Reflection: Homework Rhetorical Analysis: "Letter From Birmingham Jail" Day 1 - Section 2: Sharing Interpretations: First half of letter

 

Well, I guess that asking students to accomplish as much as I asked on a Friday when I wasn’t there was a bit of wishful thinking; the report from the sub was that they worked. . . some.  That was quite evident in the fact that most had not really finished the questions (which I could tell from the looks on their faces and body language when I referred to Friday’s work and how they would use that today—as much as kids like to think they are really good at hiding things, they aren’t—simply mentioning Friday’s work elicited enough goofy smiles and askance looks at each other to tell me they didn’t really get a lot accomplished.  Rather than mark zeroes and move on (I just don’t find that consequence to be motivating—if I did that a lot, students would just find the kids who did do the assignment and copy things down from them to make it look like they did it), I had them re-read the piece (the sub said that they did read it in class—it was the questions section that was unproductive) quietly and answer all the questions before continuing with the lesson, to hold them accountable in a way that they actually learn—by doing the assignment. 

Given that this took half the class, rather than break into groups, we worked with the first couple questions as a class, with particular emphasis on question two that asks about re-arranging the paragraphs.  To put a bit of an exclamation point on the fact that I wasn’t happy with their performance when I wasn’t there, I called on people randomly to add formality to the proceedings.  While it made for a bit more stilted discussion, hopefully it drove the point home so we will be able to pick up with the lesson I wanted to do tomorrow.

  Change of Plans
  Homework: Change of Plans
Loading resource...
 

Rhetorical Analysis: "Letter From Birmingham Jail" Day 1

Unit 10: Deepening Rhetorical Analysis
Lesson 2 of 10

Objective: SWBAT closely read passages of a text and recognize the rhetorical strategies an author is using to develop rhetorical appeals for influencing the audience.

Big Idea: Every word, phrase, or clause can have rhetorical purpose for building central ideas and appealing to an audience.

  Print Lesson
4 teachers like this lesson
mlkjr
 
1
2
3
Similar Lessons
 
Annotate a Text For Purposeful Reading
11th Grade ELA » Exploring Identity
Big Idea: Student annotations map their thinking process as they make meaning of a text.
  Favorites(33)
  Resources(15)
Los Angeles, CA
Environment: Urban
Martha Soto
 
The Dark Side of Desire
11th Grade ELA » The Great Gatsby
Big Idea: Ambition clouds moral aptitude leading down a darkened path.
  Favorites(14)
  Resources(13)
Taunton, MA
Environment: Suburban
Julie Ferreira
 
Getting the Facts: How Historical Movies Are Made
12th Grade ELA » Bias and Accuracy in Historical Movies: Argo
Big Idea: How are historical events presented to us as news?
  Favorites(1)
  Resources(11)
Whitehall, MT
Environment: Rural
Caitlin  Chiller
 
Something went wrong. See details for more info
Nothing to upload
details
close