Unit One, Day 5 - Wednesday
Class Goals: Introduce Personal Reflective Response Assignment. Get out main ideas necessary to a summary of Terkel's oral history narrative. Reinforce IDEAS not EVENTS in summary. Begin response techniques.
Connection to Course Goals: Gets them working together on summary so they have to generate the important points themselves and not have them presented to them through the instructor-directed class discussion (forces them to practice the skills themselves). Begins discussion of necessity of support and evidence in all essays for educated readers, not just in responses, and identifying and defining thesis statements.
Put directions on board or on an OH:
Get into groups of 3-4, and, using what each wrote for homework,
generate a group list of main points for a summary of Terkel's essay,
providing a quote to support each of the points you identify. Give them
a specified amount of time to work within. You may want to have
them assign a timekeeper, reporter, and someone to write the ideas.
(stop after 10 min.)
Cruz bought into the myth of meritocracy (paras. 3-4) but then realizes that he got his jobs through government-mandated job quotas (paras. 5-9: '`getting wise to the ways of the American Dream'")
Cruz was a more '`acceptable'" minority because: he is not black (Para 8), plays the "game" (para. 18-19)
He eventually sees the "`flaw[s] in the American Dream'": ingrained racism, businesses care more about money than people (para. 14), oppressed groups internalize racism and treat each other badly (para. 16)
than . . . )
Have them turn to paragraph 25 of text for a close reading, and underscore that they should always turn to the text for support:
Transition: you're going to practice response now, since this is the main point of the PRR assignment.
Types of response:
*analyzing the effectiveness of a text
*agreeing/disagreeing with the ideas in the text (This is what they'll do in the first paper!)
*interpreting and reflecting on the text
Kinds of evidence:
*evidence from the text
*evidence from other texts
(10 -20 min.)
Note: Some people prefer to do this in the beginning of class. It prevents students from furiously trying to do the homework in class, when they should be listening!
Assignment: Read Nelson in RA and write one-page responses based on the techniques discussed today and in The PHG.
If you have extra time: Have them annotate their homework to add in anything they might want to after the discussion of the summary points for Terkel.