shhh did you hearcalifornia state university ba.docx
- 文档编号:4877791
- 上传时间:2022-12-11
- 格式:DOCX
- 页数:35
- 大小:80.10KB
shhh did you hearcalifornia state university ba.docx
《shhh did you hearcalifornia state university ba.docx》由会员分享,可在线阅读,更多相关《shhh did you hearcalifornia state university ba.docx(35页珍藏版)》请在冰豆网上搜索。
shhhdidyouhearcaliforniastateuniversityba
Shhh.DidYouHear?
GossipisanAmericanGothicTradition!
Theassignmentsandreadingscontainedinthismoduleintroducegossipasareactiontoadeviationfromsocietalnorms.ThesensationalizedgossipstoriesleadstudentsintothegenreofgothicliteraturewithaculminatingactivityfocusingonthereadingofWilliamFaulkner’s“ARoseforEmily.”Studentswillreadthreenon-fictionarticlesandafictionalstorywhichdemonstratetheeffectofgossipingoncelebritiesandsocialicons.Theobjectiveisforstudentstorecognizeelementsofgothicliteraturewhilegainingawarenessoftheimpactofgossiponacommunity.
Thearticlesintroducetheroleofgossipincreatingstoriesandmaintainingthecelebritystatusoffamousfamilies.Studentswillthenbeabletoconnectthearticlestothefictionalaccountofthephysicalandsocialdecayofaoncearistocraticfamily.
InFaulkner’sshortstory“ARoseforEmily”,theentirecommunitygossipsabouttheeccentricityofthemaincharacter,butdoesnotinteractwithheronapersonallevel.Emilyisreveredduetoherfamily’spastcelebritystatus,anditisthemystiquesurroundingherfamilythatallowsthecommunitytocreatefarcicalstoriesaboutEmily.Intheend,thereaderlearnshowtheactualstoryismoresensationalthanthegossip.
TemplateOverview
ReadingRhetorically
Prereading
GettingReadytoRead
IntroducingKeyConcepts
SurveyingtheText
MakingPredictionsandAskingQuestions
IntroducingKeyVocabulary
Reading
FirstReading
LookingCloselyatLanguage
RereadingtheText
AnalyzingStylisticChoices
ConsideringtheStructureoftheText
Postreading
SummarizingandResponding
ThinkingCritically
ConnectingReadingtoWriting
WritingtoLearn
UsingtheWordsofOthers
NegotiatingVoices
WritingRhetorically
Prewriting
ReadingtheAssignment
GettingReadytoWrite
FormulatingaWorkingThesis
Writing
ComposingaDraft
OrganizingtheEssay
DevelopingtheContent
RevisingandEditing
RevisingtheDraft
RevisingRhetorically
EditingtheDraft
ReflectingontheWriting
EvaluatingandResponding
GradingHolistically
RespondingtoStudentWriting
UsingPortfolios
ReadingRhetorically
Prereading
English-LanguageArts(ELA)ContentStandard:
WritingApplications(GenresandTheirCharacteristics)
2.3Writereflectivecompositions:
a.Explorethesignificanceofpersonalexperiences,events,conditions,orconcernsbyusingrhetoricalstrategies(e.g.,narration,description,exposition,persuasion).
GettingReadytoRead
TopicIntroduction:
BringseveralgossipragsandmagazineswhichsensationalizecelebritiessuchasPeople,Teen,TigerBeat,etc.Havestudentgroupsdecideifanyofthestoriesaretrueormerelysensationalizedformagazinesales.ShowstudentsatwominutecompilationofrecordedgossipprogramssuchasTalkSoup,andhavegroupscreateacategoricallistofpeoplethemedialovestogossipabout(eg.,actors,singers,murderers,politicians,richandfamous,etc.).Thenpresentatwominutenewscast,andaskstudentstocompareandcontrastthegossipmagazinesandprogramstonewsprogramsbycreatingaT-chartlistingtheirsimilaritiesanddifferences.Havestudentgroupsreadtheircompiledlistsofwhogossipsandwhoisgossipedaboutinthemediaandinthecommunity,andcreateadiscussionwhichfocusesonnegativeorpoorcommunication(gossip)versuspositivecommunication(discussions,etc).Asaclass,rankthelistfromleasttomostharmful,andthiswillleadintothepre-writeactivity.
Activity1:
1.Createalistofpeoplethemedialovestogossipabout.Thislistcanbespecificorgeneral:
ParisHiltonorActress.
2.OnaT-chartlistthesimilaritiesanddifferencesoftheprogramsyoujustwatched.
GettingReadytoRead
Connectstudentpriorlearningofgossipandcelebritythroughaquickwritetostimulatetheircognitivethinking,andallowstudentstimetocontemplatehowmediamanipulationcontributestotheobsessionwithgossip.
Activity2:
Quickwrite(5to10minutes):
Whataffectdoesmediamanipulationhaveoncelebrities,andwhyisgossipsosensationalized?
EachproceedingdayofthemodulereadanddiscussonesectionofthefivesectionsofJimRutenberg’sarticle“TheGossipMachine,ChurningoutCash”withstudentsandhavethemconductananticipatoryactivity.
WordAnalysis,Fluency,andSystematicVocabularyDevelopment
1.0Studentsapplytheirknowledgeofwordoriginstodeterminethemeaningofnewwordsencounteredinreadingmaterialsandusethosewordsaccurately.
1.3Discernthemeaningofanalogiesencountered,analyzingspecificcomparisonsaswellasrelationshipsandinferences.
IntroducingKeyConcepts
Onanoverhead,presentthefollowingroleplayscenarioinorderforstudentstoparticipateinsomeoftherequirementsfacinggossipwritersandbeabletocomprehendhowtheappetiteforanynewsoncelebritiescreatesthedishonestybehindmanyofthesensationalizedstoriesingossiprags.Thefictionalstoriesinsomecasesareworsethantheactualstoryandinsomecasesreportingthetruthwouldactuallyhavebeenmoreintensethanthefictionalrepresentation:
Activity3:
LoisLaneyouhavetenminutestoreachGothamCityHalltotalktotheJokerbeforeheisincarcerated.Rumor’sofhisallegedaffairwithBatgirlhavespreadacrossthecityandBatmanisoutraged,andyouknowhowthesestarsgetwhentheirburiedsecretssurface.YoumustgetthisstorybeforeanyothernewspapergetswindoftheJoker’simpendingtransfertomaximumsecurity.Ifyoucannottalktohimpersonally,youhadbetterdiscoverhowtobreakthisstorywideopenasweareputtingthesocialsectiononthefrontpage!
Weneedmoresubscriptionsandwemustkeepthefantasticfourfromgettinginvolved.Supermanalwaysseemstocometotherescueofthesewomen,andwemustnotallowthisstorytoleakout.TakeClarkKentandJimmyOlsonwithyouandIdon’twanttohearabouthowcityhallishaunted.Iwantafrontpagestorybytodaywithapicture,andyoumustincludethoseadvertisementsforpositivecommunicationinoneofthefrontpagecolumns.Bytheway,didyouheartherumorthattheHulkisreallyawomanindisguise?
ReadingComprehension(FocusonInformationalMaterials)
2.1Analyzeboththefeaturesandtherhetoricaldevicesofdifferenttypesofpublicdocuments(e.g.,policystatements,speeches,debates,platforms)andthewayinwhichauthorsusethosefeaturesanddevices.
SurveyingtheText
Studentsarereadytoreadthefollowingthreearticles:
BenedictCarey’s“HaveYouHeard?
:
GossipTurnsOuttoServeaPurpose”,GregoryRodriguez’s“Believeitornot,CelebrityGossipCanbeGoodforYou”,andCarinoChocano’s“HowTabloidTrainwrecksAreReinventingGothicLiterature.”
Breakthearticlereadingsintotwosections:
CareyandRodriguezaresectionone,andsectiontwoisChocano.ThefinalfictionalreadingisFaulknerwhichshouldtakeplaceaftereachoftheotherthreearticlesisreadandtheactivitiesareworked.Faulkneristheculminatingreadingandisfictional,andtheprocessofthismoduleisactuallyinthreesections,andteachersshoulddothefirsttworeadingscompletelythroughtotheendofthereadingprocess(CareyandRodriguez),thencompletesectiontwowhichisChocano’sstory,andthenfinishwithFaulkner.
Activity4:
Section1:
Beginbyhavestudentsnumbertheparagraphsineacharticle,andthenanswerthefollowing:
1.ReadthetitlesofCareyandRodriguez’sarticlesandpredicttheauthor’spurpose.
2.Botharticlesarefromrenownednewspapers,oneinNewYorkCityandtheotherfromLosAngeles.DoesthelocationofeasternandwesternUnitedStatesaffecttheauthor’sstyleofwritingandthereader’sexpectations?
3.Eacharticlehasa“tagline”orattentiongrabber.Whichtaglineenticesyoutowanttoreadthearticle?
Howimportantisthetitleandattentiongrabbertoapaperorarticle?
4.Noticethedatesofthearticles,andhowwouldarticleswritteninthe1800sand1900sdifferfromthesearticleswritteninthe2000s?
Section2:
WhenreadingChocano’sarticleaskthefollowingquestions:
1.Noticethetitleandthedateofthisarticle.Whatdoyoupredictthisauthor’spurposeisandwhatisthecontentofherarticle?
2.HowcanatabloidbecomparedtoGothicliterature?
3.WhatisGothicLiterature,andisthisgenrestillusedtoday?
4.IsChocano’stitleasappealingasCareyandRodriguez’stitles?
Whichpaperwouldyoubecompelledtopurchase?
Section3:
WhenreadingFaulkneraskthefollowingquestions:
1.Doesthetitlegiveyouanyinsightintothestory’scontent?
2.AsanexampleofGothicliterature,whatmightthisstoryinclude?
3.ThisstorywassetaftertheAmericanCivilWarinafictionalsoutherncounty.Howwillsettingplayaroleinthestory?
4.Whatinstancesmightyougivesomeonearose?
ReadingComprehension(FocusonInformationalMaterials)
2.1Analyzeboththefeaturesandtherhetoricaldevicesofdifferenttypesofpublicdocuments(e.g.,policystatements,speeches,debates,platforms)andthewayinwhichauthorsusethosefeaturesanddevices.
2.3Verifyandclarifyfactspresentedinothertypesofexpositorytextsbyusingavarietyofconsumer,workplace,andpublicdocuments.
MakingPredictionsandAskingQuestions
Activity7:
Section1:
WhenreadingCareyandRodriguez:
1.ReadthefirstthreeparagraphsofCarey’sarticleandreadthefirsttwoparagraphsofRodriguez’sarticle,andpredictwhatthearticleisabout.
2.Whoistheintendedaudienceforeacharticle?
Doesmarketingtoaspecificaudiencealterhowthearticleiswritten?
3.Careyintroducesateacherf
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- shhh did you hear california state university ba
链接地址:https://www.bdocx.com/doc/4877791.html