I had all these grand plans about how I was going to write up my 3.1 lesson plan to make it really really gorgeous so that I could use it in my writing sample, but instead I got distracted and am now 3 lesson plans behind. Why did I make all this extra work for myself?? Oh well, as the White Rabbit might say, “No time to say hello, goodbye!’ I’m late, I’m late I’m late.” Ergo…
LESSON PLAN 3.1
2. Code of the Street ch. 2 – “Campaigning for Respect”
- what is the “campaign for respect” in question? what is involved in that process?
- what evidence does Anderson use to illustrate this campaign?
- a look at the way he introduces terminology on p. 79:
3. There is a lot of learning in this chapter. What do Anderson’s subjects learn?
4. REFLECTION–> what is reflection? Did you do any reflective writing in high school?
- Reminder: reflection helps us become self-aware, by drawing our attention to ourselves, our own strengths and struggles, to facilitate transfer (i.e., remembering what we learned) when we write future papers all by our lonesome
- Creative writing: look at the kid on p. 74 who says: /// imagine Anderson asked him, “How did you learn that?” Answer from the kid’s perspective
- Give purpose of that exercise: to create empathy for this kid who learns other material than us; but also to create empathy for the act of imagination. Lots of questions about does Kanye really know this or that. This exercise reminds us of the possibilities of artistic empathy, which we also share.
5. MORE Reflection: Reflect on how you learned to write. Think back to this first paper you’re working on right now
- How did you begin this paper? What were the first steps you took, perhaps before you even began typing a draft?
- Where did those skills come from? When did you learn how to begin a paper?
- What have been the easiest and hardest elements of working on this essay so far?
- Reminder: save and date these, I won’t collect them but you’ll refer back to them later
6. WORKSHOP: overview of how workshops run
6. Thesis mini-workshop: exchange your thesis-in progress with a partner, formulate three questions for your partner’s thesis that push it to become more explicit. Could begin with HOW WHY WHERE or WHAT.
LESSON PLAN 3.2
1. Logistics: PSA – sneeze & cough into your shoulder, not your hand, and wash those puppies. Yes I really told them this.
2. Code of the Street – ch. 2 “Drugs, Violence and Street Crime”
- Read the chapter’s opening (pp. 107-108) – why does Anderson open this chapter with W.E.B. Du Bois’s The Philadelphia Negro?
- Spend a moment understanding “deindustrialization”: AP US History flashback, what was industrialization? Correlation with the Great Migration–> African Americans to urban centers–relate back to drug trade as it “picks up the slack” (108)
- evidence: Why does Anderson spend 8 pages describing a stickup? How does it illustrate elements of the street code?
3. Code-switching – groups of 3: identify a verbal or written code-switch that you perform in your own life- make a list of rules for performing in each code + knowing when to switch.
4. Does Kanye code-switch?
LESSON PLAN 4.1: Workshop 1
Workshop instructions: they read each other’s papers in advance and wrote a 1-page letter for each of the 3 papers they read. So the workshop instructions just remind them that while the author is quiet, the readers have a conversation that begins after their letters end and is collaborative. Focus on identifying what specifically the paper is about besides just “the lyrics” and making sure the argument is about that specific thing. Discuss thesis, evidence, paragraphs, intro and conclusion. Okay to describe and not only critique.
If they finished early, I made them re-write a new introduction that began from the first sentence talking about the song their paper is about. So it’s a funnel but a tiny funnel.
This weekend I am going to do some summative reflection on all this reflecting-in-action I’ve done so far. Peace y’all.