Take Roll
Assign Timekeeper
Journal Assignment: I will have 8 clippings of news stories that state "facts" cut out before class. In class, I will give each student a clipping and ask them to rewrite the news story as if they were there. This will hopefully help build the students understanding of the difference between narrative and fact spewing. However, there are 16 students in my class. this means two people will have the same story and this will help them understand that there are two sides to every story, including history and accounts. this will help them to understand to read both sides of argument because often the gap lies between the two. (15-20 minutes).
Kantz discussion game: Three Facts and an Inquiry
To help them understand to build on sources and then pose questions, we will pick a topic that the whole class is interested in discussing. Then we will go around the room and the first three students will state what they believe to be a fact of the topic then the fourth person will ask a question about something stated as fact.
We will continue around the room until hopefully arriving at an original niche in the discussion not yet considered. (15 minutes).
We will get into the groups established on Wednesday, based on interesting facts about ourselves, and split up the homework questions. then we'll go through each one, discussing correct answers or interpretations. (15 minutes, 5 minutes each).
End of class questions: last 10 minutes
Thursday, August 30, 2012
Response Writing on Kantz
Frame Exercise:
I define a fact as a statement that can not be disputed. I define a claim as an assumption or idea that can have evidence for or against it. An opinion is a preference or idea that a person favors more than others. And an argument is a claim with heavy evidence, so much so that it is difficult to prove otherwise.
In Margret Kantz'article "Helping Students Use Textual Sources Persuasively", the audience (which in this case is educators) learns that students struggle with using sources with creative and original arguments for many different reasons. Several reasons are 1) students misread the tone of the as factual when it is narrative or vice versa, 2) they fall back on the comfortable regurgitation of information in the sources because they don't want to feel wrong in an assumption, or 3) they simply so not know the right questions to ask themselves when trying to find an original idea, gap, or niche. The purpose for the article is 1) so that educators can help students who struggle with the finding original angles and 2) help avoid plagiarism.
Kantz refers to an example in student Shirley who knows how to pick out main ideas from sources, organize facts chronologically, and give good summaries. However, Shirley does not understand where gaps from original thought can be found. Kinneavy's triangle diagram of rhetorical situation is given to explain how Shirley can find a creative entrance. Encoder, Decoder, and Reality represent a triangle of communication where miscommunications can happen. Between the reader, the interpreter, and what is real of the subject, there are many different ways to enter the conversation or subject with questions not previously asked.
Some simple heuristic questions she poses to help students find gaps are:
"Why does he think that way?"
"What effect does it have on the success of this communication?"
"What is your question or problem with this topic?"
Kantz also says that even when the student realizes how to identify a gap, he or she may still write papers that compute findings because 1) the stress of a letter grade, 2) it is stressful to undertake a new process for draft needing to be complete soon, and 3) some students may not know how to plan, build, and organize.
Kantz ends on the note that paper writing is about creativity and creativity is rhetorical.
In reflection of the reading:
I find Kantz' way of explaining why some students have trouble coming up with original ideas intriguing. I believe that at some point I have become a Shirley, taking the easy way out and repeating source findings as summary in order to not think on my own. I think her idea of having students try to pose a question or claim before researching might be helpful to this type of student. I will also be helping my students learn to build on ideas, rather than repeat them.
I define a fact as a statement that can not be disputed. I define a claim as an assumption or idea that can have evidence for or against it. An opinion is a preference or idea that a person favors more than others. And an argument is a claim with heavy evidence, so much so that it is difficult to prove otherwise.
In Margret Kantz'article "Helping Students Use Textual Sources Persuasively", the audience (which in this case is educators) learns that students struggle with using sources with creative and original arguments for many different reasons. Several reasons are 1) students misread the tone of the as factual when it is narrative or vice versa, 2) they fall back on the comfortable regurgitation of information in the sources because they don't want to feel wrong in an assumption, or 3) they simply so not know the right questions to ask themselves when trying to find an original idea, gap, or niche. The purpose for the article is 1) so that educators can help students who struggle with the finding original angles and 2) help avoid plagiarism.
Kantz refers to an example in student Shirley who knows how to pick out main ideas from sources, organize facts chronologically, and give good summaries. However, Shirley does not understand where gaps from original thought can be found. Kinneavy's triangle diagram of rhetorical situation is given to explain how Shirley can find a creative entrance. Encoder, Decoder, and Reality represent a triangle of communication where miscommunications can happen. Between the reader, the interpreter, and what is real of the subject, there are many different ways to enter the conversation or subject with questions not previously asked.
Some simple heuristic questions she poses to help students find gaps are:
"Why does he think that way?"
"What effect does it have on the success of this communication?"
"What is your question or problem with this topic?"
Kantz also says that even when the student realizes how to identify a gap, he or she may still write papers that compute findings because 1) the stress of a letter grade, 2) it is stressful to undertake a new process for draft needing to be complete soon, and 3) some students may not know how to plan, build, and organize.
Kantz ends on the note that paper writing is about creativity and creativity is rhetorical.
In reflection of the reading:
I find Kantz' way of explaining why some students have trouble coming up with original ideas intriguing. I believe that at some point I have become a Shirley, taking the easy way out and repeating source findings as summary in order to not think on my own. I think her idea of having students try to pose a question or claim before researching might be helpful to this type of student. I will also be helping my students learn to build on ideas, rather than repeat them.
Revised Friday Lesson Plan
Take Roll
Assign timekeeper
Talk about constructs that they are thinking about doing; basic ideas, grammar, 5 paragraph essay, narrative voice, etc. Then create groups of students based on similar interests of constructs to help with idea forming. (10 minutes).
Remind them that Project #1 Proposal is due Wednesday Sept. 5th, and that the school is closed Monday.
Transition to Kleine: Are you a hunter or a gatherer, and what's the difference? (5 minutes)
We'll talk about the 4 stages Kleine talks about-collecting, sifting, seeking and translating.
Journal exercise "What order you write in?" We'll talk about the 4 stages Kleine talks about-collecting, sifting, seeking and translating. (10 minutes)
Transition to Notebook: What passages did you find that we can break down? Or terms we should talk about? (10 minutes)
Assign each group a homework question to talk about, then discuss each question. (10 minutes)
End of class questions ( 5 minutes)
Assign timekeeper
Talk about constructs that they are thinking about doing; basic ideas, grammar, 5 paragraph essay, narrative voice, etc. Then create groups of students based on similar interests of constructs to help with idea forming. (10 minutes).
Remind them that Project #1 Proposal is due Wednesday Sept. 5th, and that the school is closed Monday.
Transition to Kleine: Are you a hunter or a gatherer, and what's the difference? (5 minutes)
We'll talk about the 4 stages Kleine talks about-collecting, sifting, seeking and translating.
Journal exercise "What order you write in?" We'll talk about the 4 stages Kleine talks about-collecting, sifting, seeking and translating. (10 minutes)
Transition to Notebook: What passages did you find that we can break down? Or terms we should talk about? (10 minutes)
Assign each group a homework question to talk about, then discuss each question. (10 minutes)
End of class questions ( 5 minutes)
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