know when their work time and presentation time is finished.

Create a word wall or bulletin board with the 39 words from the powerful words printable. Students will later post definitions written on 3x5 index cards next to the words. step 1: begin the lesson with this statement: raise your hand if you usually win an argument, any argument with your siblings, parents, friends, boyfriend/girlfriend, and so on.

Ask those who raised their hands: why do you think you win? what do you do or what techniques do you use to win your arguments? generate a brief discussion. Include ideas like everyone doesn't think the same way and has different viewpoints of various topics. Give an example by stating your favorite season of the year or favorite flavor of ice cream and asking students to share theirs. Then ask: what is the word for trying to convince someone to change his or her mind about something? elicit from students the word persuade. step 2: explain to students that they're going to engage in an argument today in small groups. Each group will be given an argument and their job is to discuss and generate ideas for persuasion.

Review the activity with the students: each group will have a recorder and a speaker. The recorder will write down the team's arguments and the speaker will present those arguments in order to persuade the audience to believe in the same way. A signal will indicate when the group time is up and when the presenter's time is up. Afterwards, process the arguments by asking students what they learned while listening to each argument and whether or not they sided with the speaker's perspective. Why or why not? step 4: begin by reviewing the activity from the previous day and the concept of persuasion.

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Ask students to share some examples of when people tried to persuade them or times when they tried to persuade someone else. You may also want to point out the following: commercials and advertisements try to persuade you to buy things. People running for an official position try to persuade you to vote for them by convincing you that they are the best person to meet your needs. Your teacher tries to persuade you into doing your best in school by promising you that better things in life come to those who are educated. Point out that some of the speakers from the argument activity used particular words that persuaded us to think a certain way. Tell students that they will learn some terms or powerful words that can be used for persuasion.

Using the powerful words transparency, review the vocabulary list with the students. Explain that these are powerful words that good speakers or writers would use to persuade other people to do something that they want them to do. Explain to students that they will be writing their own persuasive business letter in class, and that they will be required to use at least five powerful words in their letter. step 6: show your students the word wall with the 39 powerful words displayed. Ask them to write this information on each card clearly: their name, one of their words, its definition, and their own sample sentence using the word. Ask for volunteers to look up the definitions and write sentences for words that students have not chosen. Walk around the room, monitoring the students, and check to see which words have not been chosen.

When all students have finished, review each word with the class by asking one student who chose that word to read their definition and sample sentence aloud. step 7: throughout the unit, choose one of the words from the word wall and ask for a volunteer to come and read the definition and sample sentence out loud. Students who do not work well in groups can present either a verbal or written argument.

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