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Shyla Anderson

10-Day Curriculum Unit for Sophomore Writing, spring 2007

Dr. Claire Lamonica

English 409.05

Context:

This 10-day curriculum reading unit was developed around texts pre-selected for my UniversityHigh School sophomore writing class, for the spring of 2007. Prior to this unit, students completed a unit studying the concept of inter-textuality—analyzing what constitutes a “text,” as well as understanding how texts relate and connect to each other through the use of symbols, ideas, references and allusions. Students have also developed a strong basis of understanding in the concept of rhetoric, and the primary rhetorical devices of ethos, logos and pathos. Following this unit, students will be writing persuasively, utilizing the above mentioned rhetorical devices in their own writing, as well as continuing to apply the concept of SOAPS in all areas of reading and writing.

State Learning Goals Addressed:

1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.

1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.

1.C.4b Explain and justify an interpretation of a text.

1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material.

3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.

3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology.

2.A.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.

2.A.4c Describe relationships between the author’s style, literary form (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, essays) and intended effect on the reader.

2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials

Teacher and Student Preparation for Unit

  1. Teacher Preparation
  2. Selection and evaluation of unit materials
  3. Composition of documents that explain definitions, student process and student assessment (peer edit and rubric)
  4. Pre-selection of websites to be used in this unit
  5. Composition, arrangement and execution of Blackboard (online) unit to be viewed by students
  1. Student Preparation
  2. Pre-reading of texts and discussion materials through Blackboard
  3. Basic understanding of following terms: rhetoric, ethos, pathos, logos through in-class reading and discussion, as well as understanding of terms from previous unit such as inter-textuality, symbolism, audience, purpose, etc.

List of Required Materials

  • Access to computers or laptops
  • Pre-selected texts as listed in Blackboard
  • Pre-selected websites as listed in Blackboard
  • Rhetorical Analysis Sheet--Blackboard
  • Reflective Essay Peer Edit Sheet-Blackboard
  • Reflective Essay Rubric-Blackboard
  • Internet access

List of Student Activities

Note: The following activities are heavily internet-based through the UniversityHigh school’s use of Blackboard, a

  • In-class reading and discussion
  • Small group work (collaboration, reading, writing and response)
  • Individual work (reading, writing, response)
  • Text Analysis (reading, writing, response)
  • Pre-writing strategies
  • Writing and Response through a reflective essay
  • Peer Editing
  • In-class sharing and demonstration of understanding of pre-taught concepts and new ideas through discussion, writing and informal student presentations

10-Day Lesson Overview

Note: Classes are 55 minutes long (M-F)

All computers used in sophomore writing are in room 232, one of University High

School’s new Laptop Initiative rooms

WEEK 1

General Objective: To define, analyze, apply and synthesize the concept of rhetoric as used in texts through the use of observation, reading and writing activities in the 10 grade level classroom

DAY ONE-Monday

Today’s Objective: To reflect on a common text and respond rhetorically through discussion and writing

  1. Ask students to give examples of any text they enjoy reading
  2. After a list of examples has been generated, have students explain why they enjoy reading their chosen text. Some students will say things like: they like the writer’s style, (favorite author), they enjoy a certain genre, it impacts them in a powerful or significant way, they enjoy the subject of the writing, etc. (10 minutes)
  3. Select a common text for whole- class analysis that has been read previously in class. The text used for our class is the short story, “How it Feels to be Colored Me, by Zora Neal Hurston. (See attachment #1)
  4. Have students open the on-line text from Blackboard, and re-read silently (15 minutes)
  5. Following the reading, ask the students to respond to the following questions:
  6. What is the situation behind the essay, as you perceive it?
  7. What do you think is the most important idea that the author is trying to show us?
  8. If you had to explain to someone what the author’s purpose was for writing this piece, how would you explain it?
  9. What parts or aspects of the story did you base your explanation from above on? Give1-2 examples from the text that helped you form your explanation.
  10. What is worth remembering and applying to your own experiences from this text?
  1. These questions require some time to think, and time to respond. Have students respond in writing from their laptops to the prompts. This will take the remainder of today’s class time.
  2. Prep students for tomorrow by telling them that we will be sharing and discussing their responses tomorrow in class.
  3. No Homework

DAY TWO-Tuesday

Today’s Objectives: To reflect rhetorically on students’ written responses to a text

To review and apply SOAPS to a text

To consider the rhetorical impact a text has upon a reader

  1. Have students open laptops and pull up responses from “How it Feels to be Colored Me.”
  2. Allow students 5-10 minutes to finish/fine tune their written responses to the text.
  3. After students have responded in writing, ask for volunteers to share their responses. If students seem reluctant to share, you should call on someone to get the discussion rolling.
  4. After a student responds to a question, ask if someone else has a different response to the same question. This will open the door to students sharing a variety of responses. This is a good time to interject your own probing questions or use comments to scaffold students to a higher level of thinking.(15-20 minutes)
  5. Following this class discussion, ask students to think about the SOAPS acronym we have used previously in class. Have students re-define what each letter in the acronym stands for: subject, occasion, audience, purpose, speaker).
  6. Following this class discussion, students may find it easier to apply SOAPS to the text. (Some responses may vary, but may include: subject: discovering one’s identity and the pride that comes with understanding who you are; occasion: coming to a realization that we don’t always “fit in” and live up to the standards of a biased society; audience: anyone who has experienced insecurity, racism, bias; purpose: to bring the topics of racism and bias to the surface so they can be acknowledged, shared and discussed, and ultimately used as tools for understanding and personal empowerment; speaker: the author, certainly, but also anyone who has experienced or can relate to these aspects inherent in a flawed society. (10-15 minutes)
  7. Prior to the end of class, ask students to begin to reflect upon the concept of rhetoric and to consider what rhetorical impact Hurston’s essay had on them. In addition, ask students to consider how the rhetorical devices of ethos, pathos and logos might be applied to the piece when considering its rhetorical impact upon the reader.
  8. No Homework.

DAY THREE-Wednesday

Today’s Objectove: To review, re-define and apply the concept of “rhetoric” through

discussion and pre-writing strategies

To discuss how SOAPS and rhetorical devices as demonstrated from

a text can be applied to their own writing

  1. Ask students to again think about concept of rhetoric.
  2. Ask them to define the term using their own ideas and words.
  3. As these definitions are given, list them visually on the board or the proxima. (10 minutes)
  4. Ask students to again analyze the PURPOSE of Hurston’s essay—how does the purpose of the text relate to the rhetorical impact on the reader from the text? What might be some examples of rhetorical impact upon the reader?
  5. Ask students to consider the personal impact they experienced after reading the essay and give a personal response. (10 minutes)
  6. Following this discussion, ask students to consider the rhetorical devices of ethos, pathos and logos.
  7. If students need to review or require a visual of the above concepts, instruct them to open the website link in Blackboard, and take them through the definitions and examples from this website.
  8. Ask students to think about how ethos, logos and pathos could be applied to Hurston’s piece. (10 minutes)
  9. Have students pull up “How it Feels to be Colored Me” from Blackboard on laptops and find the areas in the text that demonstrate these rhetorical devices
  10. Allow students time to orally respond (10 minutes)
  11. After discussing, assign students their homework:

Homework: Complete the writing strategy worksheet for “How it Feels to be Colored Me” from Blackboard. This worksheet will scaffold them to applying SOAPS to their own writing, as well as apply the concept of rhetoric. (10 completion points) Attachment #2

  1. Tomorrow, students will use this completed worksheet as a springboard to begin the draft of their own reflective piece, to be written in the same style as Hurston, entitled “How it Feels to be ______Me.”
  2. As students view the worksheet on Blackboard, prep them by saying they must decide what word to use in the blank, but it must be reflective of some personal aspect of themselves, just as Hurston did in her piece.
  3. Ask students to begin thinking about how the rhetorical devices of ethos, logos and pathos can be applied to their own writing, once they decide upon the word they will use in the blank as instructed on the pre-writing strategy sheet.

DAY FOUR-Thursday

Objective: To share pre-writing strategy ideas

To begin writing a reflective essay that demonstrates understanding of subject,

occasion, audience, purpose and speaker as well as an understanding of ethos,

logos and pathos

  1. Have students get out their pre-writing strategy sheet as downloaded from Blackboard.
  2. Have students share some of their responses in class. Ask students to give some specific examples of words they chose to fill in the blank in the title, “How it Feels to be ______Me.”
  3. Ask students to demonstrate how the concept of SOAPS can be applied to some of their examples.
  4. Ask students to give examples of how they plan to show evidence of the rhetorical devices of ethos, pathos and logos in their own writing (15 minutes)
  5. Following this discussion, allow students to keep their pre-writing strategy sheet in front of them as they begin to work on their rough drafts in class.
  6. Tell students that are to begin working on their drafts today in class, and that they will be given time in class tomorrow to complete their rough drafts.
  7. We will Peer Edit on Monday during class. They must have a complete first draft by then. (See “How it Feels to be ______Me” peer edit sheet in Blackboard). Attachment #3

DAY FIVE-Friday

Objective: To work on drafts of “How it Feels to be ______Me” reflective essays

To review draft criteria and expectations

  1. Have students pull up drafts of reflective essay
  2. Show students the peer edit sheet in Blackboard so they have an understanding of what aspects of reflective writing must be demonstrated in their work
  3. Show students the grading rubric for essays, as posted in Blackboard. Attachment #4
  4. Answer any questions generated from showing this sheet.
  5. Allow students time to work on drafts in class
  6. Remind students that drafts are due for the Peer Edit process in class on Monday.

WEEK TWO

DAY ONE-Monday

Objective: To peer edit drafts of students’ “How it Feels to be ______Me” reflective essays

  1. Students will be peer editing today
  2. Tell students that they must complete two (2) peer edit sheets (see link above in Blackboard) by the end of class. These will be turned in for completion points, 10 points per sheet (total of 20 points).
  3. Instruct students to keep the edit sheets that are handed back to them (there will be two), and attach these sheets to their revised draft tomorrow. They will need to use these sheets in the drafting process.
  4. Allow students to ask questions regarding the peer edit process or the grading criteria as established in the rubric in Blackboard.
  5. Work with students as necessary as they complete the edit sheets
  6. Remind and encourage students that one of the purposes for writing in this class is to share our work!
  7. Homework: Revise draft of reflective essay. The revised draft and the two peer edit sheets they received are due tomorrow. This essay is worth 40 points.

DAY TWO-Tuesday

Objective: To share our writing and reflect in class our “How it Feels to be

______Me” reflective essays

  1. Remind students that we will be using today’s class time to share and reflect upon our writing
  2. Allow students to print out copies of drafts, if necessary (5 minutes)
  3. Leave laptops in (locked) cabinet. Have students arrange their seats in a semi-circle (or whatever arrangement you feel works best), so they are facing each other and are better able to respond to each other.
  4. Before asking for volunteers to read their essays, ask students to listen actively by opening their journals and writing down ideas, suggestions, impressions, comments to their peers’ work so they are prepared to give feedback to each other in class.
  5. Encourage open responses, but also give additional encouragement to those students who seem reluctant to share or give feedback. (10 minutes)
  6. Allow the rest of class time to be used for sharing students’ reflective essays. Be prepared to interject your own ideas and comments along with the students.
  7. Allow 5-10 minutes prior to dismissal to give finalizing comments or statements
  8. Collect reflective essays and attached peer edit sheets and have students return chairs to tables.
  9. No Homework

DAY THREE-Wednesday

Objective: To choose a text to respond to rhetorically

To consider how a theme from a text can be analyzed rhetorically through

symbolism

  1. Ask students to think back to the beginning of the unit, when we defined texts that we enjoyed reading, and discussed what aspects of those texts made them enjoyable for us to read.
  2. Ask students to re-name and re-evaluate those texts and ideas, and list them on the proxima
  3. Ask students to log into Blackboard, and look at the list of the pre-selected texts: “Homeless,” by Anna Quinlan; “Stone Soup,” by Barbara Kingsolver; and The Ring of Time,” by E. B. White. (LINK)
  4. Tell students that from this list of three (3) choices, they will be choosing a text to analyze rhetorically, using the same criteria from before:
  1. What is the situation behind the essay, as you perceive it?
  2. What do you think is the most important idea that the author is trying to show us?
  3. If you had to explain to someone what the author’s purpose was for writing this piece, how would you explain it?
  4. What parts or aspects of the story did you base your explanation from above on? Give1-2 examples from the text that helped you form your explanation.
  5. What is worth remembering and applying to your own experiences from this text?
  1. Tell students that in addition to responding in writing to these prompts, they need to find a

piece of art, or an object that may be construed as art, that they feel expresses the

theme of the piece they choose to respond to. They must be prepared to explain to the

class what the object is, and how this object demonstrates the theme as they perceive it

to their chosen text.

  1. The written response will be turned in for points (15), and the informal visual presentation and explanation is worth ten (10). Explain to students that they will be grouped together tomorrow according to their chosen texts. Some groups may be larger than others, but it is my experience that you should have not trouble assigning a group for each text.
  2. Allow students the rest of class time to select and begin reading a text from Blackboard
  3. Homework: Finish reading your chosen text. Be prepared to respond to the text in small groups tomorrow.

DAY FOUR-Thursday

Objective: To allow students to collaborate rhetorically in their writing in small groups