Reflection: Student Communication Social Commentary Genre Analysis: Station Rotation (Day 2 of 2) - Section 3: Social Commentary Genre Analysis


I taught during the 2nd half of the block today so that I could pull my concerned student aside and have a conversation with her. She looked pretty uncomfortable being pulled out of class, but once we were able to chat privately, I felt much better about where we stand. I also used this time to remind her about the purpose for social commentary and pointing out that often times, this genre is going to feel very biased or incredibly one-sided because it is meant to be persuasive. I also told her how I was going to proceed with class so that she heard from my mouth that I was honoring her concerns, but that I was going to be pretty honest about the purpose for social commentary and ask her classmates to reflect on how we as writers/artists/speakers can be more rhetorically effective when we are mindful of our audience and try not to be hurtful, mean, blaming, etc. 

After we did the English part of class, she came up to me to thank me again and to tell me that she is going to try really hard to chose a genre that will help her to communicate some of her ideas without being off-putting. I told her I was excited to read her final product...which I am! I hope this will be a beyond the classroom learning experience for this student. It definitely has been for me!

  Follow Up With My Concerned Student
  Student Communication: Follow Up With My Concerned Student
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Social Commentary Genre Analysis: Station Rotation (Day 2 of 2)

Unit 15: Argument: Analyzing and Creating Social Commentary
Lesson 5 of 9

Objective: SWBAT analyze the cumulative impact of words, structure and style on overall message and meaning of a text by participating in a whole group analysis of various genres of social commentary.

Big Idea: Now that we've had a broad overview of the many genres of social commentary, it is time to narrow in to our analysis of WHY and author chooses the medium he or she chooses.

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