Day 6 . Monday, September 8th

Friday, September 10:  Daily Class Outline

Lesson Objectives

Today we move on to a third type of response so that students add a differing focusing and developing technique to their repertoire. We also review the Interpretive/Reflective Response through a mini-workshop.  Throughout these efforts, we check students' understanding of the readings and the issues, building their sense of the multiple perspectives and positions on the issue of consumerism and consumption in America, clarifying that the discussion is more complex than a simple pro-con debate. As with the previous sessions, we also hold students accountable for their reading of the newspaper by asking them to bring in three clippings on issues they find provocative.


Connection to Course Goals

(1) Discussing revision helps students develop a strong writing process and a critical eye for their own writing. It encourages them to write more focused and thoughtful responses, as opposed to a list of unsupported reactions. Discussion of more than one response type exposes students to the variety of focuses and approaches for developing papers that are available to them. (2) Careful reading and examination of multiple texts related to the issue of consumerism and consumption in America provides a model and illustration for processes students will apply independently to the topical issues they select for Portfolio 2. Distinguishing one article from another and coming to some deep understanding of the perspectives and approaches of the writers being analyzed will prepare students for their application of these principles to their own selected issues in Portfolios 2 and 3.


A Possible Sequence of Activities for Today

1. Introduce class session and take attendance.  
2. Discuss news clippings and a few of the topical issues they’re seeing in their reading of the NYT. Activity Ideas:  Discussing NYT News Clippings
3. Finish discussing Interpretive/Reflective Response.  Activity Ideas:  Wrapping Up Interpretive/Reflective Concepts
4. Complete a mini-workshop of students' Interpretive/Reflective Responses. Activity Ideas:  Mini-Workshop for Interpretive/Reflective Responses
5.  Discuss Brooks' and Krugman's articles (apply WSM and cover main idea and key points for each) Activity Ideas:  Brooks' and Krugman's Articles
6.  Introduce the third way of responding - the Analytical/Evaluative Response. Activity Ideas:  Introducing Analytical/Evaluative Response
7. Establish a conclusion for the class session and instruct students on where to access the homework assignment.

Activity Ideas:  Concluding and Assigning Homework


Assignment for Next Class Session

Assign the following to students:

  • Revise your Interpretive/Reflective Response based on the feedback you received today in class.
  • Create a claim for your Analytical/Evaluative Response to either Brooks' or Krugman's article.  Establish the criteria you will use to evaluate the article and outline the evidence you will use to support your reasoning.

Additional Teaching Resources

CSU's guide on Integrating Technology into the Traditional Classroom provides you with several suggestions for how to support your class activities with technology.

Conducting Online Discussions covers topics such as using discussion forums, mailing/chat rooms, and email lists to help you facilitate discussion and student interaction outside the walls of the classroom.