CI 402Class # 5February 21st 2013Multi-modal poetryTeaching Compare and Contrast & Argumentation essays

Replicating the practice

On a sticky-note, write something that you particularly enjoy doing, something that you get engrossed in.

Come stick it on the board.

Take 5 minutes to create categories.

Make claims

Back them up with evidence.

How could this be problematic/productive in teaching? What other topics could you use? How could you link this to reading (literature or non-fiction)?

Making Warrants

P. 86-87 (Figure 5-4)

Let’s try to come up with some warrants.

Does the distinction between warrants and evidence make sense to us? How would we explain it to students?

Where do students see claims in their everyday

lives?ADVERTISING!

• One popular place to examine claims and warrants is in ads. These are short, everyday examples where students can analyze the strength of the ad company’s claims/warrants

• Happy Volt Owner 1

• Happy Volt Owners 2

What is the claim? What is the evidence? How is it warranted? Are there any flaws in the argument?

Can you think of any ad campaigns that would be particularly well-suited to your lesson plans?

Group Talk

In groups of 3, discuss your answers to the assigned question. Be prepared to share out what you discussed.

Group 1: P. 107 # 1

Group 2: P. 107 # 4

Group 3: P. 107 # 5

Group 4: 138 # 3

Group 5: P. 138 # 5

Compare and ContrastOn p. 115, the authors list the steps:1. Identify points of comparison and contrast between two items

2. Characterize each item in relation to the points of comparison and contrast

3. Create priorities among the points of comparison and contrast

4. Compare and contrast the two items

5. Make a value judgment.

1, 4 & 5 are fairly instinctual, but how do you get students to do 2 & 3?

Read student essays on p. 117-119. How would you evaluate them? Why? What is your evaluative criteria? How do you communicate it to students?

How do you move beyond the classic Venn diagram and get students to dig deeper?

Multimodal poetryMulti-modality = the crafted integration of 2 or more forms of poetry.

Example: Refugee Blues by W.H. Auden, Interpreted by Emily

We’re going to spend the next 30 minutes animating a poem. Use Powerpoint orGlogster

As Professor Dressman says, think small. Choose a few lines or a stanza of your chosen poem.

Be able to defend your choices of color, animation, pictures, music etc

At the end of 30 minutes I will have you e-mail your files/links to me, and we will share whatever you have done.

Share your poems

Why did you make the choices you did? What did they add to the text?

How might a project such as this contribute to students’ understanding of poetry in particular and language in general?

What are some potential difficulties of this approach? How might you trouble shoot them?

Lesson Plan # 1 Concerns

To be safe, please e-mail me your file by 8AM on Thursday Feb 28th. I will upload to blog so that we can share with one another, but I don’t want to risk losing anyone’s work.

I will e-mail back comments and grades in digital format

Any questions or concerns about format/content/etc? This one is a bit more loose than previous lessons, but should contain:

A gateway activity

A language activity or activity for helping students to learn task-specific procedures

An opportunity for students to generate evaluative criteria

An opportunity for students to either write or generate ideas for writing together

Some form of peer response

A plan for sharing the students work with readership outside the classroom.

Next Class

Read Bronx Masquerade

Post Blog Response

Lesson Plan # 1 due

Read Smagorinsky Ch. 8

Food = Erica