|Return to Unit One:TR|
|Class Plan -- Unit One, Day 5|
Writing - Annotate the two responses for the following: which paragraphs are summarizing and which are responding, underline the thesis of each response. Decide which essay (Rose, Leive, Coleman, or Rodriguez) you will respond to for your paper. Complete one of the collecting assignments for your response essay.
Daily - Read over the response you wrote for today. Look back at the three kinds of responding discussed in the PHG on pp. 182-184. Annotate your response with which type(s) of responding you did. Below your response, write a few brief notes about why you think you did this(these) type(s) of response.
Collect the summaries written for homework while students are writing.
Small group activity - Put students in groups according to which article they read. Set up an activity to have them compare/contrast responses, identify elements of response such as focus, strategy(ies), development/evidence types. Allow them some time so they can discuss and argue about the essays informally as well.
The main objective of this activity is to have students learn to identify the three modes of response (agree/disagree, text analysis, interpret/reflect) and to see how we tend to focus on one but may use some of the others, too.
Be sure to have written directions (on board or overhead) for the group activity.
Finish as a whole group, sharing examples with the class. I would focus particularly on how they explain their positions and on why they chose the response techniques. Discuss how certain essays lend themselves to particular modes of response. For instance, since Rodriguez is making an argument about bilingual education, it is natural to respond in agree/disagree mode.
If time, have a brief discussion of their experiences in posting to the Web Forum.
Be sure to work in a "show and tell" on annotating if you haven't covered that already because they have to annotate the Tannen essay for homework.
Also, remind students to do a collecting activity for their paper. Emphasize re-reading of the original essay!