What’s Next? Thinking About Life After High School

Module 1 in ECRW

Preview all 8 articles. Choose 3 to read. Write a short summary of the content and what you learned from each article.

Due Monday 10/20/14

All work should be in your journal.

Read all 8 articles. Write a short summary of the content and what you learned from each article.

Due Monday 10/20/14

All work should be in your journal.

Reading Rhetorically means reading what is being said and how / why it is being said. This allows you to effectively contribute to the conversation.

• There are 6 stages to reading rhetorically:• Pre-Reading: brainstorming prior knowledge about the

topic, previewing the readings• Reading: annotating, questioning, Cornell Notes, CUBS• Post Reading: Responding to text dependent questions

and making inferences• Pre-Writing: Brain-storming, drafting•Writing• Post Writing: editing, publishing

Pre-Reading Strategy to help your brain focus while reading:• Read the titles of each article and turn them into a question. This can

usually easily be done by adding “why is / does . . . or what is . . .” to the beginning of the title. For Example:

• What is the main idea in “Trespassing”?

• After reading the selections, go back and answer your question. This allows a self-reading check.

During Reading: Make small notes to organize what you are reading:ANNOTATION:! Something surprising? Something confusing* Something related to the central idea or prompt if there is one

CUBS:Circle the main ideaUnderline key phrases and supporting ideasBox unknown words or ideasSummarize or side commentary every 2 paragraphs

“Trespassing” by Sam Pickering

Sam Pickering is the real professor who the fictional character Prof. Keating, played by Robin Williams, from the movie Dead Poet’s Society is based on. The screen writer was in Sam Pickering’s class and many of the movie elements are based on the screen writer’s experiences.After viewing the movie clip and based on the title, what do you predict the essay will be about?

What is being said: “Trespassing” Main Idea:

My response before the discussion:The main idea in “Trespassing” is...

My response after the discussion:The main idea in “Trespassing” is...

How it is being said: Analysis of Examples Textual Examples of trespassing:(note the page / paragraph)1. Invading conversations (487&489)2. Eavesdropping (487-488)3. Writing (486)4. Physical trespassing (486) 5. Disturbing the peace (489)6. Introducing the poet – morals / rules

(490)7. Boy answers the phone “incorrectly”

(490)8. Against the boy’s innocence (491)9. Daydreaming / imagination

What is the effect of including these examples? 1. Everyone trespasses and there are really no

gates to stop people.2. Interesting unusual example of trespassing /

determines people’s interactions3. Reading private thoughts is an unusual idea of

trespassing4. Establishes the accepted idea of trespassing first.5. Makes you think, unusual example of

trespassing6. An interesting and unexpected example of

trespassing7. The way one speaks is an unexpected form of

trespassing8. Trespassing could have negative consequences9. Interesting to see how real trespassers trespass

against themselves rather than real experiences

Answer the following close reading questions:1. Sam Pickering made specific choices about which examples of

trespassing he included. What is his attitude toward his examples? What did he leave out? What is the effect of his choices?

2. On pages 490-491 Pickering outlines rules for trespassing. What are they? Do you agree with his rules?

3. What does Pickering say are the consequences for trespassing? Why does he seem ambivalent about the negative consequences about trespassing? How does this contribute to the main idea?

Shared Inquiry Discussion:

1. Revisit our initial question: what is the main idea in “Trespassing”? Has it changed from the first reading to today? Locate in the text the best example / statement of his main idea.

2. To what extent do you agree with Pickering? Have you ever gone against the grain of convention or leaped the fence of propriety? If so, on what occasion and for what purpose? If not, why haven’t you?

Timed Writing Prompt:After analyzing the appeals and the dangers of

trespassing from Pickering’s essay, write an essay that supports, qualifies, or contests what Pickering has to say about the subject.

Be sure to:• Have a thesis• Support it well chosen textual details• Use effective transitions and organize so each new idea builds on the previous

one.• Conclude by emphasizing your thesis and the support you included. • Use precise language and clear organization

Boxes and Bullets (A Timed Organization Writing Strategy)Box: THESIS (this might be in an opening paragraph or just an opening sentence in the box)

Supporting evidence from the text (There needs to be a topic sentence setting this up.) Second Supporting evidence from the text Third Supporting evidence from the text

Box: Conclusion

Language, Gender, and Culture, Module 9 in ECRW

(You will write in your text)Inference unit continued

“His Politeness Is Her Powerlessness” by Deborah

Tannen Pg. 120

Pre-Reading Quick Write:

• Families have their own rules for how male and female members talk and behave. Many of these rules are culturally based. Think back to the advice you have heard in your family or to the rules you have noticed family members following. Describe the communication styles of talking and behaving for men and women in your family.

Unit Focus Question: What does our language say about our gender and / or culture?1. Pre-Read: Turn the title into a question.2. Read and annotate the text keeping the title question in mind.

1. Locate and paraphrase Tannen’s thesis.2. In the margins discuss:

a) Tannen’s main arguments to support her thesisb) Examples Tannen givesc) Her conclusion

Looking closely at language:

Textual and personal Examples of “Indirect Communication”P3 Gee I really need a few things from the store but I am so tired.P5 A parent stands with hands on the hips and the children stop misbehaving.P6 Would you like to go the party with me?- When a woman says she does not want anything for her anniversary but buys the husband something and is upset when he does not get her anything.

Textual and personal Examples of “Direct Communication”P3 Will you please go to the store.

Answer the following post reading questions:

1. In your opinion, which type of communication is seen as having the most power in the U.S.?

2. From a cultural perspective, how do different cultures value directness vs. indirectness? What does this mean in relation to culture and power?

3. Do you agree or disagree with Tannen? Explain your answer.

“Prelude: The Barbershop” Pg. 122

Turn the BOOK title into a question, annotate using CUBS, and then answer the title question.

During Reading: Make small notes to organize what you are reading:ANNOTATION:! Something surprising? Something confusing* Something related to the central idea or prompt if there is one

CUBS:Circle the main ideaUnderline key phrases and supporting ideasBox unknown words or ideasSummarize or side commentary every 2 paragraphs

“Prelude: The Barbershop”

Young’s central argument and evidence to support your choice:

How the argument is developed: Each pair will be assigned a paragraph. Use the T chart to complete your analysis:

Summarize the paragraph (What is being said)

Explain why Young included this and what effect it has on the development of his central idea. (How it is being said)

Shared Inquiry

1. How does Young’s central idea relate to you?2. Locate the most powerful paragraph or sentence in the text. Why

does it resonate with you?3. How does Young’s excerpt connect with Tannen’s?

“The Color of Family Ties: Race, Class, Gender, and

Extended Family Involvement”By Naomi Gerstel and Natalia Sarkisian

1. Pre-Read: Turn the title into a question.2. Read and annotate the text keeping the focus question in mind.

1. Locate and paraphrase the results of the study.2. In the margins discuss:

a) Main arguments to support the findings for whites, Latinas / os, blacks and family structures

b) Results of the research findings

Find 5 most relevant findings.

You can number them, circle them or list them.

Complete questions 1-4 under “Engaging the Text”

Pick one of your 5 Facts and draw 5 inferences.

How do you define power?

The ability to make something out of the opportunities that you have.

Synthesize the readings and contribute to the conversation with an experiment:For one hour today, change your expected performance based on race, class, gender, or setting. Record your findings in your journals. Include the following:1. What you did differently2. Why you made that choice3. The results of your performance4. Your analysis / feelings about the experience

You will share your findings in class tomorrow.

ERWC Notes to share:

• Writing allows you to make an active contribution to the conversation with the topic the texts have presented to you.• Writing is a way of discovering what we think and working through our

personal concerns to communicate our ideas to others.• Drafting info• The essays we read are models of how you too can write. Those are real

world published contributions to the conversation. Think about how Young embedded his personal anecdotes within his own argument. Is that a model for your own writing?• Your audience and purpose dictates how you write• Your intended contributions to the conversation dictate what you are saying.