|Return to Unit One:TR|
|Class Plan -- Unit One, Day 7|
Assignment for Day 8
Reading - In PHG, re-read the section on "Interpreting and Reflecting" on pp. 183-4, 278-83; 192-6 (Deborah Tannen essay and the two responses to it); In LL, re-read Julie Jung, "The Pleasures of Remembrance: Raking in Circles and Other Unexpected Delights" (9-14).
Daily - Take a few minutes to re-read the response to hooks that you wrote for today. Why do you think you responded to this essay the way you did? If you agreed with hooks, what factors do you think led you to agree? (Do age, gender, economic or class status, prior knowledge, ideas from other texts, etc. come into play? Likewise, if you disagreed, how would you explain your disagreement? Take about five minutes to write about this.
Discussion of Daily - The purpose of this daily is to get students to look critically at THEMSELVES as readers. Too often, we make unexamined judgments as we read or absorb information, not pausing to consider the source of these judgments. Class discussion following the daily can touch on the factors that could be involved in determining agreement/disagreement in this case (particularly varieties of personal experiences, prior knowledge, assumptions, and sympathies with Rodriguez's position, along with other student responses). The main function of this discussion, though, is achieving a general understanding of the issues hooks is concerned with. By the end of class, students should understand (at the very least) the basis of her disagreement with Rodriguez on the matter of family/cultural/class connections and their importance in the educational process. The following discussion questions might help you to get started discussing the main points (and difficult passages) in hooks:
If time permits (and if your students seem to understand the basics of the hooks essay to your satisfaction), you could move onto the next activity, or an abbreviated version of it.
Determining Fact/Opinion/Belief/Prejudice - Review with students the goals and key elements of responding in the agree/disagree mode as a transition into the next activity. Pass out the Fact/Opinion/Belief/Prejudice handout (see Appendix 5). Have students read the handout silently, then put up the OH of possible responses to hooks (see Appendix 6), asking students to identify the use of fact, opinion, belief, and prejudice. Discuss which are appropriate or inappropriate responses and why. Move on to how to revise inappropriate or undeveloped responses. Remind students that opinions are a good starting point but need to be supported. Help them avoid prejudice and to see that belief is appropriate in a response when it is explained or at least identified as such.
Small Group Activity - Next, have students apply these ideas by way of the following group activity. Give them directions for this activity on the board or on the OH.
AS STUDENTS BEGIN WORKING IN GROUPS, COLLECT ONE COPY OF THEIR AGREE/DISAGREE RESPONSE.
Give assignment for next class, explaining that students need not actually revise the agree/disagree response, but simply make plans for revision, and highlighting the points above (in caps) about the complexities of interpretation, bringing two copies to class, and bringing a highlighter pen.
Return summaries of Rodriguez with your comments. If time, mention any common problems you saw in these summaries. Also, if you are returning Personal Essays today, you might want to reserve a few minutes to explain your methods/style of grading and commenting (i.e. the way you use marginal and end comments, the way you are choosing to deal with grammar if you did so in the first essay, or any other particularly noteworthy aspects of your commenting technique).