Beruflich Dokumente
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between what the mother wanted for her daughter and what reality presents? These two
sentences are a sad portrayal of education. The narrator is learning that there are guardians of
education who dictate where one can and cannot go to learn. After discussing this quotation, I
would ask my students to compare this experience to their own, and to once again consider if
their educational experience has been molded by someone else.
After we have finished discussing, I will ask my students to think about how the narrator
is able to make sense of her first day of school and her perspective of her mother though this
memory. Our discussion, like those that preceded it, will require students to use textual evidence
so that students are engaged in the social nature of language as they will be a community of
readers, writers, and talkers (Lytle, p. 5). The class will then write their own stories in order to
make sense of their perspective of education, and or their parents thus far. They will be
encouraged to use a specific memory to frame their writing as our narrator has done.
Through these two days, my students will interact with The First Day as readers,
writers, and communicators. By engaging with every part of the language processes- reading,
writing, listening, and speaking- my students skills in each of these categories will be enhanced
(p. 6). By connecting and constructing meaning within The First Day, each of my students will
be able to learn about the development of perspective and how their own perspectives towards
key life experiences such as education and parental relationships have shifted with age.
Works Cited
Jones, E. (1992). The First Day. In Lost in the City: Stories. New York: Morrow.
Lytle, S., & Botel, M. (1990). Chapter 1: The Critical Lenses. In The Pennsylvania Framework
for Reading, Writing, and Talking Across the Curriculum: PCRP II (pp. 1-10). Harrisburg,
PA (333 Market St., Harrisburg 17126-0333): The Dept.