Reflection: Student Feedback Close Reading: Silent Spring by Rachel Carson Day 1 - Section 3: Reader Response/Small Group Discussion

 

An interesting question/observation one of the students made today as we discussed the emotional nature of this section was wondering what someone in a city would think of this piece now.  Our school is in a very rural district where much of the idyllic descriptions still exist, including family farms, so the students in the class have a very real emotional attachment to go on.  This got us on a bit of a tangent regarding the environmental discourse today, and how it seems that for a majority of people, the idyllic setting Carson describes is a place for a vacation rather than a daily reality—an ideal of sorts.  The conversation also turned some to politics, as one of the students noted that the political climate in rural areas of the Midwest and south are in fact more conservative and against environmental conservation.  So, it was one of those authentic conversations that, while not exactly on task (though they did address language in their small groups well), was nevertheless valuable—the text got them talking about real issues, which is exactly what a writer like Rachel Carson is trying to inspire!

  Noting Biases
  Student Feedback: Noting Biases
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Close Reading: Silent Spring by Rachel Carson Day 1

Unit 12: Rhetorical Review: Politics and the Environment
Lesson 1 of 5

Objective: SWBAT to recognize the power of rhetorical appeals in a text, as well as shifts in appeals, through a close reading of the first two sections of Rachel Carson's Silent Spring.

Big Idea: Strong rhetorical appeal in introductory sections of a text can draw a mass audience into an academic, sophisticated conversation.

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Subject(s):
climatic and environmental change, English / Language Arts, close reading, rhetorical analysis, Silent Spring, Rachel Carson, AP
  70 minutes
carson
 
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