Reflection: Relevance Is Mildred Purely Fictional? Citing Evidence to Support a Claim - Section 3: TV Then and Now


It happened. This is the year that I feel much older than students and today helped confirm it.


Usually when I do the TV activity with students, I know what they are talking about. This year, I barely recognized any of the tv shows that they named. On almost all of them, I had to ask what category the show should fall under. Devious Maid? No clue. Awkward? Sounds terrible. Love and Hip Hop? Can't be real. I have no interest in watching any of these shows, yet I think there it is important for me to know what my students are interested in and how they spend their time. Therefore, I'm faced with a new dilemma. There is a generation gap that I need to somehow reconcile, without wasting my time or expecting kids not to be kids. They love wasting time and many of them have time to waste, for better or worse.


How do I teach them well when I understand them less? Or do I understand them less? The shows may be different, but maybe it's just the same old crap with a new name.

  I'm old
  Relevance: I'm old
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Is Mildred Purely Fictional? Citing Evidence to Support a Claim

Unit 9: Fahrenheit 451: The Hearth and the Salamander
Lesson 5 of 10

Objective: SWBAT cite strong and thorough textual evidence to support analysis of what the text says as well as inferences drawn from the text by defending opinions using Fahrenheit 451.

Big Idea: At what point does TV harm us?

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