TruancyDefinition of a TruantFirst Notification MandateHabitual Truant MandateInterventionsPenalties (Student)Penalties (Parent)Truancy RatePersuasive Reading and Writing ModuleRoger Sipher, “So That Nobody Has to Go to School If They Don’t Want To”Unit derived from Patterns of ThoughtCreators: Amy Evans & Amanda GarzaModule Overview:- Pre reading- Reading- Post reading- Pre writing- Writing- Revising and EditingStandards:Writing Strategies 1.1, 1.2, 1.4Reading 1.0Reading Comprehension 2.0, 2.5, 2.8Literary Response and Analysis 3.0, 3.8, 3.11Pre reading:Anticipatory Set- What role does education play in our society? How important is education to you? How important is education to your family? Explain your answer.Objective-The essay you are about to read focuses on education as the key to living a good life.Journal-Imagine how different your life would be if you did not attend school and receive an education. What would you do with your time? Where would you live? How would youeducate yourself or would you educate yourself? Now imagine your future in the world without an education. How will you support yourself? How will you fit into the world without an education? Introducing Key Vocabulary- Students will discuss with teacher the following vocabularywords. We will identify the sentence with each vocabulary word within the essay and write them down. Students will use each word at least once in their writing activity at theend of the unit.1. Antagonistic – opposing, against2. compulsory- required3. mandatory – required4. assertion – statement5. repeal – to cancel6. homage – respect7. homily – words on moral behavior8. recalcitrant – difficult to handle1Reading:First Reading, Reading for content - Students will read the essay silently, following the reading schedule below. Students will stop after each section and write down a question thought of during or after each reading.Paragraphs 1-3Paragraphs 4-5Paragraphs 6-7Paragraph 8Paragraph 10Paragraph 11Paragraph 12Paragraph 13Paragraph 14Paragraph 15Paragraphs 16-17The class will discuss their questions.Post Reading:Second Reading, Analyzing the Author’s Argument – The class will read the essay together and discuss the author’s arguments in support of his thesis. Students will use a graphic organizer to list the key arguments of the author in support of his purpose.Thinking Critically – The following questions move students through the traditional rhetorical appeals.Logos- Locate major claims and assertions and ask, “Do you agree with the author’s claim that…?”- Look at the support for the major claims and ask “Is there any claim that appears to be weak or unsupported? Which one and why?”- Can you think of counter-arguments that the author doesn’t consider?- Do you think the author has left something out on purpose?Ethos- Does this author have the appropriate background to speak with authority on this subject?- Is this author knowledgeable?- What does the author’s style and language tell your students about him?- Does this author seem trustworthy? Why or why not?- Does this author seem deceptive? Why or why not?- Does this author appear to be serious?2Pathos- Does this piece affect your students emotionally? What parts?- Do your students think the author is trying to manipulate their emotions? In what ways? At what point?- Do their emotions conflict with their logical interpretation of the arguments?- Does the author use humor or irony? How does this affect your students’ acceptance of his ideas?Third Reading – The students will be divided into groups and read through the essay a third time. Students will use the graphic organizer to write their own thoughts about the author’s arguments. Using the questions they posed during the first reading, the students will work together to come up with agreements or oppositions for each of the author’s key points.Pre writing:Topic –Students will discuss their agreement or opposition to the importance of educationin our society, ways to improve education for those students who choose to benefit from it, and what society should do for those who choose to not attend school (either agreeing with the author’s suggestion or coming up with an alternative suggestion).Activity - Students will write a persuasive essay in opposition or support of the author’s essay. Using the graphic organizer, the students will compose an outline of their essay. Writing:The structure of the essay may follow this format.Paragraph 1 – OpeningThe opening paragraph should contain the thesis statement and create interest for the reader. You may create interest through a scenario, a hook, or posing three questions.Paragraph 2 – Body Discuss your agreement or opposition of the importance of education in our society.Paragraph 3 – BodyDiscuss ways to improve education for those students who choose to benefit from it.Paragraph 4 – BodyDiscuss what society should do for those who choose not to attend school.Paragraph 5 – ConclusionRestate your key arguments in the essay. Final sentence is main point of essay. The last words are the title of your essay.Remember to use each vocabulary words at least one time in your essay.3Revising and Editing:Students will read three other students’ essay and then answer the following questions:1. What is the writer’s main argument or thesis statement?2. What is the writer’s opinion on the importance of education?3. What is the writer’s suggestion about improving education?4. What is the writer’s suggestion about recalcitrant students?5. What is the writer’s closing statement?Closure – Students will discuss some of the essays read and the thoughts and opinions of their classmates.Extension:Students will review the California State Education Code Truancy section and discuss theprocedure for truant students. Students will then, based on their suggestions in their essay, come up with a new education code/procedure or changes to the existing educationcode/procedure. The new education code/procedure may not require all students to attendschool and may be different from the Truancy section. This new education code/procedure will strive to improve education and best deal with recalcitrant students.4“So That Nobody Has to Go to School If They Don’t Want To”Graphic OrganizerAuthor’s Key Argument Support Opposition5“So That Nobody Wants to Go to School If They Don’t Want To”Revising &