Week 3.1, 3.2 and 4.1: Reflecting, Workshopping, and final coverage of _Code of the Street_

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

1. Logistics

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 ┬áin 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.

 

Week 2.2: Decent and Street Norms in Anderson’s Code of the Street

Hi friends – today’s lesson plan is pretty focused on Elijah Anderson’s ethnography Code of the Street, so take out your copy if you’re following along. Also I just illustrated proper use of your/you’re. Also I should mention these lesson plans are for 80-minute sessions, though today’s was a little short.

LESSON PLAN

1. Logistics- reminder of participation paper deadlines, come in to office hours

2. Ch. 1 “Decent and Street Families”: “Decent” and “Street” – what are these two categories? where are these terms from? understanding “norms”/”normative” (32, 45) and “oppositional culture” (32)

3. Diane’s story (pp. 43-45)- evidence and claims. What work does Diane’s narrative do for Anderson’s argument (i.e., what claims of his does she provide evidence for?) – How does Anderson analyze her words? (What conclusions does he draw?) Does his framing of Diane have any holes? (Any blind spots, points he didn’t make but could have, biases we see?)

4. Answer the above questions re: Yvette’s story (53-65) in small groups of 3; then recap as a class

5. In-class writing: write a mini-workshop letter to Elijah Anderson about chapter 1. 3 components: what is his argument? 1-2 things he did well; 1-2 questions, concerns, suggestions. Use quotes!

NOTES

2. As always, with lesson planning on reading-focused days it’s a balance between covering concepts and comprehension on the one hand, and making sure we’re drawing lessons for our own writing from the text we’re studying. So in today’s lesson I wanted to make sure the students recognize “decent” and “street” as normative categories “that the residents themselves use” (35), and understand that these two categories of people live mixed together, that they all follow the “code of the street” but while decent folks follow it to be safe, street folks believe it to be normative. In past semesters we’ve done writing exercises where I ask students to reflect on what the norms were regarding education in their homes or communities growing up. However, today we focused more on critical thinking skills and building the confidence it takes for a college writer to actually feel comfortable “criticizing”–that is, examining critically–a published writer.

3. To that end we looked at how Anderson includes long tracts of first-person narratives from his interview subjects and scrutinized them as evidence. This approach also has the added boon of keeping students focused on the content of Anderson’s arguments instead of their reactions to them, which have a tendency to spiral off into tangents about how these parents differed or didn’t from their own parents. Instead, I waited until the end of class to ask students how they reacted to, for example, the extremely strict parenting styles we see in this chapter.

4. Small group work always just forces more students into the conversation. Many aren’t comfortable with the whole class setting or only speak when there’s pressure for them to do so, which definitely increases in a group of 3. I try to do some small group work every day–this is a tip I got back in college when I taught ESL for a summer. They say language learners should speak 70% of class time, and small group work is a way to get a high percentage of the class speaking at once, where only 1 person can really talk at a time when the class is together.

5. This last activity had the joint function of introducing workshop letters (more on that next time) and also reinforcing the point I made throughout class that we’re working towards beginning to think critically about the published texts we’re studying. So actually writing down at least one question or concern about this chapter forces students to concede that even this great book is subject to our scrutiny as college writers.

And now I’m gonna go home and eat some dinner. Peace and happy new year to the fellow tribesmen out there. -T