Text: "The Undercover Parent"
Learning outcomes: Create a descriptive outline of the text, create a descriptive outline for the letter to an authority
Strategic Marking and Annotation of the Text asks you to reread the text and indicate graphically the main ideas, key arguments, and support the author uses. This also allows you to respond to the text from a personal
point of view
First Highlighting: Use a yellow highlighter to mark Coben’s article. Highlight the examples Coben uses to make his argument.
Second Highlighting: Go through the text once more, this time with a pink highlighter. Highlight the details that add support to each piece of evidence highlighted in yellow from the previous highlighting.
Responding to the Text: In the margins of the text, use the following questions as guidelines for writing your reactions to the evidence Coben uses:
1. Have you also heard of the examples he uses?
2. Have you observed or experienced anything similar?
3. Which examples are serious? Which seem exaggerated to you?
Periods 3 and 4:
Source: Rebecca McKinnon, TED Talk: "Let's Take Back the Internet"
Rebecca MacKinnon looks at issues of free expression, governance and democracy (or lack of) in the digital networks, platforms, and services on which we are all more and more dependent.
Use the note chart ASSIGNED in Classroom. It is simply called CENSORSHIP NOTES.
As you watch, note:
What is she claiming about censorship?
What evidence or examples does she provide to support her position?
After watching the TED Talk, go to this folder to select ONE article. Each one explores an angle on censorship. By tomorrow, complete the reading and note-making and reflecting using the note chart provided. (You will have to write in the source name and author on the note chart).
Period 6:
Text: "The Undercover Parent"
Learning outcomes: Create a descriptive outline of the text
; We opened class by discussing the following questions;\
- How accurate were your predictions?
- When you read the whole article, did anything surprise you?
- Are there any parts of the article that you found confusing?
- Return to your initial completion of the SOAPSTone, and complete your answers more fully and specifically. You may make changes to and predictions you made that were wrong or add details for clarification.
Next, we chunked the text.
Paragraphs 1-3:
Paragraphs 4-5:
Paragraphs 6-10:
Paragraphs 11-13:
Paragraphs 14-15:
Using the list of verbs (what authors do) consider writing a sentence or two for each “chunk” regarding what is Coben (the author) doing?
Here are the results:
Paragraphs 1-3: Introduces the concept of monitoring your children by installing spyware on your home computer to guard children against Internet dangers.
Paragraphs 4-5: Acknowledges the aversion to the word “spyware” but points out it’s the same as being watchful in the home and school environment.
Paragraphs 6-10: Lists the rebuttals or excuses parents will use to argue against spyware and offers his rebuttal for each.
Paragraphs 11-13: Argues that parents should use spyware for listening for “dangerous chatter” and supports his argument with a personal anecdote about the straight-A daughter.
Paragraphs 14-15: Concedes to the opposition that spyware does invade privacy, so perhaps it “might be enough” to talk to your kids about installing it.
Here's why it matters. If you were to “write like this,” how is Coben’s piece a “mentor”?
Paragraphs 1-3: Introduces
- What would you introduce at the beginning of a text like this?
Paragraphs 4-5: Acknowledges
- What could you acknowledge/note that would be important about your issue/topic?
Paragraphs 6-10: Lists
- What would you list/give examples of?
Paragraphs 11-13: Argues
- What would you argue/claim as a result of what you wrote in earlier paragraphs?
Paragraphs 14-15: Concedes
- How could you acknowledge other perspectives?
After reviewing, you should review these SLIDES. This will guide you through outlining your letters using the descriptive outline process.
No comments:
Post a Comment