Beruflich Dokumente
Kultur Dokumente
OConnor
HonorsEnglish9
4May2016
Remembertoaddyourworktothedocumentusingadifferentcolororstylefonttomakeyour
workeasilyvisible.
*
REMEMBERtoSUBMITActivity10tothattaskinGoogleClassroomwhenyouaredonereviewingit.
Postreading
Activity11:SummarizingandRespondingRhetoricalPrcis
Arhetoricalprcis
analyzesboththecontent(thewhat)andthedelivery(thehow)ofaunitof.
spokenorwrittendiscourse.Itisahighlystructuredfoursentenceparagraphblending
summary.andanalysis.Eachofthefoursentencesrequiresspecificinformationstudentsare
expectedto.
Workwithyourgroup
towriteabriefanalysisofthecontent,purpose,andpersuasive
strategiesofatextusingthe
patternbelow:
Sentence1:Notethenameoftheauthor,thegenreandtitleofthework,andthepublication
dateinparenthesesarhetoricallyaccurateverbandathatclausecontainingthemajor
assertionorthesisstatementinthework.
Sentence2:Anexplanationofhowtheauthordevelopsandsupportsthethesis,usuallyin
chronologicalorder.
Sentence3:Astatementoftheauthorsapparentpurpose,followedbyaninordertophrase.
Sentence4:Adescriptionoftheintendedaudience,therelationshiptheauthorestablishes
withtheaudience,orboth.
InShankarVedantamsarticleHowaSelfFulfillingStereotypeCanDragDown
Performance(February02,2009),generalizingandthenegativeeffectsofaphenomenon
knownasstereotypethreatareexplicated.Vedantamrevealsmultiplestudiesand
experimentsperformedbymultiplesourcesandorganizations,includingvocabulary
questioningbetweenracesandtestscoresbetweengenders.Theauthordescribesthe
conceptofstereotypethreatingreatdetailandevidenceinordertoexposealargely
ignoredphenomenoninhisopiniontolargergroupsofpeople.Generalgroupsofpeople
withnointeresttothetopicdiscussedcanbeeasilyaddressedasitreferstoallpeople
ofsocietyinthepublictoday,andtheauthormakessuretocreateaneasywritten
environmentthatisrelatableandconnectedtoeverybody.
Activity12:ReflectingonYourReadingProcess
Quickwrite:Pleasetakeabout10minutes
toanswerthefollowingquestionsdesignedtohelp
youreflectonyourreadingprocess.Whenyouhavefinished,preparetoshareyourideaswith
theclass.
1.Whathaveyoulearnedfromjoiningthisconversation?Whatdoyouwanttolearnnext?
Ihavelearnedalotfromexaminingthearticleofstereotypethreat,andhowgreatlyit
affectsoureverydaylives.Itsprominentplaceinsocietyshouldntbeignored,butrather
addressedinsomeway,shape,orform.Thereadingprocesshasdefinitelyhelpedin
analyzingtheentirepiece.Stereotypeshavebeenthecenterpointofourreading
currently,andIwanttoextendmyknowledgeontheissueastowheresomeexamplesof
thesereallycamefromandhowtheconcepts
2.Whatreadingstrategiesdidyouuseorlearninthismodule?
Ilearnedtobeabletocarefullyreadoverparagraphsmultipletimesinordertoextract
valuableinformationfromthetextneededforcertainquestionsandactivities.Ithelped
meslowdownandnotjustskimoverlinesinanefforttogatherinformationrapidly.I
learnedtohighlightcertainideasinthetextandemphasizekeypointsIthought
interestingorimportantforlaterevaluation.
3.Whichstrategieswillyouuseinreadingothertexts?Howwillthesestrategiesapplyin
otherclasses?
StrategiesIwillusewhenreadingothertextsincludemyslowprocessingwhenreading
tofurtherextractinformationandkeyideasneededtobetterunderstandwhatreallyis
goingon.HighlightingtheseareaswasagoodstrategyIfound,andIllbebetterat
applyingtheseskillstoreadingtextbooksinscienceclasswhenstudyingforalargetest.
4.Inwhatwayshasyourabilitytoreadanddiscusstextslikethisoneimproved?
Myabilitytoreadanddiscusstextshasbeenimproved,fromtakingclearpointsand
importantnotestobetterunderstandtheideaofthetext,toextractingannotationsand
summarizingpassagesatahighercaliberofcomprehension.
ConnectingReadingtoWriting
DiscoveringWhatYouThink
Activity13:ConsideringtheWritingTask
NowthatyouvereadShankarVedantamspieceaboutstereotypethreatfortheWashington
Post,
youwillinvestigatestereotypesatourschoolandwriteanarticlelikeVedantamsof
yourown.
Youwillgatherevidenceasaclass.Eachofyouwillinterviewatleasttwopeersat
the
schoolandshareyourresults(anonymously)withtheclass.Then,youwillusetheclasss
evidencetowriteyourownarticle.ModelyourarticleaftertherhetoricinVedantamsarticle,
shapingyoursashedoeshis,soyouusesimilartechniques,writingforsimilarpurposesanda
similaraudience.
1.ReadActivities13and14carefullyasyouproceed.
2.Identifykeyverbsinthewritingtask.Whatdotheysayyoushouldtrytoaccomplishinyour
writing?
Keyverbsincludeinterview,model,andshaping.Itsaysthatweshouldtryand
mirrorsomeoftheaspectsusedintheexamplearticle,aswellasgatherinformation
fromothersourcesonstereotypes.
3.Whatkindofsupportmustyouprovide?
Supportfromthearticleisneeded,aswellasinterviewevidenceaccumulatedfrommany
studentsthataredifferent.
Activity14:GatheringEvidencetoSupportYourClaimsEngagingwithEvidence
Stage1
Classwide
CollectionofEvidence
Tobegin,usethesameinterviewprotocolwithyourpeers
inclass
andthen,laterforhomework
outsidetheclass.
Youwilldothisinclassfirst,andthencompleteStage3for
homework
.
***InterviewProtocolIMPORTANTMUSTFOLLOW!***
1.Notethestudentsgradelevelandgender(nottheirname).
2.Whatstereotypesareyouawarethatrelatetopeoplelikeyou,howeveryoudefinepeople
likeyou?
3.Underwhatcircumstancesdoyoumostnoticeorthinkaboutthosestereotypes?
4.Howdoyourespondwhenyounoticeorthinkaboutthosestereotypes?
5.Whatstrategiesdoyouhavefordealingwiththosestereotypes?
Stage2AnalyzingandMakingClaimsfromEvidence
Writetheanswerstoeachofthequestionsfromyourinterviewsonstickynotes(oneideaper
note).OurGuestTeacherwillprovidedtheseforyou.Youwillusethesetoorganizethe
responsesinyourgroup.
Ingroups,generatecategoriesforyouranswerseitheronyourownorbyansweringthe
followingquestions:
1.Whatkindsofstereotypeshaveyoulisted?
2.Whatkindsofsituationshaveyoudescribed?
3.Whatstrategieshaveyoudevelopedforcopingwithstereotypes?
Stage3CollectingSchoolwideEvidence(HOMEWORK!MustcompleteforThursday)
Interviewatleasttwostudentsfromtheschool(makingsurethatnooneelsehasinterviewed
thosesamestudents)usingthesamequestionsweusedinclass.Postyourresultsonthe
classevidencepostersinthesamewayyoudidwiththeclassresults,makingsuretoadd
yourtallytothetotalnumberofrespondents.
Stage4InclassAnalysisofResults(WewilldothisinclassonThursday)
Examinethecompleteresultsofourclasssresearch,andanswerthefollowingquestions:
1.Whatkindsofresultscanyoureportfromtheclassresearch?
Resultsincludeaheavyamountofschoolrelatedenvironmentswhenlookingatthe
circumstanceswherethesestereotypesarenoticed.AnotherresultIcanreportincludes
alargeamountofignoranceandacceptancewiththesestereotypes,showingnonhostile
approachesthatseemtobethemorecommonandprobableapproachcomparedwitha
moreaggressiveone.
2.Whatdoyouwanttoemphasizeforyourarticle?
Iwanttoemphasizethisacceptanceandquietresponsetothestereotypesthatmet
serveasoffensiveremarksorclaims.Howfardoesthishavetogobeforepeople
respond?Whyisschoolsuchastereotypefilledplace.
3.Whatstancewillyoutakewithrespecttotheresults?
ThestanceIwilltakeissidingagainsttheconceptofstereotypethreat,andtheeffects
theyimposeonschoolandotherenvironmentsaswellastheactualpeople.
**YOUWILLWORKONTHESELASTTWOPARTSINCLASSONTHURSDAY.**
Activity15:GettingReadytoWrite
Inyoursmallgroups,discussthefollowingquestions:
1.Whoisyouraudience,andwhatisyourargument?
2.Whattypesofevidenceandappealsdoesyouraudiencevaluemosthighly?
3.Howcanyouestablishyourownauthoritytoaddressthisissue?Whatcredibilitydoyou
havewiththisaudience?
Activity16:GettingReadytoWriteComposingforRhetoricalPurpose
Asyoubeginyourcomposing,revisittherhetoricalanalysisofVedantamsarticlefromActivity
10andVedantamsarticleitself.
1.Usethatanalysistolistcriteriaforwhatmakesasuccessfulversionofthekindofarticleyou
willbewriting.
2.Lookinthearticleitselftofindexamplesentencesforthekindsofclaims,evidence,
analysis,andtransitionsappropriatetomeetingtherhetoricaldemandsofsuchatext.